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Year 2022, Volume: 6 Issue: 1, 206 - 235, 30.07.2022

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References

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Examination of the Relationship between TPACK Competencies and Mathematics Teaching Anxiety: The Mediating Role of Mathematics Anxiety

Year 2022, Volume: 6 Issue: 1, 206 - 235, 30.07.2022

Abstract

This study explored the mediating role of mathematics anxiety in the relationship between TPACK competencies and mathematics teaching anxiety. This mediation role was tested through structural equation modeling using data from 426 pre-service mathematics teachers selected through criterion sampling. TPACK Competencies Scale, Mathematics Anxiety Scale, and Mathematics Teaching Anxiety Scale were used to collect data. The data were analyzed through descriptive statistics, correlation analysis and path analysis. The study revealed a negative relationship between TPACK competencies and mathematics anxiety, and mathematics teaching anxiety, while there was a positive relationship between mathematics anxiety and mathematics teaching anxiety. The results suggested that the pre-service teachers' mathematics anxiety had a mediating role in accounting for the relationship between TPACK competencies and mathematics teaching anxiety. Additionally, TPACK competencies explained 69% of the total variance in mathematics teaching anxiety through mathematics anxiety in the structural equation model. The study argued that offering pre-service teachers technology-supported education during undergraduate education may develop their TPACK competencies and reduce their mathematics anxiety and teaching anxiety.

References

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Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

İbrahim Çetin 0000-0003-4807-3295

Derya Özlem Yazlık This is me 0000-0002-2830-5215

Publication Date July 30, 2022
Published in Issue Year 2022 Volume: 6 Issue: 1

Cite

APA Çetin, İ., & Yazlık, D. Ö. (2022). Examination of the Relationship between TPACK Competencies and Mathematics Teaching Anxiety: The Mediating Role of Mathematics Anxiety. International Journal of Modern Education Studies, 6(1), 206-235.