Öz-Yeterlik Kaynaklarının Matematik Başarısını Yordama Gücü

The relations between self-efficacy and mathematics achievement were examined in this study. The research was carried out with 350 (51% male and 49% female) 7th grade students who are in different schools in the centre of Konya. Sources of mathematics self-efficacy scale was used to determine the self-efficacy sources of students and end-of-term mathematics grades were used to determine their mathematics achievement. Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were used in the analysis of the data. According to the results, there are high and medium-level significant relations between mathematics self-efficacy sources and mathematics achievement. The order of importance of self-efficacy sources on mathematics achievement is as follows: personal experiences, social persuasions, physiological states and vicarious experiences. Personal experiences, social persuasions and physiological states are significant predictors of mathematics achievement. Vicarious experiences have not a significant effect on mathematics achievement. The variables that predict the mathematics achievement explain nearly 59% of the change in mathematics achievement. Some recommendations were made for practice considering the findings.Bu çalışmada öz-yeterlik kaynakları ve matematik başarısı arasındaki ilişkiler incelenmiştir. Araştırma Konya merkezinde farklı ortaokullarda öğrenim gören 350 (%51’i erkek ve %49’u kız) yedinci sınıf öğrencisi ile gerçekleştirilmiştir. Öğrencilerin öz-yeterlik kaynaklarını belirlemek için matematik öz-yeterlik kaynakları ölçeği ve matematik başarılarını belirlemek için dönem sonu matematik ders notları kullanılmıştır. Verilerin analiz edilmesinde pearson momentler çarpım korelasyon tekniği ve çoklu doğrusal regresyon analizi kullanılmıştır. Elde edilen sonuçlara göre, matematik öz-yeterlik kaynakları ve matematik başarısı arasında yüksek ve orta düzeyde anlamlı ilişkiler bulunmaktadır. Öz-yeterlik kaynaklarının matematik başarısı üzerindeki önem sırası; kişisel deneyimler, sosyal iknalar, fizyolojik durumlar ve dolaylı yaşantılar şeklindedir. Kişisel deneyimler, sosyal iknalar ve fizyolojik durumlar matematik başarısının anlamlı yordayıcılarıdır. Dolaylı yaşantılar ise matematik başarısı üzerinde anlamlı bir etkiye sahip değildir. Matematik başarısını yordayan değişkenler, matematik başarısındaki değişimin yaklaşık %59’unu açıklamaktadır. Elde edilen bulgular dikkate alınarak uygulamaya yönelik bir takım önerilerde bulunulmuştur

Öz-Yeterlik Kaynaklarının Matematik Başarısını Yordama Gücü

Bu çalışmada öz-yeterlik kaynakları ve matematik başarısı arasındaki ilişkiler incelenmiştir. Araştırma Konya merkezinde farklı ortaokullarda öğrenim gören 350 (%51'i erkek ve %49'u kız) yedinci sınıf öğrencisi ile gerçekleştirilmiştir. Öğrencilerin özyeterlik kaynaklarını belirlemek için matematik öz-yeterlik kaynakları ölçeği ve matematik başarılarını belirlemek için dönem sonu matematik ders notları kullanılmıştır. Verilerin analiz edilmesinde pearson momentler çarpım korelasyon tekniği ve çoklu doğrusal regresyon analizi kullanılmıştır. Elde edilen sonuçlara göre, matematik öz-yeterlik kaynakları ve matematik başarısı arasında yüksek ve orta düzeyde anlamlı ilişkiler bulunmaktadır. Öz-yeterlik kaynaklarının matematik başarısı üzerindeki önem sırası; kişisel deneyimler, sosyal iknalar, fizyolojik durumlar ve dolaylı yaşantılar şeklindedir. Kişisel deneyimler, sosyal iknalar ve fizyolojik durumlar matematik başarısının anlamlı yordayıcılarıdır. Dolaylı yaşantılar ise matematik başarısı üzerinde anlamlı bir etkiye sahip değildir. Matematik başarısındaki değişimin yaklaşık %59'unu açıklamaktadır. Elde edilen bulgular dikkate alınarak uygulamaya yönelik bir takım önerilerde bulunulmuştur

Collective Teacher Self-Efficacy and Burnout: The Mediator Role of Job Satisfaction

