Preservice Teachers’ Self-concept, Self-efficacy, and Attitude: Its Implications to Mathematics Achievement

Studies in Technology and Education 1 (1):1-13 (2022)
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Abstract

This correlational study investigated the relationship between preservice teachers’ math self-concept, self-efficacy, and attitude with their math achievement. Participants were chosen using stratified random sampling from BEEd and BSEd mathematics majors (n = 117). From the findings, preservice teachers had moderate to high math self-concept, self-efficacy, and attitude. These variables were statistically correlated with each other and with math achievement. The inclusion of training programs for developing the preservice teachers’ math self-concept, self-efficacy, and attitude, as well as designing curricula that engage and encourage them to do mathematics and problem-solving, must be considered among teacher education institutions.

Author Profiles

Ronalyn Bautista
Western Philippines University

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