A two-wave longitudinal study of geometry self-efficacy and problem-posing in pre-service mathematics teachers
BMC PSYCHOLOGY, cilt.14, sa.1, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 14 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.1186/s40359-026-05569-0
- Dergi Adı: BMC PSYCHOLOGY
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EMBASE, MEDLINE, Psycinfo, Directory of Open Access Journals, Health Research Premium Collection (ProQuest)
- Trakya Üniversitesi Adresli: Evet
Özet
Understanding how geometry self-efficacy and problem-posing self-efficacy are related over time is important for informing teacher education programs. While cross-sectional studies have examined these constructs primarily at a single time point, their longitudinal interplay remains underexplored. This study examined the longitudinal and cross-lagged associations between geometry self-efficacy and problem-posing self-efficacy among pre-service mathematics teachers. Using a two-wave cross-lagged panel design, data were collected in October 2021 and May 2025, with final analyses based on a matched sample of 251 participants. Results indicated significant stability in both geometry self-efficacy and problem-posing self-efficacy over time. In addition, problem-posing self-efficacy at Time 1 was positively associated with geometry self-efficacy at Time 2 after accounting for stability over time and the baseline relationship between the two constructs. These findings highlight the interrelated nature of self-efficacy beliefs in mathematics education. This study contributes to the literature by examining whether problem-posing self-efficacy is associated with later geometry self-efficacy. The results demonstrate a prospective association across the four-year teacher education period rather than a direct developmental mechanism. Specifically, higher problem-posing self-efficacy at the beginning of the program was associated with higher geometry self-efficacy at the later time point. However, the long interval also involved many unmeasured educational experiences. Therefore, the findings should be interpreted as evidence of a longitudinal association rather than evidence of a developmental mechanism or intervention effect.