<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Santi, E. A.</style></author><author><style face="normal" font="default" size="100%">Gabriel Gorghiu</style></author><author><style face="normal" font="default" size="100%">Costin   Pribeanu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERCEIVED SELF-EFFICACY AND COURSE SATISFACTION IN STUDENTS PREPARING FOR TEACHING CAREERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">computer self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">self-regulated learning</style></keyword><keyword><style  face="normal" font="default" size="100%">social self-efficacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1698379485.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Self-efficacy is an important variable that explains students̕ behavior of engaging in school activities and persevering in the face of academic challenges. High confidence in personal competencies and in the ability to successfully accomplish a particular task or a certain goal, acts as a stimulating factor of mental resources (cognitive, affective, motivational, volitional), contributing to students̕ success. In an educational context, the development of self-efficacy can be both a means of facilitating high achievement, but also an end in itself, a prospective goal of education. Perceived self-efficacy plays a major role in understanding how students perceive and experience academic courses. This research aims to identify the extent to which perceived self-efficacy with the course influences students' satisfaction with the class as a prerequisite for learning and academic performance. A structural model was developed and tested on two samples of students enrolled in the Psychoeducational Training Program, to prepare for the teaching career. The research results show that there is a significant relationship between perceived self-efficacy with the course and satisfaction with the class. Understanding this relationship, several educational implications can be formulated for the development of students' academic self-efficacy; by recognizing the main indicators of low self-efficacy, teachers can implement specific strategies and interventions to optimize students' self-confidence and performance.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">687-701</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Emine Erdem</style></author><author><style face="normal" font="default" size="100%">Sinem  Dinçol  Özgür</style></author><author><style face="normal" font="default" size="100%">Zeki Bayram</style></author><author><style face="normal" font="default" size="100%">Özge Özyalçın Oskay</style></author><author><style face="normal" font="default" size="100%">Şenol Şen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SELF-REGULATED LEARNING IN CONSTRUCTIVIST APPROACH BASED SCIENCE LABORATORY PRACTICES AND OPINIONS ON CONSTRUCTIVIST APPROACH</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry laboratory applications</style></keyword><keyword><style  face="normal" font="default" size="100%">constructivist approach</style></keyword><keyword><style  face="normal" font="default" size="100%">self-regulated learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420361821.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">59</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">With this study, it was aimed to determine the effect of constructivist chemistry laboratory on science and technology pre-service teachers’ opinions about constructivist approach and their self-regulated learning skills.The relationship between pre-service teachers’ opinions about constructivist approach and their self-regulated learning skills was investigated. The one group pre-test-post-test design was used in the study. The sample of the study was 58 pre-service teachers from Hacettepe University, Department of Science Education, who were attending chemistry experiments at Science Teaching Laboratory Applications II Course. Self-regulated Learning Skills Scale developed by Turan and Demirel (2010) and Opinion Scale of Constructivist Approach for Science Teachers developed by Balım, Kesercioğlu, Evrekli ve İnel (2009) were used as data collection tools. At the end of the study, it was determined that constructivist chemistry laboratory applications caused a positive increase in pre-service teachers’ self-regulated learning skills and opinions about constructivist approach. Also, there was a positive relationship between pre-service teachers’ self-regulated learning skills and opinions about constructivist approach that was observed. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">25-33</style></section></record></records></xml>