KFU. Card publication. Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy

KAZAN
FEDERAL UNIVERSITY

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EXAMINING THE RELATIONSHIPS AMONG ANXIETY ASSOCIATED WITH TEACHING SCIENCE, INTEREST IN SCIENCE, AND SELF-EFFICACY

Form of presentation

Articles in international journals and collections

Year of publication

2024

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Authors, employees of KFU

Galimova Elvira Gabdelbarovna, author

Other authors

Aytuganova Zhanna , author

Zakharova Valeriya , author

Kolomoec Elena , author

Prokopev Aleksey , author

Shindryaeva Natalya , author

Bibliographic description in the original language

Galimova E.G, Prokopyev A.I, Aytuganova J.I, Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy//Eurasia Journal of Mathematics, Science and Technology Education. - 2024. - Vol.20, Is.5. - Art. �em2447.

Annotation

Self-efficacy is one of the important variables for teachers' professional development. However, there have been few studies investigating the relationship between anxiety related to teaching science, interest in science, and self-efficacy. Therefore, this study aimed to explore this relationship with preservice teachers. The researchers used a path analysis model, descriptive statistics, correlations, and a path diagram to analyze the data. The results revealed that outcome expectancy positively predicted personal self-efficacy beliefs, and variables accounted for 64.0% of the variance in personal self-efficacy. Personal science-teaching self-efficacy has no significant direct relationship with science-teaching anxiety or interest in science. Specifically, anxiety has a small positive effect on personal science-teaching self-efficacy. Interest in science does not directly predict personal self-efficacy efficacy beliefs. Anxiety related to teaching science had a major negative effect on interest in science and a minor positive impact on outcome expectancy. The results also showed that personal self-efficacy beliefs depend profoundly on perceptions of outcome expectancy rather than directly on teaching anxiety or science interest levels per se. These findings are noteworthy for future research that aims to boost teachers' science-teaching self-efficacy. Recommendations are made based on these findings.

Keywords

science teaching anxiety, interest in science, self-efficacy, outcome expectancy

The name of the journal

Eurasia Journal of Mathematics, Science and Technology Education

URL

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85192781307&doi=10.29333%2fejmste%2f14578&partnerID=40&md5=dae153d9b480204893e4d9d6f58dafa0

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=301176&p_lang=2

Resource files

File name	Size (MB)	Format
examining_the_relationships_among_anxiety_associated_with_teaching.pdf	0,36	pdf	show / download

Full metadata record

Field DC	Value	Language
dc.contributor.author	Galimova Elvira Gabdelbarovna	ru_RU
dc.contributor.author	Aytuganova Zhanna	ru_RU
dc.contributor.author	Zakharova Valeriya	ru_RU
dc.contributor.author	Kolomoec Elena	ru_RU
dc.contributor.author	Prokopev Aleksey	ru_RU
dc.contributor.author	Shindryaeva Natalya	ru_RU
dc.date.accessioned	2024-01-01T00:00:00Z	ru_RU
dc.date.available	2024-01-01T00:00:00Z	ru_RU
dc.date.issued	2024	ru_RU
dc.identifier.citation	Galimova E.G, Prokopyev A.I, Aytuganova J.I, Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy//Eurasia Journal of Mathematics, Science and Technology Education. - 2024. - Vol.20, Is.5. - Art. �em2447.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=301176&p_lang=2	ru_RU
dc.description.abstract	Eurasia Journal of Mathematics, Science and Technology Education	ru_RU
dc.description.abstract	Self-efficacy is one of the important variables for teachers' professional development. However, there have been few studies investigating the relationship between anxiety related to teaching science, interest in science, and self-efficacy. Therefore, this study aimed to explore this relationship with preservice teachers. The researchers used a path analysis model, descriptive statistics, correlations, and a path diagram to analyze the data. The results revealed that outcome expectancy positively predicted personal self-efficacy beliefs, and variables accounted for 64.0% of the variance in personal self-efficacy. Personal science-teaching self-efficacy has no significant direct relationship with science-teaching anxiety or interest in science. Specifically, anxiety has a small positive effect on personal science-teaching self-efficacy. Interest in science does not directly predict personal self-efficacy efficacy beliefs. Anxiety related to teaching science had a major negative effect on interest in science and a minor positive impact on outcome expectancy. The results also showed that personal self-efficacy beliefs depend profoundly on perceptions of outcome expectancy rather than directly on teaching anxiety or science interest levels per se. These findings are noteworthy for future research that aims to boost teachers' science-teaching self-efficacy. Recommendations are made based on these findings.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	science teaching anxiety	ru_RU
dc.subject	interest in science	ru_RU
dc.subject	self-efficacy	ru_RU
dc.subject	outcome expectancy	ru_RU
dc.title	Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy	ru_RU
dc.type	Articles in international journals and collections	ru_RU