Mathematics teaching outcome expectancy, self-handicapping, and mathematics teaching anxiety: a two-wave mediation study
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Resumo
BackgroundBeliefs about the instructional impact of teaching may shape how preservice classroom teachers respond to demanding mathematics teaching. Mathematics teaching anxiety and self-handicapping also play an important role. The present study tested a two-wave mediation model examining the mediating roles of anxiety related to teaching and anxiety related to subject knowledge in the relationship between mathematics teaching outcome expectancy and self-handicapping.MethodsA total of 180 Turkish preservice classroom teachers (130 female), aged 18–27 (Mage = 21.78, SD = 1.96), participated in this study. Participants completed an online survey including the Teaching Mathematics Efficacy Belief Instrument, Mathematics Teaching Anxiety Scale, and Self-Handicapping Scale.ResultsThe findings showed that mathematics teaching outcome expectancy was negatively associated with self-handicapping, anxiety related to teaching, and anxiety related to subject knowledge. The results also revealed that anxiety related to teaching and anxiety related to subject knowledge had parallel mediating effects in the relationship between mathematics teaching outcome expectancy and self-handicapping.ConclusionsThe findings suggest that stronger beliefs about the effects of teaching may reduce self-protective coping among preservice classroom teachers, partly by lowering mathematics teaching anxiety. These results are important because they indicate that strengthening mathematics teaching outcome expectancy and addressing different dimensions of mathematics teaching anxiety may help reduce self-handicapping during teacher training.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Psychology, v. 17, p. 1887406
- Editora
- Frontiers Media S.A.
- Ano
- 2026 (2026-07)
- Idioma
- en
- Palavras-chave
- mathematics teaching anxiety; mathematics teaching outcome expectancy; preservice classroom teachers; self-handicapping; two-wave mediation; pre-service teachers; teacher beliefs; teacher professional development; mediation
- Temas
- Formação de Professores de Matemática, Tecnologias Digitais
- DOI
- 10.3389/fpsyg.2026.1887406
- ISSN
- 1664-1078
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
URAS, Muhammed Celal. Mathematics teaching outcome expectancy, self-handicapping, and mathematics teaching anxiety: a two-wave mediation study. Frontiers in Psychology, v. 17, p. 1887406, 2026. DOI: https://doi.org/10.3389/fpsyg.2026.1887406.
APA
Uras, M. C. (2026). Mathematics teaching outcome expectancy, self-handicapping, and mathematics teaching anxiety: a two-wave mediation study. Frontiers in Psychology, 17, 1887406. https://doi.org/10.3389/fpsyg.2026.1887406
BibTeX
@article{uras2026,
author = {Uras, Muhammed Celal},
title = {Mathematics teaching outcome expectancy, self-handicapping, and mathematics teaching anxiety: a two-wave mediation study},
year = {2026},
journal = {Frontiers in Psychology},
volume = {17},
pages = {1887406},
publisher = {Frontiers Media S.A.},
doi = {10.3389/fpsyg.2026.1887406},
language = {en}
}RIS
TY - JOUR AU - Uras, Muhammed Celal TI - Mathematics teaching outcome expectancy, self-handicapping, and mathematics teaching anxiety: a two-wave mediation study PY - 2026 JO - Frontiers in Psychology VL - 17 SP - 1887406 DO - 10.3389/fpsyg.2026.1887406 LA - en ER -
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