TY  - JOUR
T1  - Üstün Yetenekli Olan ve Olmayan Ortaokul Öğrencilerinin Matematik Kaygı Düzeylerinin İncelenmesi
TT  - INVESTİGATİON OF GİFTED AND NON-GİFTED MİDDLE SCHOOL STUDENTS’ MATHEMATİCS ANXİETY LEVELS
AU  - Gürel, Ramazan
AU  - Yetkin-özdemir, İffet Elif
PY  - 2019
DA  - October
DO  - 10.21764/maeuefd.355505
JF  - Mehmet Akif Ersoy University Journal of  Education Faculty
PB  - Burdur Mehmet Akif Ersoy Üniversitesi
WT  - DergiPark
SN  - 2146-5983
SP  - 261
EP  - 286
IS  - 52
LA  - tr
AB  - Bu çalışmanın amacı üstün yetenekli olan ve olmayanöğrencilerin matematik kaygı düzeylerini belirlemek ve bazı değişkenlere(cinsiyet, sınıf seviyesi ve matematik başarısı) göre karşılaştırmaktır. Bu çalışmada nicel araştırmayöntemlerinden ilişkisel tarama modeli kullanılmıştır. Katılımcılar6-8. sınıflarda okumakta olan 140 üstün yetenekli öğrenciden ve 815 üstünyetenekli olmayan öğrenciden oluşmaktadır. Araştırma sonuçlarına göre; üstünyetenekli öğrencilerin matematik kaygı düzeylerinin üstün yetenekli olmayanakranlarına göre daha düşük olduğu bulunmuştur. Ayrıca, üstün yetenekli olmayanöğrencilerin matematik kaygı düzeyleri sınıf seviyesine göre anlamlı birfarklılık göstermiştir. Bu durum üstün yetenekli öğrenciler için geçerlideğildir. Üstün yetenekli ve üstün yetenekli olmayan öğrenci gruplarında kızöğrencilerin kaygı düzeylerinin erkek öğrencilerin kaygı düzeylerinden yüksekolduğu ancak bu farkın istatistiksel olarak anlamlı olmadığı bulunmuştur.Ayrıca matematik karne notunun üstün yetenekli olmayan öğrenci grubununmatematik kaygı düzeyi üzerinde anlamlı bir farklılık yarattığı görülmüştür.Üstün yetenekli öğrenci grubu için karne notu matematik kaygısı üzerindeistatistiksel olarak anlamlı bir fark yaratmamıştır.
KW  - Üstün Yetenekli Öğrenciler
KW  - Üstün Yetenekli Olmayan Öğrenciler
KW  - matematik kaygısı
N2  - The purpose of this study was to examine and comparethe levels of mathematics anxiety for gifted andnon-gifted students. Also it was investigated that gifted and non-giftedstudents’ mathematics anxiety levels with respect to gender, grade level, andmathematics achievement level. Relational survey method was used. Participantsof the study consisted of 140 gifted and 815 non-gifted students from 6ththrough 8th grades. Results of the study indicate that gifted students have significantlylower mathematics anxiety than non-gifted students. Furthermore, levels ofmathematics anxiety differ significantly with respect to grade level for non-giftedstudents. This is not true for gifted students. Findings also showedthat both gifted and non-gifted girls have higher mathematics anxiety levelscompared to boys, whereas this difference was not found significant. Findingsalso showed that mathematics achievement has a significant impact on non-giftedstudents’ mathematics anxiety. However, gifted students’ mathematics anxietywas not significantly differ with respect to mathematics achivement.
CR  - Adal, A. A., & Yavuz, İ. (2017). Ortaokul öğrencilerinin matematik öz yeterlik algıları ile matematik kaygı düzeyleri arasındaki ilişki. Uluslararası Alan Eğitimi Dergisi, 3(1).
CR  - Altun, M. (2002). Matematik Öğretimi. İstanbul: Alfa Yayın Dağıtımı.
CR  - Aydın, M., & Keskin, İ. (2017). 8. Sınıf Öğrencilerinin Matematik Kaygı Düzeylerinin Bazı Değişkenler Açısından İncelenmesi. Kastamonu Eğitim Dergisi, 25(5), 1801-1818.
CR  - Ashcraft, M. H. (2002). Math Anxiety: Personal, Educational, and Cognitive Consequences. American Psychological Society, 2, 181–185.
CR  - Ashcraft, M. H., & Krause, J. A. (2007). Working Memory, Math Performance and Math Anxiety. Psychonomic Bulletin & Review, 14(2), 243–248.
CR  - Ashcraft, M. H., & Kirk, E. P. (2001). The Relationships Among Working Memory, Math Anxiety and Performance. Journal of Experimental Psychology: General, 130(2), 224–237.
