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Ortaokul Öğrencileri için Matematik Öz Yeterlik ve Kaygı Ölçeğinin Türkçeye Uyarlanması ve Matematiksel Öz Benlik Algısı ile İlişkisi

Yıl 2022, Cilt: 23 Sayı: 3, 2471 - 2522, 31.12.2022

Öz

Matematik öz yeterliği ve kaygısı ile matematiksel öz benlik algısı öğrencilerin matematik başarılarını etkileyen önemli faktörler arasında yer almaktadır. Bu faktörlerin matematik başarısı üzerindeki etkisini inceleyen çok sayıda çalışma olsa da özellikle ortaokul öğrencilerinin matematik öz yeterliği, kaygısı ve öz benliğinde cinsiyet ve sınıf seviyesi gibi demografik değişkenlerin neden olduğu farklılıklara ilişkin çalışmalara halen ihtiyaç olduğu bilinmektedir. Ayrıca, kavramsal ve ampirik olarak birbiri ile yakın ilişki içerisinde olduğu bilinen matematik öz yeterliği ve kaygısını bir arada ölçen bir ölçme aracının olmaması da bu yapılar arasındaki ilişkiyi detaylı bir biçimde incelenmesini zorlaştırmaktadır. Tüm bu noktalar göz önüne alınarak, bu çalışmada matematik kaygısı ve öz yeterliğini bir arada ölçen May (2009) tarafından geliştirilen Matematik Öz Yeterlik ve Kaygı Ölçeğinin Türkçeye uyarlanması, ortaokul öğrencilerinin öz yeterlik, kaygı ve öz benliklerinin cinsiyet ve sınıf seviyelerine göre ne derecede farklılaştığı ve matematik öz yeterlik ve kaygısının özbenliklerini ne derecede yordadığı incelenmiştir. Sınıf seviyesi ve cinsiyet ortalamalarda farklılığa neden olurken hem kız hem de erkek öğrencilerinin öz yeterlik, kaygı ve özbenlikleri üzerinde sınıf seviyesinin etkisinin farklılaşmadığı görülmüştür. Hem kız hem de erkek öğrencilerin sınıf seviyeleri arttıkça ortalamaları azalmıştır. Ayrıca, matematik özyeterlik ve kaygısının matematiksel öz benliğin anlamlı yordayıcısı olduğu ve en güçlü yordayıcının özyeterlik olduğu görülmüştür.

Kaynakça

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Adapting the Mathematics Self-efficacy and Anxiety Questionnaire into Turkish and Examining its Relationship with Mathematical Self-concept

Yıl 2022, Cilt: 23 Sayı: 3, 2471 - 2522, 31.12.2022

Öz

Mathematics self-efficacy, anxiety, and self-concept are crucial factors affecting students’ mathematics achievement. Although there are many studies examining the effects of these factors on mathematics achievement, it is known that there is still a need for research on the differences stemming from demographic variables such as gender and grade-level, especially in middle school students’ mathematics self-efficacy, anxiety and self-concept. In addition, the absence of a measurement tool that measures mathematics self-efficacy and anxiety together, which are known to be in close relationship with each other conceptually and empirically, makes it challenging to examine the relationship between these structures in detail. Considering all these points, in this study, the Mathematics Self-Efficacy and Anxiety Scale developed by May (2009), which measures mathematics anxiety and self-efficacy together, was adapted into Turkish. Additionally, it was examined to what extent middle school students’ self-efficacy, anxiety, and self-concept differed based on gender and grade levels and self-efficacy and anxiety predicted their self-concept. While grade-level and gender caused significant differences, it was seen that the effect of grade-level on the self-efficacy, anxiety, and self-concept of both girls and boys did not differ. It was seen that mathematics self-efficacy and anxiety were significant predictors of mathematical self-concept, and the strongest predictor was self-efficacy.

