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

Artigo2022

Ibrahim Çetin ORCID; Derya Özlem Yazlık ORCID

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Resumo

This study aimed at exploring the mediating role of mathematics anxiety in the relationship between TPACK competencies and mathematics teaching anxiety. This mediation role stated in the hypothesis of the study 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 using 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 pre-service teachers' mathematics anxiety had a mediating role in accounting for the relationship between TPACK competencies and mathematics teaching anxiety. In addition, TPACK competencies explained 68% of the total variance in mathematics teaching anxiety through mathematics anxiety in the structural equation model. The findings are discussed in light of the related literature, and implications are offered for practitioners and researchers.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Modern Education Studies, v. 6, n. 1
Editora
Mevlüt Aydoğmuş
Ano
2022 (2022-06)
Idioma
en
Palavras-chave
Pedagogical Content Knowledge; Technological Literacy; Mathematics Instruction; Mathematics Anxiety; Preservice Teachers; Structural Equation Models; Student Attitudes; mathematics teaching anxiety; pre-service mathematics teachers; mediation; teacher knowledge; mathematics teacher education
Temas
Formação de Professores de Matemática
DOI
10.51383/ijonmes.2022.173
ISSN
2618-6209
Licença
cc-by
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
ÇETIN, Ibrahim; YAZLIK, Derya Özlem. Examination of the Relationship Between TPACK Competencies and Mathematics Teaching Anxiety: The Mediating Role of Mathematics Anxiety. International Journal of Modern Education Studies, v. 6, n. 1, 2022. DOI: https://doi.org/10.51383/ijonmes.2022.173.

APA

Çetin, I., & 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). https://doi.org/10.51383/ijonmes.2022.173

BibTeX
@article{cetin2022,
  author = {Çetin, Ibrahim and Yazlık, Derya Özlem},
  title = {Examination of the Relationship Between TPACK Competencies and Mathematics Teaching Anxiety: The Mediating Role of Mathematics Anxiety},
  year = {2022},
  journal = {International Journal of Modern Education Studies},
  volume = {6},
  number = {1},
  publisher = {Mevlüt Aydoğmuş},
  doi = {10.51383/ijonmes.2022.173},
  language = {en}
}
RIS
TY  - JOUR
AU  - Çetin, Ibrahim
AU  - Yazlık, Derya Özlem
TI  - Examination of the Relationship Between TPACK Competencies and Mathematics Teaching Anxiety: The Mediating Role of Mathematics Anxiety
PY  - 2022
JO  - International Journal of Modern Education Studies
VL  - 6
IS  - 1
DO  - 10.51383/ijonmes.2022.173
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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