The Mediating Role of Critical Reading Self-Efficacy Perception in the Effect of Philosophy of Education Dispositions on Curriculum Literacy

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dc.authoridDemir, Ozden/0000-0001-6293-5045;
dc.contributor.authorEr, Onur
dc.contributor.authorDemir, Ozden
dc.date.accessioned2025-10-11T20:48:10Z
dc.date.available2025-10-11T20:48:10Z
dc.date.issued2025
dc.departmentDüzce Üniversitesien_US
dc.description.abstractThe study used a correlational design based on a cause-and-effect relationship among philosophy of education dispositions, critical reading self-efficacy perceptions, and curriculum literacy perceptions. Five theoretical models were proposed in light of the theories and research explaining the relationships between the variables. In addition, structural equation modeling was established to determine whether a significant difference existed between the mediator variable critical reading self-efficacy perception, predictor variable, and outcome variable. SPSS PROCESS macro, Model 4 (Version 4.1; Hayes, 2022) was used for mediation analysis. The study was conducted with 158 prospective Turkish language teachers determined by the non-probability cluster sampling method in Turkey in the fall semester of the 2023 to 2024 academic year. Path analysis was performed to determine the significance of the hypotheses. The results indicated that prospective teachers' philosophy of education dispositions and curriculum literacy perceptions affect each other positively, and critical reading self-efficacy perceptions and curriculum literacy perceptions affect each other positively. It was concluded that critical reading self-efficacy perception had a high mediating role in the effect of philosophy of education dispositions on curriculum literacy.en_US
dc.identifier.doi10.1177/21582440251357673
dc.identifier.issn2158-2440
dc.identifier.issue3en_US
dc.identifier.urihttps://doi.org/10.1177/21582440251357673
dc.identifier.urihttps://hdl.handle.net/20.500.12684/21766
dc.identifier.volume15en_US
dc.identifier.wosWOS:001540079700001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherSage Publications Incen_US
dc.relation.ispartofSage Openen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzKA_WOS_20250911
dc.subjectphilosophy of educationen_US
dc.subjectcritical readingen_US
dc.subjectself-efficacyen_US
dc.subjectcurriculum literacyen_US
dc.subjectthinkingen_US
dc.subjectteacher educationen_US
dc.titleThe Mediating Role of Critical Reading Self-Efficacy Perception in the Effect of Philosophy of Education Dispositions on Curriculum Literacyen_US
dc.typeArticleen_US

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