Tutum ve Öz-Yeterliğin Matematik Başarısı Üzerindeki Etkilerinde Matematik Kaygısının Aracı Rolüne İlişkin Keşfedici Bir Çalışma

Year 2023, , 488 - 496, 29.09.2023

Muhammet Fatih Alkan , Şule Yılmaz Özkaya

https://doi.org/10.17556/erziefd.1218193

Abstract

İlgili alanyazında matematik kaygısı, matematiğe yönelik tutum ve matematik öz-yeterliğinin matematik başarısına etkisine yönelik birçok çalışma olsa da bu yordayıcı değişkenlerin matematik başarısını açıklarken kendi aralarındaki ilişkilere yönelik çalışma sayısı oldukça sınırlıdır. Bu çalışma matematik başarısı, matematik kaygısı, matematik öz-yeterliği ve matematiğe yönelik tutum arasındaki yapısal ilişkileri incelemiştir. Bu kapsamda, matematik kaygısının matematik başarısı ile matematiğe yönelik tutum ve matematik öz-yeterliği arasındaki ilişkide aracı rolünü içeren bir tam aracılık modeli önerilmiştir. Analizler için 470 ortaokul öğrencisinden toplanan veriler kullanılmıştır. Önerilen ilişkiler, yapısal eşitlik modeli ve bootstrapping yöntemleri kullanılarak incelenmiştir. Ayrıca önerilen modelin matematik başarısını açıklamak ve görgül açıdan en iyi model olup olmadığını belirlemek için bir dizi alternatif model de test edilmiştir. Sonuçlar, önerilen modelin veri ile iyi uyum gösterdiğini ve alternatif modellerden daha üstün olduğunu göstermiştir. Buna göre, matematiğe yönelik tutum ve matematik öz-yeterliği, matematik başarısı üzerinde anlamlı ve olumlu dolaylı etkilere sahiptir ve bu etkilerde matematik kaygısının aracılık rolü bulunmaktadır. Sonuç olarak bu çalışma matematik başarısını açıklamak için güçlü bir kuramsal ve ampirik temele dayanan anlamlı bir model sunmuştur.

Keywords

Matematik başarısı, matematik kaygısı, matematiğe yönelik tutum, matematik öz-yeterliği

An Exploratory Study on the Effects of Attitude and Self-Efficacy on Math Achievement as Mediated by Math Anxiety

Abstract

Although the impacts of math anxiety, attitude toward math, and math self-efficacy on math achievement have been well-defined in the relevant literature, the interrelations among these predictors to explain math achievement are understudied. This study examined the structural relationships among math achievement, math anxiety, math self-efficacy, and attitude toward math. Within this scope, a full mediation model involving math anxiety as the mediator in the relationship of math achievement with attitude toward math and math self-efficacy was proposed. Data collected from 470 middle school students were used for the analyses. Structural equation modeling and bootstrapping methods were used to investigate the proposed relationships. Moreover, various alternative models were tested to see whether the proposed model was empirically the best model to explain math achievement. The findings showed that the proposed model fit the data well and was superior to alternative models. Accordingly, attitude toward math and math self-efficacy had significant and positive indirect effects on math achievement as mediated by math anxiety. In conclusion, the study provided a meaningful model based on a strong theoretical and empirical background to explain math achievement.

Keywords

Math achievement, math anxiety, attitude toward math, math self-efficacy

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