This study focused on the relationship between math anxiety and self-efficacy in pre-service and primary teachers. The sample consisted of 921 participants. All participants filled out a digital...Show moreThis study focused on the relationship between math anxiety and self-efficacy in pre-service and primary teachers. The sample consisted of 921 participants. All participants filled out a digital questionnaire, including questions from the Mathematics Anxiety Scale (MAS; Betz, 1978), the Abbreviated Mathematics Anxiety Scale (AMAS; Hopko et al., 2003) and a self- efficacy questionnaire (Bandura, 1986). Women have a higher level of math anxiety compared to men (p < .001). Men and women indicate to have a same level of self-efficacy in math situations. Furthermore, a significant relation was found between the study binding character of the math exam and the degree of math anxiety (p = .030). No significant correlation was found between the amount of times the test was made and the degree of math anxiety. The interaction – effect was not significant. Also no significant mediation was found between self – efficacy in the relation between the amount of times the test was made, the study binding character and the degree of math anxiety. Further research should focus on the factors influencing math anxiety and traits of an effective treatment of math anxiety. At last, increasing self – efficacy among pre – service and primary school teachers is important in order to improve the level of the math skills of the Dutch population.Show less
The purpose of this study was to examine the relation between the WISCAT test and math anxiety in pre-service and primary level teachers. The sample consisted of 580 participants, 242 (41,7%)...Show moreThe purpose of this study was to examine the relation between the WISCAT test and math anxiety in pre-service and primary level teachers. The sample consisted of 580 participants, 242 (41,7%) primary level teachers and 338 (58,3%) pre-service teachers. All participants filled out a digital questionnaire, including questions from the Mathematics Anxiety Scale (MAS; Betz, 1978) and the Abbreviated Mathematics Anxiety Scale (AMAS; Hopko et al., 2003). Results of this study show that there is no significant difference in the level of math anxiety between primary school teachers who took the WISCAT test and teachers who did not take the test (p = .46). The specialization pre-service students chose, either grade 1-4 or grade 5-8, does not predict the level of math anxiety (p = .81). As well as the number of retakes students have to take on the WISCAT (p = .07). Pre-service students show the same level of math anxiety. The results of this study provide a good basis for those wishing to examine math anxiety amongst pre-service and primary level teachers in greater detail. It is hoped that this study will stimulate further research into the factors influencing math anxiety amongst pre-service and primary level teachers. Through such further research it is likely to find solutions to counter the problem of math anxiety.Show less