Self-efficacy of Urban Preservice Teachers 
	Peggy P. Chen, Hunter College, CUNY
	Hefer Bembenutty, Queens College, CUNY

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.

Academic Exchange Quarterly Winter 2005 Volume 9, Issue 4 Order Copy
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