Abstract
This exploratory mixed method study aimed to investigate the impact of occupational anxiety and academic hopelessness on pre-service mathematics teachers' academic achievement. The study also aimed to explore pre-service mathematics teachers' perspectives on this effect and to determine how these levels vary according to gender and grade level variables. In addition to a quantitative approach using the relational survey model, a qualitative approach with a case study design was also used in the study. The participants consisted of 184 prospective mathematics teachers who were selected using random sampling method. The qualitative dimension of the research was carried out with 12 pre-service teachers who were voluntarily selected among the participants. The measurement tools used in the study included the “Professional Anxiety Scale for Student Teachers”, the “Academic Hopelessness Scale”, the final semester “Weighted Grade Point Average” to assess academic achievement, and a semi-structured interview form developed by the researchers. The results show that pre-service mathematics teachers exhibit high levels of academic hopelessness and moderate levels of occupational anxiety. Gender was found to have a significant effect on occupational anxiety levels with a high effect size, and grade level was found to make a difference in favor of 4th graders in terms of academic hopelessness levels. Finally, there was a low level of positive correlation between pre-service teachers' academic hopelessness levels and their academic achievement.
Published Version
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