title: Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation.
abstract: The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.
authors.affiliation: Mugla Sitki Kocman University (Turkey).
authors.forename: Burcu
authors.initials: B
authors.lastname: Senler
authors.forename: Semra
authors.initials: S
authors.lastname: Sungur-Vural
mesh_terms: D005178:Faculty; D005260:Female; D006040:Goals; D006801:Humans; D008297:Male; D009042:Motivation; D010551:Personality; D012586:Science / Q000193:education; D020377:Self Efficacy; D012927:Social Control, Informal; D013663:Teaching; D014421:Turkey