BibTex RIS Kaynak Göster

İLKÖĞRETİM ÖĞRENCİLERİNİN MATEMATİK KAYGISININ VE ÖĞRETMEN SOSYAL DESTEĞİNİN MATEMATİK BAŞARILARINI YORDAMA GÜCÜ

Yıl 2010, Cilt: 6 Sayı: 1, 3 - 16, 14.01.2013

Münire Erden , Savaş Akgül

Öz

Anahtar Kelimeler

-

Kaynakça

  • Alcı, B. (2007). Yıldız Teknik Üniversitesi öğrencilerinin, matematik başarıları ile algıladıkları problem çözme becerileri, özyeterlik algıları, bilişüstü özdüzenleme stratejileri ve öss sayısal puanları, arasındaki ve yordayıcı ilişkiler örüntüsü. Doktora Tezi. Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü.
  • Baştürk, D. (2002). Ortaöğretim kurumlarındaki öğrencilerde algılanan sosyal desteğin akademik başarı üzerindeki etkisi. Yüksek Lisans Tezi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü.
  • Bates, Vincent M. (2007). The impact of preparedness, self-efficacy, and math anxiety on the success of African American males in developmental mathematics at a community college. Doktora Tezi. Morgan State University.
  • Bernstein, J., L. ., & Cote-Bonanno J. (1992). Barriers to women entering the workforce: math anxiety. (Report No. CE 064 012). Montclair, NJ: Montclair State College, Life Skills Center. (Eric Document Reproduction Service No. ED 359 381)
  • Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25:441-48.
  • Bowen, G. L., Rosenfeld L. B., & Richman J. M. (2000). Social support networks and school outcomes: The centrality of the teacher. Child and Adolescent Social Work Journal, 17(3):205-226.
  • Bowen N., & Brewster A. (1998). Sense of school coherence, perceptions, of danger at school, and teacher support among youth at risk of school failure. Child and Adolescent Social Work Journal, 15(4):273-86
  • Chen, L. J. [27.02.2008] “Academic Support From Parents, Teachers, and Peers: Relation to Hong Kong Adolescents Academic Behavior and Achievement”. http://www.gse.harvard.edu/hfrp/projects/fine/resources/digest/hong_ kong.html.
  • Cutrano, C. E., et.al. (1994). Parental social support and academic achievement: an attachment theory perspective. Journal of Personality and Social Psychology. 66(2):369-78.
  • Demaray, M. K., & Malecki C. K. (2001). Mesuring percieved social support: development of the child and adolescent social support scale (CASSS). Psychology in the Schools. 39(1):1-18. Demaray, M. K., & Malecki C. K.
  • Demaray, M. K., & Malecki C. K. (2002a). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly. 17:213–41.
  • Demaray, M. K., & Malecki C. K. (2002b). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools. 39:305–16.
  • Demaray, M. K., & Malecki C. K. (2003). Carrying a weapon to school and perceptions of social support in an urban middle school. Journal of Emotional and Behavioral Disorders. 11(3):169-78.
  • Demaray, M. K., & Malecki C. K. (2005). The relationship between social support and student sdjustment: A longtitudinal analysis. Psychology in the Schools. 42: 691–706.
  • Demaray, M. K., & Malecki C. K. (2006). Social support as a buffer in the relationship between socioeconomic status and scademic performance. School Psychology Quarterly. 21(4): 375-95.
  • Eldemir, H. H. (2006). Sınıf öğretmeni adaylarının matematik kaygısının bazı psiko-sosyal değişkenler açısından incelenmesi. Yüksek Lisans Tezi. Cumhuriyet Üniversitesi Sosyal Bilimler Enstitüsü.
  • Erktin, E., Dönmez. G., & Özel S. (2006). Matematik kaygısı ölçeğinin psikometrik özellikleri. Eğitim ve Bilim, 31 (140): 26-33.
  • Erol, E. (1989). Prevalence and correlates of math anxiety in Turkish high school students. Master’s Thesis. Boğaziçi Üniversity, Institute of Social Sciences.
  • 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. Unpublished PhD dissertation. Washington State University College of Education.
  • Helsen, M., Vollebergh W., & Meeus W. (2000). Social support from parents and friends and emotional problems in adolescence. Journal of Youth and Adolescence, 3(29), 319-35.
  • House, James S., D. Umberson., & K. R. Landis. (1988). Structures adm Processes of Social Support. Annual Review of Sociology, 14:293-318.
  • Jackson, C. D., Leffingwell J. R. (1999). The Role of the instructors in creating math anxiety in students from kindergarten through College. The Mathematics Teacher, 92(7):583-86.
