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What drives preservice mathematics teachers' participation in teaching skills competitions? An integrated model of planned behavior and social support

Artigo2026

Xinwen Zhou; Ying Zhou; Tommy Tanu Wijaya

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Resumo

Teaching skills competitions provide a practice-oriented context for preservice teachers' professional learning, yet quantitative evidence on factors associated with preservice mathematics teachers' participation in such competitions remains limited. Drawing on the Theory of Planned Behavior (TPB), this study examined attitude, subjective norm, perceived behavioral control, and four sources of social support, with mentor, peer, family, and school support conceptualized as contextual antecedents of attitude. Data were collected through a cross-sectional questionnaire survey of 363 preservice mathematics teachers from 10 universities in China between November 2025 and March 2026 and analyzed using partial least squares structural equation modeling (PLS-SEM). The results showed that attitude, subjective norm, and perceived behavioral control were positively associated with participation intention, while perceived behavioral control and participation intention were positively associated with self-reported participation-related behavior. Mentor support and school support were positively associated with attitude, whereas the paths from peer support and family support to attitude were not statistically significant. Significant statistical indirect associations via participation intention were observed for attitude, subjective norm, and perceived behavioral control in relation to self-reported participation-related behavior. Some empirical overlap was observed among the social-support dimensions, indicating that source-specific findings should be regarded as provisional and interpreted cautiously. Overall, the study provides context-specific evidence for the applicability of TPB to participation in a practice-oriented mathematics teacher education activity and suggests the potential relevance of mentoring and institutional support.

Dados da obra

Tipo
Artigo
Periódico
Acta Psychologica, v. 271, p. 108076
Editora
Elsevier
Ano
2026 (2026-11)
Idioma
en
Palavras-chave
Preservice mathematics teachers; Teaching skills competitions; Theory of Planned Behavior; Social support; PLS-SEM
Temas
Formação de Professores de Matemática
DOI
10.1016/j.actpsy.2026.108076
ISSN
0001-6918, 1873-6297
Acesso
Metadados apenas
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/11/2026 · verificada em 01/11/2026

Como citar

ABNT
ZHOU, Xinwen; ZHOU, Ying; WIJAYA, Tommy Tanu. What drives preservice mathematics teachers' participation in teaching skills competitions? An integrated model of planned behavior and social support. Acta Psychologica, v. 271, p. 108076, 2026. DOI: https://doi.org/10.1016/j.actpsy.2026.108076.

APA

Zhou, X., Zhou, Y., & Wijaya, T. T. (2026). What drives preservice mathematics teachers' participation in teaching skills competitions? An integrated model of planned behavior and social support. Acta Psychologica, 271, 108076. https://doi.org/10.1016/j.actpsy.2026.108076

BibTeX
@article{zhou2026,
  author = {Zhou, Xinwen and Zhou, Ying and Wijaya, Tommy Tanu},
  title = {What drives preservice mathematics teachers' participation in teaching skills competitions? An integrated model of planned behavior and social support},
  year = {2026},
  journal = {Acta Psychologica},
  volume = {271},
  pages = {108076},
  publisher = {Elsevier},
  doi = {10.1016/j.actpsy.2026.108076},
  language = {en}
}
RIS
TY  - JOUR
AU  - Zhou, Xinwen
AU  - Zhou, Ying
AU  - Wijaya, Tommy Tanu
TI  - What drives preservice mathematics teachers' participation in teaching skills competitions? An integrated model of planned behavior and social support
PY  - 2026
JO  - Acta Psychologica
VL  - 271
SP  - 108076
DO  - 10.1016/j.actpsy.2026.108076
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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