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... Alanyazın incelendiğinde, matematik öğretme kaygısıyla ilgili pek çok çalışmanın yapıldığı görülmüştür (Altundal, 2013;Bal, 2020;Başpınar, 2015;Battista, 1986;Brown, Westenskow ve Mayer-Packenham, 2011;Ceylan, 2019;Deringöl, 2018;Harper ve Daane, 1998;Karaman ve Çil, 2021;Levine, 1996;Özben, 2019;Tooke ve Lindstrom, 1998;Toy, 2019;Turan ve Asal, 2020). Nitekim Türkiye'de öğretmen ve öğretmen adaylarıyla yapılan bireysel çalışmalarda matematik öğretme kaygısının cinsiyet ile ilişkisi olmadığı sonucuna ulaşan pek çok araştırma mevcuttur (Bal, 2020;Ceylan, 2019;Çelik, 2021;Deringöl, 2018;Efe-Ayaz, 2019;Gökoğlu-Uçar, 2019;Küçük-Demir, Cansız, Deniz, Çevik-Kansu ve İşleyen, 2021;Özben, 2019;Peker ve Halat, 2008;Peker, Halat ve Mirasyedioğlu, 2020;Tatar, Zengin ve Kağızmanlı, 2015;Yavuz, 2018). Ancak kadın öğretmen ve öğretmen adaylarının erkek öğretmen ve öğretmen adaylarına göre matematik öğretme kaygı düzeylerinin daha yüksek olduğu sonucuna ulaşan araştırmalar da görülmüştür (Başpınar, 2015;Karaman ve Çil, 2021;Turan ve Asal, 2020). ...

... Sonuç olarak yapılan araştırmalara bakıldığında konu ile ilgili değişik araştırmalarda değişik bulgulara ulaşıldığı, matematik öğretme kaygısının kadın ya da erkeklerin hangisinde daha fazla olduğu konusunda net bir düşünceye varılamadığı görülmüştür (Bal, 2020;Ceylan, 2019;Çelik, 2021;Deringöl, 2018;Efe-Ayaz, 2019;Başpınar, 2015;Karaman ve Çil, 2021;Turan ve Asal, 2020). Bu konu üzerine bir meta analiz çalışması yürütülerek büyük resmin görülebileceği ve belirli bir kanıya varılabileceği düşünülmüştür. ...

Bu araştırmada, Türkiye’deki öğretmen ve öğretmen adaylarının matematik öğretme kaygılarının cinsiyete göre incelenmesi amaçlanmıştır. Bu çalışmanın verileri; ULAKBİLİM TR dizin, Google akademik, Türk eğitim indeksi, ASOS indeks, Yükseköğretim Kurulu Tez Merkezi ve Proquest Açık Erişim veri tabanlarında anahtar kelimelerle tarama yapılarak dâhil edilme ölçütlerine uyan Türkiye’de 2010-2021 yılları arasında yürütülen toplam 23 çalışma üzerinden toplanmıştır. Bu çalışmadan elde edilen etki büyüklüğünün hesaplanmasında, “Comprehensive Meta-Analysis” yazılımından yararlanılmıştır. Çalışmada, yayın yanlılığının olup olmadığını anlamak için ilk olarak huni saçılım grafiği incelenmiştir. Ardından yayın yanlılığının incelenmesi için Classic fail-safe N testi, Begg ve Mazumdar sıra korelasyon testi ve Egger Doğrusal Regresyon Testi kullanılmıştır. Bu analizler sonucu, yayın yanlılığının olmadığı anlaşılmıştır. Çalışma verilerinin analizinde Hedges’g katsayısı kullanılmış ve güven aralığı olarak %95 alınmıştır. Bunun yanında meta analiz yöntemiyle incelenen çalışmalar heterojen bir özellik gösterdiğinden dolayı [Q (sd= 22) = 67.542, p= 0.000] çalışmaların etki büyüklükleri rastgele etkiler modeline göre hesaplanmıştır. Elde edilen analizler sonucunda, kadınlar lehine önemsiz düzeyde bir etki büyüklüğü (g=0.012) elde edilmiştir. Bununla birlikte, yapılan moderatör analizinin sonucunda cinsiyet açısından matematik öğretme kaygısının örneklem grubuna (öğretmen ve öğretmen adayı) göre anlamlı bir şekilde farklılaşmadığı belirlenmiştir. Ancak etki büyüklükleri karşılaştırıldığında matematik öğretme kaygısının öğretmenlerde erkekler lehine (g=-0.097), öğretmen adaylarında ise kadınlar lehine (g=0.051) önemsiz düzeyde etki büyüklükleri bulunmuştur.

