On the Role of Mathematics Self-Concepts and Mindsets for Preservice Teachers’ Math Teaching Anxiety

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Abstract

It is known that many elementary school teachers report low confidence and considerably high anxiety in math. Yet little is known whether this also leads to heightened levels of math teaching anxiety. This study therefore examined the relationship between math self-concept and fixed mindset endorsement on math teaching anxiety, including the potential mediating role of general math anxiety in a sample of 292 female preservice elementary school teachers in Germany. In line with hypotheses, general math anxiety predicted anticipated teaching anxiety, and fully mediated the impact of self-concept and mindset on teaching anxiety, revealing pedagogical implications for intervention already at university level.

Authors

• Franziska Eckerskorn, Ludwig Maximilian University of Munich

• Carolin Schwab, University of Munich

• Anne C. Frenzel, University of Munich