The Relationship between Mathematics Teaching Self-efficacy and Mathematics Self-efficacy

Ünlü, Melihan; Ertekin, Erhan

doi:10.1016/j.sbspro.2013.12.350

Cited by 12 publications

(6 citation statements)

References 4 publications

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“…Ünlü and Ertekin (2013) pointed out there is a moderate positive relationship between self-efficacy beliefs of preservice teachers toward mathematics teaching and their mathematics self-efficacy beliefs.…”

Section: Physiological Statesmentioning

confidence: 99%

Mathematics teaching anxiety and self-efficacy beliefs toward mathematics teaching: A path analysis

Peker¹

2016

Educ. Res. Rev.

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The purpose of this study was to investigate the relationship between pre-service primary school teachers' mathematics teaching anxiety and their self-efficacy beliefs toward mathematics teaching through path analysis. There were a total of 250 pre-service primary school teachers involved in this study. Of the total, 202 were female and 48 were male pre-service primary school teachers. To collect the data, the researcher employed two types of instruments: the mathematics teaching anxiety scale and self-efficacy beliefs toward mathematics teaching scale. For data analysis, Linear Structural Relationship (LISREL) program was used. In the analysis of the data, the researcher used path analyze technique in order to explain the relations. The study revealed that the content knowledge dimension of mathematics teaching anxiety had a negative effect on the efficacy in teaching, motivation and taking on responsibility and effective teaching dimensions of self-efficacy beliefs toward mathematic teaching. Similarly, self-confidence dimension of mathematics teaching anxiety affected the efficacy in teaching and effective teaching dimensions of self-efficacy beliefs toward mathematic teaching negatively. And also, the teaching knowledge dimension of mathematics teaching anxiety had a negative effect on the effective teaching dimension of self-efficacy beliefs toward mathematics teaching.

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Section: Physiological Statesmentioning

confidence: 99%

Mathematics teaching anxiety and self-efficacy beliefs toward mathematics teaching: A path analysis

Peker¹

2016

Educ. Res. Rev.

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“…According to the related literature, there are correlations between self-efficacy beliefs toward mathematics and self-efficacy beliefs toward mathematics teaching (Ünlü & Ertekin, 2013); between mathematics anxiety and mathematics teaching anxiety (Hacıömeroğlu, 2014;Peker & Ertekin, 2011); between mathematics anxiety and self-efficacy beliefs toward teaching (Gresham, 2008;Swars, Daane & Giesen, 2006) and between students' self-efficacy, self-confidence and mathematics anxiety (Alkan, 2011;Meece et al, 1990, Pajares & Kranzler, 1995Pajares & Miller, 1995;Zimmerman & Clearly, 2006).…”

Section: Introductionmentioning

confidence: 99%

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

Ünlü

Ertekin

Dilmaç

2017

International Journal of Research in Education and Science

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“…Self-efficacy is one of the key factors for effective teaching of Mathematics [24]. Many studies have shown that this was correlated to the performance of Mathematics in such a way that students with higher selfefficacy in Mathematics will have higher performance [21,25,26].…”

Section: Relationship Between Self-efficacy and Mathematics Performancementioning

confidence: 99%

Investigating the Level of the Tenth-grade Students’ Self-Efficacy in Mathematics and its Impact on their Performance: A Study in Pemagatshel District

Norbu¹,

Dukpa

2021

ARJOM

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The study aimed at finding out the level of Mathematics self-efficacy and its relationship with the Mathematics performance of tenth-grade students. The study used a quantitative method. The data was collected from one middle secondary school and three central schools under the Pemagatshel district from 3rd March to 16th March 2020. A total of 300 students comprising 150 males and females each were included for the study. The data was collected using Mathematics Self-Efficacy Scales and analyzed using SPSS. The overall finding indicated that students had an average level of Mathematics self-efficacy (M=3.25; SD= 0.60). Among the four sources of self-efficacy, the study revealed that the students had high Mathematics self-efficacy in vicarious experience (M= 3.67; SD= 0.62). The Pearson correlation indicated a moderate positive correlation (r= .467, P=.05) between Mathematics self-efficacy and Mathematics performance. Higher the Mathematics self-efficacy, better the Mathematics performance, and lower the Mathematics self-efficacy, poorer the Mathematics performance. Therefore, it is imperative to strengthen the skills and strategies that enhance the Mathematics self-efficacy of the students.

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The Relationship between Mathematics Teaching Self-efficacy and Mathematics Self-efficacy

Cited by 12 publications

References 4 publications

Mathematics teaching anxiety and self-efficacy beliefs toward mathematics teaching: A path analysis

Mathematics teaching anxiety and self-efficacy beliefs toward mathematics teaching: A path analysis

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

Investigating the Level of the Tenth-grade Students’ Self-Efficacy in Mathematics and its Impact on their Performance: A Study in Pemagatshel District

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