Connecting Geometric Reasoning Skill and Self-Efficacy Perception Variables in terms of Cognitive and Perceptual Dimensions

Büşra Alphayta; Hayal Yavuz Mumcu

doi:10.17275/per.25.32.12.3

EN

Connecting Geometric Reasoning Skill and Self-Efficacy Perception Variables in terms of Cognitive and Perceptual Dimensions

Abstract

This study aims to develop a scale to determine eighth-grade students' self-efficacy perceptions towards geometric reasoning and to evaluate and relate the variables of geometric reasoning skill and self-efficacy perception in terms of cognitive and perceptual dimensions. The research was conducted in two stages. In the first stage, the validity and reliability studies of the developed scale were conducted, and its usability was demonstrated. In the second stage, geometric reasoning skill and self-efficacy perception variables were examined in terms of cognitive and perceptual dimensions. In the first phase of the study, the general survey method was used and in the second phase, relational survey method was used. The scale development phase of the study was conducted with 595 eighth grade students. In the second stage of the study, 40 students studying at the eighth-grade level were studied. As a result of this study in which Geometric Reasoning Self-Efficacy Scale, Geometric Reasoning Skill Test and Unstructured Interviews were used as data collection tools, it was seen that students' geometric reasoning self-efficacy perceptions were generally at medium level and their geometric reasoning skills were at low level. Considering the different dimensions, it was found that the mean scores of students' self-efficacy and skill scores related to the perceptual dimension were higher than the cognitive dimension. In addition, there is a positive, moderate and significant relationship between students' geometric reasoning skills and their geometric reasoning self-efficacy perceptions. Depending on the results obtained from the research, it is suggested that activities or learning environments be designed to improve students' geometric reasoning skills and that the effects of different learning environments on geometric thinking processes be investigated.

Keywords

geometric reasoning, scale development, self efficacy perception, relational research, 8th grade students

References

Akgül, A., & Çevik, O. (2003). İstatistiksel analiz teknikleri [Statistical analysis techniques]. Ankara: Emek Ofset.
Alaylı, F. (2012). Geometride şekil oluşturma ve şekli parçalarına ayırma çalışmalarında ilköğretim 6. 7. ve 8. sınıf öğrencilerinin düşünme süreçlerinin incelenmesi ve bu süreçteki düzeylerinin belirlenmesi [The investigation of thinking process of primary 6th ,7th and 8th grade students in the studies of composing and decomposing shapes in geometry and determination of their levels in this process] (Unpublished doctoral thesis). Dokuz Eylül University, İzmir.
Alkan, H., & Taşdan, B. T. (2011). Farklı sınıf düzeylerindeki matematik öğretmen adaylarının gözünden matematiksel düşünme [Mathematical thinking through the eyes of prospective mathematics teachers at different grade levels]. İnönü Üniversitesi Eğitim Fakültesi Dergisi [Journal of Inonu University Faculty of Education], 12 (2), 107-137.
Anıkaydın, Ö. (2017). Öğrencilerin geometriye yönelik öz-yeterlik algıları, geometri tutumları ve geometrik düşünme düzeyleri arasındaki ilişkinin incelenmesi [Students oriented geometry self- efficacy beliefs, attitudes and geometry investigation of relationship between levels of geometric thinking] (Unpublished master's thesis). Adnan Menderes University, Aydın.
Anıkaydın, Ö., & Elitok Kesici, A. (2017). Öğrencilerin geometriye yönelik öz-yeterlik algıları, geometri tutumları ve geometrik düşünme düzeyleri arasındaki ilişkinin incelenmesi [Students oriented geometry self- efficacy beliefs, attitudes and geometry investigation of relationship between levels of geometric thinking]. In A. Doğanay & O. Kutlu (Ed.), Eğitim bilimleri araştırmaları II [Educational sciences research] (pp. 9-28). Ankara: Akademisyen Kitabevi.
Ball, D., & Bass, H. (2003). Making mathematics reasonable in school. In J. Kilpatrick., G. Martin., & D. Schifter (Eds.), A research companion to the principles and standards for school mathematics (pp. 27-45). Reston, VA: National Council of Teachers of Mathematics.
Battista, M. T. (2007). The development of geometric and spatial thinking. In Second handbook of research on mathematics teaching and learning (pp. 843908). New York: Information Age.
Berkant, H. G., & Çadırlı, G. (2019). Ortaokul öğrencilerinin geometri öz yeterlik inançlarının ve geometrik düşünme becerilerinin incelenmesi [An analysis of secondary school students’ geometry self-efficacy beliefs and their geometric thinking skills]. Turkish Journal of Educational Studies, 6(3), 29-52. https://doi.org/10.33907/turkjes.602382
Biber, M. (2012). Duyuşsal özelliklerin probleme dayalı öğrenme sürecinde öğrencilerin matematiksel kazanımlara etkisi [The influence of affective factors on students' mathematical gains in the process of problem based learning] (Unpublished doctoral thesis). Dokuz Eylül University, İzmir.
Bostancı, Ü. Y., Kuzu, O., & Sıvacı, S. Y. (2020). Sekizinci sınıf öğrencilerinin geometriye yönelik öz-yeterlik algıları ve geometrik akıl yürütme becerilerinin incelenmesi [Investigation of eighth-grade students’ geometry self-efficacy perceptions and geometric reasoning]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi [Mehmet Akif Ersoy University Journal of Faculty of Education], 54, 282-310. https://doi.org/10.21764/maeuefd.632387

