Attitudes Toward Mathematics and Mathematics Teaching Anxiety: The Role of Mathematical Literacy, Self‐Efficacy, and Mathematical Thinking
Muhammed Celal Uras, Mehmet Şata, Yasin Soylu, Murat YıldırımABSTRACT
Objective
This study investigates the factors influencing preservice teachers’ anxiety about teaching mathematics within a theoretical framework. Drawing on Blömeke and Delaney's teacher competences model and Bandura's social cognitive theory, the research also incorporates expectancy‐value theory to examine the link between attitudes and anxiety. Specifically, the indirect effects of mathematical literacy self‐efficacy, mathematical thinking, and mathematical language self‐efficacy on mathematics teaching anxiety were explored through attitudes toward mathematics courses and mathematics education courses.
Method
Data were collected from 689 preservice mathematics teachers (68.1% female). The proposed model was tested using four hypotheses through parallel mediation analysis.
Results
Results indicated that mathematical literacy self‐efficacy, mathematical thinking, and mathematical language self‐efficacy exerted parallel mediating effects on the relationship between attitudes toward mathematics courses, attitudes toward mathematics education courses, and mathematics teaching anxiety. The findings further revealed that the inverse relationship between attitudes and anxiety was at least partially explained by these mediators.
Conclusion
The study suggests the combined influence of self‐efficacy and attitudes in influencing preservice teachers’ anxiety levels, thereby enriching the theoretical framework of teacher competence. In light of Vygotsky's zone of proximal development, the findings also provide new insights into how the development of mathematical thinking and language skills can reduce teaching anxiety. Overall, the research highlights the importance of teacher education programs adopting a holistic approach that integrates both cognitive and affective dimensions.