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ERIC Number: EJ1012162
Record Type: Journal
Publication Date: 2013
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0309-877X
Initial Teacher Education: Does Self-Efficacy Influence Candidate Teacher Academic Achievement and Future Career Performance?
Shawer, Saad F.
Journal of Further and Higher Education, v37 n2 p201-223 2013
This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of ontology (a single conceptualization of self-efficacy) and epistemology (detachment from rather than interactions with the subjects). The positivist paradigm also guided this study at the methodology level through using a nomothetic research strategy (causal comparative), data collection methods (self-efficacy questionnaire and PCK achievement test), data analysis techniques (independent-groups t-test and its non-parametric counterpart Mann-Whitney U test). Data analysis indicated no significant differences between low and high self-efficacious students in their PCK. The study raised questions about examining self-efficacy through self-reporting measures and cast serious doubts on the positive influence of high self-efficacy on academic achievement. (Contains 9 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire