MÜHENDİS ADAYLARININ AKADEMİK ÖZ-YETERLİK ALGILARI İLE FİZİK BAŞARILARI ARASINDA

Academic self-efficacy is grounded in self-efficacy theory. According to selfefficacy theory, self-efficacy is an “individual’s confidence in their ability to organize and execute a given course of action to solve a problem”. Self-efficacy theory recommends that academic self-efficacy can vary in strength as a function of task difficulty. Students who are confident in their capability to organize, execute, and regulate their problemsolving at a designated level of competence are having high selfefficacy. In this study, it was investigated whether the variables of "academic achievement self-efficacy perceptions" of the engineer candidates who took physics course varied according to, variables such as "gender, physical success, duration of internet use and department of education". The population of the study consists from s a total of 225 engineer candidates who took Physics-1 course at Necmettin Erbakan University Engineering and Architecture Faculty in Fall in 2016-2017 academic year. The data of this study was obtained by “academic selfefficacy scale” which was developed by Jerusalem and Schwazer (1981) and translated into Turkish by Yılmaz, Gürçay, and Ekici (2007). Frequency, mean, independent t test, one way analysis of variance (ANOVA) and Pearson correlation analysis were used to analyze the data. It was determined that the academic self-efficacy perceptions of the engineer candidates participating in the research were found to be low levels but that as the students' self-efficacy perceptions were increased and the physics course achievements were increased as well. It has been figured out that there is only a significant difference according to gender for the answers to the academic self-efficacy scale’s item" In my university education, I am always able to accomplish the work to be done “. In addition, it was found that male students perceptions of success in university education are higher than female students.