Joy, anger, and anxiety during the teaching practicum: how are these emotions related to dimensions of pre-service teachers’ self-efficacy?

Abstract

AbstractAccording to research relating to the sources of teacher self-efficacy, the relationship between emotions and self-efficacy beliefs has primarily been studied with a focus on negative emotions. Additionally, studies have utilized scales that only distinguish between positive and negative affect and do not allow for differentiation between emotions. Furthermore, the significance of distinct emotions has been inadequately addressed, although more detailed knowledge is needed to better understand the formation of self-efficacy beliefs. Based on a sample of pre-service teachers during their teaching practicum at an Austrian university and with the use of latent regression models, we examined the relationship between three concrete emotions (joy, anger, anxiety) and self-efficacy beliefs related to instructional strategies, classroom management, and student engagement. Findings indicated different associations: joy was positively associated with self-efficacy beliefs in all domains, while anger was negatively related to self-efficacy beliefs for student engagement. Anxiety was found to be negatively related to self-efficacy beliefs for classroom management and, in particular, instructional strategies. In conclusion, the results demonstrate significant relationships between both negative and positive emotions and pre-service teachers’ self-efficacy beliefs in the practicum.