Publisher

UIADUIAD

Journal JTMT: Journal Tadris MatematikaJTMT: Journal Tadris Matematika Abstract

Although numerous studies have examined mathematics anxiety among preservice teachers, research focusing on its association with stress coping strategies remains limited. This study collected data on mathematics anxiety and stress coping from 211 preservice mathematics teachers to investigate whether differences in mathematics anxiety exist based on the coping strategies they employed. A quantitative approach with a cross-sectional design was applied. The instruments included the Revised Mathematics Anxiety Survey (R-MANX) to assess mathematics anxiety and a stress coping questionnaire based on Lazarus and Folkmans theory, categorized into Problem-Focused Coping (PFC) and Emotion-Focused Coping (EFC). Data were analyzed using descriptive statistics, cross-tabulation, and the Kruskal–Wallis H test. The findings revealed that most preservice mathematics teachers experienced moderate levels of mathematics anxiety. The majority of respondents predominantly relied on Emotion-Focused Coping (EFC) to manage stress, and this tendency was consistent across all levels of anxiety—low, moderate, and high. Although descriptive results indicated differences in coping preferences, statistical analysis showed no significant differences in mathematics anxiety across coping strategy types. Therefore, it can be concluded that coping strategies did not emerge as significant differentiating factors for mathematics anxiety among preservice mathematics teachers in this study.

Conclusion

The study concluded that most preservice mathematics teachers experienced moderate levels of mathematics anxiety and predominantly employed Emotion-Focused Coping (EFC) strategies.However, the type of coping strategy used did not significantly differentiate mathematics anxiety levels among the participants.These findings suggest that other factors may play a more substantial role in shaping mathematics anxiety within this population.

Future Research

Further research should investigate the specific cognitive and emotional processes underlying the relationship between coping strategies and mathematics anxiety in preservice teachers, potentially utilizing qualitative methods to gain deeper insights into their experiences. Additionally, studies could explore the effectiveness of interventions designed to promote Problem-Focused Coping (PFC) skills among preservice teachers, examining their impact on both anxiety levels and teaching efficacy. Finally, future research could examine the role of contextual factors, such as university culture and pedagogical training, in shaping preservice teachers coping mechanisms and their subsequent experiences with mathematics anxiety, aiming to identify supportive environments that foster resilience and effective stress management. These investigations, encompassing approximately 200-250 words, will contribute to a more nuanced understanding of the complex interplay between anxiety, coping, and teacher preparation, ultimately informing the development of targeted support programs and pedagogical practices.

References

1. APA PsycNet. psycnet loading doi.org/10.1037/0033-2909.129.2.216APA PsycNet psycnet loading doi 10 1037 0033 2909 129 2 216
2. Mathematics Anxiety and Preservice Elementary Teachers' Confidence to Teach Mathematics and Science... doi.org/10.1111/j.1949-8594.2006.tb18073.xMathematics Anxiety and Preservice Elementary Teachers Confidence to Teach Mathematics and Science doi 10 1111 j 1949 8594 2006 tb18073 x
3. Mathematics Anxiety and Mathematics Teacher Efficacy: What is the Relationship in Elementary Preservice... onlinelibrary.wiley.com/doi/10.1111/j.1949-8594.2006.tb17921.xMathematics Anxiety and Mathematics Teacher Efficacy What is the Relationship in Elementary Preservice onlinelibrary wiley doi 10 1111 j 1949 8594 2006 tb17921 x

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File size	482.87 KB
Pages	7
DMCA	Report