The aim of this study was to examine the role of motivational beliefs in mediating the relationship among perceived teacher support, learning strategy use, and student achievement. The author analyzed the Programme for International Student Assessment mathematics scores and questionnaire responses of 4,855 15-year-old students in Turkey via multilevel analysis. Results indicated that perceived teacher support was positively related to learning strategy use in mathematics and that this relation was mediated through math self-efficacy, anxiety, intrinsic value, and instrumental value. Math selfefficacy and anxiety were, in turn, correlated with Programme for International Student Assessment mathematics achievement. In addition, the author found between-school SES differences to be strong predictors of math self-efficacy, anxiety, and achievement. Findings and directions for future research are discussed.

Bu çalışma, sosyoekonomik statünün (SES), öğrencilerin matematik öğrenmeleri üzerindeki doğrudan ve ebeveyn katılımı ve öz-güven aracılığı ile de dolaylı etkilerini incelemiştir. Uluslararası Matematik ve Fen Eğilimleri Araştırması (TIMSS 2011) Türkiye verisi kullanılarak, çok düzeyli analizler yapılmıştır. Sonuçlar, iki SES bileşeninin-evdeki eğitim kaynakları ve okul yapısının-öğrencilerin matematik başarısını pozitif yordadığını göstermiştir. Ayrıca, sonuçlar ebeveynin evdeki katılımı ve ebeveynin okul etkinliklerine katılımının sırasıyla, evdeki eğitim kaynakları ve okul yapısı ile matematik başarısı arasında aracı rolü olduğunu göstermiştir. Hem evdeki eğitim kaynaklarının hem de ebeveynin evdeki katılımının matematik başarısı üzerindeki etkisine aracılık eden öz-güvenin matematik başarısının en güçlü yordayıcısı olduğu görülmüştür. Elde edilen, bulgular, SES ve öğrenci matematik başarısı arasındaki ilişkiye aracılık etmede ebeveyn katılımının rolünü incelerken çok düzeyli analizlerin önemini vurgulamaktadır.

No abstract

The migration reflexes of the countries have started to differentiate with the multiple changes that the refugee mobility has undergone at the economic, social, political, cultural and demographic levels. Measures taken against this diversified and increasing migration contrary to multicultural policies and discourses create a paradoxical situation that emerge as a result of this differentiation. On the one hand there is the acceptance of multiculturalism and on the other hand there is a rejection of forced migration. Turkey has been following a human-centered policy rather than security oriented rational policies for the moment. However, the diversity and high number of immigrants that reached the highest levels ever in Turkey, carry the possibility of a conflict between human-centered policies and citizen-centered policies in the future. The aim of the study is to examine the social integration levels of Syrian urban refugees within the framework of social integration indicators. For this purpose, semi-structured interviews were held with 30 Syrian refugees residing in Sancaktepe district of Istanbul.The data obtained as a result of the interviews were analyzed through descriptive analysis.

The purpose of this study was to examine the relationships between geometry achievement, geometry self-efficacy, parents' education level and gender. In this study, geometry selfefficacy scale which was developed by Günhan and Başer (2007) and geometry achievement test were used. The geometry achievement test was developed by the authors using the test items in the literature. Sample of the research consisted of 334 (176 girls-158 boys) 8 th grade students. Results of regression analyses indicated that father's education level and geometry self-efficacy were statistically significant predictors of geometry achievement. Effects of mother's or father's education level on geometry self-efficacy beliefs may not be significant in practice. In addition, the results indicated that gender was not related to geometry self-efficacy and geometry achievement. Findings support the importance of students' self-efficacy and parents' education level on their academic achievement.