Çetin, I., & Yazlik, D. O. (2022). Examination of the relationship between TPACK Competencies and mathematics teaching anxiety: The mediating role of mathematics anxiety. International Journal of Modern Education Studies, 6(1), 206-235. https://www.ijonmes.net/index.php/ijonmes/article/view/173

Abstract:

“This study aimed at exploring the mediating role of mathematics anxiety in the relationship between TPACK competencies and mathematics teaching anxiety. This mediation role stated in the hypothesis of the study was tested through structural equation modeling using data from 426 pre-service mathematics teachers selected through criterion sampling. TPACK Competencies Scale, Mathematics Anxiety Scale, and Mathematics Teaching Anxiety Scale were used to collect data. The data were analyzed using descriptive statistics, correlation analysis, and path analysis. The study revealed a negative relationship between TPACK competencies and mathematics anxiety, and mathematics teaching anxiety, while there was a positive relationship between mathematics anxiety and mathematics teaching anxiety. The results suggested that pre-service teachers’ mathematics anxiety had a mediating role in accounting for the relationship between TPACK competencies and mathematics teaching anxiety. In addition, TPACK competencies explained 68% of the total variance in mathematics teaching anxiety through mathematics anxiety in the structural equation model. The findings are discussed in light of the related literature, and implications are offered for practitioners and researchers.”