Evidence of Teaching Anxiety Among Accounting Educators

Ameen, Elsie C.; Guffey, Daryl M.; Jackson, Cynthia

doi:10.1080/08832320209599692

Cited by 61 publications

(52 citation statements)

References 4 publications

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“…Gardner and Leak (1994) conceptualized teaching anxiety as anxiety experienced in relation to teaching activities that involve the preparation and execution of classroom activities. Teaching anxiety in general appears to be a problem for a significant number of post-secondary educators (Gardner & Leak, 1994;Ameen, Guffey, & Jackson, 2002). And mathematics teaching anxiety appears to be a specific problem.…”

Section: Anxiety and Mathematics Teaching Anxietymentioning

confidence: 99%

“…Furthermore, Peker (2006) stated that there were several factors, such as content knowledge, attitude towards mathematics, and self confidence related to both mathematics anxiety and mathematics teaching anxiety. Ameen, Guffey, and Jackson (2002) reported that accounting educators' intensity of teaching anxiety was affected by teaching experience, age and rank. Although Ameen et al claimed that the factors not affecting the intensity of the teaching anxiety were gender and ethnicity, in another study, Fish and Fraser (2001) found that among the university professors surveyed about teaching anxiety, gender was a factor, with female faculty reporting more teaching anxiety than males.…”

Section: Anxiety and Mathematics Teaching Anxietymentioning

confidence: 99%

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Pre-Service Teachers’ Teaching Anxiety about Mathematics and Their Learning Styles

Peker

2009

EURASIA J MATH SCI T

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The purpose of this study was to investigate the differences in the teaching anxiety of preservice teachers in mathematics according to their learning style preferences. There were a total of 506 pre-service teachers involved in this study. Of the total, 205 were pre-service elementary school teachers, 173 were pre-service elementary mathematics teachers, and 128 were pre-service secondary mathematics teachers. In the collection of the data, the researcher employed two types of instruments: the Learning Style Inventory (LSI) and the Mathematics Teaching Anxiety Scale (MATAS). The LSI determined the participants' learning style preference: divergent, assimilator, convergent, and accommodator. The MATAS found the participants' mathematics teaching anxiety level. The researcher used the one-way ANOVA with α = 0.05 in the analysis of the data. The study revealed that there were statistically significant differences in mathematics teaching anxiety between convergent and the other three types of learners: divergent, accommodator, and assimilator. The difference was in favour of convergent learners. In other words, convergent learners had less mathematics teaching anxiety than the other types of learners. The study also found that divergent learners showed the highest level of mathematics teaching anxiety.

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Section: Anxiety and Mathematics Teaching Anxietymentioning

confidence: 99%

Section: Anxiety and Mathematics Teaching Anxietymentioning

confidence: 99%

Pre-Service Teachers’ Teaching Anxiety about Mathematics and Their Learning Styles

Peker

2009

EURASIA J MATH SCI T

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“…Çünkü uzamsal becerideki bireysel farklılıkların anaokulundan itibaren görülmeye başlandığı ve dolaysıyla uzamsal kaygıların çok küçük bir yaşta oluşabilme ve çocukların becerilerini etkileyebilme olasılığı (Lawton & Kallai, 2002) düşünüldüğünde ileride görev yapacak sınıf öğretmeni adaylarının sahip oldukları uzamsal becerileri ve uzamsal kaygı düzeyleri öğrencilerinin başarılarını olumsuz yönde etkileyebilir. Aynı zamanda öğretmenin sahip olduğu kaygılar, uygunsuz ve etkisiz öğretim davranışlarının gelişimine neden olabileceğinden (Ameen, Guffey & Jackson, 2002;Gunderson, Ramirez, Beilock & Levine, 2013), bu durum öğrencisinin uzamsal performansını negatif olarak etkileyebilir. Cinsiyet faktörünün ise; uzamsal beceri üzerindeki etkisinin tam olarak belirlenmemiş olması dolaysıyla bu araştırmaya dâhil edilme nedenidir.…”

Section: Introductionunclassified

“…Because when we considered that individual differences in spatial skills started as of the kindergarten grade and accordingly had the possibility of affecting the skills of children as being developed at a very early age (Lawton & Kallai, 2002), the spatial skills and spatial anxiety levels primary-school teaching department students who would carry on a duty in future had could affect the success of students. Moreover, the anxieties teachers had could cause the development of inappropriate and inefficient teaching behaviors (Ameen, Guffey & Jackson, 2002;Gunderson, Ramirez, Beilock & Levine, 2013), and this could negatively affect the spatial performance of their students. The gender factor was included into this research because its effect upon the spatial skills has not been completely determined.…”