... According to Peker (2006), mathematics anxiety is a topic that has been studied from the past to the present, and many studies have been conducted on this topic. Studies determining the mathematics teaching anxiety of prospective teachers studying mathematics and classroom teaching have generally found the anxiety levels of the participants as low (Çelik, 2021;Hacıömeroğlu, 2014;Hoşşirin-Elmas, 2010;Tatar, Zengin, & Kağızmanlı, 2016;Ural, 2014). As Çelik (2021) stated in her study, the more the maths teaching anxiety of pre-school prospective teacher decreases, the more their maths teaching competencies increase. ...

This correlational study aims to determine the mathematics teaching anxiety levels and mathematical development beliefs of prospective preschool teachers, and to find out the relationship between these two concepts. Data were collected through the usage of 'Mathematics Teaching Anxiety Scale for Classroom Teachers' and 'Mathematical Development Belief Scale' from 200 prospective preschool teachers. The results show that prospective teachers’ mathematics teaching anxiety and mathematical development beliefs were found to be moderate level. It is seen that there was no significant relationship between the overall mathematical development beliefs and the mathematics teaching anxiety scales of the prospective preschool teachers. However, there were significant correlations between the sub-scale. Considering the relationships based on the sub-scale, it is possible to conclude that the high mathematical development beliefs of prospective preschool teachers may make them more anxious about mathematics teaching. This can lead to the interpretation that increased beliefs of students about mathematics escalate their anxiety about 'achieving better'. Based on the results obtained in the current study, it can be recommend that content and applications that will increase the knowledge and experience of prospective teachers regarding their field knowledge of mathematics can be developed to move the levels of their mathematical development beliefs to a high position and also to prevent these high levels from having a very high effect on their anxiety levels.

... Perkuliahan matematika daring melalui Elena tidak lepas dari masalah mathematics anxiety. Berdasarkan penelitian terdahulu (Çelik, 2021;Darhanis et al., 2019;Dzulfikar, 2016;Reid et al., 2018) tingkat kecemasan matematika mahasiswa PGSD levelnya sedang. Penelitian lain menyatakan bahwa hubungan signifikan ditunjukkan antara pembelajaran daring terhadap prestasi belajar (Abuhassna et al., 2020;Basith et al., 2020;Dewi, 2020). ...

Penggunaan media online untuk pembelajaran merupakan bentuk kebijakan yang diperkuat pula dengan surat edaran resmi pemerintah dalam rangka adaptasi pada masa pandemi covid 19. UNNES merupakan salah satu perguruan tinggi negeri di bawah Kementerian Pendidikan dan Kebudayaan Riset Teknologi yang mendukung program kuliah daring, salah satunya adalah dengan dikembangkannya platform Elena. Tujuan dilakukannya penelitian ini adalah untuk mengukur seberapa besar pengaruh mathematics anxiety terhadap hasil belajar matematika mahasiswa PGSD. Jenis penelitian ini adalah penelitian kuantitatif. Populasi dari penelitian ini adalah mahasiswa PGSD yang mengikuti matakuliah pembelajaran matematika dasar, dengan sampel sebanyak 187 mahasiswa. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah kuesioner dan tes. Analisis data dilakukan dengan bantuan SPSS Statisics 23, yaitu uji analisis regresi sederhana. Hasil uji hipotesis diperoleh nilai t hitung = -18,446, dengan t tabel 1,96, maka dapat disimpulkan bahwa H0 ditolak dan Ha diterima, artinya bahwa ada pengaruh signifikan mathematics anxiety terhadap hasil belajar matematika mahasiswa. Hasil R square pada tabel, yaitu sebesar 0,648. Artinya adalah hasil belajar matematika dipengaruhi tingkat mathematics anxiety sebesar 64,8%. Sedangkan 35,2% dipengaruhi oleh hal lainnya. Diperolehnya data hasil penelitian tersebut, maka mathematics anxiety (X) berpengaruh negatif terhadap hasil belajar matematika (Y). Oleh karena itu menjadi hal yang penting bagi pendidik untuk melaukan usaha guna meminimalisir munculnya mathematics anxiety.
The use of online media for learning is a form of policy that applies also to the government's official circular letter in the context of adaptation during the covid 19 pandemic. UNNES research is a university one of the universities of the Ministry of Education and Culture that supports bold programs, one of which is the platform it has developed. Elena. The purpose of this study was to measure how big the influence of mathematics anxiety on mathematics learning outcomes of PGSD students. This type of research is quantitative research. The population of this study were PGSD students who took basic mathematics courses, with a sample of 187 students. Data collection techniques used in this study were questionnaires and tests. Data analysis was carried out with the help of SPSS Statistics 23, which is a simple regression analysis test. The results of hypothesis testing obtained t count = -18.446, with t table 1.96, it can be said that H0 is rejected and Ha is accepted, meaning that there is a significant effect on mathematics anxiety on student mathematics learning outcomes. The results of R square in the table, which is equal to 0.648. This means that the results of learning mathematics affect the level of mathematics anxiety by 64.8%. While 35.2% is influenced by other things. The data obtained from the research results, then mathematics anxiety (X) has a negative effect on learning outcomes in mathematics (Y). Therefore, it is important for educators to make efforts to minimize the emergence of math anxiety.