Büyüköztürk, Ş. (2005). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences] (5th ed.). Ankara: Cantekin Matbaası.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri [Scientific research methods] (24th ed.). Ankara: Pegem Akademi.
Cantürk-Günhan, B., & Başer, N. (2007). Geometriye yönelik öz-yeterlik ölçeğinin geliştirilmesi [The development of self-efficacy scale toward geometry]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Faculty of Education], 33 (33), 68-76.
Çağırgan-Gülten, D., & Soytürk, İ. (2013). İlköğretim 6. sınıf öğrencilerinin geometri öz yeterliklerinin akademik başarı not ortalamaları ile ilişkisi [The relation between 6th grade elementary school students’ self-efficacy beliefs and academic achievement in geometry]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi [Mehmet Akif Ersoy University Journal of Faculty of Education], 25, 55-70.
Clements, D. H. (2003). Teaching and learning geometry. https://www.researchgate.net/profile/Douglas_Clements/publication/258933229_ Teaching_and_learning_geometry/links/557dd19508aeea18b777c211.pdf
Damaryanti, D., Mariani, S., & Mulyono, M. (2017). The analysis of geometrical reasoning ability viewed from self-efficacy on connected mathematic project (CMP) learning etnomathematics-based. Unnes Journal of Mathematics Education, 6(3), 325-332. https://doi.org/10.15294/ujme.v6i3.17126
De Vellis, R. F. (2003). Scale development theory and applications (2nd ed.). SAGE Publication, Inc.
Douek, N. (2005). Communication in the mathematics classroom: argumentation and development of mathematical knowledge. In A. Chronaki, I. M. Christiansen (Eds.), Challenging perspectives on mathematics classroom communication (pp. 145-172). Greenwich, CT: Information Aga Publishing.
Duval, R. (1995). Geometrical Pictures: Kinds of representation and specific processings. In R. Sutherland & J. Mason (Ed.), Exploiting mental imagery with computers in mathematics education (pp. 142-157). Heidelberg: Springer Berlin.
Duval, R. (1998). Geometry from a cognitive point a view. In C. Mammana & V. Villani (Ed.), Perspectives on the Teaching of geometry for the 21st century (s. 37-52). Dordrecht: Kluwer Academic Publishers.
Erkek, Ö., & Işıksal Bostan, M. (2015). Uzamsal kaygı, geometri öz-yeterlik algısı ve cinsiyet değişkenlerinin geometri başarısını yordamadaki roller [The role of spatial anxiety, geometry self-efficacy and gender in predicting geometry achievement]. İlköğretim Online [Elementary Education Online], 14(1), 164‐180. https://doi.org/10.17051/io.2015.18256
Fidan, Y., & Türnüklü, E. (2010). İlköğretim 5. sınıf öğrencilerinin geometrik düşünme düzeylerinin bazı değişkenler açısından incelenmesi [Examination of 5th grade students’ levels of geometric thinking in terms of some variables]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Journal of Faculty of Education], 27(27), 185-197.
Fischbein, E., & Nachlieli, T. (1998). Concepts and figures in geometrical reasoning. International Journal of Science Education, 20(10), 1193-1211. https://doi.org/10.1080/0950069980201003
Gündoğdu, S. (2013). 7. ve 8. sınıf öğrencilerinin sahip olduğu matematiksel güç ile matematik öz yeterliği arasındaki ilişki [Relationship between 7 th and 8th grade students' mathematical power and mathematics self-efficacy] (Unpublished master's thesis). Osmangazi University, Eskişehir.
Güven, B., & Karpuz, Y. (2016). Geometrik muhakeme: bilişsel perspektifler [Geometric reasoning: cognitive perspectives]. In S. Arslan, E. Bingölbali & İ. Zembat (Ed.), Matematik eğitimde teoriler [Theories in mathematics education] (pp. 245-263). Ankara: Pegem Akademi.
Güzeller, G. (2018). 5 ve 6. sınıf öğrencilerinin şekilsel kavram teorisi çerçevesinde temel geometrik kavramları anlamlandırmasının incelenmesi [Exploring 5th and 6th grade students’ understanding of basic geometrical concepts based on the theory of figural concept] (Unpublished master's thesis). Hacettepe University, Ankara.
Hutcheson, G. D., & Sofroniou, N. (1999). The Multivariate Social Scientist: Introductory statistics using generalized linear models. London: Sage Publications.
İlhan, A. (2019). İlköğretim matematik öğretmen adaylarının görsel matematik okuryazarlık algı düzeyleri ile geometri konusunda akıl yürütme beceri ve performans düzeyleri arasındaki ilişkinin incelenmesi [Investigation of the relationship of elementary mathematics teacher candidates’ between visual mathematics literacy perception level, reasoning skill on geometry and performance levels] (Unpublished doctoral thesis). İnönü University, Malatya.
Jones, K. (1998). Theoretical frameworks for the learning of geometrical reasoning. Proceedings of the British Society for Research into Learning Mathematics, 18(1-2), 29-34.
Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8: User's reference guide. Chicago: Scientific Software International.
Kaba, Y., Boğazlıyan, D., & Daymaz, B. (2016). Ortaokul öğrencilerinin geometriye yönelik tutumları ve özyeterlikleri [Ortaokul öğrencilerinin geometriye yönelik tutumları ve özyeterlikleri]. The Journal of Academic Social Science Studies, 52, 335-350. https://doi.org/10.9761/JASSS3727
Kan, A. (2009). Ölçme sonuçları üzerinde istatistiksel işlemler [Statistical operations on measurement results]. In H. Atılgan (Ed.), Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education] (pp. 397–456). Ankara: Anı Yayıncılık.
Karakarçayıldız, R. Ü. (2016). 7. sınıf öğrencilerinin geometrik düşünme düzeyleri ile çokgenleri sınıflama becerileri arasındaki ilişki [Geometrical thinking levels and polygons classification skills of 7 th grade students and relationship between them] (Unpublished master's thesis). Eskişehir Osman Gazi University, Eskişehir.
Karasar, N. (2004). Bilimsel araştırma yöntemi [Scientific research method] (14th ed.). Ankara: Nobel Yayıncılık.
Karpuz, Y. (2018). Duval’in bilişsel modeline uygun tasarlanan öğrenme ortamının değerlendirilmesi [The evaluation of the learning environment designed in accordance with Duval's cognitive model] (Unpublished doctoral thesis). Karadeniz Technical University, Trabzon.
Karpuz, Y., Koparan, T., & Güven, B. (2014). Geometride öğrencilerin şekil ve kavram bilgisi kullanımı [Using figure and concept knowledge in geometry]. Türk Bilgisayar ve Matematik Eğitimi Dergisi [Turkish Journal of Computer and Mathematics Education], 5(2), 108-118. https://doi.org/10.16949/turcomat.16832
Kaur, B., & Lam, T. T. (2012). Reasoning, communication and connections in mathematics: An introduction. In B. Kaur & T. T. Lam (Eds.), Reasoning, communication, and connections in mathematics: Yearbook 2012 association of mathematics educators (pp. 1–10). Singapore: World Scientific Publishing.
Kılıç, S. (2013). Örnekleme yöntemleri [Sampling methods]. Journal of Mood Disorder, 3(1), 44-46. https://doi.org/10.5455/jmood.20130325011730
Kızıltoprak, A. (2020). Ortaokul öğrencilerinin dörtgenlere ilişkin geometrik muhakemelerinin gelişmesi [Development of middle school students' geometric reasoning about quadrilaterals] (Unpublished doctoral thesis). Anadolu University, Eskişehir.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds). (2001). Adding it up: helping children learn mathematics. Washington, D.C.: National Academies Press.
Kinsey, B. L., Towle, E., O'Brien, E. J., & Bauer, C. F. (2008). Analysis of self-efficacy and ability related to spatial tasks and the effect on retention for students in engineering. The International Journal of Engineering Education, 24(3), 488-494.
Köse, N., Tanışlı, D., Özdemir-Erdoğan, E., & Yüzügüllü-Ada, T. (2012). İlköğretim matematik öğretmen adaylarının teknoloji destekli geometri dersindeki geometrik oluşum edinimleri [Elementary mathematics teacher candidates' acquisition of geometric constructions in technology-assisted geometry course]. Mersin Üniversitesi Eğitim Fakültesi Dergisi [Mersin University Journal of Faculty of Education], 8(3), 102-121.
