Work

Mathematics Anxiety and Mathematical Self-Concept: Considerations in Preparing Elementary-School Teachers

Year: 2009

Type: article

Abstract: The purpose of this study was to explore the effects of type of educational system and years spent in teacher education programs on preservice teachers' mathematics anxiety and mathematical self-concept scores. The sample consisted of 234 American and 276 Turkish early childhood and elementary school preservice teachers. The Abbreviated Mathematics Anxiety Scale (AMAS; Hopko, 2003) was used to measure how anxious preservice teachers feel during a specific mathematics related event. In order to measure the mathematical self-concept of preservice teachers, the Experience with Mathematics Questionnaire (EMQ; Gourgey, 1982) was used. Regarding the effect of the educational system, results revealed that while the American preservice teachers had significantly higher anxiety scores, Turkish preservice teachers had significantly higher self-concept scores. Results supported previous findings emphasizing the negative relationship between mathematical anxiety and mathematical self-concept.

Source: Social Behavior and Personality An International Journal

DOI: 10.2224/sbp.2009.37.5.631

Authors: Mine Isiksal, Joanne M. Curran, Yusuf Koc, Cengiz S. Askun

Institutions: Middle East Technical University, SUNY Oneonta, Indiana University Northwest

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W2033177119

FWCI: 3.39

Cites:

Cited by: 57

Related to: 10