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A Structural Model of the Relationships between The Emotional Intelligence and the Critical Thinking Disposition in Physical Education and Sports Teacher Candidates

Year 2020, Volume: 2 Issue: 1, 10 - 20, 26.06.2020

Abstract

This research aims to investigate effect of
emotional intelligence level of physical education and sports teacher
candidates on critical thinking. Research group consists of 205 participants
studying in Department of Physical Education and Sport Teaching, Gazi
University Sports Sciences Faculty in 2019-2020 academic year. In research, a
modeling that shows possible relationships between mentioned variables was
created and this model was tested by using structural equation modeling. It has
been asserted that emotional intelligence level of the participants has a
positive effect on critical thinking disposition. In research, convenience
sampling technique, which is one of purposeful sampling methods, was used.
Emotional Intelligence Scale and Critical Thinking Disposition Scale were used
as data collection tools. Descriptive statistics and t-test were used to
analyze data, and also a structural equation modeling was established.
Considering the results of the analysis, it was seen that critical thinking
disposition and emotional intelligence level of participants don’t express
statistically significance according by gender, t(203) = -.38, p > .05;
t(203) = -.38, p > .05. It was determined that the average score of the
participants obtained from the Emotional Intelligence Scale and the Critical
Thinking Disposition Scale was respectively x̄ = 3.82 and x̄ = 3.76. When
results of the structural equation model between emotional intelligence level
and critical thinking disposition of the participants were examined, it was
determined that emotional appraisal and positive utilization positively
affected critical thinking disposition. Considering the model's Squared
Multiple Correlations (R2) value, it was seen that 34% of engagement, 30% of
cognitive maturity and 29% of innovativeness were explained by emotional
intelligence.