Krummheuer, G. (1995). The ethnography of argumentation. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: interaction in classroom cultures (pp. 229-270). Hillsdale, NJ: Laurence Erlbaum.
Michael – Chrysanthou, P., & Gagatsis, A. (2013). Geometrical figures in geometrical task solving: an obstacle or a heuristic tool? Acta Didactica Universitatis Comenianae – Mathematics, 13, 17-30.
Michael, P. (2013). Geometrical figure apprehension: cognitive processes and structure (Unpublished doctoral thesis). The University of Cyprus, Cyprus.
Michael, P., Gagatsis, A., Avgerinos, E., & Kuzniak, A. (2011). Middle and high school students’ operative apprehension of geometrical figures. Acta Didactica Universitatis Comenianae–Mathematics, 11, 45- 55.
Ministry of National Education [MoNE] (2005). PISA 2003 projesi ulusal nihai rapor[PISA 2003 national final report]. Ankara: MEB Yayınları. Retrieved from https://pisa.meb.gov.tr/eski%20dosyalar/wp-content/uploads/2013/07/PISA-2003-Ulusal-Nihai-Rapor.pdf
Ministry of National Education [MoNE] (2013). Ortaokul matematik dersi öğretim programı [Secondary school mathematics curriculum]. Ankara: MEB Yayınları. Retrieved from https://matematikhayat.wordpress.com/wp-content/uploads/2012/09/matematik_5-8.pdf
Ministry of National Education [MoNE] (2015). PISA 2012 araştırması ulusal nihai rapor[PISA 2012 national final report]. Ankara: MEB Yayınları. Retrieved from https://pisa.meb.gov.tr/meb_iys_dosyalar/2020_12/23172540_pisa2012-ulusal-nihai-raporu.pdf
Ministry of National Education [MoNE] (2020). TIMSS 2019 Türkiye ön raporu [TIMSS 2019 Türkiye preliminary report]. Ankara: MEB Yayınları. Retrieved from https://odsgm.meb.gov.tr/meb_iys_dosyalar/2020_12/10175514_TIMSS_2019_Turkiye_On_Raporu_.pdf
Ministry of National Education [MoNE] (2022). PISA 2022 Türkiye raporu [PISA 2022 Türkiye report]. Ankara: MEB Yayınları. Retrieved from https://pisa.meb.gov.tr/meb_iys_dosyalar/2024_03/21120745_26152640_pisa2022_rapor.pdf
Morsanyi, K., Prado, J., & Richland, L. E. (2018). The role of reasoning in mathematical thinking. Thinking & Reasoning, 24(2), 129-137. https://doi.org/10.1080/13546783.2018.1435425
Mutluoğlu, A. (2019). 6. sınıf matematik dersi geometri ve ölçme öğrenme alanında geliştirilen bir sanal manipülatif takımının (MATMAP) öğrencilerin akademik başarılarına, geometriye yönelik tutumlarına ve geometrik muhakeme süreçlerine etkisi [The effects of virtual manipulatives, developed for 6th grade mathematics lesson in geometry and measurement learning area, on students' academic achievement, attitudes towards geometry, and geometrical reasoning processes] (Unpublished doctoral thesis). Necmettin Erbakan University, Konya.
Mutluoğlu, A., & Erdoğan, A. (2021). 6. sınıf öğrencilerinin dörtgenler hakkındaki geometrik muhakeme süreçleri [6th grade students’ geometrical reasoning processes about quadrilaterals]. OPUS Uluslararası Toplum Araştırmaları Dergisi [International Journal of Society Researches], 16(27), 236-265. https://doi.org/10.26466/opus.673833
NCTM (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
OECD. (2023). PISA 2022 Assessment and analytical framework. Paris: OECD Publishing. https://doi.org/10.1787/dfe0bf9c-en
Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124-139. https://doi.org/10.1006/ceps.1998.0991
Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589–603. https://doi.org/10.1037/0022-0663.95.3.589
Sabirin, M., Aminah, S., & Atsnan, M. F. (2021). Students’ skills performing mathematical reasoning and communication through group ınvestigation learning model. Jurnal Pengembangan Pembelajaran Matematika, 3(2), 112-128.
