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Year 2013, Volume: 28 Issue: 28-3, 440 - 453, 01.06.2013

Göksel Yıldız Seval Fer

Abstract

In this study, it was aimed to test if seventh graders’ thinking styles and mathematics selfconcepts have significant difference according to mathematics achievement categories. The subjects participated in this study were 279 middle school seventh grade students from seven schools in Beşiktas in İstanbul. In this study, descriptive research design was used. Students’ mathematics self-concept was measured ‘Self-Description Questionnaire-I’ developed by Marsh (1992) and adapted into Turkish by Yıldız and Fer (2008). For the assessment of thinking styles ‘Thinking Styles Inventory’ developed by Sternberg and Wagner (1992) and adapted into Turkish by Fer (2005) was used. For the achievement in mathematics ‘Mathematics Achievement Test’ developed by the researcher was applied to the students. In terms of the study, the results demonstrated that according to mathematics achievement categories the legistlative and executive thinking styles and mathematics self-concepts increased with higher mathematics achievement, but judicial thinking style didn’t changed.

Keywords

Mathematics achievement mathematics self-concept thinking styles middle school.

References

  • Arabacı, G. (2006). İlköğretim 5. sınıf öğrencilerinin matematik dersindeki akademik öz kavramları ile başarıları arasındaki ilişki. Yüksek Lisans Tezi. Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Bernardo, A. B. I., Zhang, L. F. & Callueng, C. M. (2002). Thinking styles and academic achievement among Filipino students. Journal of Genetic Psychology, 163 (2), 149-164.
  • Boersma, F. J & Chapman, J. W. (1979). Student's Perception of Ability Scale Manual. Edmonton, Canada: University of Alberta.
  • Bracken, B. A. & Lamprecht, S. M. (2003). Pozitive self-concept: An equal opportunity construct school Psychology Quarterly, 18(2), 103-121.
  • Buluş, M. (2005). İlköğretim bölümü öğrencilerinin düşünme stilleri profili açısından incelenmesi. Ege Eğitim Dergisi, 6 (1), 1–24.
  • Byrne, B. M. (1984). The general/academic self-concept nomological network: A review of construct validation research. Review of Educational Research. 54(3), 427-456.
  • Cano-Garcia, F. & Hughes, E., H. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20 (4), 413- 430.
  • Coopersmith, S. (1967). The Antecedents of Self-Esteem. San Francisco: Freeman.
  • Fer, S. (2005). Düşünme stilleri envanterinin geçerlik ve güvenirlik çalışması (Validity and reliability study of the thinking styles inventory). Kuram ve Uygulamada Eğitim Bilimleri (Educational Sciences Theory & Practice),5 (2), 433-461.
  • Fer, S. ve Cırık, İ. (2007). Yapılandırmacı Öğrenme: Kuramdan Uygulamaya. İstanbul: Morpa Kültür Yayınları.
  • Flouris, G. P., Hourdakis, C., Spiridakis, J. & Campbell, J. R. (1994). Tradition and socioeconomic status are Greek keys to academic success. International Journal of Educational Research, 21 (7), 705-711.
  • Grigorenko, E. & Sternberg, R. J. (1997). Styles of thinking, abilities and academic performance. Exceptional Children. 63, 295-312.
  • Guay, F., Marsh, H. W. & Boivin, M. (2003). Akademic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95 (1), 124-136.
  • Harter, S. (1982). The perceived competence scale for children. Child Development, 53(1), 87-97.
  • _____. (1999). The Construction of the Self: A Developmental Perspective. New York, The Guilford Pres. A Division of Guilford Publications, Inc.
  • Liu, W. C., Wang, C. K. J. & Parkins, E. J. (2005). A longitudinal study of students’ academic self-oncept in a streamed setting: The singapore context. British Journal of Educational Psychology, 75 (4), 567-586.
  • Marsh, H. W. (1990). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2 (2), 77–172.
  • _____. (1992). Self description qustionnaire (SDQ-I): A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self-concept. An interim test manual and research monograph. Macarthur, New South Wales, Australia: University of Western Sydney, Faculty of Education.
