MATHEMATICS ANXIETY AND MATHEMATICAL SELF-CONCEPT: CONSIDERATIONS IN PREPARING ELEMENTARY-SCHOOL TEACHERS

IŞIKSAL BOSTAN M., Curran J. M., Koc Y., Askun C. S.

SOCIAL BEHAVIOR AND PERSONALITY, cilt.37, sa.5, ss.631-643, 2009 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 37 Sayı: 5
  • Basım Tarihi: 2009
  • Doi Numarası: 10.2224/sbp.2009.37.5.631
  • Dergi Adı: SOCIAL BEHAVIOR AND PERSONALITY
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.631-643
  • Anahtar Kelimeler: self-concept, mathematics anxiety, preservice teacher education, education systems, ACHIEVEMENT, EFFICACY
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

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 fmdings emphasizing the negative relationship between mathematical anxiety and mathematical self-concept.