  • Karadağ, İ. (2007). İlköğretim beşinci sınıf öğrencilerinin akademik başarılarının sosyal destek kaynakları açısından incelenmesi. Yüksek Lisans Tezi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
  • Laugesen, N., Dugas M. J., & Bukowski W. M. (2003). The relationship between perceived social support and worry in adolescence. Poster presented at the 37th Annual Convention for the Assocition for the Advancement of Behavior Therapy, Boston, MA.
  • Ma, X., N. Kishor (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: a meta analysis. Journal for Research in Mathematics Education, 28:26-47.
  • Miller, F. B. (1991). The influence of the family and social environment (aktaran sayar, melisa. 2006. a longitudinal study of the relationship between percieved social support and psychological well-being of adolescent from low socioeconomic status. Yüksek Lisans Tezi. Boğaziçi University, Institute of Social Sciences).
  • Milli Eğitim Bakanlığı [10.08.2009]. Merkezi Sistem Sınavları http://egitek.meb.gov.tr/Sinavlar/index.asp
  • National Research Council (1989). Everybody counts: a report to the nation on the future of mathematics education. Washington, DC: National Academy Press.
  • OSYM. [19.08.2009]. Geçmiş yıllara ait sınav bilgileri. http://www.osym.gov.tr/BelgeGoster.aspx?F6E10F8892433CFFAC82 87D72AD903BE8F59EC4393613791
  • Pajares, F., & Miller D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: a path analysis. Journal of Educational Psychology, 86:193-203.
  • Pisa OECD. [18.05.2008]. Pisa 2003 and 2006 Results. http://www.pisa.oecd.org
  • Ramirez, O. M., & Dockweiler C. J. (1987). Mathematics anxiety: a systematic review. In R.Schwarzer, H. M. Van Der Ploeg, C. D. Spielberger (Eds.), Advanced in Test Anxiety Research, 5, 157-175. Berwyn, PA: Swetz North America.
  • Richardson, F. C., & Suinn R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19, 551- 54.
  • Sayar, M. (2006). A longitudinal study of the relationship between perceived social support and psychological well-being of adolescent from low socioeconomic status. Yüksek Lisans Tezi. Boğaziçi Üniversity, Institute of Social Sciences.
  • Shields, D. J. (2006). Causes of math anxiety: the student perspective. Doktora Tezi. Indiana University of Pennyslvania.
  • Suinn, R. M., Taylor S., & Edwards R. W. (1988). Suinn mathematics anxiety rating scale for elementary school students (MARS-E): Psychometric and normative data. Educational and Psychological Measurement, 48, 979-86.
  • Tektaş, A. H. (2002). Effects of math learning journals on mathematics achievement, attitudes toward mathematics and mathematics anxiety. Yüksek Lisans Tezi. Boğaziçi Üniversity, Institute for Graduate Student in Science and Engineering.
  • Tobias, S., & Weissbrod C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50: 63-70.
  • Tobias, S. (1993). Overcoming math anxiety. New York: W. W. Norton Company, Inc.
  • Umberson, D., Meichu D. C., House J. S., Hopkins K., & Slaten E. (1996). The effect of social relationships on psychological well-being: Are men and women really so different? American Sociological Review, 61:837-57.
  • Wigfield, A., & Meece J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psycholog, 80:210- 16.
  • Woodard, T. [15.06.2008]. The Effect of Math Anxiety on Post-Secondary Developmental Student as Related to Achievement, Gender, and Age. http://www.vccaedu.org/inquiry/inquiry-spring2004/i-91- woodard.html
  • Yıldırım, İ. (1997). Algılanan sosyal destek ölçeğinin geliştirilmesi: Güvenirliği ve geçerliği. Hacettepe Eğitim Fakültesi Dergisi, 13:81- 87.
  • Yıldırım, İ. (2004a). Algılanan sosyal destek ölçeğinin revizyonu. Eğitim Araştırmaları (Eurasian Journal of Educational Research). 17:221- 36.
  • Yıldırım, İ. (2004b). Depresyonun yordayıcısı olarak sınav kaygısı, gündelik sıkıntılar ve sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 27:241-50
  • Yıldırım, İ. (2006). Akademik başarının yordayıcısı olarak gündelik sıkıntılar ve sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30:258-67.
  • Yıldırım, S. (2006). Validity, reliability, and partial norm study of the Turkish
  • teacher’s acceptance-rejection/control questionnaire child short form.
  • Yüksek Lisans Tezi. Boğaziçi Üniversity, Institute of Social Sciences.

