Article Summary

Pre-service Teachers’ Performance in their University Coursework and Mathematical Self-Efficacy Beliefs: What is the Role of Gender and Year in Program  PDF


2006, Vol. 15, No. 2, 8-16

This study investigates the effects of gender and year in program on the performance and mathematical selfefficacy
beliefs of 145 pre-service mathematics teachers in Turkey. One of the main purposes of this study
investigate how duration in a teacher education program influenced the performance and mathematical selfefficacy
beliefs of pre-service teachers. In addition, gender differences between male and female pre-service
mathematics teachers, depending upon year in program, are examined. Results revealed that there were
significant statistical effects of gender and year in program on both pre-service teachers’ performance and selfefficacy
scores. Female pre-service teachers scored significantly higher than males on performance, but
significant difference was detected between female and male pre-service teachers with respect to mathematics
self-efficacy scores. Senior pre-service teachers had the highest scores compared to other students in
program on bother performance and mathematics self-efficacy scores. Although the present study is small,
results tentatively suggest a further investigation of the relationship between performance and self-efficacy
beliefs might be fruitful. Studying how mathematical self-efficacy develops across school years and what
factors facilitate its development could yield valuable implications for the field of mathematic education.

Last modified: 30 July 2012.
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