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

Eyüp Yurt; İsmail Şahin

doi:10.17244/eku.45773

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Year 2015, Volume: 11 Issue: 4, 1106 - 1123, 16.03.2015

Eyüp Yurt , İsmail Şahin

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

References

Alexander, L., & Cobb, R. (1984). Identification of the dimensions and peredictions of mathematics anxiety among college students, meeting of the mid-south educational research association’da sunulan bildiri, New Orleans, LA.
Alexander, L., & Martray, C. (1989). The development of an abbreviated version of the mathematics anxiety rating scale. Measurement & Evaluation in Counseling & Development, 22, 143-150
Alkan, V. (2011). Etkili matematik öğretiminin gerçekleştirilmesindeki engellerden biri: Kaygı ve nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 89-107.
Arı, K., Savaş, E., & Konca, Ş. (2010). İlköğretim 7. sınıf öğrencilerinin matematik kaygısının nedenlerinin incelenmesi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 29, 211-230.
Baloğlu, M. (2005). Matematik kaygısı derecelendirme ölçeği’nin Türkçe’ye uyarlanması, dil geçerliği ve ön psikometrik incelemesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 5(1), 7-30.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: Theexercise of control. New York, NY: W. H. Freeman.
Bekdemir, M. (2009). Meslek yüksekokulu öğrencilerinin matematik kaygı düzeylerinin ve başarılarının değerlendirilmesi. Erzincan Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 2(2), 169-189.
Bindak, R. (2005). İlköğretim öğrencileri için matematik kaygı ölçeği. Fırat Üniversitesi Fen ve Mühendislik Bilimleri Dergisi, 17(2), 442-448.
Byrd, P. (1982). A descriptive study of mathematics anxiety: its nature and antecedents. Unpublished doctoral dissertation, Indiana University.
Cooper, S.E., & Robinson, D.A.G. (1991). The relationship of mathematics self- efficacy beliefs to mathematics anxiety and performance. Measurement & Evaluation in Counseling& Development, 24(1), 4-11.
Dresel, M., & Haugwitz, M. (2005).The relationship between cognitive abilities and self-regulated learning: Evidence for interactions with academic self-concept and gender. High Ability Studies, 16(2), 201-218.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
Erdoğan, A., Kesici, Ş., & Şahin, İ. (2011). Prediction of high school students’ mathematics anxiety by their achievement motivation and social comparison. Elementary Education Online, 10(2), 646-652.
Erol, E. (1989). Prevalence and correlates of math anxiety in Turkish high school students. Unpublished master thesis. Istanbul: Bogazici University.
Fennema, E., & Sherman, J. A. (1976). Fennema-sherman mathematics attitude scale: instruments designed to measure attitudes toward the learning of mathematics by females and males. JAS Catalog of Selected Documents in Psycholog, 6, 31.
Fulk, B. M., & Brigham, F.J. (1998). Motivation and self-regulation. Remedial & Special Education, 19(5), 300-309.
Harris, A., & Harris, J. (1987). Reducing mathematics anxiety with computer assisted instruction. Mathematics and Computer Education, 21(1), 16-24.
Hartson, D. J. (1982). Cause for anxiety. The time educational supplement 3460, 43, 4.
Helming, L. (2013). Motivation and math anxiety for ability grouped college math students. (PhDthesis). Available from Pro Ouest Dissertations and Theses database. (UMI No. 3599873).
Hoffman, B. (2010). I think i can, but i'm afraid to try: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and Individual Differences, 20, 276-283.
Hosch, M. L. (2014). The effect of an educator’s teaching style on the math anxiety of adult learners. (PhDthesis). Available from Pro Ouest Dissertations and Theses data base. (UMI No. 3614802)
İlhan, M., & Öner Sünkür, M. (2012). Matematik kaygısı ile olumlu ve olumsuz mükemmeliyetçiliğin matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 178-188.
Karadeniz, Ş., Büyüköztürk, Ş., Akgün, Ö. E., Çakmak, E. K. ve Demirel, F. (2008). Turkish adaptation study of motivated strategies for learning questionnaire for 12–18 years old children: Results of confirmatory factor analysis. The Turkish Online Journal of Educational Technology, 7(4), 1303- 6521.
Karasar, N. (2008). Bilimsel araştırma yöntemi. (18. Baskı). Ankara: Nobel Yayın Dağıtım.
Kesici, Ş., & Erdogan, A. (2010). Mathematics anxiety according to middle school students' achievement motivation and social comparison. Education, 131(1), 54.
Kesici, Ş., & Erdoğan, A. (2009). Predicting college students’ mathematics anxiety by motivational beliefs and self-regulated learning strategies. College Student Journal, 43(2), 631-642.
Kurman, J. (2006). Self-enhancement, self-regulation and self-improvement following failures. British Journal of Social Psychology, 45, 339-356.
Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary educational psychology, 24(2), 124-139.
Pajares, F., & Schunk, D. H. (2001). Self beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding& S. Rayner (Eds.), Perception. (pp. 239-266). London: Ablex.
Pape, S.J., & Smith, C. (2002). Self-regulating mathematics skills. Theory Into Practice, 41(2), 93-101.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. Advances in motivation and achievement, 6, 117-160.
Pintrich, P. R. (Eds.) (1995). Understanding self-regulated learning. Jossey-Bass Publishers: San Francisco.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). New Jersey: Prentice Hall.
Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), 801-813.
Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: psychometric data. Journal of Counseling Psychology, 19, 551-554.
Schunk, D. H. (2011). Learning theories: An educational perspective. Pearson Education, Inc.
Selkirk, L. C., Bouchey, H. A., & Eccles, J. S. (2011). Interactions among domain specific expectancies, values, and gender: Predictors of test anxiety during early adolescence. Journal of Early Adolescence, 31(3), 361-389.
Shores, M. L., & Shannon, D. M. (2007). The effects of self‐regulation, motivation, anxiety, and attributions on mathematics achievement for fifth and sixth grade students. School Science and Mathematics, 107(6), 225-236.
Stevens, J. (2002). Applied multivariate statistics for the social sciences (4th Ed.). New Jersey: Lawrence Erlbaum.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th Ed.). Needham Heights, MA: Allyn & Bacon.
Tella, A. (2007). The impact of motivation on student’s academic achievement and learning out comes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science &Technology Education, 3(2), 149- 156.
Thorkildsen, T. A., Nicholls, J. G., Bates, A., Brankis, N., & De-Bolt, T. (2002). Motivation and the struggle to learn: responding to fractured experiences. Boston, Massachusetts: Allyn and bacon.
Tobias, S., & Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50, 63-70.
Usher, E. L. (2009). Sources of middle school students‘ self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 46(1), 275-314.
Üredi, I., & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 250-260.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80, 210-216.
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology, 25(1), 68-81.
Woolfolk, A. E. (2004). Educational psychology (9th ed.). New York: Pearson.
Zakaria, E., & Nordin, N. M. (2008). The effects of mathematics anxiety on matriculation students as related to motivation and achievement. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 27-30.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845- 862.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. American Psychological Association.

