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

Year 2019, Volume: 8 Issue: 2, 71 - 85, 30.04.2019

Selda Yıldırım , Hüseyin Hüsnü Yıldırım

https://doi.org/10.19128/turje.435345

Cited By: 6

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

References

• Ahmed, W., Minnaert, A., van der Werf, G., & Kuyper, H. (2010). Perceived social support and early adolescents’ achievement: The mediational roles of motivational beliefs and emotions. Journal of Youth Adolescence, 39, 36-46. https://doi.org/10.1007/s10964-008-9367-7
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
• Black, P. & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5
• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5, 7- 68. https://doi.org/10.1080/0969595980050102
• Bong, M. & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3), 139-153. https://doi.org/10.1207/s15326985ep3403_1
• Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1-40. https://doi.org/10.1023/A:1021302408382
• Burnett, P. C. (2003). The impact of teacher feedback on student self-talk and self-concept in reading and mathematics. The Journal of Classroom Interaction, 38, 11-16.
• Caro, D. H., Lenkeit, J. & Kyriakides, L. (2014). Teaching strategies and differential effectiveness across learning contexts: Evidence from PISA 2012. Studies in Educational Evaluation, 49, 30-41. https://doi.org/10.1016/j.stueduc.2016.03.005
• Carvalho, C., Conboy, J., Santosa, J., Fonseca, J., Tavares, D., Martinsa, D., Salema, M.H., Fiuzad, E., & Gama, A.P. (2015). An integrated measure of student perceptions of feedback, engagement and school identification. Procedia - Social and Behavioral Sciences 174, 2335-2342. https://doi.org/10.1016/j.sbspro.2015.01.896
• Carvalho, C., Santos, J., Conboy, J., & Martins, D. (2014). Teachers' feedback: Exploring Differences in Students' Perceptions. Procedia- Social and Behavioral Sciences, 159, 169-173. https://doi.org/10.1016/j.sbspro.2014.12.351
• Chen, Y., Thompson, M. S., Kromrey, J. D., & Chang, G. H. (2011). Relations of student perceptions of teacher oral feedback with teacher expectancies and student self-concept. The Journal of Experimental Education, 79(4), 452-477. https://doi.org/10.1080/00220973.2010.547888
• Çiftçi, Ş. K., & Cin, F. M. (2017). The effect of socioeconomic status on students’ achievement. In: Karadag E. (eds), The factors effecting student achievement (pp.171-181). Springer, Cham. https://doi.org/10.1007/978-3-319-56083-0_10
• Enders, C.K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12, 121-138. https://doi.org/10.1037/1082-989X.12.2.121
• Fan, W., Williams, C. M., & Corkin, D. M. (2011). A multilevel analysis of student perceptions of school climate: The effect of social and academic risk factors. Psychology in the Schools, 48(6), 632-647. https://doi.org/10.1002/pits.20579
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th edition). New York: McGraw Hill.
• Gasser, L., Grütter, J., Buholzer, A., & Wettstein, A. (2018). Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just. Learning and Instruction, 54, 82-92. https://doi.org/10.1016/j.learninstruc.2017.08.003
• Hajovsky, D. B., Mason, B. A., & McCune, L. A. (2017). Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences. Journal of School Psychology, 63, 119-133. doi: 10.1016/j.jsp.2017.04.001
• Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269-290. https://doi.org/10.1080/01443410.2013.785384
• Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Oxford, UK: Routledge.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
• Havnes, A., Smith, K., Dysthe, O. & Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38, 21-27. https://doi.org/10.1016/j.stueduc.2012.04.001
• Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA: Corwin Press.
• IEA (2017). Help Manual for the IEA IDB Analyzer (Version 4.0). Hamburg, Germany. Available from www.iea.nl/data.html.
• James, A.O., Amos, O.A. &Adeniyi, A.A. (2013). Effect of formative testing with feedback on students' achievement in junior secondary school mathematics in Onda State Nigeria. International Education Research, 1(2), 8-20. https://doi.org/10.12735/ier.v1i2p08
