Akademik Veri Yönetim Sistemi
PAMUKKALE UNIVERSITESI EGITIM FAKULTESI DERGISI-PAMUKKALE UNIVERSITY JOURNAL OF EDUCATION, sa.65, 2025 (ESCI, TRDizin)
Problem-solving and problem-posing are among the important components of mathematics teaching. Many studies have revealed that problem-solving and problem-posing abilities are related to some psychological variables (self-efficacy, attitude, belief, motivation, anxiety, etc.). In the current study, the relationship between problem-posing abilities, problem-solving abilities, problem-solving beliefs, and problem-posing self-efficacy was examined quantitatively. In addition, the mediating effect of problem-solving beliefs and problem-posing self-efficacy on the effect of problem-solving ability on problem-posing ability was analyzed. The research was conducted with pre-service teachers studying in the field of mathematics education, and as a result of the research, it was found that there was no statistically significant relationship between problem-solving abilities and problem-posing abilities. In the correlation analysis, a positive and statistically significant low-level relationship was found between problem-solving beliefs and problem-posing self-efficacy. As a result of mediation analysis, no mediation effect was found between problem-posing self-efficacy and problem-solving beliefs. The findings were discussed in the conclusion section of the study in line with the relevant literature.