Yıl 2010, Cilt: 6 Sayı: 1, 3 - 16, 14.01.2013

Münire Erden , Savaş Akgül

Öz

Anahtar Kelimeler

Math Anxiety Perceived Teacher Support and Mathematics Achievement

Kaynakça

  • Alcı, B. (2007). Yıldız Teknik Üniversitesi öğrencilerinin, matematik başarıları ile algıladıkları problem çözme becerileri, özyeterlik algıları, bilişüstü özdüzenleme stratejileri ve öss sayısal puanları, arasındaki ve yordayıcı ilişkiler örüntüsü. Doktora Tezi. Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü.
  • Baştürk, D. (2002). Ortaöğretim kurumlarındaki öğrencilerde algılanan sosyal desteğin akademik başarı üzerindeki etkisi. Yüksek Lisans Tezi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü.
  • Bates, Vincent M. (2007). The impact of preparedness, self-efficacy, and math anxiety on the success of African American males in developmental mathematics at a community college. Doktora Tezi. Morgan State University.
  • Bernstein, J., L. ., & Cote-Bonanno J. (1992). Barriers to women entering the workforce: math anxiety. (Report No. CE 064 012). Montclair, NJ: Montclair State College, Life Skills Center. (Eric Document Reproduction Service No. ED 359 381)
  • Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25:441-48.
  • Bowen, G. L., Rosenfeld L. B., & Richman J. M. (2000). Social support networks and school outcomes: The centrality of the teacher. Child and Adolescent Social Work Journal, 17(3):205-226.
  • Bowen N., & Brewster A. (1998). Sense of school coherence, perceptions, of danger at school, and teacher support among youth at risk of school failure. Child and Adolescent Social Work Journal, 15(4):273-86
  • Chen, L. J. [27.02.2008] “Academic Support From Parents, Teachers, and Peers: Relation to Hong Kong Adolescents Academic Behavior and Achievement”. http://www.gse.harvard.edu/hfrp/projects/fine/resources/digest/hong_ kong.html.
  • Cutrano, C. E., et.al. (1994). Parental social support and academic achievement: an attachment theory perspective. Journal of Personality and Social Psychology. 66(2):369-78.
  • Demaray, M. K., & Malecki C. K. (2001). Mesuring percieved social support: development of the child and adolescent social support scale (CASSS). Psychology in the Schools. 39(1):1-18. Demaray, M. K., & Malecki C. K.
  • Demaray, M. K., & Malecki C. K. (2002a). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly. 17:213–41.
  • Demaray, M. K., & Malecki C. K. (2002b). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools. 39:305–16.
  • Demaray, M. K., & Malecki C. K. (2003). Carrying a weapon to school and perceptions of social support in an urban middle school. Journal of Emotional and Behavioral Disorders. 11(3):169-78.
  • Demaray, M. K., & Malecki C. K. (2005). The relationship between social support and student sdjustment: A longtitudinal analysis. Psychology in the Schools. 42: 691–706.
  • Demaray, M. K., & Malecki C. K. (2006). Social support as a buffer in the relationship between socioeconomic status and scademic performance. School Psychology Quarterly. 21(4): 375-95.
  • Eldemir, H. H. (2006). Sınıf öğretmeni adaylarının matematik kaygısının bazı psiko-sosyal değişkenler açısından incelenmesi. Yüksek Lisans Tezi. Cumhuriyet Üniversitesi Sosyal Bilimler Enstitüsü.
  • Erktin, E., Dönmez. G., & Özel S. (2006). Matematik kaygısı ölçeğinin psikometrik özellikleri. Eğitim ve Bilim, 31 (140): 26-33.
  • Erol, E. (1989). Prevalence and correlates of math anxiety in Turkish high school students. Master’s Thesis. Boğaziçi Üniversity, Institute of Social Sciences.
  • 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. Unpublished PhD dissertation. Washington State University College of Education.
  • Helsen, M., Vollebergh W., & Meeus W. (2000). Social support from parents and friends and emotional problems in adolescence. Journal of Youth and Adolescence, 3(29), 319-35.
  • House, James S., D. Umberson., & K. R. Landis. (1988). Structures adm Processes of Social Support. Annual Review of Sociology, 14:293-318.
  • Jackson, C. D., Leffingwell J. R. (1999). The Role of the instructors in creating math anxiety in students from kindergarten through College. The Mathematics Teacher, 92(7):583-86.
  • Karadağ, İ. (2007). İlköğretim beşinci sınıf öğrencilerinin akademik başarılarının sosyal destek kaynakları açısından incelenmesi. Yüksek Lisans Tezi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
