PISA 2022 Türkiye Matematik Başarı Puanlarının Bazı Psikolojik Değişkenler ve Sosyoekonomik Durum Açısından İncelenmesi

Öz

Bu araştırmada, PISA 2022 Türkiye örneklemine ait, 15 yaş grubundaki 7250 öğrenci üzerinden elde edilen veriler doğrultusunda; sosyoekonomik durum, matematik kaygısı, matematikte çaba ve azim ile matematik öğretmeni desteği değişkenlerinin matematik başarısını cinsiyet değişkenine göre ne şekilde etkilediği incelenmiştir. Bunun yanında, matematik kaygısı ve matematikte çaba ve azim değişkenlerinin sosyoekonomik durum ve matematik öğretmeni desteği değişkenleri aracılığı ile matematik başarısını etkileme durumlarını belirlemek amacı ile yol analizi modeli oluşturulmuştur. Analizlerde PISA’nın PVMATH01–PVMATH10 değerleri, her olası değerin ayrı ayrı modellenmesi ve sonuçların Rubin birleştirme kurallarıyla bütünleştirilmesi yoluyla kullanılmış; ayrıca tasarım uyumlu standart hatalar, W_FSTUWT ve W_FSTR1 ve W_FSTR80 ağırlıkları esas alınarak elde edilmiştir. Bulgular, sosyoekonomik durum, matematik kaygısı, matematikte çaba ve azim değişkenlerinin hem kız hem erkek öğrencilerde matematik performansını anlamlı bir şekilde etkilediği, matematik öğretmeni desteğinin sadece kız öğrencilerde matematik başarısı üzerinde anlamlı bir etkisinin bulunduğu yönündedir. Analiz sonuçları; matematikte gösterilen çaba ve azim ile matematik kaygısının, öğrencilerin matematik başarısıyla olan ilişkisi üzerinde sosyoekonomik durumun yarı aracılık rolü üstlendiğini göstermektedir. Elde edilen bulgular, matematikte gösterilen çaba ve azmin öğrencilerin matematik başarısıyla olan ilişkisi üzerinde matematik öğretmeni desteğinin yarı aracılık rolü üstlendiğini; matematik kaygısı ile matematik başarısı arasındaki ilişki üzerinde matematik öğretmeni desteğinin aracılık rolü üstlenmediğini belirtmektedir.

Anahtar Kelimeler

• Sosyoekonomik Durum
• Kaygı
• Çaba ve Azim
• Öğretmen Desteği
• Matematik Başarısı

Examination of PISA 2022 Türkiye Mathematics Achievement Scores in Terms of Some Psychological Variables and Socioeconomic Status

Öz

In this study, in line with the data obtained from 7,250 students in the 15-year-old group belonging to the PISA 2022 Türkiye sample, it was examined how socioeconomic status, mathematics anxiety, effort and perseverance in mathematics, and teacher support variables affect mathematics achievement according to the gender variable. Additionally, a path analysis model was created to determine the effect of mathematics anxiety and effort and perseverance variables on mathematics achievement through socioeconomic status and mathematics teacher support variables. In the analyses, PISA’s PVMATH01–PVMATH10 plausible values were used by modeling each plausible value separately and integrating the results using Rubin’s combining rules; additionally, design-consistent standard errors were obtained based on the weights W_FSTUWT and W_FSTR1–W_FSTR80. The findings suggest that socioeconomic status, mathematics anxiety, and effort and perseverance significantly predict mathematics achievement for both female and male students, while mathematics teacher support is significant only for female students. The results show that socioeconomic status partially mediates the effects of students’ effort and perseverance and anxiety on mathematics achievement. The findings indicate that mathematics teacher support partially mediates the relationship between students’ effort and perseverance and mathematics achievement but does not mediate the relationship between mathematics anxiety and mathematics achievement.

Anahtar Kelimeler

• Socioeconomic status
• Anxiety
• Effort and perseverance
• Teacher support
• Mathematics achievement

Kaynakça

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