Arts & Humanities Journal

Title: Determining the meaning and impact of learning task in relation to teachers teaching method with (by) studentØŒs academic self- concept (study of the Delphi method)

Abstract:

In the field of academic learning, researches have shown that academic self-concept has been considered as one of the most important factors in the real if motivational and emotional factors affecting learning. Self-concept as a theoretical term has different definitions. According to Bern's model of Internal-external frame of arbitration (1996), academic self-concept is a multidimensional construct that include an Internal and external comparison. As affective factors on academic self-concept, it can be referred to individual factors such as age, gender, ability and attitude of the person, family factors such as the interpersonal relationship between the child and parents and educational factors such as teachers' training skills, and the students' learning methods. On the other hand in the present study, it has been sought to determine the meaning of the learning task position in the relationship between the teachers training method and the students ' academic self-concept based on the experts' viewpoints, that learning task plays what role in the relationship between the teachers training method and the students ' academic self-concept?