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

Year 2015, Volume: 11 Issue: 4, 1106 - 1123, 16.03.2015

Eyüp Yurt , İsmail Şahin

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

References

Alexander, L., & Cobb, R. (1984). Identification of the dimensions and peredictions of mathematics anxiety among college students, meeting of the mid-south educational research association’da sunulan bildiri, New Orleans, LA.
Alexander, L., & Martray, C. (1989). The development of an abbreviated version of the mathematics anxiety rating scale. Measurement & Evaluation in Counseling & Development, 22, 143-150
Alkan, V. (2011). Etkili matematik öğretiminin gerçekleştirilmesindeki engellerden biri: Kaygı ve nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 89-107.
Arı, K., Savaş, E., & Konca, Ş. (2010). İlköğretim 7. sınıf öğrencilerinin matematik kaygısının nedenlerinin incelenmesi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 29, 211-230.
Baloğlu, M. (2005). Matematik kaygısı derecelendirme ölçeği’nin Türkçe’ye uyarlanması, dil geçerliği ve ön psikometrik incelemesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 5(1), 7-30.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: Theexercise of control. New York, NY: W. H. Freeman.
Bekdemir, M. (2009). Meslek yüksekokulu öğrencilerinin matematik kaygı düzeylerinin ve başarılarının değerlendirilmesi. Erzincan Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 2(2), 169-189.
Bindak, R. (2005). İlköğretim öğrencileri için matematik kaygı ölçeği. Fırat Üniversitesi Fen ve Mühendislik Bilimleri Dergisi, 17(2), 442-448.
Byrd, P. (1982). A descriptive study of mathematics anxiety: its nature and antecedents. Unpublished doctoral dissertation, Indiana University.
Cooper, S.E., & Robinson, D.A.G. (1991). The relationship of mathematics self- efficacy beliefs to mathematics anxiety and performance. Measurement & Evaluation in Counseling& Development, 24(1), 4-11.
Dresel, M., & Haugwitz, M. (2005).The relationship between cognitive abilities and self-regulated learning: Evidence for interactions with academic self-concept and gender. High Ability Studies, 16(2), 201-218.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
Erdoğan, A., Kesici, Ş., & Şahin, İ. (2011). Prediction of high school students’ mathematics anxiety by their achievement motivation and social comparison. Elementary Education Online, 10(2), 646-652.
Erol, E. (1989). Prevalence and correlates of math anxiety in Turkish high school students. Unpublished master thesis. Istanbul: Bogazici University.
Fennema, E., & Sherman, J. A. (1976). Fennema-sherman mathematics attitude scale: instruments designed to measure attitudes toward the learning of mathematics by females and males. JAS Catalog of Selected Documents in Psycholog, 6, 31.
Fulk, B. M., & Brigham, F.J. (1998). Motivation and self-regulation. Remedial & Special Education, 19(5), 300-309.
Harris, A., & Harris, J. (1987). Reducing mathematics anxiety with computer assisted instruction. Mathematics and Computer Education, 21(1), 16-24.
Hartson, D. J. (1982). Cause for anxiety. The time educational supplement 3460, 43, 4.
Helming, L. (2013). Motivation and math anxiety for ability grouped college math students. (PhDthesis). Available from Pro Ouest Dissertations and Theses database. (UMI No. 3599873).
Hoffman, B. (2010). I think i can, but i'm afraid to try: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and Individual Differences, 20, 276-283.
Hosch, M. L. (2014). The effect of an educator’s teaching style on the math anxiety of adult learners. (PhDthesis). Available from Pro Ouest Dissertations and Theses data base. (UMI No. 3614802)
İlhan, M., & Öner Sünkür, M. (2012). Matematik kaygısı ile olumlu ve olumsuz mükemmeliyetçiliğin matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 178-188.
Karadeniz, Ş., Büyüköztürk, Ş., Akgün, Ö. E., Çakmak, E. K. ve Demirel, F. (2008). Turkish adaptation study of motivated strategies for learning questionnaire for 12–18 years old children: Results of confirmatory factor analysis. The Turkish Online Journal of Educational Technology, 7(4), 1303- 6521.