  • Marsh, H. W., Relich, J. D. & Smith, I. D. (1983). Self-concept: The construct validity of interpretations based upon the SDQ. Journal of Personality and Social Psychology, 45, 173-187.
  • Marsh, H. W. & Shavelson, R. J. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20, 107–123.
  • Marsh, H. W., Byrne, B. M. & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and ıts relation to academic achievement. Journal of Educational Psychology. 80 (3), 366-380.
  • Marsh, H. W. & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41-54.
  • Marsh, H. W. & Hau, K. T. (2004). Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal/external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56-67.
  • Newman, R. S. (1984). Children’s achievement and self-evaluations in mathematics: A longitudinal study. Journal of Educational Psychology, 76 (5), 857-873.
  • Pajares, F. & Schunk, D. H. (2001). Self-Beliefs and School Success: SelfEfficacy, Self-Concept, and School Achievement. In R.J. Riding & S.G. Rayner (Eds.), Self-Perception. Westport, CT: Ablex: 239-266.
  • Piaget, J. (1963). The Psychology of Intelligence. Edited by C. K. Ogden. New Jersey: Littlefield, Adams & Co. Paterson.
  • Piaget, J. & Inhelder, B. (1969). The Psychology of the Child. Translated from the French by Helen Weaver. London and Henley: Routledge & Kegan Paul.
  • Reynolds, A. J. & Walberg, H. J. (1992). A structural model of high school mathematics outcomes. Journal of Educational Research, 85 (3), 150-158.
  • Shavelson, R. J., Hubner, J. J. & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations of test scores. Review of Educational Research, 46, 407-441.
  • Skaalvik, E. M. (1990). Gender differences in general academic self-esteem and in success expectations on defined academic problems. Journal of Educational Psychology, 82 (3), 593-598.
  • Skaalvik, E. M. & Rankin, R. J. (1990). Math, verbal, and general academic self-concept: The internal/external frame of reference model and gender differences in self-concept structure. Journal of Educational Psychology, 82 (3), 546-55
  • Sternberg, R. J. & Wagner, R. K. (1992). Thinking Styles Inventory. (Unpublished test, Yale University).
  • Sternberg, R. J. & Grigorenko, E. L. (1995). Styles of thinking in the school. European Journal for High Ability, 6, 201-2
  • Sternberg, R. J. (1997). Thinking Styles. New York: Cambridge University Press.
  • Sternberg, R. J.& Grigorenko, E. L. (1997). Are cognitive styles still in style. American Psychogist, 52 (7), 700-712. Valantine, C. J., Dubois D. L. & Cooper H. (2004). The relation between self beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39 (2), 111-133.
  • Verna, M. A. (1996). The relationship between the home environment and academic self-concepts on achievement of gifted high school students. Doktora Tezi. St. John’s University, New York.
  • Wylie, R. C. (1979). The Self-Concept: Theory and Research on Selected Topics. Lincoln: University of Nebraska Press.
  • Yıldırım, C. (1993). Matematiksel Düşünme. Ankara: Remzi Kitabevi.
  • Yıldız, G. ve Fer, S. (2008). Öz kavram envanteri I’in geçerlik ve güvenirlik çalışması. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 5, 209-232.
  • Zhang, L. F. & Sternberg, R. J. (1998). Thinking styles, abilities and academic achievement among Hong Kong University students. Educational Research Journal, 13 (1), 41-62.
  • Zhang, L. F. & Sternberg, R. J. (2000). Are learning approaches and thinking styles related? A study in two chinese populations. The Journal of Psychology, 134 (5), 469-489.
  • Zhang, L. F. (1999). Further cross-cultural validation of the theory of mental self-government. The Journal of Psychology, 133, 165-181.
  • _______. (2001). Do thinking styles contribute to academic achievement beyond self-rated abilities? The Journal of Psychology, 135 (6), 621.
  • _______. (2004). Revisiting the predictive power of thinking styles for academic performance. The Journal of Psychology, 138 (4), 351.

Düşünme Stilleri ve Matematik Öz Kavramı Matematik Başarısına Göre Farklılaşır mı?

