2026-05-02T17:25:23Z https://meral.edu.mm/oai

oai:meral.edu.mm:recid/5746 2021-12-13T00:59:17Z 1582963692413:1597762186593 user-suoe

Psychological Barriers to Self-Understanding of Student Teachers Khin Hnin Nwe Su Thinzar Phyo The primary purpose of this study was to investigate psychological barriers to self-understanding of student teachers. Quantitative approach was used in this study. A total of 700 student teachers from Yangon University of Education and Sagaing University of Education were involved in this research. The Chemistry Attitude Experiences Questionnaire (CAEQ), developed by Coll et al., was modified into Myanmar version and used to measure attitude towards Chemistry, Chemistry self-efficacy and Chemistry learning experiences of student teachers. Psychological barriers of teaching Chemistry questionnaire for student teachers was constructed. Data analysis included multiple regression, Pearson product moment correlation, independent sample t-test and descriptive statistics. Findings provided evidence that the strongest effect on attitude towards Chemistry, Chemistry self-efficacy appears due to lack of confidence. Anxiety is the second strongest effect on self-efficacy. The results from correlational analyses showed that lack of confidence and anxiety are negatively correlated with attitude towards Chemistry, Chemistry self-efficacy and Chemistry learning experiences at (p<0.05, p<0.01) level. Independent sample t-test results revealed that female student teachers are higher than that of male student teachers in psychological barriers and learning experiences. Male student teachers are higher than that of female student teachers in chemistry self-efficacy. Student teachers from Yangon University of Education are more than student teachers from Sagaing University of Education in psychological barriers, attitude towards Chemistry, Chemistry self-efficacy and Chemistry learning experiences. 2020-10-13 http://hdl.handle.net/20.500.12678/0000005746 https://meral.edu.mm/records/5746