Sarpkaya Aktaş, G. (2020). Etkili matematik öğretimi ile oluşturulan beceriler [Skills created by effective mathematics teaching]. In M. Ünlü (Ed.), Uygulama örnekleriyle matematik öğretiminde yeni yaklaşımlar [New approaches in mathematics teaching with application examples] (pp. 67-91). Ankara: Pegem Akademi.
Seçer, İ. (2015). SPSS ve LISREL ile pratik veri analizi analiz ve raporlaştırma [Practical data analysis analysis and reporting with SPSS and LISREL]. Ankara: Anı Yayıncılık.
Senk, S. L. (1989). Van Hiele levels and achievement in writing geometry proofs. Journal for Research in Mathematics Education, 20(3), 309-321.
Sırtmaç, G. (2018). Sekizinci sınıf öğrencilerinin geometrik akıl yürütme becerilerinin incelenmesi [An investigation of geometric reasoning skills of eighth grade students] (Unpublished master's thesis). Dokuz Eylül University, İzmir.
Sudihartinih, E., & Wahyudin. (2019). Analysis of students’ self-efficacy reviewed by geometric thinking levels and gender using Rasch model. Journal of Engineering Science and Technology, 14(1), 509 – 519.
Sumarsih, S., Budiyono, B., & Indriati, D. (2018). Profile of mathematical reasoning ability of 8th grade students seen from communicational ability, basic skills, connection, and logical thinking. Journal of Physics: Conference Series, 1008(1). https://doi.org/ 10.1088/1742-6596/1008/1/012078
Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş- temel ilkeler ve LISRELL uygulamaları [Introduction to structural equation modeling - basic principles and LISRELL applications.]. İstanbul: Ekinoks Yayınları.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. New York: Allyn and Bacon.
Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi [Measurement of attitudes and data analysis with SPSS]. Ankara: Nobel Yayıncılık.
Tutan, S. (2019). Geometrik muhakeme süreçleri bağlamında ortaokul matematik öğretmenlerinin geometri içerikli derslerinin incelenmesi [The examination of middle school mathematics teachers' geometry-based courses in the context of geometric reasoning processes] (Unpublished master's thesis). Gaziantep University, Gaziantep.
Umay, A. (2003). Matematiksel muhakeme yeteneği [Mathematical reasoning ability]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Faculty of Education], 24 (24), 235-243.
Usiskin, Z. (1982). Van Hiele levels and achievement in secondary school geometry (Final report of the cognitive development and achievement in secondary school geometry project). Chicago: University of Chicago, Department of Education.
Ünlü, M. (2014). Geometri başarısını etkileyen faktörler: Yapısal eşitlik modellemesi [Factors Affecting Geometry Success: A Structural Equation Modelling] (Unpublished doctoral thesis). Necmettin Erbakan University, Konya.
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2016). İlkokul ve ortaokul matematiği: Gelişimsel yaklaşımla öğretim [Elementary and middle school mathematics: Teaching with a developmental approach]. (Trans. Ed.: S. Durmuş). Ankara: Nobel yayıncılık.
Yavuz Mumcu, H. (2019). İlköğretim matematik öğretmen adaylarının matematiksel muhakeme öz-yeterlik inançlarının incelenmesi: Bir ölçek geliştirme ve uygulama çalışması [Investigation of mathematical reasoning self-efficacy beliefs of pre-service elementary mathematics teachers: A scale development and implementation study]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi [Ahi Evran University Journal of Kırşehir Faculty of Education], 20 (3), 1239-1280. https://doi.org/10.29299/kefad.2019.20.03.007
Yenilmez, K., & Korkmaz, D. (2013). Relationship between 6th, 7th and 8th grade students’ self-efficacy towards geometry and their geometric thinking levels. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 7(2), 268-283. https://doi.org/10.12973/nefmed210
Zimmerman, B. J. (1995). Self-efficacy and educational development. A. Bandura (Ed.), In Self-efficacy in changing societies (pp. 202-231). Cambridge, UK: Cambridge University Press.

