Matematiğe Yönelik Tutumun, Negatif Değerlendirme Korkusunun ve Akademik Beklenti Stres Seviyesinin Matematik Başarısını Öngörmedeki Rolü

Year 2024, , 87 - 104, 29.04.2024

Cüneyt Önal , Hatice Kurcan Önal Suphi Önal Hasan Hüseyin Öztürk Nihal Eyvaz Önal

https://doi.org/10.57135/jier.1468708

Abstract

Bu araştırmanın amacı, duygusal faktörler olan tutum, negatif değerlendirme korkusu ve akademik beklenti stres seviyesi gibi faktörlerin öğrencilerin matematik başarılarını ne ölçüde öngördüğünü belirlemektir. Araştırma nicel araştırma yöntemlerinden korelasyonel araştırma kullanılarak gerçekleştirilmiştir. Desen olarak ise; belirli değişkenleri öngörücüler olarak kullanarak sonuçları yordamada kullanılan tahmin araştırma deseni işe koşulmuştur. Araştırma Bursa'da bir ortaokulda öğrenim gören 352 ortaokul öğrencisi üzerinde gerçekleştirilmiştir. Öğrencilerin matematik puanları, Matematik Tutum Ölçeği (MTÖ), Negatif Değerlendirme Korkusu Ölçeği- Kısa Form (NKÖ) ve Akademik Beklenti Stres Envanteri (ABSE) veri toplama aracı olarak kullanılmıştır. Katılımcıların matematikle ilgili tutum, negatif değerlendirme korkusu ve akademik beklenti stres seviyelerini belirlemek için tanımlayıcı istatistikler kullanılmıştır. Cinsiyet, sınıf düzeyi ve matematik puanlarını karşılaştırmak amacıyla Çoklu Değişkenler Analizi (MANOVA) kullanılmıştır. Araştırmadan elde edilen sonuçlara göre; cinsiyet değişkeni matematik tutumu, negatif değerlendirme korkusu ve stres seviyesi üzerinde anlamlı bir fark oluşturmamıştır. Sınıf düzeyi arttıkça, öğrencilerin matematiğe karşı olumlu tutumlarının azaldığını görülmektedir. Yüksek matematik puanlarına sahip öğrenciler, düşük matematik puanlarına sahip öğrencilere göre matematiğe daha olumlu tutum geliştirmiştir. Korelasyon analizin sonuçlarına göre; matematik başarısının matematik tutumu ile anlamlı ve pozitif yönde; akademik beklenti stresi ve negatif değerlendirme korkusu ile anlamlı ve negatif yönde bir ilişkisi olduğu görülmüştür.

Keywords

Matematiğe yönelik tutum, Negatif değerlendirme korkusu, matematik başarısı, stres.

Ethical Statement

Bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur.

The Role of Attitude toward Mathematics, Fear of Negative Evaluation and Stress Level for Academic Expectations in Predicting Mathematics Achievement

Abstract

The aim of this study is to determine to what extent the emotional factors such as attitude, fear of negative evaluation and stress level for academic expectations predict students’ mathematics achievements. In this quantitative study a prediction research design, type of correlational design, was used to anticipate results by using particular variables as predictors. The study was conducted on 352 middle school students attending a middle school in Bursa. Students’ mathematics scores, Mathematics Attitude Scale (MAS), Fear of Negative Evaluation Scale Short Form (FNES) and Academic Expectations Stress Inventory (AESI) were used for data collection. In order to determine participants’ level of attitude toward mathematics, fear of negative evaluation and stress level for academic expectations descriptive statistics were used. Secondly to compare participants’ score on three measurements according to their gender, class level, and mathematics scores, multivariate analysis of variance (MANOVA) was employed. According to results gender did not make a significant difference on mathematics attitude, fear of negative evaluation and stress level separately, as well. Class level increases, students’ positive attitudes towards mathematics decreases. Students with high mathematics scores had significantly more positive feelings towards mathematics than students with low mathematics scores. The results of correlation analysis indicated that mathematics success was significantly and positively associated to mathematics attitude while it was significantly and negatively associated to fear of negative evaluation and stress for academic expectations.

Keywords

Attitude toward mathematics, Fear of negative evaluation, Mathematics Achievement

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