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ERIC Number: EJ811912
Record Type: Journal
Publication Date: 2008-Sep
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1047-6210
Mathematics Anxiety and Mathematics Teacher Efficacy in Elementary Pre-Service Teachers
Gresham, Gina
Teaching Education, v19 n3 p171-184 Sep 2008
This study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among 156 elementary pre-service teachers from a university in the southeastern United States. Data sources included the Mathematics Anxiety Rating Scale (MARS), Mathematics Teaching Efficacy Beliefs Instrument, and pre-service teacher interviews. Findings revealed a significant, negative relationship between mathematics anxiety and mathematics teachers' efficacy (r = -0.475, p less than 0.05). Specifically, the pre-service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy. Interviews with pre-service teachers indicated that their mathematics anxiety is associated with efficaciousness toward mathematics teaching practices and is the basis for their mathematics teaching efficacy beliefs. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Mathematics Anxiety Rating Scale