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This study determines how pre-service teachers with high and low technological self-efficacy beliefs are predicted by independent variables, including attitudes toward technology, attitudes toward instructional technologies and the material design course, and having a personal computer. Data from 193 pre-service teachers were analyzed using logistic regression, revealing significant effects of all listed variables on self-efficacy beliefs, with a personal computer increasing beliefs by about 20%. 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The purpose of this study is to determine how pre-service teachers with high and low level of technological selfefficacy beliefs are predicted by the independent variables. These variables are attitude towards technology, attitude towards instructional technologies and material design course, having a personal computer. The study sample of this relational study consisted of 193 pre-service teachers. As data collection tools, Technological Self-Efficacy Belief Scale, Attitude towards Technology Scale, Attitude towards Instructional Technologies Scale, and a questionnaire developed by researchers were administered. Logistic regression analysis, which is used when the dependent variable is categorical, was employed in data analysis. According to analysis results, the variables of having a personal computer (Wald = 4.23, df = 1, p \u003C 0.05), attitude towards technology (Wald = 13.66, df = 1, p \u003C 0.01) and attitude towards instructional technologies and material design course (Wald = 6. 17, df = 1, p \u003C 0.01) had a significant effect on pre-service teachers’ technological self-efficacy beliefs. Particularly, the variable of having a personal computer significantly increased pre-service teachers’ technological self-efficacy beliefs by 20% . In this context, various recommendations were offered to the researchers, institutions and instructors.\u003Cbr>Keywords: Self-efficacy, computer, instructional technology, logistic regression. |\n| --- |\n| *Correspondence author. E-mail: [cgundeger@gmail.com. Tel:](cgundeger@gmail.com. Tel:) +903822883468 . |\n\nINTRODUCTION  \nWith advances in technology, the need for equipping and organizing teaching environments with technology is increasing. Therefore, it has become more important for teachers who use technology-supported teaching practices in their classes to have digital efficacy (Yanpar Yelken, 2019) . Self-efficacy can be defined as an individual's self-confidence in performing a certain performance (Bandura, 1977) . According to Bandura (1995), self-efficacy can be influenced by past experiences, observational experiences, the persuasion process and affective experiences. Computer selfefficacy is the assessment of a person's ability to use a computer (Lamb et al. , 2014) . Therefore, the term technological self-efficacy is the evaluation of  \nindividuals' use of technology.  \nTechnology-supported teaching practices include augmented reality, mobile learning, social media and products developed on various platforms. These applications mainly affect information technology courses directly; on the other hand, teachers of other disciplines use them in their classrooms or utilize technological tools or practices in their lessons. Çilenti (1984, as cited in Seferoğlu, 2014, p. 20) argued that , with technologysupported teaching practices, it is possible to ensure more permanent learning by addressing more sensory organs of the students. Transferring technologysupported applications to the course can of course be achieved in environments where not only teachers but  \nalso students are active in order to contribute to their own learning. In many countries, transferring technology to educational environments has become an important component of education (Chen et al. , 2009) . Similarly, in Turkey, the \"Movement for Increasing Opportunities and Improving Techno","cbCaih0G3o0xl3ze","https://ap.wps.com/l/cbCaih0G3o0xl3ze","pdf",218209,"English","# Abstract\n## Introduction\n## Background and Definitions\n## Technology-Supported Teaching Practices\n## Policy and Instructional Technology in Turkey","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study aims to determine how independent variables predict pre-service teachers’ technological self-efficacy beliefs for groups with high and low levels of those beliefs.\"},{\"question\":\"Which variables significantly affect technological self-efficacy beliefs?\",\"answer\":\"Having a personal computer, attitude towards technology, and attitude towards instructional technologies and the material design course significantly affect technological self-efficacy beliefs.\"},{\"question\":\"How was the data analyzed?\",\"answer\":\"Logistic regression analysis was used to analyze the data because the dependent variable is categorical.\"}]","African Educational Research Journal - Vol. 9(2) - Full Length Research Paper - Determination of the Factors Affecting Pre-service Teachers’ Technological Self-efficacy Beliefs by Logistic Regression Analysis | PDF",1792070927]