摘要：The purpose of this study is to describe self-efficacy and success/failure attributions of prospective teachers undergoing education in the same university, and to comparatively address variation of these b y years. The study is a descriptive research as it is intended to comparatively analyse the variation of self- efficacy and success/failure attributions of prospective teachers by years. It is a longitudinal study as comparisons are based on data collected during education of the same groups in 2 nd and 4 th grades. The data of the study were collected from the groups in the sample with an interval of two years (2 nd and 4 th grades) (n=296). The data were collected by means of Teacher Self-Efficacy Scale and Success/Failure Attributions Scale. As a consequence of the study, it was seen that self-efficacy perceptions of prospective teachers increased, while their success and failure attributions decreased, and self-efficacy perceptions of senior students were rather positive
