https://cahaya-ic.com/index.php/SJPE <p style="text-align: justify;">Schrödinger: Journal of Physics Education is a peer-reviewed journal published four times a year (March, June, September, and December). Schrödinger: Journal of Physics Education (Sch. Jo. Phs. Ed) is a double-blind peer-reviewed journal dedicated to disseminating advances in knowledge and research in the field of physics education both in Indonesia and in the global context of developing countries. Committed to excellence, Schrödinger: Journal of Physics Education publishes comprehensive research articles and invites reviews from leading experts in the field of Physics Education and physics as a discipline. The selection criteria prioritize papers that demonstrate high scientific value, convey new knowledge, and significantly impact physics education. The focus of this journal is the evaluation, teaching and learning of physics-related topics at school and college levels and physics as a scientific discipline.</p> Cahaya Ilmu Cendekia Publisher en-US Schrödinger: Journal of Physics Education 2716-3229 <div class="page"> <div> <p>Authors who publish with this journal agree to the following terms:</p> </div> <ol> <li class="show">Authors retain copyright and acknowledge that the Schrödinger: Journal of Physics Education is the first publisher licensed under a <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</li> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.</li> </ol> </div> https://cahaya-ic.com/index.php/SJPE/article/view/2735 <p style="text-align: justify;"><strong>Purpose of the study: </strong>This study aimed to investigate whether self-regulative behavior mediates the relationship between epistemic beliefs and physics self-efficacy among pre-service science teachers.</p> <p style="text-align: justify;"><strong>Methodology: </strong>This study employed a correlational research design wherein a survey was conducted with 261 randomly selected Bachelor of Secondary Education major in Science students in a Philippine higher education institution. Analysis was conducted using Hayes’ PROCESS macro version 4.2 in SPSS, applying bootstrapping procedures to test indirect effects.</p> <p style="text-align: justify;"><strong>Main Findings: </strong>Results revealed that self-regulative behavior partially mediates the relationship between epistemic beliefs and physics self-efficacy. The direct effect of epistemic beliefs on physics self-efficacy decreased but remained significant (B = 0.177, Boot SE = 0.079, 95% Boot CI [0.027, 0.335]), representing 48% of the total effect. The indirect effect through self-regulative behavior was also significant (B = 0.191, Boot SE = 0.040, 95% Boot CI [0.117, 0.273]), accounting for 52% of the total effect.</p> <p style="text-align: justify;"><strong>Novelty/Originality of this study: </strong>This study highlights self-regulative behavior as a mediator in physics self-efficacy, offering new insight into how epistemic beliefs translate into confidence. It informs teacher education by emphasizing the integration of epistemological sophistication and regulation strategies to enhance pre-service teachers’ learning and teaching preparedness.</p> Louie Paul Fulminar Copyright (c) 2026 Louie Paul Fulminar https://creativecommons.org/licenses/by/4.0 2026-04-10 2026-04-10 7 2 49 55 10.37251/sjpe.v7i2.2735