Investigation of the effects of secondary school students' psychological resilience and academic grit levels on mathematics achievement

Year 2023, , 369 - 380, 02.10.2023

Barış Demir

https://doi.org/10.17478/jegys.1346129

Cited By: 1

Abstract

The aim of the study is to examine the achievement of secondary school students in mathematics courses based on psychological resilience and academic grit. In the research, descriptive survey model, one of the quantitative research methods, was used. In this context, data were collected from 204 students studying in secondary schools in the district of Görükle, Bursa, in the spring term of the 2022-2023 academic year. As a data collection tool “Brief Resilience Scale” adapted by Dogan (2015), "Academic Grit Scale" adapted by Sağkal et al. (2020) was used. In this study, students' mathematics achievement was determined according to the grades in the mathematics course at the end of the semester. While analysis of variance (ANOVA) and t-test were used for group comparisons, correlation analysis was used to determine the relationship between psychological resilience and academic grit levels. According to the research results, it was seen that the psychological resilience levels of the students were medium and their academic grit levels were medium. Although there was no statistically significant difference in the evaluations made in the context of mathematics course achievement, it was observed that the achievement of the course increased as the levels of psychological resilience and academic grit increased. In terms of different variables, it was seen that academic grit levels did not differ according to gender. It was determined that the psychological resilience levels showed a statistically significant difference according to the gender variable and the psychological resilience of male students was higher. It was observed that the levels of psychological resilience and academic grit did not differ according to grade levels. t was determined that there was a positive and moderate relationship between the mathematics course achievement of secondary school students and their levels of resilience and academic grit, and a positive and moderate relationship between their levels of resilience and academic grit.

Keywords

Psychological resilience, Academic grit, Mathematics achievement, Secondary school

