Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-efficacy Beliefs towards Mathematics and Mathematics Teaching

Abstract

The purpose of the research is to investigate the relationships between self-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacy beliefs toward mathematics teaching, mathematics teaching anxiety variables and testing the relationships between these variables with structural equation model. The sample of the research, which was conducted in accordance with relational survey model, consists of 380 university students, who studied at the department of Elementary Mathematics Education at two state universities. In order to collect data for the present research, “Self-efficacy Beliefs towards Mathematics Scale”, “Self-efficacy Beliefs toward Mathematics Teaching Scale”, “Mathematics Anxiety Scale” and “Mathematics Teaching Anxiety Scale” were utilized. Researchers developed a model in accordance with the related literature, and tested the direct and indirect relations between self-efficacy belief toward mathematics, mathematics anxiety and self-efficacy belief for mathematics teaching, mathematics teaching anxiety variables. Data were analysed with structural equation model on AMOS 19.0 program. The model shows that the most important independent variable affecting mathematics teaching anxiety is mathematics anxiety; the most important independent variable affecting self-efficacy belief toward mathematics teaching is mathematics anxiety; the most important variable affecting mathematics anxiety is self-efficacy belief toward mathematics; and the most important variable affecting mathematics teaching anxiety is self-efficacy belief toward mathematics teaching.