This study explores effects of teaching experience and specialized mathematics education on mathematics anxiety and mathematics teaching anxiety. Fifty-nine female pre-service and in-service mathematics primary school teachers with varied specialized mathematics education and teaching experience responded to a questionnaire measuring mathematics anxiety and mathematics teaching anxiety. The results illustrate that specialized mathematics education affects in-service primary school teachers’ mathematics anxiety, and that teaching experience is associated with mathematics teaching anxiety. Moreover, mathematics anxiety of some in-service primary teachers without specialization does not fade with time. The discussion highlights the importance of identifying mathematics anxiety in primary school teachers with no specialized mathematics education, aiming to lower it. The small sample and participants’ background limit the power of the findings. This study recommends conducting further studies according to the suggested mathematics anxiety cognitive-behavioral model; addressing cultural differences, teachers with and without specialized mathematics education, and comparing middle and secondary teachers.

The aim of this study is to determine the pre-service primary school teachers' anxiety level for the mathematics in general and their anxiety level for teaching mathematics in the classroom as a teacher. That is, it is aimed to identify the possible level of relationship between these two variables. The research adopts the quantitative paradigm in terms of data collection and analysis, and it is designed according to the relational survey method. The participants were the third and fourth grade students who were studying in the Department of Primary School Education at the Faculty of Education in 2016-2017 academic year. Two basic data collection tools were used in this research. The first of them is the Mathematics Anxiety Scale Towards Teachers and Teacher Candidates (MAS-T), which was developed by Uldas (2005), and the other is the Mathematics Teaching Anxiety Scale (MATAS), which was developed by Peker (2006). In the data analysis, arithmetic mean (), independent samples t-test and Pearson moments correlation coefficient were used. According to the findings, it was found that the pre-service primary school teachers' both mathematics anxieties and mathematics teaching anxieties were at low level. It has been observed that the third grade pre-service teachers had a significantly higher level of anxiety than the fourth grade pre-service teachers in both types of anxiety. Also, it was found out that there was a positively high level of relationship between the mathematics anxiety and mathematics teaching anxiety.

This study aims to identify the Mathematics anxiety and its relationship with the achievement of Form Four Students in Perak Tengah district, Malaysia. The design of the study is using quantitative method and the data was collected by using a questionnaire of Student Math Anxiety Scale (SKMP). A total of 190 Form Four students were selected as a research sample. The results showed that the level of mathematics anxiety of the students were at moderate level with M = 2.55, SD = 0.72. Analysis of the t test results for gender show that there is no significant difference with t =-0.889, p <0.05 between the level of mathematics anxiety of female students compared to the male students. The correlation test showed a significant and negative relationship between student's achievement and their mathematics anxiety with correlation value r =-0.237. Index Terms—Mathematics anxiety, mathematics achievement and student math anxiety scale.

This study extends previous research on teachers’ self-efficacy by exploring reciprocal effects of teachers’ self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation, classroom management, and individual learning support for students), and 2-level cross-lagged structural equation analyses were conducted. Data were collected from 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points. Although cross-sectional correlations between self-efficacy beliefs and characteristics of instruction were substantiated, the analyses only partially confirmed a causal effect of teachers’ self-efficacy on later instructional quality. Instead, the analyses revealed a reverse effect of instructional quality on teachers’ self-efficacy, with students’ experience of cognitive activation and teachers’ ratings of classroom management predicting teachers’ subsequent self-efficacy. Our findings emphasize the importance of examining teachers’ self-efficacy not only as a cause but also as a consequence of educational processes. Future research on teachers’ self-efficacy should take a longitudinal perspective with varying time lags, identify possible mediator variables, and consider other aspects of teacher competence beyond self-efficacy when examining the effects of instructional quality. (PsycINFO Database Record (c) 2013 APA, all rights reserved)

The study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among elementary preservice teachers. Participants included 28 elementary preservice teachers at a mid-size university in the southeastern United States who had just completed a mathematics methods course. Data sources included the Mathematics Anxiety Rating Scale. Mathematics Teaching Efficacy Beliefs Instrument, and clinical interviews. Findings revealed a significant, moderate negative relationship between mathematics anxiety and mathematics teacher efficacy (r = -.440, p < .05). In general, the preservice teachers with the lowest degrees of mathematics anxiety had the highest levels of mathematics teacher efficacy. The interviews indicated that efficaciousness toward mathematics teaching practices, descriptions of mathematics, and basis for mathematics teaching efficacy beliefs were associated with mathematics anxiety.

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

Although recent research has examined the links between (a) teacher self-efficacy and teacher engagement and (b) teacher engagement and job satisfaction, comparatively little is known about the longitudinal interplay among teachers’ self-efficacy beliefs, work engagement, and job satisfaction. Using short-term longitudinal data from almost 600 teachers, we redress this gap in the literature by examining a social cognitive reciprocal-effects model linking teachers’ self-efficacy beliefs, engagement, and satisfaction directly and indirectly. Results of fully-latent simultaneous equations analyses, establishing requisite levels of longitudinal measurement invariance, showed that teacher self-efficacy and work engagement were reciprocally linked over time. Teacher work engagement and job satisfaction were also found to be reciprocally linked over time. In addition, reciprocal indirect relations were obtained, such that (a) initial teacher self-efficacy predicted later work satisfaction via engagement and (b) initial work satisfaction predicted later teacher self-efficacy via engagement. Notably, the directional and reverse directional pathways constituting these reciprocal relations were found to be equal, suggesting that these constructs are mutually reinforcing in the motivational process shaping teachers’ capability beliefs, engagement, and satisfaction at work. Notably, all predictive effects were observed while accounting for prior variance in outcomes as well as the predictive effects of other substantive variables. The present findings contribute to understandings of the motivational processes underlying teachers’ development of their capability self-beliefs, engagement, and satisfaction at work.

This paper focuses on teaching anxiety experienced by pre-service teachers during the period of teaching practices among student teachers in Nigeria. A 23 items questionnaire with a reliability index of r = 0.87 was administered to140 students when they were in 300 and 400 levels. Chi-square test was use to found relationship between student teachers' teaching anxiety. Result shows that there were significant relationships between 12 of the items. Anxiety was found to be particularly associated with classroom control problems, with being evaluated by supervisors, with forming relationships with students and the subject teachers, and with achieving lesson goals. There was no significant difference between male and female pre-service teachers teaching anxiety. The students were more confident at the second teaching practice and the level of anxiety was lower than at their first teaching practice. The paper concluded that efforts should be made by teacher educator lecturers to allay the possible fears pre-service teachers may be harbouring before the commencement of teaching practice exercise.

This study examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self-Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), and the Illinois Certification Testing System (ICTS) Basic Skills Test. The results indicate that preservice teachers' mathematics self-efficacy is positively correlated to their personal mathematics teaching efficacy. In addition, their mathematical performance is related to their mathematics self-efficacy and mathematics teaching efficacy. In regard to affecting student outcomes, only those preservice teachers who are very confident in their ability to teach believe they can have an effect on their students. Implications on teacher education programs are discussed.

This study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among 156 elementary pre-service teachers from a university in the southeastern United States. Data sources included the Mathematics Anxiety Rating Scale (MARS), Mathematics Teaching Efficacy Beliefs Instrument, and pre-service teacher interviews. Findings revealed a significant, negative relationship between mathematics anxiety and mathematics teachers' efficacy (r = -.475, p < .05). Specifically, the pre-service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy. Interviews with pre-service teachers indicated that their mathematics anxiety is associated with efficaciousness toward mathematics teaching practices and is the basis for their mathematics teaching efficacy beliefs.

