Self-Efficacy Perceptions and Success/Failure Attributions of Prospective Teachers: A Longitudinal Study

Abstract

The purpose of this study is to describe self-efficacy and success/failure attributions of
prospective teachers undergoing education in the same university, and to comparatively address variation of
these by years. The study is a descriptive research as it is intended to comparatively analyse the variation of selfefficacy and success/failure attributions of prospective teachers by years. It is a longitudinal study as
comparisons are based on data collected during education of the same groups in 2nd and 4th grades. The data of
the study were collected from the groups in the sample with an interval of two years (2nd and 4th grades) (n=296).
The data were collected by means of Teacher Self-Efficacy Scale and Success/Failure Attributions Scale. As a
consequence of the study, it was seen that self-efficacy perceptions of prospective teachers increased, while their
success and failure attributions decreased, and self-efficacy perceptions of senior students were rather positive