• Kaplan, D., & Su, D. (2016). On matrix sapling and imputation of context questionnaires with implications for the generation of plausible values in large-scale assessments. Journal of Educational and Behavioral Statistics, 41, 57-80. https://doi.org/10.3102/1076998615622221
• Koutsoulis, M. K., & Cambell, J. R. (2001). Family processes affect students' motivation, and science and math achievement in Cypriot high schools. Structural Equation Modeling, 8(1), 108-127. https://doi.org/10.1207/S15328007SEM0801_6
• Kvedere, L. (2014). Mathematics self-efficacy, self-concept and anxiety among 9th grade students in Latvia. Procedia - Social and Behavioral Sciences, 116, 2687-2690. https://doi.org/10.1016/j.sbspro.2014.01.636
• Leth-Steensen, C., & Gallitto, E. (2016). Testing mediation in structural equation modeling: The effectiveness of the test of joint significance. Educational and Psychological Measurement, 76(2), 339-351. https://doi.org/10.1177/0013164415593777
• Li, H. (2016). How is formative assessment related to students’ reading achievement? Findings from PISA 2009. Assessment in Education: Principles, Policy & Practice, 23(4), 473-494. https://doi.org/10.1080/0969594X.2016.1139543
• Metallidou, P., & Vlachou, A. (2007). Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children. International Journal of Psychology, 42, 2-15. https://doi.org/10.1080/00207590500411179
• Mikk, J., Krips, H., Säälik, Ü., & Kalk, K. (2016). Relationships between student perception of teacher-student relations and PISA results in mathematics and science. International Journal of Science and Mathematics Education, 14, 1437-1454. https://doi.org/10.1007/s10763-015-9669-7
• Morony, S., Kleitman, S., Lee, Y. P., & Stankov, L. (2013). Predicting achievement: Confidence vs self-efficacy, anxiety, and self-concept in Confucian and European countries. International Journal of Educational Research, 58, 79-96. https://doi.org/10.1016/j.ijer.2012.11.002
• Murtagh, L. (2014). The motivational paradox of feedback: teacher and student perceptions. The Curriculum Journal, 25(4), 516-541. https://doi.org/10.1080/09585176.2014.944197
• Nunez-Pena, M. I., Bono, R., & Suares-Pellicioni, M. (2015). Feedback on students' performance: A possible way of reducing the negative effect of math anxiety in higher education. International Journal of Educational Research, 70, 80-87. https://doi.org/10.1016/j.ijer.2015.02.005
• Obilor, I. E. (2011). Relationship between self-concept and mathematics achievement of senior secondary students in Port Harcourt. Journal of Educational and Social Research, 1(4), 39-46.
• OECD (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. OECD Publishing. https://doi.org/10.1787/9789264190511-en
• OECD (2014). PISA 2012 Technical Report. OECD Publishing.
• Ofem, U. J., Idika, D. O., & Ovat, S. V. (2017). Effect of diagnostic and feedback assessment approaches in enhancing achievement in mathematics among secondary school students in Calabar Municipality. International Journal of Scientific Research in Education, 10(2), 221-227.
• Özkal, N. (2018). Relationship between students' math engagement and math teachers' motivational support. Turkish Journal of Education, 7(2), 86-98. https://doi.org/10.19128/turje.339944
• Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578. https://doi.org/10.3102/00346543066004543
• Peters, M. L. (2013). Examining the relationships among classroom climate, self-efficacy, and achievement in undergraduate mathematics: A multilevel analysis. International Journal of Science and Mathematics Education, 11, 459-480. https://doi.org/10.1007/s10763-012-9347-y
• Pinger, P., Rakoczy, K., Besser, M., & Klieme, E. (2018). Implementation of formative assessment-effects of quality of programme delivery on students’ mathematics achievement and interest. Assessment in Education: Principles, Policy & Practice, 25(2), 160-182. https://doi.org/10.1080/0969594X.2016.1170665
• Pipere, A., & Mierina, I. (2017). Exploring non-cognitive predictors of mathematics achievement among 9th grade students. Learning and Individual Differences, 59, 65-77. https://doi.org/10.1016/j.lindif.2017.09.005