References

• Açıkgöz, M. (2016). Çukurova üniversitesi tıp fakültesi öğrencilerinin psikolojik sağlamlık ile mizah tarzları ve mutluluk düzeyi arasındaki ilişkinin incelenmesi(examining the relationship between students' psychological resilience and emotional and psychological well-being). Master Thesis, Çağ University, Institute of Social Sciences, Mersin.
• Afemikhe, O. A. (1985). The effect of formative testing on students’achievementin secondary school mathematics, Unpublished Ph. D.Thesis, University ofIbadan, Ibadan Allan, J. F., McKenna, J. & Dominey, S. (2014). Degrees of resilience: Profiling psychological resilience and prospective academic achievement in university inductees. British Journal of Guidance & Counselling, 42(1), 9–25.
• Al-Qaisy, L. M. (2011). The relation of depression and anxiety in academic achievement among group of university students. International Journal of Psychology and Counselling, 3(5), pp. 96-100.
• Aslan, E. (2018). Üniversite Öğrencilerinde Psikolojik Sağlamlık Düzeyinin Kişinin Mizaç Özellikleri, Çocukluk Dönemi Travma Durumları, Ebeveyn Tutumları ve Demografik Özelliklerine Göre İncelenmesi(investigation of psychological resilience level of university students according to temperament characteristics, childhood trauma, parental attitudes and demographic characteristics). Master Thesis, Yakın Doğu University, Institute of Social Sciences, Lefkoşa.
• Ateş, B. & Sağar, M. E. (2021). The predictive role of teacher candidates' life satisfaction and communication skills on academic success. Journal of Family, Counseling and Education, 6(2), 59-70.
• Ateş, B. & Sağar, M. E. (2022). Psikolojik danışman adaylarında akademik başarının yordayısıcı olarak psikolojik sağlamlık, bilişsel esneklik ve öz-yeterlik(resilience, cognitive flexibility and self-efficacy as predictors of academic success in psychological counsellor candidates ). Erzincan University Journal of Education Faculty, 24(1) , 1-9 .
• Ateş, B. (2016). Üniversite öğrencilerinde akademik başarının yordayıcısı olarak psikolojik iyi oluş ve sosyal yetkinlik psychological well-being and social competence as a predictor of academic success of university students). Electronic Journal of Social Sciences, 15(59), 1203-1214.
• Aydın, M. & Egemberdiyeva, A. (2018). Üniversite öğrencilerinin psikolojik sağlamlık düzeylerinin incelenmesi (an ınvestigation of university students’ resilience levels). Türkiye Education Journal, 3(1): 37-53.
• Bahadır, E. (2009). Sağlıkla İlgili Fakültelerde Eğitime Başlayan Öğrencilerin Psikolojik Sağlamlık Düzeyleri (The resilience levels of students having started for education in faculties with health). Master Thesis, Hacettepe University , Institute of Health Sciences, Ankara.
• Chen, X., Cheung, Y., Fan, X. & Wu, J. (2017). Factors related to resilience of academically gifted students in the Chinese cultural and educational environment. Psychology in the Schools, 1-1.
• Christensen, R. & Knezek, G. (2014). Comparative measures of grit, tenacity and perseverance. International Journal of Learning, Teaching and Educational Research. 8. 16-30. University, Kingshighway, ABD.
• Clark, K. N. & Malecki, C. K. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72, 49–66.
• Cole, M., Field, H. & Harris, S. (2004). Student learning motivation and psychological hardiness:Interactive effects on students’reaction to a management class. AMLE;3:64–85.
• Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113(3), 492–511.C
• Çolak Sarı, E. (2018). Riskli birimlerde çalışan hemşirelerin psikolojik sağlamlıklarının değerlendirilmesi(evaluation of psychological resilience of nurses working in risky services). Master Thesis, Avrasya University, , Institute of Health Sciences, Trabzon.
• Demir, B. (2023). The mediating effect of academic resilience on the relationship between psychological resilience and academic achievement. e-International Journal of Educational Research, 14 (3) , 52-67.
• Dent, R. J., & Cameron, R. J. S. (2003). Developing resilience in children who are in public care: The educational psychology perspective. Educational Psychology in Practice, 19(1), 3–19.
• Dikici A., Sarıtürk M., Haberveren H. K., Şahin R. & Yardım Ö., (2023). Covid-19 pandemi döneminde üniversite öğrencilerinin psikolojik sağlamlık düzeylerinin belirlenmesi(determining the psychological strength levels of university students during the covid-19 pandemic period.) Journal of Higher Education and Science, 13(1), 86-92
• Doğan, T. (2015). Kısa Psikolojik Sağlamlık Ölçeği’nin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması(Adaptation of the Brief Resilience Scale into Turkish: A validity and reliability study). The Journal of Happiness & Well-Being, 3(1), 93-102.
• Duckworth, A. L.(2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1), 198–208.
• Duckworth, A. L. & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of Personality Assessment, 91(2), 166–174
• Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101
• Eduwem, J.D., Umoinyang, I.E., & Otu, B.D. (2017). Psychological Factors and Secondary School’s Students Academic Performance in Mathematics. IOSR Journal of Research & Method in Education, 07, 06-13.
• Ekinci, N. & Hamarta, E. (2020). Meslek yüksekokulu öğrencilerinin azim ile mutluluk düzeylerinin incelenmesi (investigation of the level of grit and happiness of vocational high school students). OPUS International Journal of Society Researches , 15 (21) , 125-144.
• Erkoç, B. & Danış, M.Z. (2020). Üniversite öğrencilerinin psikolojik sağlamlık düzeylerinin tespit edilmesine yönelik bir araştırma(a study on the investigation of university students’ resilience levels). Kirklareli University Journal of Sciences 4(1), 34-42.
• Ernas, Ş. (2017). Özerklik ve Psikolojik Dayanıklılık Arasındaki İlişkinin İncelenmesi(examining the relationship between autonomy and resilience). Master Thesis, İstanbul Gelişim University, , Institute of Social Sciences, İstanbul.
• Eskreis-Winkler, L., Shulman, EP., Beal, SA. & Duckworth, AL.(2014). The grit effect: predicting retention in the military, the workplace, school and marriage. Front Psychol.
• Farroll, J. C. (2016). Grit, deliberate practice, and athletic training education: Factors that determine board of certification exam success (Order No. 10307061). Available from ProQuest Dissertations & Theses Global.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). New York: McGraw-hill.
• Gamel, M. (2014). Impact of character development and empowerment program on Grit and resilience growth in early and middle adolescents. Unpublished doctoral dissertation, Kennesaw State University, Georgia.
• George, D. & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson
• Goodman, S., Jaffer, T., Keresztesi, M., Mamdani, F., Mokgatle, D., Musariri, M., Pires, J. & Schlechter, A. (2011). An investigation of the relationship between students’ motivation and academic performance as mediated by effort. South African Journal of Psychology, 41(3), 373– 385
• Gündaş, A. &Koçak,R. (2015). Lise öğrencilerinde psikolojik sağlamliğin yordayicisi olarak benlik kurgusu(the role of self-construals as the predictors of psychological resilience of high school students). Journal of International Social Research. 8. 795-795.
• Güngörmüş, K., Okanlı, A. & Kocabeyoğlu, T. (2015). Hemşirelik öğrencilerinin psikolojik dayanıklılıkları ve etkileyen faktörler(factors influencing resilience in nursing students). Journal of Psychiatric Nursing, 6(1): 9-14.
• Gürgan, U. (2006). Grupla psikolojik danışmanın üniversite öğrencilerinin yılmazlık düzeylerine etkisi(the effect of the group program of resiliency level of university students).Doctoral Theses, Ankara University, Institute of Education Sciences, Ankara.
• Hoşoğlu, R.,Kodaz, A. F., Bingöl, T. Y. & Batık, M. V. (2018). Öğretmen adaylarında psikolojik sağlamlık(the resilient levels of preservice teachers). OPUS International Journal of Society Researches, 8(14): 217-239.
• Hwang, M. H., Lim, H. J., & Ha, H. S. (2018). Effects of grit on the academic success of adult female students at Korean Open University. Psychological reports, 121(4), 705-725.
• Karakaya, İ. (2012). Bilimsel araştırma yöntemleri (scientific research methods) A. Tanrıöğen (Edt.) Bilimsel araştırma yöntemleri scientific research methods). Ankara: Anı.
• Khan, S., Hafeez, A. & Saeed, M. (2012). The impact of problem solving skill of heads’ on students’ academic achievement. Interdisciplinary Journal of Contemporary Research in Business.
• Luthans, K. W., Luthans, B. C. & Chaffin, T. D. (2019). Refining grit in academic performance: The mediational role of psychological capital. Journal of Management Education, 43(1), 35–61
• Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American psychologist, 56(3), 227.
• Novotny, J. S. & Kremenkova, L. (2016). The relationship between resilience and academic performance at youth placed at risk. Ceskoslovenska Psychologie, 60(6), 553- 566.
• Oktan ,V.(2008). Üniversite sınavına hazırlanan ergenlerin psikolojik sağlamlıklarının çeşitli değişkenlere göre incelenmesi. (investigate resilience of adolescents who are getting prepared for the university entrance exam). Master Thesis, Karadeniz Tecnical University, Trabzon.
• Owoyele, J. W. (2009). Relationship between stress management skills and undergraduate students’ academic achievement in two Nigerian Universities. African Research Review 3(3), 429-436 Önder, A. & Gülay, H. (2008). İlköğretim 8. sınıf öğrencilerinin psikolojik sağlamlığının çeşitli değişkenler açısından incelenmesi(resilience of 8 grade students in relation to various variables) . Buca Faculty of Education Journal, (23).
• Prince-Embury, S. (2010). Introduction to the special issue: Assessing resiliency in children and adolescents. Journal of Psychoeducational Assessment, 28(4), 287-290
