Mathematics anxiety and mathematical self-concept: Considerations in preparing elementary-school teachers

Mine Isiksal1, Joanne M. Curran2, Yusuf Koc3, Cengiz S. Askun1
1Middle East Technical University, Turkey
2SUNY Oneonta College, United States
3Indiana University Northwest, United States
Cite this article:  Isiksal, M., Curran, J., Koc, Y., & Askun, C. (2009). Mathematics anxiety and mathematical self-concept: Considerations in preparing elementary-school teachers. Social Behavior and Personality: An international journal, 37, 631-644.

Volume 37 Issue 5 | e1871 | Published: June 2009 | DOI: https://doi.org/10.2224/sbp.2009.37.5.631

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

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