The Relationship Among Mathematics Teaching Efficacy, Math Anxiety, and Mathematical Self-Concept: The Case of Turkish Pre-Service Elementary Teachers

Date

2010-11-01

Author

Işıksal Bostan, Mine

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The purpose of this study was to investigate the relationship among pre-service teachers' mathematics teaching efficacy belief, math anxiety, and mathematical self-concept scores. The analysis was based on 276 elementary pre-service teachers enrolled in teacher education programs in Turkey. The Mathematics Teaching Efficacy Belief Instrument, the Abbreviated Mathematics Anxiety Scale, and the Experience with Mathematics Questionnaire were used as the measuring instruments. Structural equation modeling was utilized to explore the degree to which the hypothesized model fit the data and to estimate the magnitude of the relationship among the variables. Results revealed that the hypothesized model for the learner-related variables fit the data well. The relationships among the hypothesized variables were discussed by taking into consideration the social and educational aspects of the Turkish society.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/42014

Journal

ASIA-PACIFIC EDUCATION RESEARCHER

DOI

https://doi.org/10.3860/taper.v19i3.1857

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

M. Işıksal Bostan, “The Relationship Among Mathematics Teaching Efficacy, Math Anxiety, and Mathematical Self-Concept: The Case of Turkish Pre-Service Elementary Teachers,” ASIA-PACIFIC EDUCATION RESEARCHER, pp. 501–514, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/42014.