Pre-Service Teachers’ Coping and Anxiety within Mixed-Reality Simulations
The purpose of this study was to investigate the impact of time in Mixed-Reality Simulations (MRS) on anxiety levels and coping for pre-service teachers (PSTs). A convergent parallel mixed-methods design was utilized. For each pair of matched observations on both levels for both surveys, no statisti...
| Үндсэн зохиолчид: | , , , |
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| Формат: | Өгүүллэг |
| Хэл сонгох: | English |
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MDPI AG
2023-03-01
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| Цуврал: | Social Sciences |
| Нөхцлүүд: | |
| Онлайн хандалт: | https://www.mdpi.com/2076-0760/12/3/146 |
| _version_ | 1827747532557516800 |
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| author | Steven Anton Jody S. Piro Marcia A. B. Delcourt Erik Gundel |
| author_facet | Steven Anton Jody S. Piro Marcia A. B. Delcourt Erik Gundel |
| author_sort | Steven Anton |
| collection | DOAJ |
| description | The purpose of this study was to investigate the impact of time in Mixed-Reality Simulations (MRS) on anxiety levels and coping for pre-service teachers (PSTs). A convergent parallel mixed-methods design was utilized. For each pair of matched observations on both levels for both surveys, no statistically significant difference was found. Three finding statements emerged from the qualitative data: (a) participants experienced anxiety surrounding the mixed-reality simulations from many different sources, (b) participants’ anxiety surrounding the mixed-reality simulations manifested itself in a variety of ways, and (c) participants implemented different coping skills to attempt to manage the anxiety they were experiencing surrounding the mixed-reality simulations. A comparison of the quantitative and the qualitative findings revealed two mixed-method findings: (a) pre-service teachers can benefit from experiencing anxiety within a mixed-reality simulation setting and (b) mixed-reality simulations provide pre-service teachers with the opportunity to develop their coping skills. Implications for the potential benefits and impact of time spent within a mixed-reality simulator on pre-service teachers’ anxiety and adaptiveness in coping are addressed. |
| first_indexed | 2024-03-11T05:54:05Z |
| format | Article |
| id | doaj.art-27f00b901b644285975f917224943f2c |
| institution | Directory Open Access Journal |
| issn | 2076-0760 |
| language | English |
| last_indexed | 2024-03-11T05:54:05Z |
| publishDate | 2023-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj.art-27f00b901b644285975f917224943f2c2023-11-17T13:52:02ZengMDPI AGSocial Sciences2076-07602023-03-0112314610.3390/socsci12030146Pre-Service Teachers’ Coping and Anxiety within Mixed-Reality SimulationsSteven Anton0Jody S. Piro1Marcia A. B. Delcourt2Erik Gundel3Department of Education and Educational Psychology, Western Connecticut State University, Danbury, CT 06810, USADepartment of Education and Educational Psychology, Western Connecticut State University, Danbury, CT 06810, USADepartment of Education and Educational Psychology, Western Connecticut State University, Danbury, CT 06810, USADepartment of Education and Educational Psychology, Western Connecticut State University, Danbury, CT 06810, USAThe purpose of this study was to investigate the impact of time in Mixed-Reality Simulations (MRS) on anxiety levels and coping for pre-service teachers (PSTs). A convergent parallel mixed-methods design was utilized. For each pair of matched observations on both levels for both surveys, no statistically significant difference was found. Three finding statements emerged from the qualitative data: (a) participants experienced anxiety surrounding the mixed-reality simulations from many different sources, (b) participants’ anxiety surrounding the mixed-reality simulations manifested itself in a variety of ways, and (c) participants implemented different coping skills to attempt to manage the anxiety they were experiencing surrounding the mixed-reality simulations. A comparison of the quantitative and the qualitative findings revealed two mixed-method findings: (a) pre-service teachers can benefit from experiencing anxiety within a mixed-reality simulation setting and (b) mixed-reality simulations provide pre-service teachers with the opportunity to develop their coping skills. Implications for the potential benefits and impact of time spent within a mixed-reality simulator on pre-service teachers’ anxiety and adaptiveness in coping are addressed.https://www.mdpi.com/2076-0760/12/3/146mixed-reality simulationsanxietycopingadaptiveness in copingpre-service teacher preparation |
| spellingShingle | Steven Anton Jody S. Piro Marcia A. B. Delcourt Erik Gundel Pre-Service Teachers’ Coping and Anxiety within Mixed-Reality Simulations Social Sciences mixed-reality simulations anxiety coping adaptiveness in coping pre-service teacher preparation |
| title | Pre-Service Teachers’ Coping and Anxiety within Mixed-Reality Simulations |
| title_full | Pre-Service Teachers’ Coping and Anxiety within Mixed-Reality Simulations |
| title_fullStr | Pre-Service Teachers’ Coping and Anxiety within Mixed-Reality Simulations |
| title_full_unstemmed | Pre-Service Teachers’ Coping and Anxiety within Mixed-Reality Simulations |
| title_short | Pre-Service Teachers’ Coping and Anxiety within Mixed-Reality Simulations |
| title_sort | pre service teachers coping and anxiety within mixed reality simulations |
| topic | mixed-reality simulations anxiety coping adaptiveness in coping pre-service teacher preparation |
| url | https://www.mdpi.com/2076-0760/12/3/146 |
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