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.
Recommended Citation
Akgöz, Ersin Eren; Şahin, Fatih; and Sönmez, Emre. (2025). Exploring Pre-Service Teachers’ Self-Efficacy Beliefs and Self-Handicapping Behaviours in the Context of University Culture. i.e.: inquiry in education: Vol. 17: Iss. 2, Article 3.Retrieved from: https://digitalcommons.nl.edu/ie/vol17/iss2/3