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Türk ve Vietnamlı öğrencilerin PISA 2012 matematik okuryazarlığı ile dürtü ve güdülenme özellikleri arasındaki ilişkiler

Year 2017, Volume: 16 Issue: 1, 0 - 0, 29.12.2016

Hatice Çiğdem Yavuz , Münevver İlgün Dibek Seher Yalçın

https://doi.org/10.17051/io.2017.45107
Cited By: 5

Abstract

Bu çalışmanın amacı, Türk ve Vietn2amlı öğrencilerin matematik okuryazarlığını açıklayan dürtüsel ve güdüsel özellikleri belirlemektir. İlişkisel araştırma modelinde olan araştırmanın örneklemi, 4415 Türk ve 4433 Vietnam’lı öğrenciden oluşmaktadır. Sebatkarlık, problem çözmeye açıklık, algılanan denetim, matematik öğrenmek için araçsal güdülenme ve matematiğe ilgi değişkenleri dürtü ve güdülenme özelliğiyle ilişkili değişkenler olarak ele alınmıştır. Ölçme değişmezliğini test etmek için Çoklu grup Doğrulayıcı Faktör Analizi ve değişkenlerin matematik okuryazarlığıyla ilişkilerini belirlemek için Chaid analizi gerçekleştirilmiştir. Çoklu Grup Doğrulayıcı Faktör Analizi'ne göre "matematiğe ilgi", problem çözmeye karşı açıklık" ve "araçsal güdülenme" değişkenleri için şekilsel değişmezlik sağlanmıştır. Ek olarak, Chaid analizi, problem çözmeye açıklık ve matematiğe ilgi değişkenlerinin Türk ve Vieatnamlı öğrencilerin matematik okuryazarlığını en fazla açıklayan değişkenler olduğunu göstermiştir.

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Year 2017, Volume: 16 Issue: 1, 0 - 0, 29.12.2016

Hatice Çiğdem Yavuz , Münevver İlgün Dibek Seher Yalçın

https://doi.org/10.17051/io.2017.45107
Cited By: 5

Abstract

References

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  • Aiso, H., Kristina, R., & Rudolph, F. (2005). Mathematics achievement and interest in mathematics from a differential perspective. ZDM Mathematics Education, 37(3), 212-220.
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  • Alkan, V. (2011). Etkili matematik öğretiminin gerçekleştirilmesindeki engellerden biri: Kaygı ve nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 89-10.
  • Arikan, S. (2014). A regression model with a new tool: IDB analyzer for identifying factors predicting mathematics performance using PISA 2012 indices. US-China Education Review, 4(10), 716-727.
  • Azapağası İlbağı, E. & Akgün, L. (2012). PISA 2003 öğrenci anketine göre 15 yaş Grubu öğrencilerinin tutumlarının incelenmesi. Batı Anadolu Eğitim Bilimleri Dergisi, 3(6), 67-90.
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  • Deci, E. L, & Ryan, R. M. (2002). Overview of self-determination theory. In E. L. Deci, & R. M. Ryan (Eds.), Handbook of self-determination research, University of Rochester Press, Rochester, NY.
  • Doğan, N., & Özdamar, K. (2003). CHAID Analizi ve Aile Planlaması ile İlgili Bir Uygulama. Türkiye Klinikleri Tıp Bilimleri Dergisi, 23, 392-397.
  • Driscol, A.K. (2006). Academic resilience among low SES high school students. University of California, Davis. http://paa2006.princeton.edu/papers/61572 sitesinden alınmıştır.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.
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  • Gainsburg, J. (2008). Real world connections in secondary mathematics teaching. Journal of Mathematics Teacher Education, 11(3), 199-219.
  • Glewwe, P., Krutikova, S. & Rolleston, C. (2014). Do schools reinforce or reduce learning gaps between advantaged and disadvantaged students? Evidence from Vietnam and Peru. [Online] Retrieved on 25 September 2015, at URL: http://www.cantholib.org.vn/dataLibrary/Images/Do%20schools%20reinforce%20or%20reduce%20learning%20gap.pdf.
  • Green,J., Liem, G., Martin, A.,Colmar ,S. Marsh, H., & McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35(5), 1111–1122.
  • Gürsoy, Ş. T. U. (2009). Veri Madenciliği ve Bilgi Keşfi. Ankara: PegemA Yayınları.
  • Halverscheid, S., Henseleit, M., & Lies, K. (2006). Rational numbers after elementary school: Realizing models for fractions on the real line. Proceedings of the 30th conference of the International group for the psychology of mathematics education, 30, 3, 225-232.
  • Holschuh, P. J., Nist, S. L. & Olejnik, S. (2001). Attributions to failure: The effects of effort, ability, and learning strategy use on perceptions of future goals and emotional responses. Reading Psychology, 22(3), 153-173, DOI: 10.1080/027027101753170601.
  • Jerrim, J. (2014). Why do East Asian children perform so well in PISA? An investigation of Western-born children of East Asian descent. Oxford Review of Education, 41(3), 310-333. doi: 10.1080/03054985.2015.1028525.
  • Karakoç, G., & Alacacı, C. (2015). Real world connections in high school mathematics curriculum and teaching. Turkish Journal of Computer and Mathematics Education, 6(1), 31-46.
  • Kass, V. G. (1980). An exploratory technique for investigating large quantities of categorical data. Applied Statistics, 29(2), 119-127.
  • Koeller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32, 448–470.
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Details

