Development of the science teaching anxiety scale for preservice elementary teachers: A Rasch analysis

Novak, Elena; Soyturk, Ilker; Navy, Shannon L.

doi:10.1002/sce.21707

Cited by 7 publications

(13 citation statements)

References 96 publications

(157 reference statements)

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“…For example, Senler (2016) examined the correlation between locus of control, attitudes, teaching anxiety, and self-efficacy. Similarly, Novak et al (2022) created a scale to measure science teaching anxiety amongst preservice teachers. Their findings underscored the importance of…”

Section: Science Teaching Anxietymentioning

confidence: 99%

“…Conversely, anxiety about teaching is negatively correlated with attitudes towards science teaching. A study by Novak et al (2022) discovered a noteworthy association between anxiety related to teaching science, interest in science, and self-efficacy in teaching. The study revealed a negative association between anxiety related to teaching and both self-efficacy and interest in teaching science.…”

Section: Related Literaturementioning

confidence: 99%

“…Various factors influence their effectiveness, including teacher anxiety about teaching science, interest in science, and selfefficacy. These are among the critical factors for teacher's professional development (Navarro et al, 2022;Novak et al, 2020Novak et al, , 2022Yuruk, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy

Galimova,

Prokopyev,

Aytuganova

et al. 2024

EURASIA J Math Sci Tech Ed

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Self-efficacy is one of the important variables for teachers’ professional development. However, there have been few studies investigating the relationship between anxiety related to teaching science, interest in science, and self-efficacy. Therefore, this study aimed to explore this relationship with preservice teachers. The researchers used a path analysis model, descriptive statistics, correlations, and a path diagram to analyze the data. The results revealed that outcome expectancy positively predicted personal self-efficacy beliefs, and variables accounted for 64.0% of the variance in personal self-efficacy. Personal science-teaching self-efficacy has no significant direct relationship with science-teaching anxiety or interest in science. Specifically, anxiety has a small positive effect on personal science-teaching self-efficacy. Interest in science does not directly predict personal self-efficacy efficacy beliefs. Anxiety related to teaching science had a major negative effect on interest in science and a minor positive impact on outcome expectancy. The results also showed that personal self-efficacy beliefs depend profoundly on perceptions of outcome expectancy rather than directly on teaching anxiety or science interest levels per se. These findings are noteworthy for future research that aims to boost teachers’ science-teaching self-efficacy. Recommendations are made based on these findings.

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Section: Science Teaching Anxietymentioning

confidence: 99%

Section: Related Literaturementioning

confidence: 99%

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Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy

Galimova,

Prokopyev,

Aytuganova

et al. 2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…These scales consist of the SAQ from 44 items, SAS from 28 items and ASST from 21 items. Scales were developed to measure science anxiety at high school (Mehar & Singh, 2018) and university level (Novak et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Validity and reliability study of Turkish version of abbreviated science anxiety scale

İlhan,

İkikat

2024

Bayburt Eğitim Fakültesi Dergisi

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The aim of this study is to adapt “Abbreviated Science Anxiety Scale”(ASAS) developed by Megreya et al. (2021) to Turkish and to investigate the reliability and validity of Turkish-ASAS. In the adaptation study, some steps were determined and implemented. After the English-Turkish translation validity of ASAS was ensured, data were collected within the scope of the survey study for reliability and validity studies. The study group in the scale adaptation study are experts (teaching staff in science education, Science teacher, and English teacher) and 410 middle school students (Grade 5, 6, 7 and 8). After the descriptive statistics and item analysis were made, a exploratory and confirmatory factor analysis was performed to reveal the factor structure. The adaptation stage findings shows the two-factor structure of ASAS. These factors are “learning science anxiety” and “science evaluation anxiety”. Cronbach Alpha reliability coefficient for ASAS-Turkish was calculated as 0.703. As in the original scale, ASAS-Turkish is a 5-point Likert type scale and consisting of 9 items. The results show that ASAS-Turkish is a short, valid and reliable tool. Low scores on the ASAS indicate low anxiety and high scores indicate high anxiety. It can be used to guide and enhance scientific study.

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“…Regarding teachers’ occupational anxiety, studies had found that the types were mainly related to subject anxiety, such as mathematics ( Peker and Ertekin, 2011 ; Ganley et al, 2019 ; Bosica, 2022 ), English ( Liu and Wu, 2021 ), and science ( Novak et al, 2022 ). For example, Bosica (2022) investigated mathematics teaching anxiety and mathematics anxiety among in-service elementary school teachers in Ontario.…”

Section: Introductionmentioning

confidence: 99%

The occupational anxiety of teachers caused by China’s ‘double reduction’ policy—a study based on the grounded theory

2023

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Teachers’ occupational anxiety is a kind of negative emotional state of teachers, which is prevalent in Chinese teachers. Unfortunately, in the existing research, teachers’ occupational anxiety caused by China’s ‘double reduction’ policy has not been paid attention to. Based on the grounded theory, this study conducted in-depth interviews with 45 in-service primary and junior high school teachers, and used NVivo 12 to process recording materials. Through a series of steps such as open coding, axial coding and selective coding, we found that the core feature of teachers’ occupational anxiety caused by the ‘double reduction’ policy was that the implementation of the ‘double reduction’ policy was incomplete matching the actual educational ecology. Then we constructed a theoretical model of the formation mechanism of teachers’ occupational anxiety caused by the ‘double reduction’ policy. The study showed that due to the influence of teachers’ own personality characteristics and incomplete match between external factors, although teachers insisted on self-adjustment, it was difficult to fundamentally solve the teachers’ occupational anxiety caused by the ‘double reduction’ policy.

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Development of the science teaching anxiety scale for preservice elementary teachers: A Rasch analysis

Cited by 7 publications

References 96 publications

Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy

Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy

Validity and reliability study of Turkish version of abbreviated science anxiety scale

The occupational anxiety of teachers caused by China’s ‘double reduction’ policy—a study based on the grounded theory

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