Neuroscience Exposure as a Predictor of Teaching Self-Efficacy.

Additionally, those with previous neuroscience exposure exhibited a marginally significant increase in self-efficacy for instructional strategies and a significant increase in classroom management, while no significant differences were observed in student engagement.

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It is important to note that for the instructional strategies dimension, the relationship with neuroscience exposure reached only marginal significance, suggesting a weaker and less consistent association that requires cautious interpretation.

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