Exploring Pre-Service Teachers' Self-Efficacy Beliefs and Self-Handicapping Behaviors in the Context of University Culture
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| Title: | Exploring Pre-Service Teachers' Self-Efficacy Beliefs and Self-Handicapping Behaviors in the Context of University Culture |
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| Language: | English |
| Authors: | Ersin Eren Akgöz, Fatih Sahin, Emre Sönmez |
| Source: | i.e.: inquiry in education. 2025 17(2). |
| Availability: | Center for Inquiry in Education. National Louis University, 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Student Attitudes, Self Efficacy, Student Behavior, Barriers, School Culture, College Environment, Power Structure, Predictor Variables, Foreign Countries |
| Geographic Terms: | Turkey (Ankara) |
| ISSN: | 2154-6282 |
| Abstract: | This study explores pre-service teachers' perceptions of university culture, their beliefs regarding academic self-efficacy, and their engagement in self-handicapping behaviors, as well as the interrelationships among these variables. A questionnaire was administered to a sample of 251 pre-service teachers selected through an appropriate sampling method. In addition to descriptive statistical analyses, correlation and regression analyses were conducted. The findings indicate that pre-service teachers predominantly perceive university culture as hierarchical, exhibit high academic self-efficacy beliefs, and demonstrate minimal self-handicapping behaviors. Furthermore, both university culture and academic self-efficacy beliefs were found to be negatively correlated with self-handicapping behaviors. Notably, only the university's innovative team culture significantly predicted pre-service teachers' academic self-efficacy and self-handicapping behaviors. Additionally, academic self-efficacy emerged as a significant negative predictor of self-handicapping behaviors. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491688 |
| Database: | ERIC |
| Abstract: | This study explores pre-service teachers' perceptions of university culture, their beliefs regarding academic self-efficacy, and their engagement in self-handicapping behaviors, as well as the interrelationships among these variables. A questionnaire was administered to a sample of 251 pre-service teachers selected through an appropriate sampling method. In addition to descriptive statistical analyses, correlation and regression analyses were conducted. The findings indicate that pre-service teachers predominantly perceive university culture as hierarchical, exhibit high academic self-efficacy beliefs, and demonstrate minimal self-handicapping behaviors. Furthermore, both university culture and academic self-efficacy beliefs were found to be negatively correlated with self-handicapping behaviors. Notably, only the university's innovative team culture significantly predicted pre-service teachers' academic self-efficacy and self-handicapping behaviors. Additionally, academic self-efficacy emerged as a significant negative predictor of self-handicapping behaviors. |
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| ISSN: | 2154-6282 |
