Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy
Elvira G. Galimova 1 * , Alexey I. Prokopyev 2 , Jhanna I. Aytuganova 3 , Valeria L. Zakharova 4 , Natalya N. Shindryaeva 4 , Elena N. Kolomoets 5
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1 Kazan (Volga region) Federal University, Kazan, RUSSIA2 Plekhanov Russian University of Economics, Moscow, RUSSIA3 Kazan State Power Engineering University, Kazan, RUSSIA4 Sechenov First Moscow State Medical University, Moscow, RUSSIA5 Moscow Aviation Institute (National Research University), Moscow, RUSSIA* Corresponding Author

Abstract

Self-efficacy is one of the important variables for teachers’ professional development. However, there have been few studies investigating the relationship between anxiety related to teaching science, interest in science, and self-efficacy. Therefore, this study aimed to explore this relationship with preservice teachers. The researchers used a path analysis model, descriptive statistics, correlations, and a path diagram to analyze the data. The results revealed that outcome expectancy positively predicted personal self-efficacy beliefs, and variables accounted for 64.0% of the variance in personal self-efficacy. Personal science-teaching self-efficacy has no significant direct relationship with science-teaching anxiety or interest in science. Specifically, anxiety has a small positive effect on personal science-teaching self-efficacy. Interest in science does not directly predict personal self-efficacy efficacy beliefs. Anxiety related to teaching science had a major negative effect on interest in science and a minor positive impact on outcome expectancy. The results also showed that personal self-efficacy beliefs depend profoundly on perceptions of outcome expectancy rather than directly on teaching anxiety or science interest levels per se. These findings are noteworthy for future research that aims to boost teachers’ science-teaching self-efficacy. Recommendations are made based on these findings.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 5, May 2024, Article No: em2447

https://doi.org/10.29333/ejmste/14578

Publication date: 06 May 2024

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