Investigation of Factors Affected to Mathematics Engagement of Middle School Students

Birgin, Osman; Akar, Sacide Güzin Mazman; Uzun, Kübra; Göksu, Büşra; Peker, Elif Seval; Gümüş, Büşra

doi:10.15345/iojes.2017.04.014

Cited by 9 publications

(7 citation statements)

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“…This concept was reinforced by Ouweneel et al (2011) and Chang (2015) who described the correlation between self-efficacy and engagement as positive. Aside from these, there were also other investigations that concluded the same (Guneri and Guvenc, 2013;Birgin et al, 2017;Grant, 2017;Wang et al, 2017).…”

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confidence: 67%

Senior high school students’ self-efficacy and its relation to engagement in online class setting in a private university in the south of Metro Manila

Bangga

2021

SEI

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This study explored the self-efficacy of senior high school Science, Technology, Engineering, and Mathematics (STEM) students (N = 134) in an online physics class in terms of gender and its relationship to engagement. The study employed a descriptive correlation research design. Adapted instruments namely ‘Sources of Self-Efficacy in Science Course – Physics’ (SSSCP) and ‘Engagement in Physics Scale’ (EPS) were used to collect the data from the students. SSSCP was correlated with the scores of ‘Self-Efficacy for Academic Milestone-Strength’ scale for its validity. Reliability and validity of EPS was examined through Cronbach alpha and confirmatory factor analysis with acceptable results. Mean and standard deviation were used to answer the research questions while independent samples t-test, Cohen’s d, and Pearson r correlation were used to test the hypotheses. It was revealed that both male and female students have a high level of self-efficacy in the following: overall, vicarious experience, verbal persuasion, and performance accomplishment with an average level for the emotional arousal. Furthermore, a significant difference across gender was found only on the emotional arousal sub-level with a small effect size of 0.32. Moreover, positive correlation was found between overall self-efficacy and overall engagement as well as on cognitive engagement. On the other hand, a negative correlation was revealed between overall self-efficacy and emotional engagement. Focusing on increasing the self-efficacy of students in an online physics class should be practiced by teachers in order to increase engagement.

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confidence: 67%

Senior high school students’ self-efficacy and its relation to engagement in online class setting in a private university in the south of Metro Manila

Bangga

2021

SEI

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“…Stovall (2003) defines student engagement as the time students spend on tasks and as their desire to take part in activities. Gunuc and Kuzu (2014) refer to student engagement as “the quality and quantity of students’ psychological, cognitive, emotional and behavioral reactions to the learning process as well as to in-class/out-of-class academic and social activities to achieve successful learning outcomes (p.588).” In this respect, student engagement is thought to include the whole of the efforts and time that students spend to achieve the intended outcomes (Birgin, Mazman-Akar, Uzun, Goksu, & Seval, 2017; Carini, Kuh, & Klein, 2006; Ergün & Kurnaz, 2017; Junco, 2012; Junco, Heiberger, & Loken, 2011; Krause & Coates, 2008; Kuh, 2009). Krause and Coates (2008) associate student engagement with the high quality of outcomes.…”

Section: Introductionmentioning

confidence: 99%

Examining the Relationship Between Student Engagement and Campus Climate: A Case in Turkey

Günüç

Artun

Yiğit

et al. 2019

Journal of College Student Retention: Research, Theory & Pr

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Several variables have been examined in relation to student engagement at universities in the past decades. However, the number of studies conducted especially with larger groups of participants to examine certain variables such as gender, accommodation, transportation to campus, and reasons for university choice is limited. In addition, there is almost no such research carried out in the context of the Turkish society. The study aimed to examine the relationship between student engagement and campus climate with a large group of participants from all over Turkey. The study was carried out using the survey research design. The research sample covered all the geographical regions in Turkey. The sample included 7,802 students in total. In the study, the Demographic Variable Form, Student Engagement Scale, and Campus Climate Checklist were used as the measurement tools. Finally, a significant correlation was found between the university campus climate and student engagement.

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“…Çelik, Örenoğlu Toraman and Çelik (2018) investigated the level of relationship between student engagement and sensed teacher immediacy and reported a positive relationship between teacher immediacy and affective and cognitive engagement. Birgin, Akar, Uzun, Göksu, Peker and Gümüş (2017) found that secondary school students with higher affection for their Mathematics teachers had higher engagement levels compared to other students. Menteş (2011) identified a positive and significant relationship between students' trust for their teachers and engagement.…”

Section: Discussionmentioning

confidence: 93%

Öğrencilerin matematik dersine etkin katılımları ve matematik öğretmenlerinin güdüsel destekleri arasındaki ilişki

Özkal¹

2018

Turkish Journal of Education

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This study intended to explore the relationship between middle school students' engagement in mathematics classes and mathematics teachers' motivational support. Explanatory correlational research design was used for this purpose. Participants were composed of 612 students attending 6th, 7th and 8th grades in Alanya district of Antalya Province. Effective Participation Scale and Teachers' Motivational Support Scale were used in data collection. The relationship between the datasets of middle school students' engagement in mathematics classes and their perceptions regarding mathematics teachers' motivational support was investigated via canonical correlation analysis. Findings obtained showed that mathematics teachers' autonomy support provided to middle school 6th,7th, 8th grade students positively affected their behavioral engagement and emotional engagement. It was also identified that mathematics teachers' autonomy and relatedness support provided to middle school 6th,7th, 8th grade students negatively affected their emotional disaffection towards mathematics classes.

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Investigation of Factors Affected to Mathematics Engagement of Middle School Students

Cited by 9 publications

References 0 publications

Senior high school students’ self-efficacy and its relation to engagement in online class setting in a private university in the south of Metro Manila

Senior high school students’ self-efficacy and its relation to engagement in online class setting in a private university in the south of Metro Manila

Examining the Relationship Between Student Engagement and Campus Climate: A Case in Turkey

Öğrencilerin matematik dersine etkin katılımları ve matematik öğretmenlerinin güdüsel destekleri arasındaki ilişki

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