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Using a descriptive relational survey design, data were collected from 148 students via questionnaires comprising personal information, a 21st-century skills self-efficacy scale, an occupational personality types inventory, and a teaching motivation scale. SPSS v22 analysis identified significant correlations and regression effects.",{"@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":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/investigation-of-the-relationship-between-occupational-personality-types-21st-century-skills-and-teaching-motivation/603174/",{"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/investigation-of-the-relationship-between-occupational-personality-types-21st-century-skills-and-teaching-motivation/603174.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the study examine among occupational personality types, 21st-century skills, and teaching motivation?","Question",{"text":112,"@type":113},"It examines the correlations between occupational personality types and 21st-century skills self-efficacy perceptions, between personality types and intrinsic/extrinsic motivation, and between 21st-century skills self-efficacy and intrinsic/extrinsic motivation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and what was the sample size?",{"text":117,"@type":113},"The study used a descriptive relational survey model. It included 148 students (59 female and 89 male) from the Physical Education Teaching Department at Muğla Sıtkı Koçman University.",{"name":119,"@type":110,"acceptedAnswer":120},"Which instruments were used to collect data?",{"text":121,"@type":113},"Data were collected using a questionnaire with four parts: a personal information form, the 21st Century Skills Self-Efficacy Perception Scale (42 items), the Occupational Personality Types Inventory (30 items), and the Teaching Motivation Scale (12 items).",{"name":123,"@type":110,"acceptedAnswer":124},"What did the regression analyses show about the effect of occupational personality types?",{"text":125,"@type":113},"Regression analyses indicated that occupational personality types had a significant effect on both intrinsic and extrinsic motivation.","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},603174,1792116448,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"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","Investigation of the Relationship Between Occupational Personality Types, 21st-Century Skills, and Teaching Motivation  \nSinan ÇELİKBİLEK1  \nMuğla Sıtkı Koçman University  \nEbru ÇAKIR2  \nMuğla Sıtkı Koçman University  \nAbstract  \nThe current study was conducted to investigate the relationship between occupational personality types, 21st-century skills, and teaching motivation. The study was conducted in the descriptive relational survey model, one of the quantitative research methods. The study group consisted of all the students attending the Physical Education Teaching Department at Faculty of Sports Sciences of Muğla Sıtkı Koçman University. A total of 148 (F=59, M=89) students were included in the study. The questionnaire method was employed to collect the data in the study. The questionnaire consists of four parts: a personal information form in the first part and three scales in the following three parts. In the second part, thereis the “21st Century Skills Self-Efficacy Perception Scale” consisting of 42 items, in the third part, thereis the “Occupational Personality Types Inventory” consisting of 30 items and in the fourth part, there is the “Teaching Motivation Scale” consisting of 12 items. The SPSS v22 program package was used in the analysis of the collected data. As a result of the study, a significant correlation was found between occupational personality types and 21st-century skills self-efficacy perceptions, between the six personality types of occupational personality and intrinsic and extrinsic motivation, and between 21stcentury skills self-efficacy perceptions and intrinsic and extrinsic motivation. According to the results of regression analyses, occupational personality types had a significant effect on intrinsic and extrinsic motivation.  \nKeywords: Occupational personality types, 21st century skills, teaching motivation, physical education teaching  \nDOI: 10.29329/epasr.2024.1046.1  \nSubmitted:29 November 2023 Accepted: 23 January 2024 Published: 30 June 2024  \n1 Muğla Sıtkı Koçman University Marmaris Vocational School, MUĞLA, ORCID ID: 0000-0002-5199-6333 Correspondence: [sinancelikbilek@mu.edu.tr](sinancelikbilek@mu.edu.tr)  \n2 Muğla Sıtkı Koçman University Physical Education and Sports Teaching, MUĞLA[ebrucakir48@outlook.com](ebrucakir48@outlook.com) ORCİD: 0000-0003-4943-956X  \nIntroduction  \nThe concept of personality is frequently used in our daily lives (Güney, 2000) . Personality development is expressed as a process that begins with the conception of a human being and continues until the end of life. The concept of“personality” which means the characteristic qualities or traits of an individual, originated from the practice of theatre actors wearing masks on stage (Morgan, 2011) . Doğan (2013) defines personality as an element that differentiates a person from other people. Personality, like fingerprints, encompasses unique traits specific to an individual (Acar & Karavelioğlu, 2022) . In other words, personality is the primary factor that shapes all emotions and behaviors ofan individual (Bacanlı,İlhan, & Aslan, 2009; Burger, 2006) .  \nOne of the most frequently used personality definitions in the literature belongs to Feshbach. For Feshbach (YEAR), personality emerges as a result of being influenced by the environment in which a person lives. In other words, personality is formed through a combination of innate characteristics and the influences coming from the surrounding environment (Yücel & Taşçı, 2008: 687) .  \nWhen the relevant literature is examined, it is seen that the definitions of the concept of personality are focused on 3 points (Tekçe, 2010) .  \n1. Personality is composed of the entirety of social skills. All of the relationships a person develops with other people around him/her and the behaviors he/she exhibits constitute that person’s personality.  \n2. The impact a person has on others reflects that person’s personality.  \n3. All of the characteristics of a person, the relati","cbCaiut0aC7eW9mS","https://ap.wps.com/l/cbCaiut0aC7eW9mS","pdf",254507,15,"English","# Abstract\n# Introduction","[{\"question\":\"What relationship does the study examine among occupational personality types, 21st-century skills, and teaching motivation?\",\"answer\":\"It examines the correlations between occupational personality types and 21st-century skills self-efficacy perceptions, between personality types and intrinsic/extrinsic motivation, and between 21st-century skills self-efficacy and intrinsic/extrinsic motivation.\"},{\"question\":\"How was the study designed and what was the sample size?\",\"answer\":\"The study used a descriptive relational survey model. It included 148 students (59 female and 89 male) from the Physical Education Teaching Department at Muğla Sıtkı Koçman University.\"},{\"question\":\"Which instruments were used to collect data?\",\"answer\":\"Data were collected using a questionnaire with four parts: a personal information form, the 21st Century Skills Self-Efficacy Perception Scale (42 items), the Occupational Personality Types Inventory (30 items), and the Teaching Motivation Scale (12 items).\"},{\"question\":\"What did the regression analyses show about the effect of occupational personality types?\",\"answer\":\"Regression analyses indicated that occupational personality types had a significant effect on both intrinsic and extrinsic motivation.\"}]","Investigation of the Relationship Between Occupational Personality Types, 21st-Century Skills, and Teaching Motivation | PDF",1792095839,38]