Ortaokul Öğrencilerinin Matematiğe Yönelik Öz-yeterlik Algılarının Belirlenmesi: Kaygı ve Tutum Faktörleri

Doruk, Muhammet; Öztürk, Mesut; Kaplan, Abdullah

doi:10.17984/adyuebd.306387

Cited by 21 publications

(8 citation statements)

References 31 publications

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“…The middle school students' math self-efficacy perceptions were found to be over the median value. In the study conducted by Doruk, Öztürk, and Kaplan (2016), the middle school students' math self-efficacy perceptions were found to be high. In their study, Abalı- Öztürk and Şahin (2015) found that the 5 th grade students' math self-efficacy is high.…”

Section: Discussionmentioning

confidence: 94%

Investigation of Middle School Students’ Math Self-Efficacy Perceptions and Math Problem Posing Attitudes

Görgün¹,

Tican²

2020

IES

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The main purpose of the current study is to investigate middle school students’ math self-efficacy perceptions and math problem posing attitudes. The sample of the study is comprised of 990 fifth, sixth, seventh and eighth grade students attending middle school in the Fethiye district of the city of Muğla. As the data collection tool, the “Math Self-efficacy Perception Scale” and the “Math Problem Posing Attitude Scale” were used. In the analysis of the data collected through the qualitative research method, frequencies, percentages, independent-samples t-test, one-way variance analysis, post-hoc tests (Scheffe and Dunnett’s C) and correlation analysis were used. As a result, it was found that the middle school students’ math self-efficacy perceptions and math problem posing attitudes are over the medium level. The middle school students’ self-efficacy perceptions were found to be varying significantly depending on gender. The middle school students’ problem posing attitudes were found to be varying significantly depending on gender. The math self-efficacy perceptions and math problem posing attitudes of the 5th and 6th grade students were found to be significantly higher than those of the 7th and 8th grade students. A medium, positive and significant correlation was found between the middle school students’ mean math self-efficacy perception score and their mean math problem posing attitude score.

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Section: Discussionmentioning

confidence: 94%

Investigation of Middle School Students’ Math Self-Efficacy Perceptions and Math Problem Posing Attitudes

Görgün¹,

Tican²

2020

IES

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“…The study also suggests a theoretical model related to relationships between mathematics anxiety (positive and negative anxiety), perceived mathematics self-efficacy, and learned helplessness in mathematics. Because, some studies show that anxiety is a powerful variable which impacts one's self-efficacy (Pajares, 2003;Doruk, Öztürk & Kaplan, 2016). Further, low self-efficacy may lead to learned helplessness (Ekinci & Gökler, 2017).…”

Section: Introductionmentioning

confidence: 99%

Mathematics Anxiety, Perceived Mathematics Self-efficacy and Learned Helplessness in Mathematics in Faculty of Education Students

Gürefe¹,

Bakalım²

2018

IOJES

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There are various factors influencing learning and academic achievement of individuals. These may be external factors which do not arise from the individual, or affective factors which are closely related with the individual. In this study, affective factors such as anxiety, self-efficacy, and learned helplessness which influence learning performance of prospective teachers in mathematics were investigated with respect to their various characteristics, the mediating effect of self-efficacy in the relationship between mathematics anxiety and learned helplessness was examined. A quantitative pattern was employed in the study and it was found that there were significant differences between prospective teachers from different departments in terms of mathematics anxiety, perceived selfefficacy, and learned helplessness, there was a positive and significant correlation between anxiety and learned helplessness, which had a negative and significant correlation with self-efficacy and anxiety, whereas perceived mathematics self-efficacy had a full mediating effect in the relationship between mathematics anxiety and learned helplessness.

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“…In the findings obtained from the study, the students stated that their anxiety would decrease when they have a good command of the field knowledge and they have confidence in themselves. Doruk, Öztürk and Kaplan (2016), on the other hand, found in their research that as students' self-confidence increased, their anxiety would decrease. Aschraft and Krause (2007) stated that the reason why students with high anxiety level fail in mathematics lesson is not only anxiety, but also insufficient mathematics knowledge will increase anxiety.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 88%

Investigation of 8th Grade Students’ Mathematics Anxiety

Üstaş

Sağ

2021

ijocis

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The aim of this research study is to determine how students define their anxiety about learning mathematics, to determine the symptoms of anxiety and to define how anxiety occurs. The phenomenology research design was used in the study. A semi-structured interview form was used as a data collection tool in the research. The data were analyzed through the content analysis. The study group of the research consists of four male and four female 8th graders in two public secondary schools in Uluborlu district of Isparta. According to the results, students predominantly defined mathematics anxiety as frightening/scary. Also, students identified the symptoms of mathematics anxiety mostly as the theme of physical/physical symptoms. Students stated that sociological, psychological and philosophical dimensions were effective in the emergence of mathematical anxiety. Some students expressed common views on the sociological dimension-psychological and psychological-philosophical dimension. The effects of mathematics anxiety have been examined under two titles as the effects related to the psychological and sociological dimensions. While the effects related to the psychological dimension are discussed in terms of course achievement and effects on themselves, the effects related to the sociological dimension are discussed in terms of their effects on their relationship with their family and friends.

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Ortaokul Öğrencilerinin Matematiğe Yönelik Öz-yeterlik Algılarının Belirlenmesi: Kaygı ve Tutum Faktörleri

Cited by 21 publications

References 31 publications

Investigation of Middle School Students’ Math Self-Efficacy Perceptions and Math Problem Posing Attitudes

Investigation of Middle School Students’ Math Self-Efficacy Perceptions and Math Problem Posing Attitudes

Mathematics Anxiety, Perceived Mathematics Self-efficacy and Learned Helplessness in Mathematics in Faculty of Education Students

Investigation of 8th Grade Students’ Mathematics Anxiety

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