References

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  • Avsar, G. & Kasikci, M. (2010). Hemşirelik yüksekokulu öğrencilerinde duygusal zekâ düzeyi [Emotional intelligence level in Nursing students]. Journal of Anatolia Nursing and Health Sciences / Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 13(1), 1-6.
  • Aykutlu, I., Bezen, S., Bayrak, C., & Secken, N. (2019). Öğretmen adaylarının duygusal zeka ve mesleğe yönelik kaygı düzeylerinin çeşitli değişkenler açısından incelenmesi [An Examination of Pre-Service Teachers’ Emotional Intelligence and Profession-Related Anxiety Levels According to Various Variables]. Gazi University Journal of Gazi Educational Faculty / Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 39(3), 1671-1705.
  • Bhochhibhoya, A., & Branscum, P. (2015). Emotional intelligence: A place in public health promotion and education. Paediatrics and Health, 3(2), 1-5. http://doi.org/10.7243/2052-935X-3-2
  • Cabello, R., Sorrel, M. A., Fernández-Pinto, I., Extremera, N., & Fernández-Berrocal, P. (2016). Age and gender differences in ability emotional intelligence in adults: A cross-sectional study. Developmental Psychology, 52(9), 1486–1492. https://doi.org/10.1037/dev0000191
  • Certel, Z., Catikkas, F., & Yalcinkaya, M. (2011). Beden eğitimi öğretmen adaylarının duygusal zekâ ile eleştirel düşünme eğilimlerinin incelenmesi [Analysis of the Emotional Intelligence Levels and Critical Thinking Dispositions of Physical Education Teacher Candidates]. Selcuk University Journal of Physical Education and Sport Science / Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 13(1), 74-81.
  • Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36(8), 1781-1795. https://doi.org/10.1016/j.paid.2003.07.007
  • Chan, D. W. (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching and teacher education, 22(8), 1042-1054. https://doi.org/10.1016/j.tate.2006.04.005
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. Routledge Falmer.
  • Dehghani, M., Pakmehr, H., & Malekzadeh, A. (2011). Relationship between students’ critical thinking and self-efficacy beliefs in Ferdowsi University of Mashhad, Iran. Procedia-Social and Behavioral Sciences, 15, 2952-2955. https://doi.org/10.1016/j.sbspro.2011.04.221
  • Du, X., Emmersen, J., Toft, E., & Sun, B. (2013). Problem based learning and critical thinking disposition in Chinese medical students-A randomized cross-sectional study. Journal of Problem Based Learning in Higher Education, 1(1), 72-83. https://doi.org/10.5278/ojs.jpblhe.v1i1.275
  • Dutoğlu, G., & Tuncel, M. (2008). Aday öğretmenlerin eleştirel düşünme eğilimleri ile duygusal zeka düzeyleri arasındaki ilişki [The relationship between candidate teachers’ critical thinking tendecies and their emotional intelligence levels]. Abant Izzet Baysal University Journal of Faculty of Education / Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 11-32.
  • Ebrahimi, M. R., & Moafian, F. (2012). Does emotional intelligence or self-efficacy have something to do with high school English teachers' critical thinking, considering demographic information?. International Journal of Linguistics, 4(4), 224-242. https://doi.org/10.5296/ijl.v4i4.2662
  • Ekinci-Vural, D. (2010). The Relation Between Emotional Intelligence and Problem Solving Skills of Teacher Candidates. Education Sciences, 5(3), 972-980.
  • Elder, L. (1997). Critical thinking: The key to emotional intelligence. Journal of Developmental Education, 21(1), 40-41.
  • Erdem, M., Ilgan, A., & Celik, F. (2013). Relationship between emotional intelligence and critical thinking skills of high school teachers. Journal of Turkish Studies, 8(12), 509-532. http://doi.org/10.7827/TurkishStudies.5932
  • Extremera, N., Fernández-Berrocal, P., & Salovey, P. (2006). Spanish version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Version 2.0: reliabilities, age and gender differences. Psicothema, 18(Suppl.1), 42-48.
  • Facione, P. A, Facione, N. C., & Giancarlo, C. A. (1998). The california critical thinking disposition inventory test manual (revised). California Academic Press.
  • Gokkus, I., & Delican, B. (2016). Sınıf öğretmeni adaylarının eleştirel düşünme eğilimleri ve okuma alışkanlığına ilişkin tutumları [Pre-Service Classroom Teachers’ Critical Thinking Tendencies and Attitudes towards Reading Habit]. Cumhuriyet International Journal of Education / Cumhuriyet Uluslararası Eğitim Dergisi, 5(1), 10-28.
  • Harish, G. C. (2013). Critical thinking skills among ninth standard students in relation to gender, intelligence and study habits. International Journal of Education and Psychological Research (IJEPR), 2(3), 13-20.
