| Форма представления | Статьи в зарубежных журналах и сборниках |
| Год публикации | 2024 |
| Язык | английский |
|
Галимова Эльвира Габдельбаровна, автор
|
|
Айтуганова Жанна , автор
Захарова Валерия , автор
Коломоец Елена , автор
Прокопьев Алексей , автор
Шиндряева Наталья , автор
|
| Библиографическое описание на языке оригинала |
Galimova E.G, Prokopyev A.I, Aytuganova J.I, Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy//Eurasia Journal of Mathematics, Science and Technology Education. - 2024. - Vol.20, Is.5. - Art. №em2447. |
| Аннотация |
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. |
| Ключевые слова |
science teaching anxiety, interest in science, self-efficacy, outcome expectancy |
| Название журнала |
Eurasia Journal of Mathematics, Science and Technology Education
|
| URL |
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85192781307&doi=10.29333%2fejmste%2f14578&partnerID=40&md5=dae153d9b480204893e4d9d6f58dafa0 |
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=301176 |
| Файлы ресурса | |
|
|
Полная запись метаданных  |
| Поле DC |
Значение |
Язык |
| dc.contributor.author |
Галимова Эльвира Габдельбаровна |
ru_RU |
| dc.contributor.author |
Айтуганова Жанна |
ru_RU |
| dc.contributor.author |
Захарова Валерия |
ru_RU |
| dc.contributor.author |
Коломоец Елена |
ru_RU |
| dc.contributor.author |
Прокопьев Алексей |
ru_RU |
| dc.contributor.author |
Шиндряева Наталья |
ru_RU |
| dc.date.accessioned |
2024-01-01T00:00:00Z |
ru_RU |
| dc.date.available |
2024-01-01T00:00:00Z |
ru_RU |
| dc.date.issued |
2024 |
ru_RU |
| dc.identifier.citation |
Galimova E.G, Prokopyev A.I, Aytuganova J.I, Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy//Eurasia Journal of Mathematics, Science and Technology Education. - 2024. - Vol.20, Is.5. - Art. №em2447. |
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/?p_id=301176 |
ru_RU |
| dc.description.abstract |
Eurasia Journal of Mathematics, Science and Technology Education |
ru_RU |
| dc.description.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. |
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
science teaching anxiety |
ru_RU |
| dc.subject |
interest in science |
ru_RU |
| dc.subject |
self-efficacy |
ru_RU |
| dc.subject |
outcome expectancy |
ru_RU |
| dc.title |
Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy |
ru_RU |
| dc.type |
Статьи в зарубежных журналах и сборниках |
ru_RU |
|
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