Achievement Goals as Predictors of Female Pre-Service Elementary School Teachers' Self-Efficacy for Learning Math in a Methods Course

Autor/inn/en	Gonzalez-DeHass, Alyssa R.; Furner, Joseph M.; Vásquez-Colina, María D.; Morris, John D.
Titel	Achievement Goals as Predictors of Female Pre-Service Elementary School Teachers' Self-Efficacy for Learning Math in a Methods Course
Quelle	In: Journal of Early Childhood Teacher Education, 43 (2022) 4, S.568-587 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2021.1955052
Schlagwörter	Mathematics Achievement; Goal Orientation; Females; Predictor Variables; Preservice Teachers; Elementary School Teachers; Mathematics Education; Student Attitudes; Self Efficacy; Mastery Learning; Mathematics Anxiety; Learning Strategies; Motivated Strategies for Learning Questionnaire; Mathematics Anxiety Rating Scale + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Zielorientierung; Zielvorstellung; Weibliches Geschlecht; Prädiktor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Often pre-service early childhood and elementary teachers, many who are female, feel they are not good at math and appear uncomfortable at the prospect of teaching math. Given the influence pre-service teachers' attitudes toward math might have on their learning, as well as that of their future students, examining the precursors of mathematical self-efficacy will prove helpful to instructors teaching math in elementary education coursework. Of relevance to the current study, some findings indicate achievement goals are linked to one's self-efficacy for successfully completing mathematical tasks. However, published studies have not yet examined how the four achievement goals influence the self-efficacy for mathematical learning among pre-service elementary education students. Therefore, a unique purpose of this research is to focus on how achievement goals predict math self-efficacy among 163 female pre-service teachers enrolled in undergraduate elementary education math methods courses. Results reported here are part of a larger study examining pre-service teachers' achievement goals for mathematical learning. Both mastery-approach and performance-approach goals were positive predictors of pre-service teachers' self-efficacy for learning mathematics, while math anxiety predicted lower rates of self-efficacy. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01