Mathematics teaching anxiety may represent an important challenge during the transition from learning mathematics to teaching mathematics. Previous research suggests that mathematics anxiety and teaching self-efficacy are closely related to teachers’ emotional experiences; however, little is known about their prospective longitudinal relations during the practicum. The present study investigates whether mathematics anxiety and mathematics teaching self-efficacy predict subsequent levels of mathematics teaching anxiety over time. The study is based on a longitudinal sample of approximately 261 pre-service mathematics teachers who participated in three survey waves during their practicum. At each measurement occasion, participants completed self-report measures of mathematics teaching anxiety, mathematics anxiety, and mathematics teaching self-efficacy. To examine the prospective relations among these constructs, cross-lagged panel models (CLPMs) will be estimated. Specifically, we will investigate whether mathematics anxiety positively predicts subsequent mathematics teaching anxiety and whether mathematics teaching self-efficacy negatively predicts subsequent mathematics teaching anxiety. In addition, random-intercept cross-lagged panel models (RI-CLPMs) will be conducted as robustness analyses to examine whether the observed patterns remain after accounting for stable between-person differences.
Meyer-Jenßen et al. (Wed,) studied this question.
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