Abstract enThe purpose of this study was to examine the preference for cognitive consistency in relation to some psychosocial characteristics and academic achievement in student teachers. A total of 335 fourth grade (193 females, 142 males) students from different departments of the faculty of education participated to the study. Data were collected through Preference for Consistency Scale which was adapted to Turkish by the researcher. The results confirmed the expectations that preference for cognitive consistency didnât correlate with sex but was sigificantly related to perceived level of self adequacy in intelligence and aptitude, decision-making styles and the level of social adjustment.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Ulusal
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