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Abstract
This study was conducted with 60 preservice teachers to learn about their self-efficacy beliefs and such learning behaviors as effort expenditure, assessment of academic accuracy, and time and study environment management strategies in an educational psychology course. Results indicated that preservice teachers who had higher efficacy and used time and study environment management strategies exerted more effort than those with lower efficacy. Also, those exerting more effort were more accurate in assessing their performance capabilities, and subsequently scored higher on their practice tests.
Introduction
Teacher self-efficacy beliefs ...