CR  - Ataman, A. (2004). Üstün Zekâlı ve Üstün Özel Yetenekli Çocuklar. M. R. Şirin, A. Kulaksızoğlu ve A. E. Bilgili (Ed.). Üstün Yetenekli Çocuklar Seçilmiş Makaleler Kitabı (s. 155–168). İstanbul: Çocuk Vakfı Yayınları.
CR  - Baloğlu, M. (2001). Matematik Korkusunu Yenmek, Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 1(1), 59–76.
CR  - Baloglu, M. (2004). Statistics Anxiety and Mathematics Anxiety: Some Interesting Differences. Education Research Quarterly, 27(3), 38–49.
CR  - Bernstein, J. D., Cote-Bonanno, J., ve Reilly, L. B. (1992). Barriers to Women Entering The Workforce: Math Anxiety. New Jersey Equity Research Bulletin, 3, 3–5.
CR  - Betz, N. E. (1978). Prevalence, Distribution, and Correlates of Math Anxiety in College Students. Journal of Counseling Psychology, 25(5), 441–448.
CR  - Brady, P. H. & Bowd, A. D. (2005). Mathematics Anxiety, Prior Experience and Confidence to Teach Mathematics Among Pre-Service Education Students. Teachers and Teaching: Theory and Practice, 11(1), 37–46.
CR  - Byrd, P. (1982). A Descriptive Study of Mathematics Anxiety: Its Nature and Antecedents. Doktora Tezi, Indiana University.
CR  - Cates G. L. & Rhymer K. N. (2003).  Examining the Relationship Between Mathematics Anxiety and Mathematics Performance: An Instructional Hierarchy Perspective. Journal of Behavioral Education, 12(1), 23–34.
CR  - Davis, G. A. & Rimm, S. R. (2004). Education of the Giffted and Talented. Boston: Allyn and Bacon.
CR  - Dede, Y. & Dursun, S. (2008). İlköğretim II. Kademe Öğrencilerinin Matematik Kaygı Düzeylerinin İncelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 21(2), 295–312.
CR  - Deniz, L. & Üldaş, İ. (2008). Validity and Reliability Study of the Mathematics Anxiety Scale İnvolving Teachers and Prospective Teachers. Eurasian Journal of Educational Research. 30, 49–62.
CR  - Dew, K. M. H., Galassi, J. & Galassi, M. D. (1984). Math Anxiety: Relation with Situational Test Anxiety, Performance, Physiological Arousal, and Math Avoidance Behavior. Journal of Counseling Psychology, 31, 580–583.
CR  - Doruk, M., Öztürk, M., & Kaplan, A. (2016). Ortaokul Öğrencilerinin Matematiğe Yönelik Öz-yeterlik Algılarının Belirlenmesi: Kaygı ve Tutum Faktörleri. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi , 6(2), 283-302
CR  - Dursun, Ş., & Bindak, R. (2011). İlköğretim II. kademe öğrencilerinin matematik kaygılarının incelenmesi. Cumhuriyet Üniversitesi Edebiyat Fakültesi Sosyal Bilimler Dergisi, 35(1), 18-21.
CR  - Engelhard. G., Jr. (1990). Math Anxiety, Mothers’ Education, and the Mathematics Performance of Adolescent Boys and Girls: Evidence from the United States and Thailand. Journal of Psychology, 124, 289–298.
CR  - Erol, E. (1989). Prevalance and Correlates of Math Anxiety in Turkish high school Students. Yüksek lisans tezi, Boğaziçi Universitesi, İstanbul.
CR  - Fennema, E. & Sherman, J. A. (1976). Fennema-Sherman Mathematics Attitudes Scale: Instruments Designed to Measure Attitudes Toward the Learning of Mathematics by Females and Males. JSAS Catalog of Selected Documents in Psychology, 6(31), 324–326.
CR  - Frenzel, A. C., Pekrun, R., & Goetz, T. (2008). Girls and Mathematics - A Hopless İssue? A Control-Value Approach to Gender Differences in Emotions Toward Mathematics. European Journal of Psychology of Educaton, 22, 497–514.
Gierl, M.,  & Bisanz, J. (1995). Anxieties and Attitudes Related to Mathematics in Grades 3 and 6. The Journal of Experimental Education, 63(2), 139–58.
CR  - Hammer, J. E., (2002), Changes in Math Attitudes of Mathematically Gifted Students Taught in Regular Classroom Settings From Fourth to Seventh Grade. Doktora tezi, State University, Michigan.
CR  - Haynes, A. F., Mullins, A. G. & Stein, B. S. (2004). Differential Models for Math Anxiety in Male and Female College Students. Sociological Spectrum, 24(3), 295–318.