  • Harrod, N. R., & Scheer, S. D. (2005). An exploration of adolescent emotional intelligence in relation to demographic characteristics. Adolescence, 40(159), 503-512.
  • Karasar, N. (2017). Scientific Research Method Concepts Principles Techniques. 3A Ara.
  • Katyal, S., & Awasthi, E. (2005). Gender differences in emotional intelligence among adolescents of Chandigarh. Journal of Human Ecology, 17(2), 153-155.
  • Kilic, H. E., & Sen, A. İ. (2014). UF/EMI Eleştirel düşünme eğilimi ölçeğini Türkçe’ye uyarlama çalışması [Turkish Adaptation Study of UF/EMI Critical Thinking Disposition Instrument]. Education and Science / Eğitim ve Bilim, 39(176), 1-12. http://doi.org/10.15390/EB.2014.3632
  • Kim, Y. S., & Oh, E. J. (2016). Relationship among emotional intelligence, critical thinking and major satisfaction in nursing students. Journal of the Korea Academia-Industrial cooperation society, 17(7), 103-111. https://doi.org/10.5762/KAIS.2016.17.7.103
  • Kline, P. (2005). An essay guide to factor analysis. Routledge.
  • Kocak, B., Kurtlu, Y., Ulas, H., & Epcacan, C. (2015). Sınıf öğretmeni adaylarının eleştirel düşünme düzeyleri ve okumaya yönelik tutumları arasındaki ilişki [Examining of the elementary class teachers’ critical thinking levels and their attitudes towards reading]. Ekev Academic Review / Ekev Akademi Dergisi, 61, 211-228.
  • Leasa, M. (2018). The correlation between emotional intelligence and critical thinking skills with different learning styles in science learning. In A. Suparmi and D. A. Nugraha (Eds.), AIP Conference Proceedings (Vol. 2014, No. 1, p. 020135). AIP Publishing LLC. https://doi.org/10.1063/1.5054539
  • Lee, O. S., & Kim, M. J. (2017). The relationship among smartphone addiction, emotional intelligence, critical thinking disposition and communication skill for nursing students. Journal of Digital Convergence, 15(7), 319-328. https://doi.org/10.14400/JDC.2017.15.7.319
  • Lee, O. S., & Kim, M. J. (2018). The relationship between emotional intelligence, critical thinking disposition and clinical competence in new graduate nurses immediately after graduation. Journal of Digital Convergence, 16(6), 307-315. https://doi.org/10.14400/JDC.2018.16.6.307
  • Lee, O. S., Gu, M. O., & Kim, M. J. (2015). Influence of critical thinking disposition and emotional intelligence on clinical competence in nursing students. Journal of the Korea Academia-Industrial cooperation Society, 16(1), 380-388. https://doi.org/10.5762/KAIS.2015.16.1.380
  • Mandell, B., & Pherwani, S. (2003). Relationship between emotional intelligence and transformational leadership style: A gender comparison. Journal of Business and Psychology, 17(3), 387-404. https://doi.org/10.1023/A:1022816409059
  • Meydan, C. H., & Sesen, H. (2011). Yapısal eşitlik modellemesi AMOS uygulamaları. Detay Yayıncılık.
  • Mitrevski, B., & Zajkov, O. (2012). Physics lab, critical thinking and gender differences. Macedonian Physics Teacher, 48(1), 13-18.
  • Ogan, E., & Yucel-Toy, B. (2017). Meslek yüksekokulu öğrencilerinin duygusal zeka düzeylerinin belirlenmesi [Examination of students’ emotional levels in the vocational school of higher education]. Ordu University Journal of Social Science Research / Ordu Üniversitesi Sosyal Bilimler Araştırmaları Dergisi, 7(3), 445-461.
  • Ozdemir, S. M. (2005). Üniversite öğrencilerinin eleştirel düşünme becerilerinin çeşitli değişkenler açısından değerlendirilmesi [Assessing university students’ critical thinking skills for some variables]. The Journal of Turkish Educational Sciences / Türk Eğitim Bilimleri Dergisi, 3(3), 297-316.
  • Ozturk, A, Beyazit, B., & Yilmaz, O. (2016). Beden eğitimi ve spor öğretmenliği bölümü öğrencilerinin eleştirel düşünme eğilimlerinin incelenmesi [The investigation of critical thinking dispositions of the students at physical education and sports teaching department]. Journal of Physical Education and Sports Sciences / Beden Eğitimi ve Spor Bilimleri Dergisi, 10(1) , 122-130.
  • Papp, K. K., Huang, G. C., Clabo, L. M. L., Delva, D., Fischer, M., Konopasek, L., ... & Gusic, M. (2014). Milestones of critical thinking: a developmental model for medicine and nursing. Academic Medicine, 89(5), 715-720. https://doi.org/10.1097/ACM.0000000000000220
  • Ricketts, J. C., & Rudd, R. (2004). Critical thinking skills of FFA leaders. Journal of Southern Agricultural Education Research, 54(1), 7-20.
  • Rodzalan, S. A., & Saat, M. M. (2015). The perception of critical thinking and problem solving skill among Malaysian undergraduate students. Procedia-Social and Behavioral Sciences, 172, 725-732. https://doi.org/10.1016/j.sbspro.2015.01.425
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Beden Eğitimi ve Spor Öğretmen Adaylarında Duygusal Zeka ve Eleştirel Düşünme Eğilimi Arasındaki İlişkilerin Yapısal Bir Modeli

