Academic Locus of Control, Tendencies towards Academic Dishonesty and Test Anxiety Levels as the Predictors of Academic Self-efficacy

Teachers, who are in a key position to raise qualified individuals should possess the desired characteristics to be able to fulfill this duty. This situation entails teacher training to include being qualified in cognitive, emotional and psycho-motor aspects during the process of pre-service education. These characteristics should exclude tendencies towards academic dishonesty and include being able to overcome test anxiety and use it positively, possessing good personal traits in terms of academic control, and having high academic self-efficacy. In literature, there is a relationship between academic self-efficacy and tendencies towards academic dishonesty, test anxiety levels and academic locus of control. In general, many studies on these variables are observed in the literature (Brannick, Miles, & Kisamore, 2005; Demirkasimoğlu, Aydın, Erdoğan, & Akın, 2012; Dunkin & Precians, 1993; Ferla, Valcke, & Schuyten 2009; Grimley, Dahraei, & Riding, 2008; Kreber, 2010; Lorenz, Slof, Vermue, & Canrinus., 2012; Martin, 2006; Pietsch & Williamson, 2010;