• R Development Core Team (2017). R: A language and environment for statistical computing. Vienna, Austria, The R foundation of statistical computing.
• Rakoczy, K., Pinger, P., Hochweber, J., Klieme, E., Schütze, B., & Besser, M. (in press). Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2018.01.004
• Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Newbury Park, CA: Sage.
• Raudenbush, S. W., Bryk, A. S, & Congdon, R. (2004). HLM 6 for Windows [Computer software]. Lincolnwood, IL: Scientific Software International, Inc.
• Santibanez, L., & Fagioli, L. (2016). Nothing succeeds like success? Equity, student outcomes, and opportunity to learn in high- and middle-income countries. International Journal of Behavioral Development, 4 (6), 517-525. https://doi.org/10.1177/0165025416642050
• Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85-104). New York: Guilford Press.
• Skipper, Y., & Dougles, K. (2015). The influence of teacher feedback on children's perceptions of student-teacher relationships. British Journal of Educational Psychology, 85, 276-288. https://doi.org/10.1111/bjep.12070
• Stankov, L., & Lee, J. (2017). Self-beliefs: strong correlates of mathematics achievement and intelligence. Intelligence, 61, 11-16. https://doi.org/10.1016/j.intell.2016.12.001
• Taylor, A. B., Mackinnon, D. P., & Tein, J-Y. (2008). Tests of the three-path mediated effect. Organizational Research Methods, 11(2), 241-269. https://doi.org/10.1177/1094428107300344
• Taylor, B. A., & Fraser, B. J. (2003, April). The influence of classroom environment on high school students’ mathematics anxiety. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
• Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A learning theory perspective. Educational Research Review, 9, 1-15. https://doi.org/10.1016/j.edurev.2012.11.004
• Torrence, H., & Pryor, J. (1998). Investigating Formative Assessment: teaching, learning and assessment in the classroom. Philadelphia, PA Open University Press.
• Tosto, M. G., Asbury, K., Mazzocco, M. M. M., Petrill, S. A., &Kovas, Y. (2016). From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest. Learning and Individual Differences, 50, 260-269. https://doi.org/10.1016/j.lindif.2016.07.009
• Ugodulunwa, C. A., & Okolo, U. P. (2015). Effects of formative assessment on mathematics test anxiety and performance of senior secondary school students in Jos, Nigeria. IOSR Journal of Research & Method in Education, 5(2), 38-47. https://doi.org/10.9790/7388-05223847
• Valero, P., Graven, M., Jurdak, M., Martin, D., Meaney, T., Penteado, M. (2015). Socioeconomic influence on mathematical achievement: What is visible and what is neglected. In: Cho S. (eds), The Proceedings of the 12th International Congress on Mathematical Education. (pp. 285-301). Springer, Cham. https://doi.org/10.1007/978-3-319-12688-3_19
• van Buuren, S., & Groothuis-Oudshoorn, K. (2011). MICE: Multivariate imputation by chained equations in R. Journal of Statistical Software, 45(3), 1-67. https://doi.org/10.18637/jss.v045.i03
• Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
• Wang, Z. E., Osterlind, S. J., & Bergin, D. A. (2012). Building mathematics achievement models in four countries using TIMSS 2003. International Journal of Science and Mathematics Education, 10, 1215-1242. https://doi.org/10.1007/s10763-011-9328-6
• Yıldırım, S. (2012). Teacher support, motivation, learning strategy use, and achievement: a multilevel mediation model. The Journal of Experimental Education, 80, 150-172. https://doi.org/10.1080/00220973.2011.596855
• Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46(6), 677-706. https://doi.org/10.1007/s11162-004-4139-z
• Zhang, Z., Zyphur & M.J., & Preacher, K.J. (2009). Testing multilevel mediation using hierarchical linear models problems and solutions. Organizational Research Methods, 12, 695-719. https://doi.org/10.1177/1094428108327450
• Zhao, X., Lynch Jr. J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37, 197-206. https://doi.org/10.1086/651257