  • Laugesen, N., Dugas M. J., & Bukowski W. M. (2003). The relationship between perceived social support and worry in adolescence. Poster presented at the 37th Annual Convention for the Assocition for the Advancement of Behavior Therapy, Boston, MA.
  • Ma, X., N. Kishor (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: a meta analysis. Journal for Research in Mathematics Education, 28:26-47.
  • Miller, F. B. (1991). The influence of the family and social environment (aktaran sayar, melisa. 2006. a longitudinal study of the relationship between percieved social support and psychological well-being of adolescent from low socioeconomic status. Yüksek Lisans Tezi. Boğaziçi University, Institute of Social Sciences).
  • Milli Eğitim Bakanlığı [10.08.2009]. Merkezi Sistem Sınavları http://egitek.meb.gov.tr/Sinavlar/index.asp
  • National Research Council (1989). Everybody counts: a report to the nation on the future of mathematics education. Washington, DC: National Academy Press.
  • OSYM. [19.08.2009]. Geçmiş yıllara ait sınav bilgileri. http://www.osym.gov.tr/BelgeGoster.aspx?F6E10F8892433CFFAC82 87D72AD903BE8F59EC4393613791
  • Pajares, F., & Miller D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: a path analysis. Journal of Educational Psychology, 86:193-203.
  • Pisa OECD. [18.05.2008]. Pisa 2003 and 2006 Results. http://www.pisa.oecd.org
  • Ramirez, O. M., & Dockweiler C. J. (1987). Mathematics anxiety: a systematic review. In R.Schwarzer, H. M. Van Der Ploeg, C. D. Spielberger (Eds.), Advanced in Test Anxiety Research, 5, 157-175. Berwyn, PA: Swetz North America.
  • Richardson, F. C., & Suinn R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19, 551- 54.
  • Sayar, M. (2006). A longitudinal study of the relationship between perceived social support and psychological well-being of adolescent from low socioeconomic status. Yüksek Lisans Tezi. Boğaziçi Üniversity, Institute of Social Sciences.
  • Shields, D. J. (2006). Causes of math anxiety: the student perspective. Doktora Tezi. Indiana University of Pennyslvania.
  • Suinn, R. M., Taylor S., & Edwards R. W. (1988). Suinn mathematics anxiety rating scale for elementary school students (MARS-E): Psychometric and normative data. Educational and Psychological Measurement, 48, 979-86.
  • Tektaş, A. H. (2002). Effects of math learning journals on mathematics achievement, attitudes toward mathematics and mathematics anxiety. Yüksek Lisans Tezi. Boğaziçi Üniversity, Institute for Graduate Student in Science and Engineering.
  • Tobias, S., & Weissbrod C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50: 63-70.
  • Tobias, S. (1993). Overcoming math anxiety. New York: W. W. Norton Company, Inc.
  • Umberson, D., Meichu D. C., House J. S., Hopkins K., & Slaten E. (1996). The effect of social relationships on psychological well-being: Are men and women really so different? American Sociological Review, 61:837-57.
  • Wigfield, A., & Meece J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psycholog, 80:210- 16.
  • Woodard, T. [15.06.2008]. The Effect of Math Anxiety on Post-Secondary Developmental Student as Related to Achievement, Gender, and Age. http://www.vccaedu.org/inquiry/inquiry-spring2004/i-91- woodard.html
  • Yıldırım, İ. (1997). Algılanan sosyal destek ölçeğinin geliştirilmesi: Güvenirliği ve geçerliği. Hacettepe Eğitim Fakültesi Dergisi, 13:81- 87.
  • Yıldırım, İ. (2004a). Algılanan sosyal destek ölçeğinin revizyonu. Eğitim Araştırmaları (Eurasian Journal of Educational Research). 17:221- 36.
  • Yıldırım, İ. (2004b). Depresyonun yordayıcısı olarak sınav kaygısı, gündelik sıkıntılar ve sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 27:241-50
  • Yıldırım, İ. (2006). Akademik başarının yordayıcısı olarak gündelik sıkıntılar ve sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30:258-67.
  • Yıldırım, S. (2006). Validity, reliability, and partial norm study of the Turkish
  • teacher’s acceptance-rejection/control questionnaire child short form.
  • Yüksek Lisans Tezi. Boğaziçi Üniversity, Institute of Social Sciences.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Münire Erden

Savaş Akgül Bu kişi benim

Yayımlanma Tarihi 14 Ocak 2013
Gönderilme Tarihi 19 Aralık 2012
Yayımlandığı Sayı Yıl 2010 Cilt: 6 Sayı: 1

Kaynak Göster

APA Erden, M., & Akgül, S. (2013). İLKÖĞRETİM ÖĞRENCİLERİNİN MATEMATİK KAYGISININ VE ÖĞRETMEN SOSYAL DESTEĞİNİN MATEMATİK BAŞARILARINI YORDAMA GÜCÜ. Eğitimde Kuram Ve Uygulama, 6(1), 3-16.