This study examined the predictive relationships between collective teacher efficacy, job satisfaction, and burnout. In addition, the mediating role of job satisfaction in the relationship between collective teacher efficacy and burnout was tested. Three hundred fifty teachers participated in the research in which the correlational research design was used. Collective Teacher Efficacy Scale, Short Form Minnesota Satisfaction Questionnaire, and Maslach Burnout Inventory were used as data collection tools. Pearson Correlation Coefficients were calculated to examine the relationships between collective teacher efficacy, job satisfaction, and burnout. Structural equation model analysis was applied to test the mediating role of job satisfaction in the relationship between collective efficacy and burnout. The results indicated that collective teacher efficacy predicts job satisfaction positively and burnout negatively. Collective teacher efficacy and job satisfaction have a large effect on burnout. Evidence has been obtained that teachers' job satisfaction can increase and, accordingly, burnout can be prevented when collective teacher efficacy is achieved

Examining High School Students' Academic Amotivation

This research aimed to examine the academic amotivation of high school students. To that end, the academic amotivation levels of high school students were determined, and their amotivation levels were compared according to some demographic variables. The study group of the research consisted of 318 students studying at different high schools in Bursa, Turkey, in the fall semester of the 2021-2022 academic year. "Demographic Information Form" and "Academic Amotivation Scale" were used to collect data. Data were analyzed by applying descriptive statistics, independent groups t-test, and a one-way analysis of variance. The results showed that high school students had moderate academic amotivation. Students' academic amotivation levels differed significantly according to gender, grade level, school type, income level, and parental education. Based on the research results, some suggestions for practice have been developed

A structural equation model explaining the mathematics achievements of the 8th grade students