The Mathematics Teaching Efficacy Belief Instrument (MTEBI) for preservice teachers resulted from the modification of the Science Teaching Efficacy Belief Instrument STEBI-B. The MTEBI consists of 21 items, 13 items on the Personal Mathematics Teaching Efficacy (PMTE) subscale and eight items on the Mathematics Teaching Outcome Expectancy (MTOE) subscale. Possible scores on the PMTE scale range from 13 to 65; MTOE scores may range from 8 to 40. The first version of the MTEBI had 23 items like the STEBI-B; however, subsequent analysis in this validation required two items be dropped. Reliability analysis produced an alpha coefficient of 0.88 for the PMTE scale and an alpha coefficient of 0. 75 for the MTOE scale (n = 324). Confirmatory factor analysis indicates that the two scales (PMTE and MTOE) are independent, adding to the construct validity of the MTEBI.

Sixty-five preservice elementary teachers' math anxiety levels and confidence levels to teach elementary mathematics and science were measured. The confidence scores of subjects in different math anxiety groups were compared and the relationships between their math anxiety levels and confidence levels to teach mathematics and science were investigated. The results suggest that low math anxious preservice teachers are more confident to teach elementary mathematics and science than are their peers having higher levels of math anxiety. Negative correlations were found between preservice teachers' math anxiety and their confidence scores to teach elementary mathematics (r = −.638) and between preservice teachers' math anxiety and their confidence scores to teach elementary science (r = -.417). Also, personal math and science teaching self-efficacy scores of participants were found to be correlated at .01 level (r =.549).

Two different instructional approaches were used in six sections of a developmental arithmetic course at a community college. The instrumental approach emphasized the memorization of rules and formulas. The relational approach was concept oriented, and presented mathematics as a cluster of related concepts. Anxiety was measured using the Fennema-Sherman Math Anxiety Scale (MAS). The instrument used to measure achievement was the Arithmetic Skills Test (AS) of the Descriptive Tests of Mathematics Skills of the College Boards. The pre- and posttest scores of the same versions of the MAS and the AS were analyzed using analysis of covariance (ANCOVA). Although a significant difference between the posttest MAS scores of the two groups was found, no difference between the adjusted mean scores was found on the AS (p>.05). The results suggested that students with high mathematics anxiety are more comfortable with a highly structured, algorithmic course than with a less structured, conceptual course in developmental arithmetic.

The changes in levels of mathematics anxiety among future teachers in two different mathematics materials and methods classes were investigated. The changes were a function of using: (a) Bruner''s framework of developing conceptual knowledge before procedural knowledge, and (b) manipulatives to make mathematics concepts more concrete. The sample included 87 preservice teachers enrolled in mathematics methods courses. Two strategies were used to gather data both at the beginning and ending of each quarter. First, future teachers completed 98-item, Likert-type questionnaires. Second, some of the factors that influence the levels of mathematics anxiety were determined through the use of questionnaire-guided narrative interviews. Multivariate analysis of variance was employed as the quantitative measure for comparing mathematics anxiety both at the beginning and ending of the quarter. Data revealed a statistically significant reduction of mathematics anxiety levels (p < .05).="" tukey''s="" hsd="" was="" used="" to="" determine="" that="" a="" significant="" difference="" in="" mathematics="" anxiety="" levels="" occurred="" between="" the="" classes="" in="" the="" fall="" and="" winter="" quarters.="" results="" of="" the="" study="" have="" implications="" for="" teacher="" education="" programs="" concerning="" the="" measurement="" of="" mathematics="" anxiety="" levels="" among="" future="" teachers="" and="" the="" determination="" of="" specific="" contexts="" in="" which="" that="" anxiety="" can="" be="" interpreted="" and="">

Teachers' self-efficacy beliefs were examined as determinants of their job satisfaction and students' academic achievement. Over 2000 teachers in 75 Italian junior high schools were administered self-report questionnaires to assess self-efficacy beliefs and their job satisfaction Students' average final grades at the end of junior high school were collected in two subsequent scholastic years. Structural equation modeling analyses corroborated a conceptual model in which teachers' personal efficacy beliefs affected their job satisfaction and students' academic achievement, controlling for previous levels of achievement.

Among the sources of teachers’ self-efficacy beliefs, mastery experiences are postulated to be the most potent. Thus it seems likely that other sources of self-efficacy would play a larger role early in learning when fewer mastery experiences are available. Among the 255 novice and careers teachers who participated in this study, contextual factors such as the teaching resources and interpersonal support available were found to be much more salient in the self-efficacy beliefs of novice teachers. Among experienced teachers, for whom an abundance of mastery experiences were available, contextual factors played far less important a role in their self-efficacy beliefs.

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