Journal Section Araştırma Articlesi
Authors

Hatice Çiğdem Yavuz

Münevver İlgün Dibek This is me

Seher Yalçın

Publication Date December 29, 2016
Published in Issue Year 2017 Volume: 16 Issue: 1

Cite

APA Yavuz, H. Ç., İlgün Dibek, M., & Yalçın, S. (2016). Türk ve Vietnamlı öğrencilerin PISA 2012 matematik okuryazarlığı ile dürtü ve güdülenme özellikleri arasındaki ilişkiler. İlköğretim Online, 16(1). https://doi.org/10.17051/io.2017.45107
AMA Yavuz HÇ, İlgün Dibek M, Yalçın S. Türk ve Vietnamlı öğrencilerin PISA 2012 matematik okuryazarlığı ile dürtü ve güdülenme özellikleri arasındaki ilişkiler. İOO. December 2016;16(1). doi:10.17051/io.2017.45107
Chicago Yavuz, Hatice Çiğdem, Münevver İlgün Dibek, and Seher Yalçın. “Türk Ve Vietnamlı öğrencilerin PISA 2012 Matematik okuryazarlığı Ile dürtü Ve güdülenme özellikleri arasındaki ilişkiler”. İlköğretim Online 16, no. 1 (December 2016). https://doi.org/10.17051/io.2017.45107.
EndNote Yavuz HÇ, İlgün Dibek M, Yalçın S (December 1, 2016) Türk ve Vietnamlı öğrencilerin PISA 2012 matematik okuryazarlığı ile dürtü ve güdülenme özellikleri arasındaki ilişkiler. İlköğretim Online 16 1
IEEE H. Ç. Yavuz, M. İlgün Dibek, and S. Yalçın, “Türk ve Vietnamlı öğrencilerin PISA 2012 matematik okuryazarlığı ile dürtü ve güdülenme özellikleri arasındaki ilişkiler”, İOO, vol. 16, no. 1, 2016, doi: 10.17051/io.2017.45107.
ISNAD Yavuz, Hatice Çiğdem et al. “Türk Ve Vietnamlı öğrencilerin PISA 2012 Matematik okuryazarlığı Ile dürtü Ve güdülenme özellikleri arasındaki ilişkiler”. İlköğretim Online 16/1 (December 2016). https://doi.org/10.17051/io.2017.45107.
JAMA Yavuz HÇ, İlgün Dibek M, Yalçın S. Türk ve Vietnamlı öğrencilerin PISA 2012 matematik okuryazarlığı ile dürtü ve güdülenme özellikleri arasındaki ilişkiler. İOO. 2016;16. doi:10.17051/io.2017.45107.
MLA Yavuz, Hatice Çiğdem et al. “Türk Ve Vietnamlı öğrencilerin PISA 2012 Matematik okuryazarlığı Ile dürtü Ve güdülenme özellikleri arasındaki ilişkiler”. İlköğretim Online, vol. 16, no. 1, 2016, doi:10.17051/io.2017.45107.
Vancouver Yavuz HÇ, İlgün Dibek M, Yalçın S. Türk ve Vietnamlı öğrencilerin PISA 2012 matematik okuryazarlığı ile dürtü ve güdülenme özellikleri arasındaki ilişkiler. İOO. 2016;16(1).

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