Year 2020, Volume: 2 Issue: 1, 10 - 20, 26.06.2020

Abstract

Bu araştırma, beden eğitimi ve spor öğretmeni
adaylarının duygusal zeka düzeylerinin eleştirel düşünme üzerindeki etkisini
araştırmayı amaçlamaktadır. Araştırma grubu 2019-2020 öğretim yılında Gazi
Üniversitesi Spor Bilimleri Fakültesi Beden Eğitimi ve Spor Öğretmenliği
Bölümünde öğrenim gören 205 katılımcıdan oluşmaktadır. Araştırmada, bahsedilen
değişkenler arasında olası ilişkileri gösteren bir modelleme oluşturulmuş ve bu
model yapısal eşitlik modellemesi kullanılarak test edilmiştir. Katılımcıların
duygusal zekâ seviyelerinin eleştirel düşünme eğilimi üzerinde olumlu bir
etkiye sahip olduğu ileri sürülmüştür. Araştırmada amaçlı örnekleme
yöntemlerinden uygun örnekleme tekniği kullanılmıştır. Veri toplama aracı
olarak Duygusal Zeka Ölçeği ve Eleştirel Düşünme Eğilimi Ölçeği kullanılmıştır.
Verilerin analizinde tanımlayıcı istatistikler ve t-testi kullanılmış, ayrıca
yapısal bir eşitlik modeli oluşturulmuştur. Analiz sonuçları dikkate
alındığında, katılımcıların eleştirel düşünme eğilimi ve duygusal zeka
düzeyinin cinsiyete göre istatistiksel olarak anlamlı olmadığı ifade edilmiştir,
t(203) = -.38, p > .05; t(203) = -.38, p > .05. Duygusal Zeka Ölçeği ve
Eleştirel Düşünme Eğilimi Ölçeğinden elde edilen katılımcıların ortalama
puanlarının sırasıyla x̄ = 3.82 ve x̄ = 3.76 olduğu belirlenmiştir. Katılımcıların
duygusal zekâ düzeyi ile eleştirel düşünme eğilimi arasındaki yapısal eşitlik
modelinin sonuçları incelendiğinde, duygusal değerlendirme ve duyguların olumlu
kullanımının eleştirel düşünme eğilimini olumlu etkilediği belirlenmiştir. Modelin
Çoklu Korelasyon değeri (R2) dikkate alındığında, katılımın %34'ünün,
bilişsel olgunluğun %30'unun ve yenilikçiliğin %29'unun duygusal zekâ ile
açıklandığı görülmüştür.

