ArticleFrontiers in psychology2026
Mathematics teaching outcome expectancy, self-handicapping, and mathematics teaching anxiety: a two-wave mediation study.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Beliefs about the instructional impact of teaching may shape how preservice classroom teachers respond to demanding mathematics teaching. Mathematics teaching anxiety and self-handicapping also play an important role. The present study tested a two-wave mediation model examining the mediating roles of anxiety related to teaching and anxiety related to subject knowledge in the relationship between mathematics teaching outcome expectancy and self-handicapping. Methods: A total of 180 Turkish preservice classroom teachers (130 female), aged 18-27 ( Results: The findings showed that mathematics teaching outcome expectancy was negatively associated with self-handicapping, anxiety related to teaching, and anxiety related to subject knowledge. The results also revealed that anxiety related to teaching and anxiety related to subject knowledge had parallel mediating effects in the relationship between mathematics teaching outcome expectancy and self-handicapping. Conclusions: The findings suggest that stronger beliefs about the effects of teaching may reduce self-protective coping among preservice classroom teachers, partly by lowering mathematics teaching anxiety. These results are important because they indicate that strengthening mathematics teaching outcome expectancy and addressing different dimensions of mathematics teaching anxiety may help reduce self-handicapping during teacher training.
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