Do Geometry Self-Efficacy and Spatial Anxiety Predict the Attitudes Towards Geometry?

Abstract

Self-efficacy and spatial anxiety towards geometry are stated to be effective to improve teachers' attitudes towards geometry. Therefore, it is necessary to determine the effect of geometry self-efficacy and spatial anxiety on attitude towards geometry. This determines the extent to which the pre-service primary school teachers’ geometry self-efficacy and spatial anxiety predict their attitudes towards geometry. The study used the cross-sectional survey model and the sample was determined with the convenience sampling method. The sample consists of 165 pre-service primary school teachers attending a state university. To collect the data, the geometry self-efficacy scale, the spatial anxiety scale, and the geometry attitude scale were used. Multiple regression analysis was conducted in the data analysis to explain the predictors of the attitude towards geometry. It was found that the pre-service teachers’ geometry self-efficacy beliefs and spatial anxiety were high while their geometry attitude was medium. Their geometry self-efficacy positively and significantly correlated with the attitude towards geometry and negatively and significantly correlated with spatial anxiety. While the sub-dimensions of geometry self-efficacy; positive self-efficacy beliefs, use of geometry knowledge, and negative self-efficacy beliefs had positive effects on the attitude towards geometry, spatial anxiety had a negative effect on the attitude towards geometry.

Antecedents of continuance intention in online learning systems among vocational college students: The moderating effect of gender

“…It has been reported that male and female students may view their own computer self-efficacy differently ( Assaker, 2020 ; Yorulmaz, 2021 ; Bailey, 2022 ). Among a group of university freshmen, Yorulmaz (2021) finds that the males are more confident in their abilities to use computers than the females.…”

“…It has been reported that male and female students may view their own computer self-efficacy differently ( Assaker, 2020 ; Yorulmaz, 2021 ; Bailey, 2022 ). Among a group of university freshmen, Yorulmaz (2021) finds that the males are more confident in their abilities to use computers than the females. Recent research into gender disparities in CSE suggests that the difference may be due to the perceived masculinity of the activity in question ( Alghamdi et al, 2020 ; Yorulmaz, 2021 ).…”

“…Among a group of university freshmen, Yorulmaz (2021) finds that the males are more confident in their abilities to use computers than the females. Recent research into gender disparities in CSE suggests that the difference may be due to the perceived masculinity of the activity in question ( Alghamdi et al, 2020 ; Yorulmaz, 2021 ). It appears that the gender difference in CSE is caused by the complexity of the task.…”

Pembuktian Rumus Jarak Dalam Bangun Ruang Dimensi Tiga Ditinjau Dari Ruang Lingkup Geometri Matematika Sekolah

“…Banyaknya manfaat yang terkandung di dalamnya membuat geometri sangat penting dipahami dan dipelajari (In'am & Islamiati, 2018). Pentingnya mempelajari Geometri juga dinyatakan dalam Prinsip dan Standar Matematika Sekolah yang disusun oleh organisasi pendidikan matematika terbesar dunia, National Council of Teachers of Mathematics (NCTM) pada tahun 2000 (Yorulmaz & Çilingir Altıner, 2021). Tidak hanya sebagai materi yang penting, perkembangan berpikir seseorang ketika belajar geometri juga dapat dianalisa dan dapat dinyatakan dalam level-level tertentu, adapun teori yang dapat digunakan untuk mengukur hasil analisa level berpikir geometri tersebut dikemukakan oleh dua ahli pendidik berasal dari Belanda, yakni Dina van Hiele-Geldof dan Pierre Marie van Hiele sekitar tahun 1950-an hingga awal 1960-an, yang lebih lanjut dikenal sebagai teori Van Hiele (Walle et al, 2019).…”