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Abstract

This study aimed to investigate the relationships between secondary school students’ motivational beliefs concerning the mathematics course and their mathematics anxiety. The study was conducted on 246 secondary school students receiving education a major city center in Central Anatolia. 44.7 % of the students (n=110) were female whereas 55.3 % of them were male (n=136). 28.5 % of the students (n=70) were 6th graders, 36.5 % (n=90) were 7th graders and 35% (n=86) were 8th graders. The Motivated Strategies for Learning Questionnaire and Mathematics Anxiety Scale were used to collect the data. The data that were obtained were evaluated using the canonical correlation analysis (CCA). According to the first CCA results, it was understood that students with high intrinsic goal orientation, task value, control beliefs for learning and self-efficacy perception, and low test anxiety had more self-confidence regarding mathematics and experienced less anxiety concerning mathematics in classes, examinations and daily life. According to the results of the second CCA, it was concluded that students with high intrinsic goal orientation, extrinsic goal orientation and task value but low test anxiety experienced less anxiety with regard to mathematics course. On the other hand, according to the results of the third CCA, it was understood that students with high control beliefs for learning had more self-confidence concerning mathematics. The data that were obtained were discussed in the light of theoretical explanations and some suggestions were made

Keywords

• Motivational beliefs, mathematics anxiety, secondary school, canonical correlation analysis

An Investigation of The Relationships Between Secondary School Students’ Motivational Beliefs And Mathematics Anxieties Through Canonical Correlation Analysis /Ortaokul Öğrencilerinin Motivasyonel İnançları ve Matematik Kaygıları Arasındaki İlişkilerin K

Abstract

kaygıları arasındaki ilişkilerin incelenmesi amaçlanmıştır. Araştırma Konya merkezinde öğrenim gören 246 ortaokul öğrencisiyle gerçekleştirilmiştir. Öğrencilerin %44.7’si (n=110) kız, %55.3’ü (n=136) erkektir. Öğrencilerin; %28.5’i (n=70) altıncı, %36.5’i (n=90) yedinci ve %35’i (n=86) sekizinci sınıf öğrencisidir. Verilerin toplanmasında öğrenmede motive edici stratejiler ölçeği ile matematik kaygısı ölçeği kullanılmıştır. Elde edilen veriler kanonik korelasyon analizi (KKA) ile incelenmiştir. Birinci KKA sonuçlarına göre; içsel hedef yönelimi, görev değeri, öğrenme kontrol inancı ve öz-yeterlik algısı yüksek; sınav kaygısı düşük olan öğrencilerin matematik konusunda kendilerine daha fazla güven duydukları, derslerde, sınavlarda ve günlük yaşamlarında matematik ile ilgili daha az kaygı yaşadıkları anlaşılmıştır. İkinci KKA sonuçlarına göre ise; içsel hedef yönelimi, dışsal hedef yönelimi, görev değeri yüksek, sınav kaygısı düşük olan öğrencilerin matematik derslerine ilişkin daha az kaygı yaşadıkları sonucuna ulaşılmıştır. Üçüncü ve son KKA sonuçlarına göre ise, öğrenme kontrol inancı yüksek olan öğrencilerin matematik konusunda kendilerine daha fazla güven duydukları anlaşılmıştır. Elde edilen bulgular, kuramsal açıklamalar ışığında tartışılmış ve bir takım öneriler sunulmuştur.

Keywords

• Motivayonel inançlar, matematik kaygısı, ortaokul, kanonik korelasyon analizi

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