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Findings show that CMSE is shaped more by experience-based factors\u2014such as perceived support during school-based placements, satisfaction with course content, and the perceived relevance of prior experience\u2014than by university-based coursework participation. Perceived support mitigated negative experiences, although Chinese preservice teachers reported lower levels of perceived support than Australian peers. Satisfaction with course content highlighted the importance of perceived quality and applicability, while prior experience contributed only when interpreted as relevant. Qualitative findings further indicate that adaptive coping strategies shape how negative experiences are processed, underscoring the role of interpretation in CMSE development. These findings carry important implications for initial teacher education.<\/jats:p>","DOI":"10.3389\/fpsyg.2026.1892257","type":"journal-article","created":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T15:24:30Z","timestamp":1786548270000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["What predicts preservice teachers' classroom management self-efficacy? 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