An Exploratory Study Interrelating Emotion, Self-Efficacy and Multiple Intelligence of Prospective Science Teachers

Abstract

This research offers a descriptive and inferential analysis of the emotions toward the teaching of science felt by 144 second-year students of a Primary Education bachelor’s degree course, identifying their learning styles in accordance with the theory of Multiple Intelligences, studying their perception of self-efficacy concerning the different scientific contents they would need to teach, and establishing correlations between these variables. The investigation is quantitative in character, carried out via a survey, using SPSS and JASP for the data analysis. The results show that these prospective teachers feel greater rejection toward Physics and Chemistry than toward Biology and Geology (they mainly express enthusiasm for the latter). It is possible to establish differences in the emotions that the prospective teachers feel toward science depending on which path they took in their pre-university studies (Arts or Sciences). There are correlations between feeling positive emotions and having greater self-efficacy in teaching those same scientific topics. Those who feel negative emotions, such as fear or rejection, toward Physics and Chemistry have lower self-efficacy. There are correlations between having greater self-efficacy when teaching science and having a predominantly logical-mathematical intelligence. There is also a relationship between having a predominantly logical-mathematical type of intelligence and feeling more positive emotions toward sciences. Predictors of emotional dimension and self-efficacy have been also explored by multiple regression.

Student Engagement in Mathematics Flipped Classrooms: Implications of Journal Publications From 2011 to 2020

“…Second, emotional engagement is related to students’ affective reactions (e.g., interest, satisfaction, feelings, and anxiety) and attitudes toward or value placed on learning ( Fredricks et al, 2004 ). Ideally, instructors should create a learning environment that can induce positive feelings in students and reduce their anxiety about learning ( Hernández-Barco et al, 2021 ). Meanwhile, the learning tasks should promote student interest in course materials.…”

An approach to epistemic emotions in physics’ teaching-learning. The case of pre-service teachers

“…Previously published articles establish higher occurrence of negative emotions toward physics than to natural sciences [ 31 ]. The occurrence of negative emotions towards physics monitored in the current study, especially in the case of the theoretical approach, points in the same direction.…”

“…In general, it could be stated that teachers of initial stages do not feel comfortable or confident when teaching physics [ 30 ] and also that they consider physics as a discipline difficult to learn [ 31 ]. In fact, the scientific areas in which teachers feel more confident and comfortable to teach it are biology and geology [ 31 ].…”

“…In general, it could be stated that teachers of initial stages do not feel comfortable or confident when teaching physics [ 30 ] and also that they consider physics as a discipline difficult to learn [ 31 ]. In fact, the scientific areas in which teachers feel more confident and comfortable to teach it are biology and geology [ 31 ]. It is reported that high school students consider physics interesting but difficult; they consider physics like an abstract science that at the same time explains real life and daily observations [ 32 ].…”

Comparison Between Performance Levels for Mathematical Competence: Results for the Sex Variable

“…In this regard, working on STEAM skills (Science, Technology, Engineering, Arts and Mathematics) may be a useful approach for promoting coeducation and gender equality in education (UNESCO, 2019;Ryu et al, 2021), including nonformal education (Juvera and Hernández-López, 2021), and may be generalizable to highly capable mathematics students (García-Perales and Almeida, 2019). Teacher training in teaching mathematics is especially important (Monroy and Marroquín, 2020) and is a key aspect for teaching and learning in the other STEAM fields (Román-Graván et al, 2020;Hernández-Barco et al, 2021;Ortiz-Revilla and Greca, 2021), in which women are underrepresented (Lehman et al, 2017;Botella et al, 2019;McCullough, 2020).…”