Pre-service teachers’ envy in mathematics and its relations to values, self-concept, goals, and knowledge

The study investigates envy (benign, malicious) among pre-service primary teachers in relation to mathematical learning and performance situations in their teacher education, based on the Control-Value Theory (Pekrun, 2024). It examines the effects of mastery and performance goals (approach vs. avoidance), value appraisals (domain value, achievement value, utility value), and self-concepts (ability, effort) on both forms of envy. The study also explores the effects of these two facets of envy on the pre-service primary teachers’ mathematical content knowledge. Up to 400 participants take part in the study. Data are collected longitudinally (T1: goals, values, self-concept, envy; T2: envy, mathematics content knowledge, T3: mathematics content knowledge). The data are analyzed using path analysis. The available data are part of the PriSMa-P project (Meyer-Jenßen, 2025).