Doktora Tezi. YÖK Tez No: 383617Bu çalışmada ortaokul sekizinci sınıf öğrencilerinin Matematiksel Problem Çözme Becerileri, Matematik Öz Yeterlik Kaynakları, Uzamsal Yetenekleri, Matematiksel Muhakeme Becerileri ve Matematik Başarıları arasındaki açıklayıcı ve yordayıcı ilişkilerin bir model üzerinde incelenmesi amaçlanmıştır. Tarama modeliyle gerçekleştirilen araştırmanın örneklemini Konya merkezinde farklı ortaokullarda öğrenim gören 470 sekizinci sınıf öğrencisi oluşturmaktadır. Öğrencilerin 238'i kız (%50,6), 232'si erkektir (%49,4). Araştırmada öğrencilerin öz-yeterlik inançlarının belirlenmesinde Matematik Öz Yeterlik Kaynakları Ölçeği; problem çözme becerilerinin ölçülmesinde Problem Çözme Testi; muhakeme becerilerinin ölçülmesinde Muhakeme Testi; uzamsal yeteneklerinin belirlenmesinde Zihinsel Çevirme ve Kâğıt Katlama Testleri; matematik başarılarının ölçülmesinde ise Matematik Başarı Testi kullanılmıştır. Araştırmada verilerin analiz edilmesinde betimsel istatistikler ve Yapısal Regresyon Modeli analizi kullanılmıştır. Betimsel analiz sonuçlarına göre araştırmaya katılan sekizinci sınıf öğrencilerinin: Problem Çözme Becerileri, Zihinsel Çevirme Yetenekleri ve Muhakeme Becerilerinin düşük düzeyde; Uzamsal Görselleştirme Yeteneklerinin, Matematik Öz-Yeterlik Kaynaklarına göre hesaplanan Matematik Öz-Yeterlik inançlarının ve Matematik Başarılarının ise orta düzeyde olduğu anlaşılmıştır. Yapısal Regresyon Modeli analizi sonuçlarına göre, araştırmaya katılan sekizinci sınıf öğrencilerinin: Öz-yeterlik kaynaklarına bağlı olarak belirlenen öz-yeterlik inançlarının; • Matematiksel Muhakeme Becerisini doğrudan pozitif yönlü, • Uzamsal Yeteneği hem doğrudan hem de dolaylı olarak pozitif yönlü, • Problem Çözme Becerisini hem doğrudan hem de dolaylı olarak pozitif yönlü, • Matematik Başarısını hem doğrudan hem de dolaylı olarak pozitif yönlü etkilediği görülmüştür. Matematiksel Muhakeme Becerilerinin; • Uzamsal Yeteneği doğrudan pozitif yönlü, • Problem Çözme Becerisini hem doğrudan hem de dolaylı olarak pozitif yönlü, • Matematik Başarısını ise sadece dolaylı olarak pozitif yönlü etkilediği görülmüştür. Uzamsal Yeteneklerinin; • Problem Çözme Becerisini doğrudan pozitif yönlü, • Matematik Başarısını ise hem doğrudan hem de dolaylı olarak pozitif yönlü etkilediği görülmüştür. Ayrıca, öğrencilerin Matematiksel Problem Çözme Becerilerinin, Matematik Başarısına doğrudan pozitif yönlü bir etkisinin bulunduğu anlaşılmıştır. Diğer yandan, Matematik Başarısına doğrudan ve dolaylı etkileri bulunan; Matematiksel Problem Çözme Becerisi, Matematik Öz-Yeterlik Kaynakları, Uzamsal Yetenek ve Matematiksel Muhakeme Becerisi, Matematik Başarısındaki değişimin yaklaşık %75'ini açıklamaktadır ve bu değişkenler matematik başarısı üzerinde geniş düzeyde bir etkiye sahiptir. Öz-yeterliği destekleyici bir ortamda, bu beceri ve yetenekleri geliştirecek etkinliklerin uygulanması, matematik başarısını önemli ölçüde artırabilir.The purpose of this study was to investigate, via a model, the explanatory and predictive relationships among the Mathematical Problem Solving Skills, Sources of Mathematics Self-Efficacy, Spatial Abilities, Mathematical Reasoning Skills and Mathematics Achievements of secondary school 8th grade students. The sample of the study, which was conducted in the survey model, consisted of 470 8th grade students attending different secondary schools in the centre of Konya. 238 of the students were female (50,6 %), whereas 232 were male (49,4 %). In the study, Scale of Sources of Mathematics Self-Efficacy was used in determining the students' self-efficacy; Problem Solving Test was used in measuring their problem solving skills; Reasoning Test was used in measuring their reasoning skills; Mental Rotation and Paper Folding Tests were used in measuring their spatial abilities and Mathematics Achievement Test was used in measuring their mathematics achievement. The data collected in the study were analyzed using descriptive statistics and the Structural Regression Model. According to the results obtained from descriptive statistics analysis, it was understood that Problem Solving Skills, Mental Rotation Skills and Reasoning Skills of the 8th grade students were low, whereas their Spatial Visualization Abilities, Mathematics Self-Efficacy beliefs calculated on the basis of their Mathematics Self-Efficacy Sources and Mathematics Achievements were at a medium level. In addition, according to the results obtained from Structural Regression Model Analysis, it was observed that: The 8th grade students' self-efficacy beliefs determined according to their self-efficacy sources affected; • Mathematical Reasoning Skill directly and in a positive way, • Spatial Ability both directly and indirectly and in a positive way, • Problem Solving Skill both directly and indirectly and in a positive way, • Mathematics Achievement both directly and indirectly and in a positive way. Their Mathematical Reasoning Skills affected; • Spatial Ability directly and in a positive way, • Problem Solving Skill both directly and indirectly and in a positive way, • Mathematics Achievement only directly and in a positive way. Their Spatial Abilities affected; • Problem Solving Skill directly and in a positive way, • Mathematics Achievement both directly and indirectly and in a positive way. Moreover, it was understood that the students' Mathematical Problem Solving Skills had a direct and positive effect on Mathematics Achievement. On the other hand, Mathematical Problem Solving Skill, Sources of Mathematical Self-Efficacy, Spatial Ability and Mathematical Reasoning Skill, which have direct and indirect effects on Mathematics Achievement, account for 75 % of the variation in Mathematics Achievement and these variables have large-scale effects on Mathematics Achievement. Implementation of activities that will enhance these skills and abilities in an environment supportive of self-efficacy may significantly increase Mathematics Achievement

Mathematics self-efficacy as a mediator between task value and math anxiety in secondary school students: Task value and math anxiety in secondary school students

In this study, the relationships between task value, self-efficacy and mathematics anxiety in everyday life in secondary school students were investigated. In addition, the mediating role of self-efficacy in the relationship between task value and mathematics anxiety in daily life was examined. 203 secondary school students participated in the research. Data were obtained by using Motivated Strategies for Learning Questionnaire and Mathematics Anxiety Scale. The relationships between task value, self-efficacy and anxiety were examined by applying Pearson Product-Moment Correlation analysis. The mediating role of self-efficacy was tested by applying structural equation model analysis. It was determined that as the perception of task value increased, perceptions of mathematics self-efficacy increased and mathematics anxiety in everyday life decreased. It was found that as self-efficacy belief increases, mathematics anxiety in everyday life decreases. Self-efficacy has a partial mediating role in the relationship between task value and mathematics anxiety in everyday life. In order to reduce mathematics anxiety in everyday life, students can be provided with successful experiences in mathematics, while making them feel that mathematics is important and useful

A Study on the Spatial Abilities of Prospective SocialStudies Teachers: A Mixed Method Research*

