Investigating High School Students’ Mathematics Attitude, Self-Efficacy, and Anxiety Regarding Gender and Grade Level

Abstract

The present study investigated high school Turkish students’ mathematics attitudes, self-efficacy, and anxiety in terms of their gender and grade level, and the association among those elements. For the purpose of investigating distinctions in attitude, self-efficacy, and anxiety regarding gender and grade level, one-way ANOVAs and independent sample t-tests were carried out, respectively. Also, the Pearson product-moment correlation was utilized to examine the connection among students’ mathematics attitude, self-efficacy, and anxiety. The findings showed that while students' attitudes and anxiety scores in mathematics did not differ by gender, significant differences existed in their mathematics self-efficacy scores regarding gender. Furthermore, a significant mean difference existed between 10th grade and 12th grade students, and 10th grade and graduated students concerning mathematics attitude. Furthermore, a significant mean difference was observed between 10th grade and graduated students concerning mathematics self-efficacy as well as between 10th grade and 12th grade students in terms of mathematics anxiety. Findings also confirmed the strong association among mathematics attitude, self-efficacy, and anxiety.

Keywords

• attitude
• self-efficacy
• anxiety
• gender
• grade level

Lise Öğrencilerinin Matematik Tutum, Özyeterlik ve Kaygılarının Cinsiyet ve Sınıf Düzeyine Göre İncelenmesi

Abstract

Bu çalışmada lise düzeyindeki Türk öğrencilerinin cinsiyet ve sınıf düzeylerine göre matematiğe yönelik tutumları, matematik öz-yeterlikleri, matematik kaygıları ile bu değişkenler arasındaki ilişki incelenmiştir. Cinsiyet ve sınıf düzeyine göre öz-yeterlik, kaygı ve tutumdaki farklılıkları araştırmak amacıyla sırasıyla tek yönlü varyans analizleri (ANOVAs) ve bağımsız örneklem t-testi yapılmıştır. Ayrıca, öğrencilerin matematik tutumları, öz-yeterlikleri ve kaygıları arasındaki bağlantının araştırılması için Pearson Momentler Çarpımı Korelasyonu kullanımına yer verilmiştir. Bulgular, öğrencilerin matematikteki tutum ve kaygı puanlarının cinsiyete göre farklılık göstermediğini, ancak matematik öz yeterlilik puanlarında cinsiyete göre anlamlı farklılıklar olduğunu göstermiştir. Ayrıca, 10. sınıf ile 12. sınıf öğrencileri ve 10. sınıf ile mezun öğrenciler arasında matematiğe yönelik tutum açısından anlamlı bir fark bulunmuştur. Buna ek olarak, matematik öz-yeterliği açısından 10. sınıf öğrencileri ile mezun öğrenciler arasında ve matematik kaygısı açısından 10. sınıf ile 12. sınıf öğrencileri arasında anlamlı bir fark bulunmuştur. Bulgular ayrıca matematik tutum, öz-yeterlik ve kaygı arasındaki güçlü ilişkiyi de doğrulamıştır.

Keywords

• tutum
• özyeterlilik
• kaygı
• cinsiyet
• sınıf düzeyi

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