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Data were collected from 465 pre-service teachers at a public university using the Academic Expectations Stress Inventory and the Goal Commitment Scale. Descriptive statistics, independent t-tests, one-way ANOVA, Pearson correlation, and simple linear regression guided the analyses. Results show department differences for self-expectations and goal commitment, grade-average effects for self-expectations, and generally high parent/teacher-expectations stress and goal commitment levels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examination-of-pre-service-teachers-stress-levels-towards-academic-expectations-and-goal-commitment-in-terms-of-various-variables/592840/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examination-of-pre-service-teachers-stress-levels-towards-academic-expectations-and-goal-commitment-in-terms-of-various-variables/592840.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"The study aimed to examine how pre-service teachers’ stress levels relate to academic expectations and goal commitment across various variables.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were stress and goal commitment measured?",{"text":117,"@type":113},"Stress was measured using the Academic Expectations Stress Inventory, and goal commitment was measured using the Goal Commitment Scale in a revised form.",{"name":119,"@type":110,"acceptedAnswer":120},"What key differences were found in the results?",{"text":121,"@type":113},"Significant differences appeared for department on self-expectations and goal commitment, and for academic grade average on self-expectations. Parent/teacher-expectations showed high stress and overall goal commitment levels were also high.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592840,1792166515,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Asian Journal of Education and Training  \nVol. 6, No. 3, 461-467, 2020 ISSN(E) 2519-5387  \nDOI: 10.20448/journal.522.2020.63 .461.467  \n© 2020 by the authors; licensee Asian Online Journal Publishing Group  \nExamination of Pre-Service Teachers’Stress Levels towards Academic Expectations and Goal Commitment in Terms of Various Variables  \nYesim Bayrakdaroglu 1 􀀣   \nHakan Hekim2   \n1Department of Physical Education and Sports, Gumushane University, Gumushane, Turkey.  \n2Physical Education and Sports Teacher Education, Graduate Education Institute, Sakarya University of Applied Sciences, Sakarya, Turkey.  \n(􀀣 Corresponding Author)  \nAbstract  \nThis study was carried out with the aim of examining the stress levels towards academic expectations and goal commitment of pre-service teachers (students who are not yet teaching professionally) in terms of various variables. The data were obtained from pre-service teachers (n=465) studying at a public university. In this study, two scales were used to collect data. One was the Academic Expectations Stress Inventory developed by Ang and Huan (2006) and adapted to Turkish by Akin, Abaci, and Cetin (2009) . The other was the Goal Commitment Scale developed by Hollenbeck, Klein, O'Leary, and Wright (1989) in 9 items, revised in 5 items by Klein, Wesson, Hollenbeck, Wright, and DeShon (2001) and later adapted to Turkish by Senoland Turan (2019) . Descriptive statistics, Independent T-test, One Way ANOVA, Pearson Correlation and Simple Linear Regression were used in the analysis of the data. As a result of the analysis, significant differences were found in the variable of the department in terms of“expectations of self” and “goal commitment” of pre-service teachers. Similarly, significant differences were found in the variable of academic grade average in terms of “expectations of self”. In addition, it was observed that goal commitment levels and stress levels of “expectations of parents/teachers” of pre-service teachers were high. At the same time, it was observed that the stress level of “expectations of self” of pre-service teachers was above the middle level, but close to the high level.  \nKeywords: Goal commitment, Academic expectation, Stress, Pre-service teachers, Education, Academic stress.  \nAcknowledgement: Both authors contributed to the conception and design of the study.  \nFunding: This study received no specific financial support.  \nCompeting Interests: The authors declare that they have no conflict of interests.  \nTransparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study follows all ethical practices during writing.  \nContents  \n1. Introduction .................................................................................................................................................................................... 462  \n2. Methodology ................................................................................................................................................................................... 462  \n3. Findings / Results.......................................................................................................................................................................... 463  \n4. Conclusion ....................................................................................................................................................................................... 465  \n5. Recommendation............................................................................................................................................................................ 466  \n6. Limitations ........................................................................................................................................","cbCaic9dOVrVdzGp","https://ap.wps.com/l/cbCaic9dOVrVdzGp","pdf",434960,"English","# Introduction\n## Methodology\n## Findings / Results\n## Conclusion\n## Recommendation\n## Limitations\n## References","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"The study aimed to examine how pre-service teachers’ stress levels relate to academic expectations and goal commitment across various variables.\"},{\"question\":\"How were stress and goal commitment measured?\",\"answer\":\"Stress was measured using the Academic Expectations Stress Inventory, and goal commitment was measured using the Goal Commitment Scale in a revised form.\"},{\"question\":\"What key differences were found in the results?\",\"answer\":\"Significant differences appeared for department on self-expectations and goal commitment, and for academic grade average on self-expectations. Parent/teacher-expectations showed high stress and overall goal commitment levels were also high.\"}]","Examination of Pre-Service Teachers’ Stress Levels towards Academic Expectations and Goal Commitment in Terms of Various Variables | PDF",1792075880,18]