CR  - He, H. (2007). Adolescents Percepeption of Parental and Peer Mathematics Anxiety and Attitude Toward Mathematics: A Comparative Study of European-American and Mainland-Chinese Student. Doktora tezi, Washington State University, Washington.
CR  - Hebert, T. P. & Furner, J. M. (1997). Helping High Ability Students Overcome Math Anxiety Through Bibliotherapy. Journal of Secondary Gifted Education, 8 (4), 164–179.
CR  - Hembree, R. (1990). The Nature, Effects, and Relief of Mathematics Anxiety. Journal of Research in Mathematics Education, 21, 33–46.
CR  - Ho, H-Z., Senturk, D., Lam, A.G., Zimmer, J.M., Hong, S., Okamoto, Y., Chiu, S., Nakazawa, Y. & Wang, C. (2000). The Affective and Cognitive Dimensions of Math Anxiety: A Crossnational Study. Journal for Research in Mathematics Education, 31(3), 362–379.
CR  - Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The Abbreviated Math Anxiety Scale (AMAS): Construction, Validity, and Reliability. Assessment, 10(2), 178–182.
CR  - Hyde, J.S., Fennema, E., Ryan, M., Frost, L.A. ve Hopp, C. (1990). Gender Comparisons of Mathematics Attitudes and Affect: A Meta-Analysis. Psychology of Women Quarterly, 14(3), 299–324.
CR  - İlhan, M., & Öner Sünkür, M. (2012). Matematik kaygısı ile olumlu ve olumsuz mükemmeliyetçiliğin matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 178-188.
CR  - Karimi A. & Venkatesan S. (2009). Mathematics Anxiety, Mathematics Performance and Academic Hardiness in High School Students. Int J Edu Sci, 1, 33–37
CR  - Legg A. M. & Locker L. Jr. (2009). Math Performance and Its Relationship to Math Anxiety and Metacognition. North American Journal of Psychology, 11(3),      471–486.
CR  - Ludwig, G. & Cullinan, D. (1984). Behavior Problems of Gifted and Non-Gifted Elementary School Boys and Girls. Gifted Child Quarterly, 28, 37–40.
CR  - Lupkowski, A. E. & Schumacker, R. E. (1991). Mathematics Anxiety Among Talented Students. Journal of Youth and Adolescence, 20(6), 563–572.
CR  - Malpass, J. R., O'Neil, H. F. & Hocevar, D. (1999). Self-regulation, Goal Orientation, Self-Efficacy, Worry, and High-Stakes Math Achievement for Mathematically Gifted High School Students. Roeper Review, 21, 281–288
CR  - Marsh, G. E. & Tapia, M. (2002). Feeling Good About Mathematics: Are There Sex Differences. Paper Presented at the Annual Meeting of the Mid-South Educational Research Association. Chattanooga, TN.
CR  - Martin, M. R. (2002). Math Attitudes of Gifted Students: A Focus on Gifted Girls in the Elementary Grades. Doktora Tezi, Polytechnic Institute and State University, Virginia.
CR  - Meece, J.L., Wigfield, A. & Eccles, J. S. (1990). Predictors of Math Anxiety and Its Influence on Young Adolescents' Course Enrollment İntentions and Performance in Mathematics. Journal of Educational Psychology, 82(1), 60–70.
CR  - Metin N. (1999). Üstün Yetenekli Çocuklar. Ankara: Öz Aşama Matbaacılık.
CR  - Neihart, M. (1999). Impact of Giftedness on Psychological Well-Being. Roeper Review, 22, 123–127
CR  - Newstead, K. (1998). Aspects of Children's Mathematics Anxiety. Educational Studies in Mathematics, 36, 53–71.
CR  - Norwood, K. S. (1994). The Effect of İnstructional Approach on Mathematics Anxiety and Achievement. School Science & Mathematics, 94, 248–254.
CR  - Oksal, A., Durmaz, B., & Ayça, A. (2013). SBS’ye hazırlanan öğrencilerin sınav ve matematik kaygılarının bazı değişkenler açısından incelenmesi. Cumhuriyet International Journal of Education, 2(4).
CR  - Özdaş, A. (1999). Matematik Öğretimi. Eskişehir: Anadolu Üniversitesi Yayınları.
CR  - Pajares, F. & Millers, M. D. (1994). The Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem-Solving: A Path Analysis. Journal of Educational Psychology, 86, 193–203.
CR  - Pajares, F. & Urdan, T. (1996). Exploratory Factor Analysis of the Mathematics Anxiety Scale. Measurement & Evaluation in Counseling ve Development. 29(1), 35–48
CR  - Perry, A.B. (2004). Decreasing Math Anxiety in College Students. College Student Journal, 38(2), 321–324.