Details

Primary Language

English

Subjects

Specialist Studies in Education (Other)

Journal Section

Research Article

Authors

Büşra Alphayta
0000-0003-1963-7936
Türkiye

Hayal Yavuz Mumcu ^*
0000-0002-6720-509X
Türkiye

Early Pub Date

May 7, 2025

Publication Date

May 1, 2025

Submission Date

August 24, 2024

Acceptance Date

March 2, 2025

Published in Issue

Year 2025 Volume: 12 Number: 3

DOI

https://doi.org/10.17275/per.25.32.12.3

IZ

https://izlik.org/JA33DR52KK

APA

Alphayta, B., & Yavuz Mumcu, H. (2025). Connecting Geometric Reasoning Skill and Self-Efficacy Perception Variables in terms of Cognitive and Perceptual Dimensions. Participatory Educational Research, 12(3), 22-50. https://doi.org/10.17275/per.25.32.12.3

AMA

1.Alphayta B, Yavuz Mumcu H. Connecting Geometric Reasoning Skill and Self-Efficacy Perception Variables in terms of Cognitive and Perceptual Dimensions. PER. 2025;12(3):22-50. doi:10.17275/per.25.32.12.3

Chicago

Alphayta, Büşra, and Hayal Yavuz Mumcu. 2025. “Connecting Geometric Reasoning Skill and Self-Efficacy Perception Variables in Terms of Cognitive and Perceptual Dimensions”. Participatory Educational Research 12 (3): 22-50. https://doi.org/10.17275/per.25.32.12.3.

EndNote

Alphayta B, Yavuz Mumcu H (May 1, 2025) Connecting Geometric Reasoning Skill and Self-Efficacy Perception Variables in terms of Cognitive and Perceptual Dimensions. Participatory Educational Research 12 3 22–50.

IEEE

[1]B. Alphayta and H. Yavuz Mumcu, “Connecting Geometric Reasoning Skill and Self-Efficacy Perception Variables in terms of Cognitive and Perceptual Dimensions”, PER, vol. 12, no. 3, pp. 22–50, May 2025, doi: 10.17275/per.25.32.12.3.

ISNAD

Alphayta, Büşra - Yavuz Mumcu, Hayal. “Connecting Geometric Reasoning Skill and Self-Efficacy Perception Variables in Terms of Cognitive and Perceptual Dimensions”. Participatory Educational Research 12/3 (May 1, 2025): 22-50. https://doi.org/10.17275/per.25.32.12.3.

JAMA

1.Alphayta B, Yavuz Mumcu H. Connecting Geometric Reasoning Skill and Self-Efficacy Perception Variables in terms of Cognitive and Perceptual Dimensions. PER. 2025;12:22–50.

MLA

Alphayta, Büşra, and Hayal Yavuz Mumcu. “Connecting Geometric Reasoning Skill and Self-Efficacy Perception Variables in Terms of Cognitive and Perceptual Dimensions”. Participatory Educational Research, vol. 12, no. 3, May 2025, pp. 22-50, doi:10.17275/per.25.32.12.3.

Vancouver

1.Büşra Alphayta, Hayal Yavuz Mumcu. Connecting Geometric Reasoning Skill and Self-Efficacy Perception Variables in terms of Cognitive and Perceptual Dimensions. PER. 2025 May 1;12(3):22-50. doi:10.17275/per.25.32.12.3