• Rutter, M. (2006). Implications of resilience concepts for scientific understanding. Annals of the New York Academy of Sciences, 1094, 1-12.
• Sağkal, A. S. , Soylu, Y. , Pamukçu, B. & Özdemir, Y. (2020). Akademik Azim Ölçeği’nin (Aaö) Türkçe’ye Uyarlanmasi: Geçerlik ve Güvenirlik Çalişmasi (Turkish adaptation of the academic grit scale: a validity and reliability study . Mehmet Akif Ersoy University Journal of Education Faculty, (56) , 326-344.
• Sakız,H. & Aftab.R (2019) Academic achievement and its relationships with psychological resilience and socio-demographic characteristics. International Journal of School & Educational Psychology, 7:4, 263-273,
• Sariçam, H., Çelik, İ. & Oğuz, A. (2016). Kısa azim (sebat) ölçeğinin türkçeye uyarlanması: geçerlik ve güvenirlik çalışması(turkish adaptation of the short grit scale (grit-s): validity and reliability study). International Journal of Turkish Literature Culture Education, 5(2), 927-935.
• Seçim, G. (2020). Bilişsel esneklik ve duygu düzenleme özelliklerinin psikolojik sağlamlık üzerine etkisi(the effects of cognitive flexibility and emotion regulation on psychological resilience). The journal of turkish educational sciences , 18 (2) , 505-52.
• Sezgin, K. (2016). Üniversite Öğrencilerinin Psikolojik Sağlamlık ve Dindarlık Düzeylerinin İncelenmesi (Dicle Üniversitesi örneği). investigation of psychological resilience and religiosity levels of university students (dicle university example). Master Thesis, Dicle University, Institute of Science Sciences, Diyarbakır.
• Sharma, D., & Sharma, S. (2018). Relationship between motivation and academic achievement. International Journal of Advances in Scientific Research, 4(1), 316-312.
• Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P. & Jennifer Bernard, J. (2008). The brief resilience scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine, 15, 194–200.
• Soysal Işıkçı, D. & Çoklar, A. N. (2022). Lise Öğrencilerinin Toplum 5.0 Hakkındaki Görüşlerinin Analitik Düşünme ve Akademik Azim Bağlamında İncelenmesi ( examination of high school students' views on society 5.0 in the context of analytical thinking and academic perseverance). Journal of Ahmet Kelesoglu Education Faculty, 4 (2) , 297-313.
• Stainton, A., Chisholm, K., Kaiser, N., Rosen, M., Upthegrove, R., Ruhrmann, S. & Wood, S. (2019). Resilience as a multimodal dynamic process. Early Intervention in Psychiatry, 13(4), 725–732.
• Tabbodi, M., Rahgozar, H., & Makki Abadi, M. M. (2015). The relationship between happiness and academic achievements. European Online Journal of Natural and Social Sciences, 4(1), 241-246.
• Taşlıyan, M. , Hırlak, B. & Harbalıoğlu, M. (2015). Duygusal zekâ, iletişim becerileri ve akademik başari arasindaki ilişki: üniversite öğrencilerine bir uygulama(the relationship between emotional intelligence, communication skills and academic achievement: an application on university students ). ASSAM International Refereed Journal, 2 (3) , 45-58
• Turgut, Ö. (2015). Ergenlerin psikolojik sağlamlık düzeylerinin, önemli yaşam olayları, algılanan sosyal destek ve okul bağlılığı açısından incelenmesi. Master Thesis, Anadolu University, Eskişehir.
• Ulukan, M. (2020). Öğretmenlerin mutluluk ile psikolojik sağlamlik düzeyleri arasindaki ilişkinin incelenmesi (investigation of the relationship between happiness and psychological resilience levels of teachers). Journal of International Social Research, 13(73).
• Umoinyang, I .E. (1999). Student Socio-psychological factors as determinants of achievement in Senior secondary school mathematics, Ph.D. Thesis,University of Ibadan, Ibadan.
• Varıcıer, Ş. E. (2019). Yetişkin Psikolojik Sağlamlığı Üzerine Bir İnceleme: Algılanan Ebeveyn Tutumu, Kontrol Odağı, Algılanan Sosyal Destek ve Stresle Başa Çıkma Stilleri. Master Thesis, İbn Haldun University, Graduate Education Instıtute, İstanbul.
• Wallace, R. L. (2015). Grit and student performance: A mixed-method analysis of a nontraditional technical high school and a traditional high School. Unpublished doctoral dissertation, Lindenwood
• Yalçın, E.O.(2020).Sosyoekonomik bakimdan dezavantajli öğrencilerin fen ve matematik başarilari ile koruyucu faktörler arasindaki ilişki (the relationship between the protective factors and science and mathematics achievements of the socioeconomically disadvantaged students). Master Thesis, Erzincan Binali Yıldırım University, Institute of Science Sciences, Erzincan.
• Yıldırım, İ. & Ergene, T. (2003). Lise son sınıf öğrencilerinin akademik başarılarının yordayıcısı olarak sınav kaygısı, boyun eğici davranışlar ve sosyal destek(social support, submıss‹ve acts, and test anxıety as predıctors of academıc achıevement among hıgh school students). Hacettepe University Journal of Education, 25(25) 224-234.
• Yılmaz, E., Yılmaz, E. & Karaca, F. (2008).Üniversite öğrencilerinin sosyal destek ve yalnızlık düzeylerinin incelenmesi (examining the level of social support and loneliness of university students). Journal of General Medicine; 18:71–9. 30.