Objective   To explore the correlations among academic self-efficacy, time management disposition and self-regulated learning. Methods   A total of 856 prospective preschool teachers were recruited to complete the academic self-efficacy questionnaire, time management disposition questionnaire, and self-regulated learning inventory. A mediation model of academic self-efficacy on action self-regulated learning by  time management disposition was constructed and used to verify the correlation among these three indices. Results   There were significant correlations between the three indices, and time management disposition exhibited a partial mediating effect on relationship among academic self-efficacy and self-regulated learning. Conclusion   For normal university,

it is a need to help prospective preschool teachers to form a positive self-evaluation, elevate academic self-efficacy, and improve time management disposition, which may eventually enhance their self-regulated learning ability.