ÖĞRENCİLERİN MATEMATİK KAYGISI, ÖZYETERLİK VE MOTİVASYONLARI ÜZERİNE PISA 2003 VERİLERİNİN TEKRAR ANALİZİ

Öz

PISA 2003 verilerine dayanarak bu çalışmada, öğrencilerin matematik hakkındaki kaygıları, motivasyonları, özyeterlikleri ve öz-kavramaları incelenmiştir. Yaşları 15-16 arasında ve 41 farklı ülkede yaşayan 272138 öğrencinin oluşturduğu veri seti üzerinde analizler yapılmıştır. Örneklem seçimi iki aşamalı tabakalı yöntem ile yapılmıştır. Sonuçlar; (a) erkekler kızlara nazaran (istatistiki) anlamlı olarak daha yüksek özyeterlik, özkavrama, motivasyon, ve daha düşük matematik kaygısına sahiptirler, (b) yüksek sosyoekonomik durumda olanlar daha yüksek özyeterlik, motivasyon, ve daha düşük matematik kaygısına sahiptirler, ve (c) coğrafik bölgeler nazara alındığında özyeterlik, özkavrama, motivasyon ve kaygıda anlamlı olarak bir farklılaşma olduğunu göstermiştir

Anahtar Kelimeler

• PISA 2003
• Matematik Eğitimi
• Kaygı
• Özyeterlik
• Özkavrama
• Motivasyon

RE-ANALYSIS of PISA 2003 DATA about STUDENTS’ MATHEMATICS ANXIETY, SELF-EFFICACY, and MOTIVATION

Öz

Relying on PISA 2003 data, the study investigated students’ anxiety, motivation, self-efficacy, and self-concept on learning mathematics. The analysis was carried out over large amount of data, collected from 272138 students who were 15-16 years of age, coming from 41 countries. Two-stage stratified sampling strategy provided the sample for the analysis. Findings showed that (a) boys have significantly higher mathematical self-efficacy, self-concept, motivation and lower mathematics anxiety than girls, (b) students with higher socioeconomic status have higher self-efficacy, selfconcept and motivation whereas students with the highest mathematics anxiety are in medium socioeconomic level, and (c) self-efficacy, self-concept, motivation and anxiety differ significantly with respect to geographical regions

Anahtar Kelimeler

• PISA 2003
• Mathematics Education
• Anxiety
• Self-Concept
• Self-Efficacy
• Motivation

Kaynakça

1. Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185.
2. Ashcraft, M. H., Moore, A. M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3),197-205.
3. Baloglu, M., & Kocak, R. (2006). A multivariate investigation of the differences in mathematics anxiety. Personality and Individual Differences, 40(7), 1325-1335.
4. Berberoğlu, G., & Güzel, Ç. I. (2005). An analysis of the programme for international student assessment 2000 (PISA 2000) mathematical literacy data for Brazilian, Japanese and Norwegian students. Studies in Educational Evaluation, 31, 283-314.
5. Berberoğlu, G., & Yayan, B. (2004). A re-analysis of the TIMSS 1999 mathematics assessment data for the Turkish students. Studies in Educational Evaluation, 30, 87-104.
6. Chiu, M. M., Klassen R. M. (2010). Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. Learning and Instruction, 20, 2-17.
7. Cleary, T. J., Chen, P. P. (2009). Self -regulation, motivation, and math achievement in middle school: Variations across grade level and math context. Journal of School Pscyhology, 47, 291-314.
8. Else-Quest, N.M., Hyde, J.S., & Linn, M.C. (2010). Cross-national patterns of gender differences analysis. Psychological Bulletin, 136, 103-127. achievement, attitudes, & affect: A meta

9. Githua, B. N., & Mwangi, J. G. (2003). Students' mathematics self-concept and motivation to learn mathematics: Relationship and gender differences among Kenya's secondary- school students in Nairobi and Rift Valley provinces. International Journal of Educational Development, 23(5), 487-499.
10. Greene, B. A., DeBacker, T. K., Ravindran, B., & Krows, A. J. (1999). Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes. Sex Roles, 40(5-6), 421-458.
11. Ho, H. Z., Senturk, D., Lam, A. G., Zimmer, J. M., Hong, S., Okamoto, Y., et al. (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. Journal for Research in Mathematics Education, 31(3), 362-379.
12. Kloosterman, P. (1988). Self-confidence and motivation in mathematics. Journal of Educational Psychology, 80(3), 345-351.
13. Lee, J. (2009). Universals and specifics of math self-concept, math self efficacy, and math anxiety across 41 PISA 2003 participating countries. Learning and Individual Differences, 19, 355-365.
14. Ma, X., & Kishor, N. (1997a). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26-47.
15. Ma, X., & Kishor, N. (1997b). Attitude toward self, social factors, and achievement in mathematics: A meta-analytic review. Educational Psychology Review, 9(2), 89-120.
16. Ma, X., & Xu, J. M. (2004). The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis. Journal of Adolescence, 27(2), 165-179.
17. Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60-70.
18. Norwich, B. (1987). Self-Efficacy And Mathematics Achievement - A study of their relation. Journal of Educational Psychology, 79(4), 384-387.
19. OECD. (2003). The PISA 2003 assessment framework: Mathematics, reading, science and problem-solving knowledge and skills. Paris: OECD Publications.
20. OECD. (2005). PISA 2003 data analysis manual: SPSS users. Paris: OECD.
21. Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem-solving - A path-analysis. Journal of Educational Psychology, 86(2), 193-203.
22. 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.
23. Randhawa, B. S., Beamer, J. E., & Lundberg, I. (1993). Role of mathematics self-efficacy in the structural model of mathematics achievement. Journal of Educational Psychology, 85(1), 41-48.
24. Raymond, A. (Ed.). (2005). PISA 2003 technical report: Programme for International Student Assessment. Paris: Organisation for Economic Co-operation and Development.
25. Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-Concept - Validation of construct interpretations. Review of Educational Research, 46(3), 407-441.
26. Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. Journal of Educational Research, 95(6), 323-332.
27. Skaalvik, S., & Skaalvik, E. M. (2004). Gender differences in math and verbal self-concept, performance expectations, and motivation. Sex Roles, 50(3-4), 241-252.
28. Stipek, D. J., & Gralinski, J. H. (1991). Gender differences in children's achievement-Related beliefs and emotional responses to success and failure in mathematics. Journal of Educational Psychology, 83(3), 361-371.
29. TIMSS 1999. Retrieved September 13, 2006, from http://timss.bc.edu/timss1999.html
30. Wilkins, J. L. M. (2004). Mathematics and science self-concept: An international investigation. Journal of Experimental Education, 72(4), 331-346.
31. Woolfolk, A. (2004). Educational Psychology (9th ed.). Boston: Pearson/A and B. Appendix Table 6.
32. Number of students with respect to country Number of students 12551 4597 8796 4452 27953 8420 6320 4660 4218 10791 5796 4300 9535 4627 4478 4765 10761 3880 3350 11639 4707 5444 332 3923 4627 1250 29983 3992 4064 4511 4383 4608 5974 7346 4624 5236 4721 4855 5835 5456 4405 YUG TOTAL 276165