Year 2013, Volume: 28 Issue: 28-3, 440 - 453, 01.06.2013

Göksel Yıldız Seval Fer

Abstract

Bu araştırmada ilköğretim 7. sınıf öğrencilerinin düşünme stilleri ve matematik öz kavramı puanlarının matematik akademik başarı kategorilerine göre anlamlı farklılık gösterip göstermediğini test etmek amaçlanmıştır. Betimsel araştırma kapsamında tarama modeli uygulanan bu araştırmada, İstanbul ili Beşiktaş ilçesindeki yedi devlet ilköğretim okulundan 279 ilköğretim 7. sınıf öğrencisi çalışma grubunu oluşturmuştur. Araştırmada, öğrencilerin matematik öz kavramı puanlarını belirlemek için Marsh (1992) tarafından geliştirilen Yıldız ve Fer (2008) tarafından Türkçe’ye uyarlanan ‘Öz Kavram Anketi’ ile düşünme stilleri puanlarını belirlemek için Sternberg ve Wagner (1992) tarafından geliştirilen ve Fer (2005) tarafından Türkçe’ ye uyarlanan ‘Düşünme Stilleri Envanteri’ kullanılmıştır. Öğrencilerin matematik başarı puanları ise araştırmacı tarafından geliştirilen ‘Matematik Başarı Testi’ ile ölçülmüştür. Araştırma bulgularına göre öğrencilerin matematik başarısı arttıkça yasayapıcı ve yürütmeci düşünme stilleri ile matematik öz kavramı puanları artmış, buna karşın yargılayıcı düşünme stili puanları değişmemiştir.

Keywords

Matematik başarısı matematik öz kavramı düşünme stilleri ilköğretim.