References

  • Ahmad, S., Bangash, H. & Khan, S. A. (2009). Emotional intelligence and gender differences. Sarhad J. Agric, 25(1), 127-130.
  • Avsar, G. & Kasikci, M. (2010). Hemşirelik yüksekokulu öğrencilerinde duygusal zekâ düzeyi [Emotional intelligence level in Nursing students]. Journal of Anatolia Nursing and Health Sciences / Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 13(1), 1-6.
  • Aykutlu, I., Bezen, S., Bayrak, C., & Secken, N. (2019). Öğretmen adaylarının duygusal zeka ve mesleğe yönelik kaygı düzeylerinin çeşitli değişkenler açısından incelenmesi [An Examination of Pre-Service Teachers’ Emotional Intelligence and Profession-Related Anxiety Levels According to Various Variables]. Gazi University Journal of Gazi Educational Faculty / Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 39(3), 1671-1705.
  • Bhochhibhoya, A., & Branscum, P. (2015). Emotional intelligence: A place in public health promotion and education. Paediatrics and Health, 3(2), 1-5. http://doi.org/10.7243/2052-935X-3-2
  • Cabello, R., Sorrel, M. A., Fernández-Pinto, I., Extremera, N., & Fernández-Berrocal, P. (2016). Age and gender differences in ability emotional intelligence in adults: A cross-sectional study. Developmental Psychology, 52(9), 1486–1492. https://doi.org/10.1037/dev0000191
  • Certel, Z., Catikkas, F., & Yalcinkaya, M. (2011). Beden eğitimi öğretmen adaylarının duygusal zekâ ile eleştirel düşünme eğilimlerinin incelenmesi [Analysis of the Emotional Intelligence Levels and Critical Thinking Dispositions of Physical Education Teacher Candidates]. Selcuk University Journal of Physical Education and Sport Science / Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 13(1), 74-81.
  • Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36(8), 1781-1795. https://doi.org/10.1016/j.paid.2003.07.007
  • Chan, D. W. (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching and teacher education, 22(8), 1042-1054. https://doi.org/10.1016/j.tate.2006.04.005
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. Routledge Falmer.
  • Dehghani, M., Pakmehr, H., & Malekzadeh, A. (2011). Relationship between students’ critical thinking and self-efficacy beliefs in Ferdowsi University of Mashhad, Iran. Procedia-Social and Behavioral Sciences, 15, 2952-2955. https://doi.org/10.1016/j.sbspro.2011.04.221
  • Du, X., Emmersen, J., Toft, E., & Sun, B. (2013). Problem based learning and critical thinking disposition in Chinese medical students-A randomized cross-sectional study. Journal of Problem Based Learning in Higher Education, 1(1), 72-83. https://doi.org/10.5278/ojs.jpblhe.v1i1.275
  • Dutoğlu, G., & Tuncel, M. (2008). Aday öğretmenlerin eleştirel düşünme eğilimleri ile duygusal zeka düzeyleri arasındaki ilişki [The relationship between candidate teachers’ critical thinking tendecies and their emotional intelligence levels]. Abant Izzet Baysal University Journal of Faculty of Education / Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 11-32.
  • Ebrahimi, M. R., & Moafian, F. (2012). Does emotional intelligence or self-efficacy have something to do with high school English teachers' critical thinking, considering demographic information?. International Journal of Linguistics, 4(4), 224-242. https://doi.org/10.5296/ijl.v4i4.2662
  • Ekinci-Vural, D. (2010). The Relation Between Emotional Intelligence and Problem Solving Skills of Teacher Candidates. Education Sciences, 5(3), 972-980.
  • Elder, L. (1997). Critical thinking: The key to emotional intelligence. Journal of Developmental Education, 21(1), 40-41.
  • Erdem, M., Ilgan, A., & Celik, F. (2013). Relationship between emotional intelligence and critical thinking skills of high school teachers. Journal of Turkish Studies, 8(12), 509-532. http://doi.org/10.7827/TurkishStudies.5932
  • Extremera, N., Fernández-Berrocal, P., & Salovey, P. (2006). Spanish version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Version 2.0: reliabilities, age and gender differences. Psicothema, 18(Suppl.1), 42-48.
  • Facione, P. A, Facione, N. C., & Giancarlo, C. A. (1998). The california critical thinking disposition inventory test manual (revised). California Academic Press.
  • Gokkus, I., & Delican, B. (2016). Sınıf öğretmeni adaylarının eleştirel düşünme eğilimleri ve okuma alışkanlığına ilişkin tutumları [Pre-Service Classroom Teachers’ Critical Thinking Tendencies and Attitudes towards Reading Habit]. Cumhuriyet International Journal of Education / Cumhuriyet Uluslararası Eğitim Dergisi, 5(1), 10-28.
  • Harish, G. C. (2013). Critical thinking skills among ninth standard students in relation to gender, intelligence and study habits. International Journal of Education and Psychological Research (IJEPR), 2(3), 13-20.
  • Harrod, N. R., & Scheer, S. D. (2005). An exploration of adolescent emotional intelligence in relation to demographic characteristics. Adolescence, 40(159), 503-512.
  • Karasar, N. (2017). Scientific Research Method Concepts Principles Techniques. 3A Ara.