Section: Purpose Of Researchmentioning

confidence: 99%

The Relationship between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers

Sarı

2016

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Öz: Bu çalışmada, sınıf öğretmeni adaylarının uzamsal becerileri ile uzamsal kaygı düzeyleri arasındaki ilişkinin araştırılması amaçlanmıştır. Uzamsal beceri ve uzamsal kaygı üzerinde önemli bir değişken olduğu düşünülen cinsiyet faktörü de bu araştırmada dikkate alınmıştır. Araştırmaya merkezde iki ve taşrada iki olmak üzere toplam dört üniversitenin üçüncü sınıflarında öğrenim görmekte olan 267 sınıf öğretmeni adayı katılmıştır. Öğretmen adaylarından elde edilen verilerin toplanmasında "Uzamsal Görselleştirme Testi" ile "Uzamsal Kaygı Ölçeği" kullanılmıştır. Araştırmadan elde edilen veriler sonucunda, uzamsal beceriler açısından erkek öğretmen adaylarının kız öğretmen adaylarına göre daha başarılı olduğu bulunmuştur. Ayrıca kız öğretmen adaylarının erkek öğretmen adaylarına göre daha yüksek uzamsal kaygıya sahip oldukları görülmüştür. Uzamsal beceri ile uzamsal kaygı arasında negatif yönde anlamlı bir ilişki ortaya çıkmıştır. Elde edilen bulgular çerçevesinde önerilere yer verilmiştir.Anahtar Kelimeler: Uzamsal beceri, uzamsal görselleştirme, geometri, kaygı, uzamsal kaygı DOI: 10.16949/turkbilmat.277877Abstract: The aim of this study was to investigate the relationship between the spatial skills and anxiety levels of pre-service primary-school teachers. Gender that was considered as an important variable on spatial ability and spatial anxiety was also taken into account in the study. Totally 267 pre-service primary-school teachers studying at the third grades of totally four universities including two in the province and two in the district area participated into the research. "Spatial Visualization Test" and "Spatial Anxiety Scale" were used for collecting the data from pre-service teachers. It was determined as result of the study that pre-service male teachers were more successful rather than the female pre-service teachers in terms of spatial skills. Furthermore, female preservice teachers were noticed to have higher spatial anxiety rather than the male pre-service teachers. Also it was found a significant negative correlation between the spatial anxiety and spatial skill. Some suggestions were offered within the framework of obtained findings.

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“…Little has been done on pre-service foreign language teachers (Horwitz, 1996;Ameen, Guffey & Jackson, 2002;Kunt & Tum, 2010) as it is sometimes disregarded that pre-service teachers of foreign language also fall under the category of foreign language learners. Though we may consider them as experienced language user, notwithstanding, since the process of language learning is never complete (Horwitz, 1996).…”

Section: Introductionmentioning

confidence: 99%

Pre-service EFL teachers’ expression of uneasiness and anxiet

Akinmulegun¹,

Kunt²

2017

PROSOC

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Language learning anxiety is a reoccuring phenomenon in language learning because of its sensitivity to impart language learning and teaching. From this perspective, the present study investigates the language anxiety level of EFL pre-service teachers in an international university in North Cyprus. The participants were from different countries (e.g. Turkey, Russia, Germany, Iran etc.) in undergraduate English language teaching programme. Horwitz's, Foreign Language Classroom Anxiety Scale and a set of semi-structured interview questions were administered. The results of the study reveal that pre-service EFL teachers experience foreign language anxiety. Based on the findings of this study, several teaching implications could be considered for teacher education. For example, support and empathy is needed for future language teachers in foreign language context since they are also susceptible to language anxiety like foreign language learners. Through this, pre-service teachers will be able to cope with, if not totally eliminate their foreign language anxiety prior to their teaching career.

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Evidence of Teaching Anxiety Among Accounting Educators

Cited by 61 publications

References 4 publications

Pre-Service Teachers’ Teaching Anxiety about Mathematics and Their Learning Styles

Pre-Service Teachers’ Teaching Anxiety about Mathematics and Their Learning Styles

The Relationship between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers

Pre-service EFL teachers’ expression of uneasiness and anxiet

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