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RESEARCH PAPER
Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy
1
Kazan (Volga region) Federal University, Kazan, RUSSIA
2
Plekhanov Russian University of Economics, Moscow, RUSSIA
3
Kazan State Power Engineering University, Kazan, RUSSIA
4
Sechenov First Moscow State Medical University, Moscow, RUSSIA
5
Moscow Aviation Institute (National Research University), Moscow, RUSSIA
Publication date: 2024-05-06
EURASIA J. Math., Sci Tech. Ed 2024;20(5):em2447
KEYWORDS
ABSTRACT
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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