Investigates links between mathematics anxiety, teaching self-efficacy, and teaching anxiety in pre-service teachers, suggesting key emotional relationships.
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.
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Meyer-Jenßen et al. (2026) studied this question.
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