Exploring the Relationship Between Constructivist Learning Environments, Attitudes, Academic Delay of Gratification, and Teaching Efficacy Beliefs in a Social Studies Teaching Course

Abstract

This study aimed to investigate relations between perceived constructivist learning environments in a social studies teaching course in consideration of attitudes toward the course, academic delay of gratification, and students’ social studies teaching self-efficacy beliefs. A total of 295 preservice elementary school teachers participated in the study. The data were collected over three academic years during a social studies teaching course in the Faculty of Education at a state university in Turkey. Results showed positive and significant correlations between the variables. The study found that perceived constructivist learning environments in a social studies teaching course positively and significantly predicted the preservice elementary school teachers’ attitudes toward the social studies teaching course, their academic delay of gratification in the course, and their social studies teaching efficacy beliefs. Attitudes toward the social studies teaching course positively and significantly predicted both the academic delay of gratification in the course and social studies teaching efficacy beliefs. However, the direct effect of academic delay of gratification on social studies teaching efficacy beliefs was not significant. Moreover, some indirect effects of perceived constructivist learning environments were found.