The Purpose of this study is to define the structure relationships among implicit beliefs, self-efficacy, effort
and performance of preliminary elementary school teachers. This study set up a causal relationship model
which is composed of exogeneous variables as relation-inferred self-efficacy, entity beliefs and incremental
beliefs and endogenous variables as self-efficacy, effort, and performance. The subjects are 242(Men: 87,
Woman: 155) G national university of education students who live in G city now. This study used the
relation-inferred self-efficacy(Jackson et al., 2012), implicit beliefs(Park and Kim, 2010), self-efficacy(Pintrich et
al., 1971), effort sclale(Ryan, 1982) and performance which is evaluated as jump rope. By the using ttest, men
show higher incremental beliefs, self-efficacy, and performance than those of women. By using the analysis
general index, this causal model is proved because Q=2.84, GFI=.89, TLI=.87, CFI=.91, RNSEA=.10. In analysis
details index, there are significant pathe of RISE ? self-efficacy, entity beliefs ? self-efficacy, incremental
beliefs ? self-efficacy, incremental beliefs ? effort, RISE ? performance, incremental beliefs ? performance.
self-efficacy ? performance, effort ? performance.