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Data come from 411 volunteer students in second, third, and fourth years of teacher training programs at Erzincan Binali Yildirim University Education Faculty (133 male, 278 female). ICTC-PT and ASES scales assess competencies and self-efficacy; reliability and regression analyses evaluate predictive relationships. Results show high ICT self-efficacy perception overall, with moderate subdimension perceptions, ICT-ID predicting specific components, and ASE-AE positively predicting GPA.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-preservice-teachers-information-and-communication-technologies-competencies-on-academic-self-efficacy-and-academic-achievement-study/589230/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-preservice-teachers-information-and-communication-technologies-competencies-on-academic-self-efficacy-and-academic-achievement-study/589230.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main purpose?","Question",{"text":112,"@type":113},"To measure preservice teachers’ ICT competency levels and academic self-efficacy perceptions and determine whether these levels significantly predict academic self-efficacy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected and which instruments were used?",{"text":117,"@type":113},"Data were obtained from 411 volunteer preservice teachers using the Personal Information Form, the ICTC-PT scale, and the Academic Self-Efficacy Scale (ASES).",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about relationships between ICT and academic performance?",{"text":121,"@type":113},"ICT-ID significantly predicted certain self-efficacy components (e.g., ASE-CAP) but not others (e.g., CSP-ICT). GPA was significantly and positively predicted by ASE-AE, while some other self-efficacy sub-dimensions were not significant predictors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589230,1792144201,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","THE EFFECT OF PRESERVICE TEACHERS' INFORMATION AND COMMUNICATION TECHNOLOGIES COMPETENCIES ON ACADEMIC SELF-EFFICACY AND ACADEMIC ACHIEVEMENT  \nHüseyin Hüsnü BAHAR, 1  \nProf. Dr. ,  \nFaculty of Education, Department of Educational Sciences, Curriculum and Instruction, Erzincan Binali Yildirim University, Erzincan, Turkey  \n[hhbahar@erzincan.edu.tr](hhbahar@erzincan.edu.tr)[ ](hhbahar@erzincan.edu.tr)[ORCID](ORCID: 0000-0003-0061-3344)[: 0000-0003-0061-3344](ORCID: 0000-0003-0061-3344)  \nRecep ÖZ,2  \nAssoc. Prof. Dr. ,  \nFaculty of Education , Department of Computer Education and Instructional Technology , Erzincan Binali Yildirim University, Erzincan, Turkey  \n[recepoz@erzincan.edu.tr](recepoz@erzincan.edu.tr)[ ](recepoz@erzincan.edu.tr)[ORCID](ORCID: 0000-0001-9974-0022)[: 0000-0001-9974-0022](ORCID: 0000-0001-9974-0022)  \nMurat Tolga KAYALAR,3  \nAssist. Prof. Dr. ,  \nFaculty of Education , Department of Computer Education and Instructional Technology, Erzincan Binali Yildirim University, Erzincan, Turkey  \n[mtkayalar@erzincan.edu.tr](mtkayalar@erzincan.edu.tr)[ ](mtkayalar@erzincan.edu.tr)[ORCID](ORCID: 0000-0003-2442-9330)[: 0000-0003-2442-9330](ORCID: 0000-0003-2442-9330)  \nAbstract. The purpose of this study was to measure the ICT competency levels and academic self-efficacy perception levels of preservice teachers and to determine if those levels were a significant predictor of their academic self-efficacy. For this purpose, the data were obtained from 411 volunteer students studying in the second, third, and fourth grades of the Teacher Training Undergraduate Programs at Erzincan Binali Yıldırım University Education Faculty. In total, 133 male and 278 female students participated in the study. As data collection tools, the Personal Information Form, the Information and Communication Technology Competencies Scale for Pre-service Teachers (ICTC-PT) developed by Tondeur et al. (2017) and adapted to Turkish language and culture by Alkan and Sarıkaya (2018) as well as the Academic Self-Efficacy Scale (ASES) developed by Kandemir (2010) were used. The Personal Information Form included information regarding department,  \n1 Co-author, responsible for methodology, conceptualization, validation, formal analysis, writing – original draft, supervision.  \n2 Corresponding author, responsible for investigation, term, data curation, writing – review & editing.  \n3 Co-author, responsible for data curation, investigation, resources, review & editing, visualization, funding acquisition.  \n© Author(s) . 2023. Published by Igor Sikorsky Kyiv Polytechnic Institute. This is an Open Access article distributed under the terms of the license CC BY 4.0  \ngrade, gender, and GPA. The reliability analyses of the scales were carried out, as well as multiple and stepwise regression analyses and descriptive statistics to address the research questions. As a result, it was determined that pre-service teachers' perception of ICT selfefficacy was at a high level. A moderate level of perception was observed in the subdimensions ofASE-CAP, ASE-AE, and ASE-APL among the participants. ICT-ID was found to be a significant predictor ofASE-CAP, but not of CSP-ICT. Although CSP-ICT was more closely related to general competencies, ICT-ID appeared to be more closely related to the skills required by the teaching profession. Based on the results of the study, the ASE-CAP, ASE-APL, and ICT sub-dimension scores were not significant predictors of GPA, whereas the ASE-AE score was a significant and positive predictor of GPA. It could be concluded from these findings that experiences and activities aimed at improving students' self-efficacy perceptions contributed positively to academic achievement in teacher training programs.  \nKeywords: Teacher training; information and communication technology competencies; academic self-efficacy; academic achievement.  \n1. INTRODUCTION  \nText The concept of digital citizenship is very broad in scope. According to Ribble and Bailey","cbCaigs05wlIQhmm","https://ap.wps.com/l/cbCaigs05wlIQhmm","pdf",467293,13,"English","# Abstract\n# Keywords\n# Introduction\n## Digital citizenship and digital literacy\n## Role of ICT in teacher education","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"To measure preservice teachers’ ICT competency levels and academic self-efficacy perceptions and determine whether these levels significantly predict academic self-efficacy.\"},{\"question\":\"How were data collected and which instruments were used?\",\"answer\":\"Data were obtained from 411 volunteer preservice teachers using the Personal Information Form, the ICTC-PT scale, and the Academic Self-Efficacy Scale (ASES).\"},{\"question\":\"What did the study find about relationships between ICT and academic performance?\",\"answer\":\"ICT-ID significantly predicted certain self-efficacy components (e.g., ASE-CAP) but not others (e.g., CSP-ICT). GPA was significantly and positively predicted by ASE-AE, while some other self-efficacy sub-dimensions were not significant predictors.\"}]","THE EFFECT OF PRESERVICE TEACHERS' INFORMATION AND COMMUNICATION TECHNOLOGIES COMPETENCIES ON ACADEMIC SELF-EFFICACY AND ACADEMIC ACHIEVEMENT - study | PDF",1792066794,33]