Effects of Self-Perceptions on Self-Learning among Teacher Education Students

Abstract

This study evaluates the multivariate hypothesized model that predicts the significance of, and relationships among, various self-perception factors for being a qualified teacher and their direct and mediated effects on self-learning activities among teacher education students. A total of 248 teacher education students enrolled at an education university in Taiwan completed a study questionnaire in August and September 2014. Structural equation modeling was used to model the relationships among the following four latent variables: perceived teacher roles, self-concept, self-efficacy, and self-learning. The resulting model had an adequate fit to self-perceptions influencing self-learning activities among teacher education students. Teacher education students' self-efficacy plays a crucial role in facilitating self-learning.