@article{article_435345, title={Predicting mathematics achievement: The role of perceived feedback, teacher support and self-beliefs}, journal={Turkish Journal of Education}, volume={8}, pages={71–85}, year={2019}, DOI={10.19128/turje.435345}, author={Yıldırım, Selda and Yıldırım, Hüseyin Hüsnü}, keywords={Perceived feedback,Perceived teacher support,Self-beliefs,PISA 2012 mathematics achievement}, abstract={<div style="text-align:justify;"> <span style="font-size:12px;">In
this study, the mediating roles of perceived teacher support and students’
mathematics self-beliefs on the feedback process were investigated in The
Programme for International Student Assessment (PISA) context in Turkey. PISA
2012 mathematics scores and questionnaire responses of 4848 15-year-old
students were analyzed. Results indicated that perceived feedback was
positively related to math self-concept and negatively related to math anxiety.
The investigated indirect effects were partly confirmed: perceived feedback was
indirectly related to students’ mathematics achievement via perceived teacher
support and math self-efficacy. Also, perceived feedback showed an indirect
effect on students’ mathematics achievement via math anxiety. However, the
influences of perceived teacher support on math self-concept and anxiety, and
the mediating role of math self-concept were not supported. The results suggest
the importance of investigation of mediated effects of teachers’ support and
students’ self-beliefs between teachers’ feedback and mathematics achievement.
These relationships may help to understand how teacher’s feedback influences mathematics
achievement. </span> </div>}, number={2}, publisher={Mehmet TEKEREK}