The teachers' self-efficacy, both personal and general, has a profound effect on students' learning. This study investigated the influence on education students' perceptions of their experience as teaching interns of Personal Teaching Efficacy and General Teaching Efficacy. The participants were 196 undergraduates and graduate students who were preparing for or active as interns in teaching or were teachers. There was a significant effect between Personal Teaching Efficacy and General Teaching Efficacy scores, with all respondents scoring higher on the former scale. A significant interaction indicated that students who had not completed internships scored significantly higher on General Teaching Efficacy than either students who had just completed internships or those who were engaged in teaching. Implications are discussed.

The high rate of attrition in introductory psychology courses at community colleges has led some institutions to require an introductory English course, focusing on reading and writing, as a prerequisite. The primary objective of this research was to assess whether successfully completing the introductory English course had any relation to successful completion of the introductory psychology course. Participants were 11,139 students enrolled over a 3-yr. period in introductory psychology courses at a large urban community college in the southwest. A simultaneous multiple regression analysis indicated a significant but not a practical increase in the variance of final grades.

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