Anxiety Influences Preservice Teachers’ Learning About Classroom Management: An Experimental Study

• In Event: Emotions in Student and Teacher Learning: New Insights and Educational Applications

Abstract

Purpose

Learning about classroom management (CM) is central for preservice teachers (PSTs), as it relates to teachers’ well-being and teaching success (Kunter et al., 2013). Simultaneously, CM is perceived as challenging by novice teachers (Mireles-Rios et al., 2019), even causing anxiety (Oral, 2012). We investigate how induced anxiety prior to a learning episode affects learning processes and outcomes on CM.

Background

Theory and research on achievement emotions (Pekrun & Stephens, 2010), and teacher learning processes (Gregoire, 2003) indicate that experiencing anxiety in university learning settings can already impair learning about CM in early stages of teacher education. In an experimental study, we investigate whether anxiety negatively affects PSTs processing of learning content (H1), learning outcomes (H2), and postulate that learning outcomes are mediated by decreased processing of learning content after the induction of anxiety (H3).

Method

Participants were 64 PSTs (86%female; Mage=24.52, SD=3.63). After completing a CM test (Gold & Holodynski, 2015), we randomly assigned PSTs to one of two conditions [Anxiety (AC) vs. Non-Anxiety (NAC)]. Anxiety was induced by manipulating feedback unrelated to PSTs’ actual test performance (AC participants were told to have performed substantially below the norm). As a manipulation check, participants rated adjectives to assess emotions of anxiety, curiosity, and enjoyment. Subsequently, they read a text on CM (learning task), and completed a post test that addressed knowledge learned from the text, systematic processing, and self-efficacy (Fig. 1 Study Design, Tab. 1 Measures). Debriefing occurred immediately after participation.

Results

Anxiety scores varied by condition, with higher anxiety in AC than in NAC (d=.58), indicating a moderate effect size for the manipulation. No differences regarding two other achievement emotions were found.

H1: Anxiety related to PSTs’ processing of the task, with higher levels of anxiety relating to lower values for systematic processing (r = -.22, p < .05). A t-test with systematic processing as a dependent variable confirmed the expected difference between conditions. Systematic processing was lower in AC (M = 2.5, SD = 0.50) compared to NAC (M = 2.9, SD = 0.47), t(62) = 3.488, p < .05).

H2: A MANCOVA with knowledge and post-test self-efficacy as dependent variables, and pretest self-efficacy as a covariate showed a significant effect (F(2,60) = 7.18, p < .05, partial η² = .193). Scores on the knowledge test were lower for AC than for NAC (F(1,60) = 11.367). Self-efficacy was lower in AC, but not significantly (F(1,60) = 3.319, p = .07).

H3: Systematic processing mediates the relation between condition and knowledge, indirect effect = -.56, 95%-CI[-1.085, -.165]. The same effect showed for the relation between condition and self-efficacy, mediated by systematic processing, indirect effect = -2.02, 95%-CI[-3.943, -.689].

Significance

Experiencing anxiety in a learning situation impaired learning process about CM, and led to fewer knowledge gains and lower self-efficacy. Our findings point to a need to design teacher learning environments free of anxiety-causing components, so that learning on this important topic for PSTs can be enhanced.

Authors

• Ulrike Hartmann, DIPF | Leibniz Institute for Research and Information in Education

• Franziska Baier-Mosch, DIPF | Leibniz Institute for Research and Information in Education

• Helenrose Fives, Montclair State University

• Mareike Kunter, DIPF | Leibniz Institute for Research and Information in Education