The purpose of this research is to determine whether the academic self-efficacy perception sub-dimensions are a significant predictor of academic success. Data were obtained from 157 students they enrolled in the classroom teacher program from Faculty of Education. Academic self-efficacy beliefs of students were assessed with the College Academic Self-efficacy Scale (Owen and Froman, 1988), which was adapted into Turkish by the Kemer (2006). College Academic Self-efficacy Scale are six sub-dimensions of the scale consisting of thirty-three questions. Internal consistency coefficients for sub-dimensions in this study ranged from .73 to .82, and the internal consistency coefficient for the whole scale was .93. A stepwise regression analysis technique was used to answer the research question. The results of the analysis show that the academic success of the CGC and QS subscales are significant predictors, that the other subscales are not significant predictors, that AS and CGC subscales are positive and that the QS subscale is a negative predictor and that variables explain 15.3 % of the variance in academic achievement.
Key words: Academic self-efficacy perception, academic achievement, self-efficacy perception, classroom teacher candidates
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