References

  • Arabacı, G. (2006). İlköğretim 5. sınıf öğrencilerinin matematik dersindeki akademik öz kavramları ile başarıları arasındaki ilişki. Yüksek Lisans Tezi. Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Bernardo, A. B. I., Zhang, L. F. & Callueng, C. M. (2002). Thinking styles and academic achievement among Filipino students. Journal of Genetic Psychology, 163 (2), 149-164.
  • Boersma, F. J & Chapman, J. W. (1979). Student's Perception of Ability Scale Manual. Edmonton, Canada: University of Alberta.
  • Bracken, B. A. & Lamprecht, S. M. (2003). Pozitive self-concept: An equal opportunity construct school Psychology Quarterly, 18(2), 103-121.
  • Buluş, M. (2005). İlköğretim bölümü öğrencilerinin düşünme stilleri profili açısından incelenmesi. Ege Eğitim Dergisi, 6 (1), 1–24.
  • Byrne, B. M. (1984). The general/academic self-concept nomological network: A review of construct validation research. Review of Educational Research. 54(3), 427-456.
  • Cano-Garcia, F. & Hughes, E., H. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20 (4), 413- 430.
  • Coopersmith, S. (1967). The Antecedents of Self-Esteem. San Francisco: Freeman.
  • Fer, S. (2005). Düşünme stilleri envanterinin geçerlik ve güvenirlik çalışması (Validity and reliability study of the thinking styles inventory). Kuram ve Uygulamada Eğitim Bilimleri (Educational Sciences Theory & Practice),5 (2), 433-461.
  • Fer, S. ve Cırık, İ. (2007). Yapılandırmacı Öğrenme: Kuramdan Uygulamaya. İstanbul: Morpa Kültür Yayınları.
  • Flouris, G. P., Hourdakis, C., Spiridakis, J. & Campbell, J. R. (1994). Tradition and socioeconomic status are Greek keys to academic success. International Journal of Educational Research, 21 (7), 705-711.
  • Grigorenko, E. & Sternberg, R. J. (1997). Styles of thinking, abilities and academic performance. Exceptional Children. 63, 295-312.
  • Guay, F., Marsh, H. W. & Boivin, M. (2003). Akademic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95 (1), 124-136.
  • Harter, S. (1982). The perceived competence scale for children. Child Development, 53(1), 87-97.
  • _____. (1999). The Construction of the Self: A Developmental Perspective. New York, The Guilford Pres. A Division of Guilford Publications, Inc.
  • Liu, W. C., Wang, C. K. J. & Parkins, E. J. (2005). A longitudinal study of students’ academic self-oncept in a streamed setting: The singapore context. British Journal of Educational Psychology, 75 (4), 567-586.
  • Marsh, H. W. (1990). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2 (2), 77–172.
  • _____. (1992). Self description qustionnaire (SDQ-I): A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self-concept. An interim test manual and research monograph. Macarthur, New South Wales, Australia: University of Western Sydney, Faculty of Education.
  • Marsh, H. W., Relich, J. D. & Smith, I. D. (1983). Self-concept: The construct validity of interpretations based upon the SDQ. Journal of Personality and Social Psychology, 45, 173-187.
  • Marsh, H. W. & Shavelson, R. J. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20, 107–123.
  • Marsh, H. W., Byrne, B. M. & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and ıts relation to academic achievement. Journal of Educational Psychology. 80 (3), 366-380.
  • Marsh, H. W. & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41-54.
  • Marsh, H. W. & Hau, K. T. (2004). Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal/external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56-67.
  • Newman, R. S. (1984). Children’s achievement and self-evaluations in mathematics: A longitudinal study. Journal of Educational Psychology, 76 (5), 857-873.
  • Pajares, F. & Schunk, D. H. (2001). Self-Beliefs and School Success: SelfEfficacy, Self-Concept, and School Achievement. In R.J. Riding & S.G. Rayner (Eds.), Self-Perception. Westport, CT: Ablex: 239-266.
  • Piaget, J. (1963). The Psychology of Intelligence. Edited by C. K. Ogden. New Jersey: Littlefield, Adams & Co. Paterson.
  • Piaget, J. & Inhelder, B. (1969). The Psychology of the Child. Translated from the French by Helen Weaver. London and Henley: Routledge & Kegan Paul.
  • Reynolds, A. J. & Walberg, H. J. (1992). A structural model of high school mathematics outcomes. Journal of Educational Research, 85 (3), 150-158.
  • Shavelson, R. J., Hubner, J. J. & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations of test scores. Review of Educational Research, 46, 407-441.
  • Skaalvik, E. M. (1990). Gender differences in general academic self-esteem and in success expectations on defined academic problems. Journal of Educational Psychology, 82 (3), 593-598.
  • Skaalvik, E. M. & Rankin, R. J. (1990). Math, verbal, and general academic self-concept: The internal/external frame of reference model and gender differences in self-concept structure. Journal of Educational Psychology, 82 (3), 546-55
  • Sternberg, R. J. & Wagner, R. K. (1992). Thinking Styles Inventory. (Unpublished test, Yale University).
  • Sternberg, R. J. & Grigorenko, E. L. (1995). Styles of thinking in the school. European Journal for High Ability, 6, 201-2
  • Sternberg, R. J. (1997). Thinking Styles. New York: Cambridge University Press.
  • Sternberg, R. J.& Grigorenko, E. L. (1997). Are cognitive styles still in style. American Psychogist, 52 (7), 700-712. Valantine, C. J., Dubois D. L. & Cooper H. (2004). The relation between self beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39 (2), 111-133.
  • Verna, M. A. (1996). The relationship between the home environment and academic self-concepts on achievement of gifted high school students. Doktora Tezi. St. John’s University, New York.
  • Wylie, R. C. (1979). The Self-Concept: Theory and Research on Selected Topics. Lincoln: University of Nebraska Press.
  • Yıldırım, C. (1993). Matematiksel Düşünme. Ankara: Remzi Kitabevi.
  • Yıldız, G. ve Fer, S. (2008). Öz kavram envanteri I’in geçerlik ve güvenirlik çalışması. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 5, 209-232.
  • Zhang, L. F. & Sternberg, R. J. (1998). Thinking styles, abilities and academic achievement among Hong Kong University students. Educational Research Journal, 13 (1), 41-62.
  • Zhang, L. F. & Sternberg, R. J. (2000). Are learning approaches and thinking styles related? A study in two chinese populations. The Journal of Psychology, 134 (5), 469-489.
  • Zhang, L. F. (1999). Further cross-cultural validation of the theory of mental self-government. The Journal of Psychology, 133, 165-181.
  • _______. (2001). Do thinking styles contribute to academic achievement beyond self-rated abilities? The Journal of Psychology, 135 (6), 621.
  • _______. (2004). Revisiting the predictive power of thinking styles for academic performance. The Journal of Psychology, 138 (4), 351.
There are 44 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Göksel Yıldız This is me

Seval Fer This is me

Publication Date June 1, 2013
Published in Issue Year 2013 Volume: 28 Issue: 28-3

Cite

APA Yıldız, G., & Fer, S. (2013). Düşünme Stilleri ve Matematik Öz Kavramı Matematik Başarısına Göre Farklılaşır mı?. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-3), 440-453.