Emotion and Anxiety in Teachers. Research of Teaching Physical Education

Salavera, Carlos; Antoñanzas, José Luís; Noé, Raquel; Teruel, Pilar

doi:10.1016/j.sbspro.2014.04.356

Cited by 10 publications

(10 citation statements)

References 1 publication

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“…The results of our study are in line with research suggesting that physical education teachers have a better control of anxiety [2,4]. This is partly due to their knowledge about using cognitive strategies, acquired during their previous experience as competitive athletes [29]. Limitation of this study might be related to the differences in professional experience of the participants due to age difference (25-59 years old).…”

Section: Resultssupporting

confidence: 87%

The Effect of Biofeedback Training On Anxiety in Physical Education Teachers Short Title: Biofeedback Training and PE Teacher's Anxiety

Blumenstein¹

2017

MOJYPT

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Section: Resultssupporting

confidence: 87%

The Effect of Biofeedback Training On Anxiety in Physical Education Teachers Short Title: Biofeedback Training and PE Teacher's Anxiety

Blumenstein¹

2017

MOJYPT

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“…"Among these individual characteristics, the affective characteristics of pre-service teachers are considered to be important as they may influence future teachers, their students' behaviors, be related to attrition from teaching profession [20]. One of these affective characteristics is the teaching anxiety of pre-service teachers which is one of many concerns not only of experienced teachers but also something pre-service teachers have to deal with and consider as teaching anxiety has influences upon teachers' classroom behaviours, effectiveness, teaching-learning process and students' achievement levels and their anxiety level ( [3]; [25]; [26]). In this regard, Gardner and Leak [13] conceptualized teaching anxiety as anxiety experienced in relation to teaching activities that involve the preparation and execution of classroom activities.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Pre-service Teachers' Lifelong Learning Tendencies and Teaching Profession Anxiety Levels

Özen¹,

Öztürk²

2016

ujer

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The present study aims to examine the relationship between pre-service teachers' the lifelong learning tendencies and teaching profession anxiety levels with respect to certain variables (their gender and subject area) and is designed as a survey study. The fourth year pre-service teachers (n= 455) in the spring semester of the 2015 -2016 academic year at Abant Izzet Baysal University, Bolu-Turkey formed the study group. In the study, Lifelong Learning Tendencies Scale by Coşkun [9] and Teacher Candidate Anxiety Scale by Saban, Korkmaz and Akbaşlı [27] were used as data collection instruments. The data were analyzed through using the SSPS for Windows 20 Program and for the analysis of the data, the mean and standard deviation scores were calculated, an independent samples t-test, One-Way ANOVA and LSD tests were used and the Pearson Product-Moment Correlation Coefficient scores were calculated. The findings of the study indicated a significant, positive and low level of relationship between pre-service teachers' lifelong learning tendencies and teaching profession anxiety levels. Significant gender differences were found in favor of male pre-service teachers when lifelong learning tendencies of pre-service teachers are concerned. Also, significant gender differences were found in favor of in favor of female pre-service teachers when their perceptions about their teaching profession anxiety levels are concerned. When pre-service teachers' subject -areas are focus of attention, significant differences were observed in favor of the perceptions of science teaching pre-service teachers when their perceptions about their lifelong learning tendencies and teaching profession anxieties are observed.

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“…Anxiety adaptation is a way to overcome anxiety in problem-solving activities. Individuals who have mathematics anxiety are characterized by a strong tendency to avoid mathematics, which in turn reduces the math competency itself [5]. The effects of mathematics anxiety can reduce self-confidence, enjoy mathematics less and maybe even avoid math altogether.…”

Section: Methodsmentioning

confidence: 99%

“…According to K.Cipora, Mathematics anxiety is considered as one of the important factors that contribute to individual achievement in mathematics [4]. Anxiety is considered a positive sign to health, which helps in everyday life, as long as it is a reaction to certain situations, which helps the body to solve specific problems [5]. Mathematics anxiety is the result of several types of problems faced by the person in their daily lives, so that mathematics anxiety is a supporting factor and inhibitor of student learning achievement, especially in learning logarithm material.…”

Section: Introductionmentioning

confidence: 99%

Student’s Mathematics Anxiety in Solving Mathematical Problems of Logarithms Material

Hayati¹,

Budiyono²,

Slamet³

2019

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019)

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The process of learning mathematics, anxiety is a supporting and inhibiting factor for student learning achievement, especially in learning logarithm material. Difficulties in the form of anxiety are one of the emotional factors of students. Anxiety can also be a useful stimulus because each student has a different level of anxiety in facing certain material; this can be known and measured by distributed questionnaires the sample class. Anxiety adaptation is a way to overcome anxiety in problem-solving activities. This study aimed to determine the general description of anxiety levels in tenth-grade students (in Roman Numerals X) dealing with logarithm material. The form of this research is quantitative research. The instrument used was a logarithmic test and a mathematics anxiety questionnaire consisting of 30 statements, which included attitude, somatic, cognitive, and mathematical understanding aspects. The results showed that mathematical anxiety had a very high influence on students' mathematical understanding and mathematics learning abilities. The hope, this research can be used by academics in the world of education to support the success of mathematics learning.)

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Emotion and Anxiety in Teachers. Research of Teaching Physical Education

Cited by 10 publications

References 1 publication

The Effect of Biofeedback Training On Anxiety in Physical Education Teachers Short Title: Biofeedback Training and PE Teacher's Anxiety

The Effect of Biofeedback Training On Anxiety in Physical Education Teachers Short Title: Biofeedback Training and PE Teacher's Anxiety

The Relationship between Pre-service Teachers' Lifelong Learning Tendencies and Teaching Profession Anxiety Levels

Student’s Mathematics Anxiety in Solving Mathematical Problems of Logarithms Material

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