Matematik başarısını yordama: Algılanan geri bildirim, öğretmen desteği ve öz-inançların rolü

Abstract

Bu çalışmada, algılanan öğretmen desteğinin ve öğrencilerin matematik ile ilgili öz-inançlarının geri bildirim sürecindeki aracı rolü Uluslararası Öğrenci Değerlendirme Programı (PISA) Türkiye verisi ile incelenmiştir. Türkiye' de 15 yaşındaki 4848 öğrencinin PISA 2012 matematik puanları ve anketlere verdikleri cevaplar analiz edilmiştir. Elde edilen sonuçlar, algılanan geri bildirimin matematik öz-benliğiyle pozitif, matematik kaygısıyla da negatif ilişkili olduğunu göstermiştir. Çalışmada incelenen dolaylı etkiler kısmen doğrulanmıştır: algılanan geri bildirim, algılanan öğretmen desteği ve matematik öz-yeterliği aracılığıyla dolaylı olarak matematik başarısıyla ilişkilidir. Ayrıca algılanan geri bildirimin, öğrencilerin matematik başarısıyla, matematik kaygısı aracılığıyla da dolaylı olarak ilişkili olabileceği görülmüştür. Bununla birlikte sonuçlar, algılanan öğretmen desteğinin öğrencilerin matematik öz-güveni ve kaygısı üzerindeki etkilerini ve matematik öz-güveninin öğretmen davranışları ve başarı arasındaki aracı rolünü desteklememiştir. Bulgular, öğretmen desteği ve öğrenci öz-inançlarının, öğretmenin geri bildirimi ile matematik başarısı arasındaki aracı rolünün incelenmesinin önemli olabileceğini işaret etmektedir. Bu ilişkiler öğretmen geri bildiriminin matematik başarısını nasıl etkileyebileceğini anlamaya yardımcı olabilir.

Keywords

• Algılanan geri bildirim,Algılanan öğretmen desteği,Öz-inançlar,PISA 2012 matematik başarısı

Predicting mathematics achievement: The role of perceived feedback, teacher support and self-beliefs

Abstract

In this study, the mediating roles of perceived teacher support and students' mathematics self-beliefs on the feedback process were investigated in The Programme for International Student Assessment (PISA) context in Turkey. PISA 2012 mathematics scores and questionnaire responses of 4848 15-year-old students were analyzed. Results indicated that perceived feedback was positively related to math self-concept and negatively related to math anxiety. The investigated indirect effects were partly confirmed: perceived feedback was indirectly related to students' mathematics achievement via perceived teacher support and math self-efficacy. Also, perceived feedback showed an indirect effect on students' mathematics achievement via math anxiety. However, the influences of perceived teacher support on math self-concept and anxiety, and the mediating role of math self-concept were not supported. The results suggest the importance of investigation of mediated effects of teachers' support and students' self-beliefs between teachers' feedback and mathematics achievement. These relationships may help to understand how teacher's feedback influences mathematics achievement.

Keywords

• Perceived feedback,Perceived teacher support,Self-beliefs,PISA 2012 mathematics achievement

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