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Teachers' self-efficacy and self-regulation.
Abstract
The present study examined whether the association between teachers' self-efficacy beliefs and academic performance is mediated by their homework self-efficacy beliefs and their use of self-regulatory learning strategies. Path analyses were conducted. The final model revealed that teachers' self-efficacy beliefs have an indirect effect on their academic performance, which is mediated by their self-efficacy beliefs about their capability to initiate and complete homework assignments and their use of self-regulatory learning strategies. Implications for teaching preparation programs are discussed.
Introduction
It is difficult to imagine ...
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