Pre-Service Primary School Teachers' Motivation for Learning Mathematics

IF 0.5 4区社会学 Q3 SOCIAL ISSUES

Drustvena Istrazivanja Pub Date : 2022-04-06 DOI:10.5559/di.31.1.06

Daria Rovan, Goran Trupčević, Dubravka Glasnović Gracin

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引用次数: 1

Abstract

The aim of the study was to explore pre-service primary school teachers' motivational beliefs about mathematics in the light of the expectancy-value theory. We wanted to find out to what extent the motivational beliefs of pre-service teachers are related to their previous experiences in mathematics and to their engagement in learning mathematics and mathematics anxiety. The participants were 237 pre-service primary school teachers in their first year of study. They completed a mathematics exam and a questionnaire on their motivational beliefs (self-efficacy and subjective value), previous experiences in mathematics (level of high school math program, mathematics competencies, epistemic beliefs and achievement goals during high school), engagement and mathematics anxiety. The results of hierarchical regression analyses show that previous experiences with mathematics are important predictors of self-efficacy and subjective value. Furthermore, motivational beliefs are significant predictors of the pre-service teachers' engagement in learning mathematics and mathematics anxiety, along with their previous experiences with mathematics. The results are in line with the expectancy- -value theory and indicate that it is important to foster the development of adaptive beliefs about mathematics during the initial education of pre-service teachers.

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职前小学教师学习数学的动机

本研究旨在探讨职前小学教师对数学的动机信念。我们想要了解职前教师的动机信念与他们以往的数学经历以及他们对数学学习的投入和数学焦虑的关系。研究对象是237名任职第一年的小学教师。他们完成了一份数学考试和一份关于动机信念(自我效能感和主观价值)、以前的数学经历(高中数学课程水平、数学能力、认知信念和高中数学成就目标)、参与和数学焦虑的问卷。层次回归分析结果表明，数学经验是自我效能感和主观价值的重要预测因子。此外，动机信念对职前教师的数学学习投入和数学焦虑有显著的预测作用。研究结果与期望价值理论一致，表明在职前教师的初始教育中，培养数学适应性信念是非常重要的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Drustvena Istrazivanja Multiple-

CiteScore

0.90

自引率

16.70%

发文量

审稿时长

30 weeks

期刊介绍： Društvena istraživanja is a journal for general social issues, embracing complete thematic and disciplinary openness. It publishes works in different social disciplines (sociology, psychology, political science, psychiatry, history, law, economics, demography, linguistics etc.), but also publishes work that transcends the frontiers of individual disciplines. Papers are subject to anonymous review procedures. Indexed in: Current Contents/Social & Behavioral Sciences (CC/S&BS)