Karasar, N. (2008). Bilimsel araştırma yöntemi. (18. Baskı). Ankara: Nobel Yayın Dağıtım.
Kesici, Ş., & Erdogan, A. (2010). Mathematics anxiety according to middle school students' achievement motivation and social comparison. Education, 131(1), 54.
Kesici, Ş., & Erdoğan, A. (2009). Predicting college students’ mathematics anxiety by motivational beliefs and self-regulated learning strategies. College Student Journal, 43(2), 631-642.
Kurman, J. (2006). Self-enhancement, self-regulation and self-improvement following failures. British Journal of Social Psychology, 45, 339-356.
Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary educational psychology, 24(2), 124-139.
Pajares, F., & Schunk, D. H. (2001). Self beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding& S. Rayner (Eds.), Perception. (pp. 239-266). London: Ablex.
Pape, S.J., & Smith, C. (2002). Self-regulating mathematics skills. Theory Into Practice, 41(2), 93-101.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. Advances in motivation and achievement, 6, 117-160.
Pintrich, P. R. (Eds.) (1995). Understanding self-regulated learning. Jossey-Bass Publishers: San Francisco.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). New Jersey: Prentice Hall.
Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), 801-813.
Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: psychometric data. Journal of Counseling Psychology, 19, 551-554.
Schunk, D. H. (2011). Learning theories: An educational perspective. Pearson Education, Inc.
Selkirk, L. C., Bouchey, H. A., & Eccles, J. S. (2011). Interactions among domain specific expectancies, values, and gender: Predictors of test anxiety during early adolescence. Journal of Early Adolescence, 31(3), 361-389.
Shores, M. L., & Shannon, D. M. (2007). The effects of self‐regulation, motivation, anxiety, and attributions on mathematics achievement for fifth and sixth grade students. School Science and Mathematics, 107(6), 225-236.
Stevens, J. (2002). Applied multivariate statistics for the social sciences (4th Ed.). New Jersey: Lawrence Erlbaum.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th Ed.). Needham Heights, MA: Allyn & Bacon.
Tella, A. (2007). The impact of motivation on student’s academic achievement and learning out comes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science &Technology Education, 3(2), 149- 156.
Thorkildsen, T. A., Nicholls, J. G., Bates, A., Brankis, N., & De-Bolt, T. (2002). Motivation and the struggle to learn: responding to fractured experiences. Boston, Massachusetts: Allyn and bacon.
Tobias, S., & Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50, 63-70.
Usher, E. L. (2009). Sources of middle school students‘ self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 46(1), 275-314.
Üredi, I., & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 250-260.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80, 210-216.
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology, 25(1), 68-81.
Woolfolk, A. E. (2004). Educational psychology (9th ed.). New York: Pearson.
Zakaria, E., & Nordin, N. M. (2008). The effects of mathematics anxiety on matriculation students as related to motivation and achievement. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 27-30.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845- 862.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. American Psychological Association.

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Details

Primary Language	Turkish
Journal Section	Makaleler
Authors	Eyüp Yurt İsmail Şahin This is me
Publication Date	March 16, 2015
Submission Date	March 16, 2015
Published in Issue	Year 2015 Volume: 11 Issue: 4

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APA	Yurt, E., & Şahin, İ. (2015). 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. Eğitimde Kuram Ve Uygulama, 11(4), 1106-1123. https://doi.org/10.17244/eku.45773

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