International Journal of Human Research and Social Science Studies

This research study underscores the importance of transforming pre-service teachers' mindsets about academic courses and addressing anxiety to enhance their success as educators. Based on real-life experiences in four-year higher education programs, it is revealed that pre-service teachers pursuing dual certification in early childhood, elementary, and special education often experience anxiety, which hampers their ability to grasp academic concepts. The study employed a mixed-methods design to assess the effectiveness of the SEMS intervention through surveys, audio-recorded group discussions, and personal reflections with 4 pre-service teachers attending a four-year institution. Seven key themes emerged from the student experiences in the SEMs program. Pre-service teachers' critical tools for emotional regulation and mindset development to help reframe their academic experiences, reduce anxiety, and build confidence in their teaching. Research highlights the critical role of math and science in long-term academic success. Yet, pre-service teachers' anxiety and attitudes toward these subjects negatively impact their engagement and classroom performance. Teachers who experience math anxiety may inadvertently transmit this fear to their students, potentially hindering early success in mathematics. Additionally, high levels of math anxiety correlate with lower teaching efficacy among elementary pre-service teachers, resulting in diminished confidence and teaching proficiency.

Self-efficacy, Mindfulness, Mastery Experiences, Verbal Persuasion, Vicarious Experiences, Emotional Arousal, Emotional Regulation

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