This study investigated prospective social studies teachers' spatial abilities. It was conducted with 234 prospective teachers attending Social Studies Teaching departments at Education Faculties of two universities in Central and Southern Anatolia. This study, designed according to the explanatory-sequential design, is a mixed research method, involving two stages. The first stage was conducted in the causal-comparative research design. The data were collected using "Mental Rotation Test" and "Surface Development Test". Descriptive statistics, MANOVA and ANOVA were used to analyze the data. The second stage was designed as a case study. "Opinion Form for Spatial Ability Tests" was used to elicit the views of 37 prospective teachers (F:20, M:17) identified via the purposive sampling method. The qualitative data obtained were analyzed using the content analysis technique. The study results showed that spatial visualization and mental rotation abilities of the prospective teachers were low; male prospective teachers were betterqualified than female ones in mental rotation but spatial visualization ability did not vary by gender. Moreover, prospective teachers with higher academic averages had better spatial abilities. Integrating virtual environment applications such as Google Earth etc. into social studies courses and using them in these courses can help to improve prospective teachers' spatial abilitie

An Investigation of the Effects of the Mathematics Sources of Self- Efficacy on Talented Students Mathematics Anxiety

Bu araştırmada, özel yetenekli (ÖY) öğrencilerin matematik öz-yeterlik kaynaklarının matematik kaygıları üzerindeki etkilerinin incelenmesi amaçlanmıştır. Araştırmaya; Adana, Bursa, Çorum, Elazığ, İzmir, İzmit, Kayseri, Konya, Manisa illerinde ve Manisanın Salihli ilçesinde bulunan bilim sanat merkezlerine devam eden ÖY 260 yedinci sınıf öğrencisi katılmıştır. Araştırmaya katılan 260 öğrencinin %51.50i (n134) kız, %48.50si (n126) ise erkektir. Öğrencilerin öz-yeterlik kaynaklarını belirlemek için Matematik Öz-Yeterlik Kaynakları Ölçeği, matematik kaygılarını belirlemek için ise Matematik Kaygı Ölçeği kullanılmıştır. Verilerin analizinde çoklu doğrusal regresyon kullanılmıştır. Elde edilen sonuçlara göre, öz-yeterlik kaynaklarını oluşturan; kişisel deneyimler, dolaylı yaşantılar, sosyal iknalar ve psikolojik durumlardan sadece kişisel deneyimlerin ÖY öğrencilerin matematik kaygıları üzerinde anlamlı bir etkiye sahip olduğu anlaşılmıştır. Öz-yeterlik kaynakları ÖY öğrencilerin matematik kaygılarındaki varyansın yaklaşık %48ini açıklamaktadır. Elde edilen bulgular kuramsal açıklamalar ışığında tartışılmıştır.This study aims to investigate the effects of the sources of self-efficacy in mathematics on gifted students mathematics anxiety. The participants of this study are 260 seventh grade gifted students, who attend science and art centers located in Adana, Bursa, çorum, Elazığ, İzmir, İzmit, Kayseri, Konya, Manisa and Salihli. Of all the participants, 51.50 % were female (n134) and 48.50 % were male (n126). The Sources of Self- Efficacy in Mathematics Scale was used to determine students sources of self-efficacy in mathematics and the Mathematics Anxiety Scale was used to determine their levels of mathematics anxiety. The data were analyzed through multiple linear regressions. The results showed that of all the sources of self-efficacy in mathematics, namely personal experiences, vicarious experiences, social persuasions and physiological states, only personal experiences had a significant effect on gifted students levels of mathematics anxiety. The sources of self-efficacy in mathematics were found to account for about 48% of variance in gifted students levels of mathematics anxiety. The findings were discussed in the light of theoretical framework

The Effectiveness of Multiple Intelligence Applications on Academic Achievement: A Meta-Analysis

The purpose of this study was to examine the effectiveness of multiple intelligence applications on academic achievement in Turkey. Accordingly, findings of independent research studies aimed to find out effectiveness of multiple intelligence applications are gathered in a meta-analysis. Total of 71 studies, 66 dissertations and 7 articles were included in the meta-analysis meeting the inclusion criteria. Meta-analysis calculations resulted that the multiple intelligence applications have a large and positive effect on academic achievement. It was also revealed that the effect of multiple intelligence applications vary by application period. Thus, as the application period increases, the effect of multiple intelligence application also increases. On the other side, effectiveness of the applications does not vary by; the type of the course, level of the class and the type of the research. Some suggestions made according to the research findings