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Using a correlational survey model, data were collected from 114 first-year students in Classroom Teaching and Pre-school Education programs at Alanya Alaaddin Keykubat University during the 2018-2019 spring term. No sampling was applied because the target population was fully reachable. “Attitude Scale for Reading Habit” and “Scale for Speaking Self-Efficacy” were analyzed via Mann-Whitney U, Kruskal-Wallis, and Spearman correlation.",{"@graph":69,"@context":126},[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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examination-of-prospective-teachers-reading-habits-and-speaking-self-efficacies/603142/",{"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-prospective-teachers-reading-habits-and-speaking-self-efficacies/603142.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"To determine the relationship between prospective teachers’ reading habits and their speaking self-efficacies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected and analyzed?",{"text":117,"@type":113},"The study used the “Attitude Scale for Reading Habit” and the “Scale for Speaking Self-Efficacy,” analyzed with Mann-Whitney U, Kruskal-Wallis, and Spearman correlation tests.",{"name":119,"@type":110,"acceptedAnswer":120},"What differences were found regarding reading habits?",{"text":121,"@type":113},"Attitudes toward reading habits significantly differed by gender and reading frequencies, but not by branches or library visiting frequencies.",{"name":123,"@type":110,"acceptedAnswer":124},"Did speaking self-efficacy vary across groups?",{"text":125,"@type":113},"Speaking self-efficacies did not significantly differ by gender, branches, library visiting frequencies, or reading frequencies.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},603142,1792231313,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Examination of Prospective Teachers’ Reading Habits and Speaking Self-Efficacies  \nAslı YÜKSEL1  \nAlanya Alaaddin Keykubat University  \nFatma Betül ŞENOL2  \nAfyon Kocatepe University  \nTuğçe AKYOL3  \nAfyon Kocatepe University  \nAbstract  \nThis study was conducted to determine the relationship between the reading habits and speaking self-efficacies of prospective teachers. Correlational survey method, which is one of the quantitative research models, was adopted for the study. A total of 114 prospective teachers attending the first grade of Classroom Teaching and Pre-school Education undergraduate programs of Alanya Alaaddin Keykubat University’s Faculty of Education during 2018-2019 Academic Year’s spring semester formed the target population of the study. Since the whole of target population was possible to reach, sampling was not applied. “Attitude Scale for Reading Habit” and “Scale for Speaking SelfEfficacy” developed respectively by Gömleksiz (2004) and Katrancı and Melanlıoğlu (2013) were used as data collection tools for the study. For the analysis of the data, Mann-Whitney U Test, which is oneof the non-parametric tests, was used in two groups and Kruskal-Wallis H Test was used in more than two groups. Also, Spearman Correlation test was applied to determine the relationship between the reading habits and self-efficacies of prospective teachers. It was found that their attitudes towards the reading habits significantly differ according to their gender and reading frequencies, but not to their branches and library visiting frequencies. Moreover, it was concluded that the prospective teachers’speaking self-efficacies do not significantly differ according to their genders, branches, library visiting frequencies, and reading frequencies.  \nKeywords: Prospective Teacher, Reading Habit, Speaking Self-Efficacy  \nDOI: 10.29329/epasr.2023 .631.8  \nSubmitted: 01 December 2023 Accepted: 12 December 2023 Published: 30 December 2023  \n1Asst. Prof. Dr., Department of Primary Education, Faculty of Education, Alanya Alaaddin Keykubat University, Alanya, Türkiye, ORCID: 0000-0002-6859-6491 Correspondence: [asli.yuksel@alanya.edu.tr](asli.yuksel@alanya.edu.tr)  \n2Assoc. Prof. Dr., Department of Special Education, Faculty of Education, Afyon Kocatepe University, Afyonkarahısar, Türkiye, ORCID: 0000-0002-4844-4968 Email: [fatmabetulsenol@gmail.com](fatmabetulsenol@gmail.com)  \n3Assoc. Prof. Dr., Department of Primary Education, Faculty of Education, Afyon Kocatepe University, Afyonkarahısar, Türkiye, ORCID:0000-0002-5860-9236Email: [akyol.tugce@gmail.com](akyol.tugce@gmail.com)  \nIntroduction  \nIn the 21st century, it is clearly obvious that reading is the prerequisite of reaching, obtaining, and using and sharing the information. In our world, where science and technology improve with an incredible speed, reading now became an obligation to follow and adapt to the developments, far from being a hobby (Arslan, Çelik, & Çelik, 2009) . The fact that the information has incrementally multiplied increased the significance of reading, which is one of the most important means of acquiring that multiplied information, and made it difficult to give up (Konan, 2013) . Every day, thousands of articles are being written on various subjects and together with the development of communication technologies, they are quickly presented to the readers via newspapers, magazines, books, and etc.(Arslan, Çelik, & Çelik, 2009) . Reading has become obligatory for the individuals to be aware and make a sense out of the complexifying and constantly renewing information, ideas, and innovations.(Tel, Öcalan, Ramazanoğlu, & Demirel, 2007) .  \nReading is an important criterion of being modern. It is only possible with people engrained in reading consciousness to become a society made of modern, creative, having a liberal and constructive thinking, productive, and critical individuals. Because the society’s adaptation to developments and changes is only possible by re","cbCaiuIml1mVFbcc","https://ap.wps.com/l/cbCaiuIml1mVFbcc","pdf",334384,27,"English","# Abstract\n# Introduction\n## Reading as an information prerequisite\n## Reading consciousness and modern society\n## Establishing reading as a lasting habit","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To determine the relationship between prospective teachers’ reading habits and their speaking self-efficacies.\"},{\"question\":\"How were data collected and analyzed?\",\"answer\":\"The study used the “Attitude Scale for Reading Habit” and the “Scale for Speaking Self-Efficacy,” analyzed with Mann-Whitney U, Kruskal-Wallis, and Spearman correlation tests.\"},{\"question\":\"What differences were found regarding reading habits?\",\"answer\":\"Attitudes toward reading habits significantly differed by gender and reading frequencies, but not by branches or library visiting frequencies.\"},{\"question\":\"Did speaking self-efficacy vary across groups?\",\"answer\":\"Speaking self-efficacies did not significantly differ by gender, branches, library visiting frequencies, or reading frequencies.\"}]","Examination of Prospective Teachers’ Reading Habits and Speaking Self-Efficacies | PDF",1792095781,68]