  • Katyal, S., & Awasthi, E. (2005). Gender differences in emotional intelligence among adolescents of Chandigarh. Journal of Human Ecology, 17(2), 153-155.
  • Kilic, H. E., & Sen, A. İ. (2014). UF/EMI Eleştirel düşünme eğilimi ölçeğini Türkçe’ye uyarlama çalışması [Turkish Adaptation Study of UF/EMI Critical Thinking Disposition Instrument]. Education and Science / Eğitim ve Bilim, 39(176), 1-12. http://doi.org/10.15390/EB.2014.3632
  • Kim, Y. S., & Oh, E. J. (2016). Relationship among emotional intelligence, critical thinking and major satisfaction in nursing students. Journal of the Korea Academia-Industrial cooperation society, 17(7), 103-111. https://doi.org/10.5762/KAIS.2016.17.7.103
  • Kline, P. (2005). An essay guide to factor analysis. Routledge.
  • Kocak, B., Kurtlu, Y., Ulas, H., & Epcacan, C. (2015). Sınıf öğretmeni adaylarının eleştirel düşünme düzeyleri ve okumaya yönelik tutumları arasındaki ilişki [Examining of the elementary class teachers’ critical thinking levels and their attitudes towards reading]. Ekev Academic Review / Ekev Akademi Dergisi, 61, 211-228.
  • Leasa, M. (2018). The correlation between emotional intelligence and critical thinking skills with different learning styles in science learning. In A. Suparmi and D. A. Nugraha (Eds.), AIP Conference Proceedings (Vol. 2014, No. 1, p. 020135). AIP Publishing LLC. https://doi.org/10.1063/1.5054539
  • Lee, O. S., & Kim, M. J. (2017). The relationship among smartphone addiction, emotional intelligence, critical thinking disposition and communication skill for nursing students. Journal of Digital Convergence, 15(7), 319-328. https://doi.org/10.14400/JDC.2017.15.7.319
  • Lee, O. S., & Kim, M. J. (2018). The relationship between emotional intelligence, critical thinking disposition and clinical competence in new graduate nurses immediately after graduation. Journal of Digital Convergence, 16(6), 307-315. https://doi.org/10.14400/JDC.2018.16.6.307
  • Lee, O. S., Gu, M. O., & Kim, M. J. (2015). Influence of critical thinking disposition and emotional intelligence on clinical competence in nursing students. Journal of the Korea Academia-Industrial cooperation Society, 16(1), 380-388. https://doi.org/10.5762/KAIS.2015.16.1.380
  • Mandell, B., & Pherwani, S. (2003). Relationship between emotional intelligence and transformational leadership style: A gender comparison. Journal of Business and Psychology, 17(3), 387-404. https://doi.org/10.1023/A:1022816409059
  • Meydan, C. H., & Sesen, H. (2011). Yapısal eşitlik modellemesi AMOS uygulamaları. Detay Yayıncılık.
  • Mitrevski, B., & Zajkov, O. (2012). Physics lab, critical thinking and gender differences. Macedonian Physics Teacher, 48(1), 13-18.
  • Ogan, E., & Yucel-Toy, B. (2017). Meslek yüksekokulu öğrencilerinin duygusal zeka düzeylerinin belirlenmesi [Examination of students’ emotional levels in the vocational school of higher education]. Ordu University Journal of Social Science Research / Ordu Üniversitesi Sosyal Bilimler Araştırmaları Dergisi, 7(3), 445-461.
  • Ozdemir, S. M. (2005). Üniversite öğrencilerinin eleştirel düşünme becerilerinin çeşitli değişkenler açısından değerlendirilmesi [Assessing university students’ critical thinking skills for some variables]. The Journal of Turkish Educational Sciences / Türk Eğitim Bilimleri Dergisi, 3(3), 297-316.
  • Ozturk, A, Beyazit, B., & Yilmaz, O. (2016). Beden eğitimi ve spor öğretmenliği bölümü öğrencilerinin eleştirel düşünme eğilimlerinin incelenmesi [The investigation of critical thinking dispositions of the students at physical education and sports teaching department]. Journal of Physical Education and Sports Sciences / Beden Eğitimi ve Spor Bilimleri Dergisi, 10(1) , 122-130.
  • Papp, K. K., Huang, G. C., Clabo, L. M. L., Delva, D., Fischer, M., Konopasek, L., ... & Gusic, M. (2014). Milestones of critical thinking: a developmental model for medicine and nursing. Academic Medicine, 89(5), 715-720. https://doi.org/10.1097/ACM.0000000000000220
  • Ricketts, J. C., & Rudd, R. (2004). Critical thinking skills of FFA leaders. Journal of Southern Agricultural Education Research, 54(1), 7-20.
  • Rodzalan, S. A., & Saat, M. M. (2015). The perception of critical thinking and problem solving skill among Malaysian undergraduate students. Procedia-Social and Behavioral Sciences, 172, 725-732. https://doi.org/10.1016/j.sbspro.2015.01.425
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There are 51 citations in total.

Details

Primary Language English
Subjects Sports Medicine, Psychology
Journal Section Research Articles
Authors

Okan Burçak Çelik 0000-0001-9734-6822

Nuriberk Güngör 0000-0002-6579-9146

Publication Date June 26, 2020
Submission Date November 5, 2019
Acceptance Date December 25, 2019
Published in Issue Year 2020 Volume: 2 Issue: 1

Cite

APA Çelik, O. B., & Güngör, N. (2020). A Structural Model of the Relationships between The Emotional Intelligence and the Critical Thinking Disposition in Physical Education and Sports Teacher Candidates. Uluslararası Egzersiz Psikolojisi Dergisi, 2(1), 10-20.