From reaction to regulation
The emotional trajectory of pre-service primary teachers in science education
Bibliographic Data
| ID | 21589780 |
|---|---|
| Authors | Aurora Muñoz‐Losa (0000-0003-1475-7031, Universidad de Extremadura), Adrián Martínez-Álvarez (Universidad de Extremadura), Isaac Corbacho‐Cuello (0000-0003-1768-8270, Universidad de Extremadura, corresponding author) |
| Year | 2025 |
| Pages | 1-23 |
| Publication date | 2025-12-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2025.2595581 |
| OpenAlex | W4417002706 |
| Language | EN |
| References cited | 35 |
This study explores the emotional responses and teaching self-efficacy of 455 preservice primary teachers across ten science topics in biology, geology, and physics, using a cross-sectional cohort design. A Likert-scale questionnaire measured ten discrete emotions (e.g. enthusiasm, confidence, boredom, frustration) and allowed comparisons between four academic years. Emotional changes followed two distinct patterns: short-term shifts after instruction (reaction response) and longer-term stabilisation over time (regulation response). In physics topics (second year), positive emotions and self-efficacy increased clearly after instruction, while biology and geology topics (third year) showed more stable emotional profiles. Frustration tended to rise temporarily when students faced complex or ethically sensitive topics. By fourth year, both emotional responses and self-efficacy appeared more balanced, particularly in biology themes. The link between emotion and self-efficacy also changed, moving from isolated patterns in early years to more connected, cross-disciplinary associations in later stages. These findings highlight the importance of engaging students emotionally early on and maintaining that engagement through structured reflection and emotionally supportive learning environments. The study also offers relevant insights for curriculum design and teacher education, particularly in relation to emotional engagement and the development of self-efficacy, both essential dimensions of science teaching competence
Knowledge level · Primary education · Science education · Science learning · Teaching method · Trajectory · Education, Achievement, and Giftedness · Emotional Intelligence and Performance · Science Education and Pedagogy
The role of teachers’ emotion regulation in teaching effectiveness
Reflections on Investigating Emotion in Educational Activity Settings
Activity Achievement Emotions and Academic Performance
Academic emotions.
Achievement Emotions and Academic Performance
G*Power 3
The Control-Value Theory of Achievement Emotions
Enhancing pre-service teachers’ science teaching efficacy beliefs and attitudes toward science using the flipped classroom model
An Exploratory Study Interrelating Emotion, Self-Efficacy and Multiple Intelligence of Prospective Science Teachers
Emotions and self-efficacy toward simple machines learning through a STEM practice
Impact of an Active Learning Methodology on Students’ Emotions and Self-Efficacy Beliefs towards the Learning of Chemical Reactions—The Case of Secondary Education Students
Teacher emotion regulation strategies in response to classroom misbehavior
The Emerging Field of Emotion Regulation
| Citation velocity | historical |
|---|---|
| Highly cited | No |