Reyes, L. H. (1984). Affective Variables and Mathematics Education. Elementary School Journal, 84, 558–581.
CR  - Reynolds, J. M. (2003). The Role of Mathematics Anxiety in Mathematical Motivation: A Path Analysis of the CANE Model. Doktora Tezi, The College of Education at the University of Central Florida Orlando, Florida.
CR  - Reynolds, C. R. & Bradley, M. (1983). Emotional Stability of Intellectually Superior Children Versus Nongifted Peers as Estimated by Chronic Anxiety Levels. School Psychology Review, 1(2), 190–194.
CR  - Reys, R. E., Lindquist, M.N., Lambdin, D.V. & Smith, N. X. (2007). Helping Children Learn Mathematics. Hoboken, NJ: John Wiley & Sons, Inc.
CR  - Richardson, F. C. & Suinn, E. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric Data. Journal of Counseling Psychology. 19, 551–554.
CR  - Scholwinski, E. & Reynolds, C. R. (1985). Dimensions of Anxiety Among High IQ Children. Gifted Child Quarterly, 29, 125–130.
CR  - Sherman B. F. & Wither D. P. (2003) Mathematics Anxiety and Mathematics Achievement, Mathematics Education Research Journal, 15(2), 138–150
CR  - Sloan, T., Daane, C. J. & Giesen, J. (2002). Mathematics Anxiety and Learning Styles: What is the Relationship in Elementary Preservice Teachers? School Science and Mathematics, 102(2), 84–87.
CR  - Tapia, M. & Marsh, G.E. (2004). The Relationship of Math Anxiety and Gender. Academic Exchange Quarterly, 8(2), 130–134.
Tobias, S. (1993). Overcoming Math Anxiety Revised and Expanded. New York: W.W. Norton & Company, Inc.
CR  - Tocci, C. M. & Engelhard, G. Jr. (1991). Achievement, Parental Support and Gender Differences in Attitudes Toward Mathematics. Journal of Educational Research, 84(5), 280–286.
CR  - Tsui, J. M. & Mazzocco, M. M. M. (2007). Effects of Math Anxiety and Perfectionism on Timed Versus Untimed Math Testing in Mathematically Gifted Sixth Graders. Roeper Review, 29(2), 132–139.
CR  - Viator, P. D. (2007). Identification of Factors That Reduce Mathematics Anxiety of Preservice Elementary Teachers in Mathematics Content Courses, Doktora Tezi, Southern University A & M College.
CR  - Vlahovic-Stetic, V., Vidovic, V. & Arambasic, L. (1999). Motivational Characteristics in Mathematical Achievement. A Study of Gifted High-Achieving, Gifted Underachieving and Non-Gifted Pupils. High Ability Studies, 10, 37–49.
CR  - Wigfield, A. & Meece, J. X. (1988). Math Anxiety in Elementary and Secondary School Students. Journal of Educational Psychology, 80, 210–216.
CR  - Woodward, T. (2004). The Effects of Math Anxiety on Post-Secondary Developmental Students as Related to Achievement, Gender, and Age. Inquiry, 9(1) http://www.vccaedu.org/inquiry/inquiry-spring2004/i-91-woodard.html
CR  - Yenilmez, K. & Özabacı, N. (2003). Yatılı Öğretmen Okulu Öğrencilerinin Matematik İle İlgili Tutumları ve Matematik Kaygı Düzeyleri Arasındaki İlişki Üzerine Bir Araştırma. Pamukkale Üniversitesi Eğitim Bilimleri Dergisi, 13, 132–146
CR  - Yüksel-Şahin, F. (2008). Mathematics Anxiety Among 4th and 5th grade Turkish Elementary School Students. International Electronic Journal of Mathematics Education, 3(3), 179–192.
CR  - Zaslavsky, C. (1994). Fear of Math: How To Get Over It And Get On With Your Life. New Brunswick, New Jersey: Rutgers University Press.
CR  - Zettle, R. D. & Raines, S. J. (2000). The Relationship of Trait and Test Anxiety With Mathematics Anxiety. College Student Journal, 34(2), 246–258.
CR  - Zeidner, M. & Schleyer, E. J. (1999a). Test Anxiety in Intellectually Gifted School Students, Anxiety, Stress & Coping, 12, 163–189
CR  - Zeidner, M. & Schleyer, E. J. (1999b) The Big-Fish–Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children, Contemporary Educational Psychology, 24, 305–329
UR  - https://doi.org/10.21764/maeuefd.355505
L1  - https://dergipark.org.tr/tr/download/article-file/841165
ER  -