TY  - JOUR
T1  - Predicting mathematics achievement: The role of perceived feedback, teacher support and self-beliefs
TT  - Matematik başarısını yordama: Algılanan geri bildirim, öğretmen desteği ve öz-inançların rolü
AU  - Yıldırım, Selda
AU  - Yıldırım, Hüseyin Hüsnü
PY  - 2019
DA  - April
Y2  - 2019
DO  - 10.19128/turje.435345
JF  - Turkish Journal of Education
JO  - TURJE
PB  - Mehmet TEKEREK
WT  - DergiPark
SN  - 2147-2858
SP  - 71
EP  - 85
VL  - 8
IS  - 2
LA  - en
AB  - Inthis study, the mediating roles of perceived teacher support and students'mathematics self-beliefs on the feedback process were investigated in TheProgramme for International Student Assessment (PISA) context in Turkey. PISA2012 mathematics scores and questionnaire responses of 4848 15-year-oldstudents were analyzed. Results indicated that perceived feedback waspositively related to math self-concept and negatively related to math anxiety.The investigated indirect effects were partly confirmed: perceived feedback wasindirectly related to students' mathematics achievement via perceived teachersupport and math self-efficacy. Also, perceived feedback showed an indirecteffect on students' mathematics achievement via math anxiety. However, theinfluences of perceived teacher support on math self-concept and anxiety, andthe mediating role of math self-concept were not supported. The results suggestthe importance of investigation of mediated effects of teachers' support andstudents' self-beliefs between teachers' feedback and mathematics achievement.These relationships may help to understand how teacher's feedback influences mathematicsachievement.
KW  - Perceived feedback
KW  - Perceived teacher support
KW  - Self-beliefs
KW  - PISA 2012 mathematics achievement
N2  - Bu çalışmada, algılananöğretmen desteğinin ve öğrencilerin matematik ile ilgili öz-inançlarının geribildirim sürecindeki aracı rolü Uluslararası Öğrenci Değerlendirme Programı(PISA) Türkiye verisi ile incelenmiştir. Türkiye' de 15 yaşındaki 4848öğrencinin PISA 2012 matematik puanları ve anketlere verdikleri cevaplar analizedilmiştir. Elde edilen sonuçlar, algılanan geri bildirimin matematiköz-benliğiyle pozitif, matematik kaygısıyla da negatif ilişkili olduğunugöstermiştir. Çalışmada incelenen dolaylı etkiler kısmen doğrulanmıştır:algılanan geri bildirim, algılanan öğretmen desteği ve matematik öz-yeterliğiaracılığıyla dolaylı olarak matematik başarısıyla ilişkilidir. Ayrıca algılanangeri bildirimin, öğrencilerin matematik başarısıyla, matematik kaygısıaracılığıyla da dolaylı olarak ilişkili olabileceği görülmüştür. Bununlabirlikte sonuçlar, algılanan öğretmen desteğinin öğrencilerin matematiköz-güveni ve kaygısı üzerindeki etkilerini ve matematik öz-güveninin öğretmendavranışları ve başarı arasındaki aracı rolünü desteklememiştir. Bulgular,öğretmen desteği ve öğrenci öz-inançlarının, öğretmenin geri bildirimi ilematematik başarısı arasındaki aracı rolünün incelenmesinin önemli olabileceğiniişaret etmektedir. Bu ilişkiler öğretmen geri bildiriminin matematik başarısınınasıl etkileyebileceğini anlamaya yardımcı olabilir.
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UR  - https://doi.org/10.19128/turje.435345
L1  - https://dergipark.org.tr/en/download/article-file/648331
ER  -