Kaynakça

  • Adal, A. A. & Yavuz, İ. (2017). Ortaokul öğrencilerinin matematik öz yeterlik algıları ile matematik kaygı düzeyleri arasındaki ilişki. Uluslararası Alan Eğitimi Dergisi, 3(1), 20-41. Retrieved from https://dergipark.org.tr/en/pub/ijofe/issue/30889/334329.
  • Akçakın, V., Cebesoy, Ü.B., & İnel, Y. (2015). İki boyutlu matematik kaygısı ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi (GEFAD), 35(2), 283-301. Retrieved from https://dergipark.org.tr/tr/pub/gefad/issue/6772/91176.
  • Ardasheva, Y., Carbonneau, K. J., Roo, A. K., & Wang, Z. (2018). Relationships among prior learning, anxiety, self-efficacy, and science vocabulary learning of middle school students with varied English language proficiency. Learning and Individual Differences, 61, 21-30. https://doi.org/10.1016/j.lindif.2017.11.008.
  • Ashcraft, M. H. & Moore, A. M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197-205. https://doi.org/10.1177%2F0734282908330580.
  • Ashcraft, M. H. & Rudig, N. O. (2012). Higher cognition is altered by noncognitive factors: How affect enhances and disrupts mathematics performance in adolescence and young adulthood. In V. F. Reyna, S. B. Chapman, M. R. Dougherty, & J. Confrey (Eds.), The adolescent brain: Learning, reasoning, and decision making (pp. 243–263). Washington, DC: American Psychological Association. https://doi.org/10.1037/13493-009.
  • Bai, H., Wang, L., Pan, W., & Frey, M. (2009). Measuring mathematics anxiety: Psychometric analysis of a bidimensional affective scale. Journal of Instructional Psychology, 36, 185-193.
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  • Johns, M., Schmader, T., & Martens, A. (2005). Knowing is half the battle: Teaching stereotype threat as a means of improving women’s math performance. Psychological science, 16(3), 175-179. https://doi.org/10.1111%2Fj.0956-7976.2005.00799.x.
  • Jolejole-Caube, C., Dumlao, A. B., & Abocejo, F. T. (2019). Anxiety towards mathematics and mathematics performance of grade 7 learners. European Journal of Education Studies, 6(1), 344-360. http://dx.doi.org/10.46827/ejes.v0i0.2420.
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  • 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(3), 355-365. https://doi.org/10.1016/j.lindif.2008.10.009.
  • Lee, J. & Stankov, L. (2013). Higher-order structure of motivation, self-beliefs, learning strategies, and attitudes toward school and its prediction of PISA 2003 mathematics scores. Learning and Individual Differences, 26,119–130. https://doi.org/10.1016/j.lindif.2013.05.004.
  • Lorsbach, A. & Jinks, J. (1999). Self-efficacy theory and learning environment research. Learning environments research, 2(2), 157-167.
  • Ma, X. & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for research in mathematics education, (28)1, 26-47. https://doi.org/10.2307/749662.
  • May, D. K. (2009). Mathematics self-efficacy and anxiety questionnaire. Unpublished Doctoral Dissertation, Graduate Faculty of The University of Georgia, University of Georgia, Athens, Georgia.
  • Morony, S., Kleitman, S., Lee, Y. P., & Stankov, L. (2013). Predicting achievement: Confidence vs self-efficacy, anxiety, and self-concept in Confucian and European countries. International Journal of Educational Research, 58, 79-96. https://doi.org/10.1016/j.ijer.2012.11.002.
  • Mukuka, A., Mutarutinya, V., & Balimuttajjo, S. (2021). Mediating effect of self-efficacy on the relationship between instruction and students’ mathematical reasoning. Journal on Mathematics Education, 12(1), 73-92. http://doi.org/10.22342/jme.12.1.12508.73-92.
  • Mundfrom, D. J., Shaw, D. G., & Ke, T. L. (2005). Minimum sample size recommen¬dations for conducting factor analyses. International Journal of Testing, 5(2), 159–168. https://doi.org/10.1207/s15327574ijt0502_4.
  • Newstead, K. (1998). Aspects of children’s mathematics anxiety. Educational Studies in Mathematics, 36(1), 53-71. https://doi.org/10.1023/A:1003177809664.
  • Norwood, K. S. (1994). The Effect of instructional approach on mathematics anxiety and achievement. School Science and Mathematics, 94 (5), 248-254. https://doi.org/10.1111/j.1949-8594.1994.tb15665.x.
  • Özdemir, E. & Gür, H. (2011). Matematik kaygısı-endişesi ölçeğinin (MKEÖ) geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 36(161), 39-50. Retrieved from http://eb.ted.org.tr/index.php/EB/article/view/259.
  • Pajares, F. (1996). Self-efficacy beliefs and mathematical problem-solving of gifted students. Contemporary educational psychology, 21(4), 325-344. https://doi.org/10.1006/ceps.1996.0025.
  • Pajares, F. (2006). Self-efficacy during childhood and adolescence: Implications for teachers and parents. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 339-367). Greenwich, CT: Information Age Publishing.
  • Pajares, F. & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem solving. Contemporary Educational Psychology, 20, 426–443. https://doi.org/10.1006/ceps.1995.1029.
  • 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. https://doi.org/10.1037/0022-0663.86.2.193.
  • Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (6th ed.). New York: McGraw-Hill Education.
  • Plake, B. S., & Parker, C. S. (1982). The development and validation of a revised version of the mathematics anxiety rating scale. Educational and Psychological Measurement, 42, 551-557. https://doi.org/10.1177%2F001316448204200218.
  • Plano Clark, V. L., & Creswell, J. W. (2015). Understanding research: A consumer’s guide (2nd ed.). Upper Saddle River, NJ: Pearson Education.
  • Recber, S., Isiksal, M., & Koç, Y. (2018). Investigating self-efficacy, anxiety, attitudes and mathematics achievement regarding gender and school type. Anales de Psicología/Annals of Psychology, 34(1), 41-51. https://doi.org/10.6018/analesps.34.1.229571.
  • Richardson, F. C. & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551–554. https://doi.org/10.1037/h0033456.
  • Roo, A. K., Ardasheva, Y., Newcomer, S. N., & Magaña, M. V. (2018). Contributions of tracking, literacy skills, and attitudes to science achievement of students with varied English proficiency. International Journal of Bilingual Education and Bilingualism, 23(9), 1108-1124. https://doi.org/10.1080/13670050.2018.1434125.
  • Salas, E. & Cannon-Bowers, J. A. (2001). The science of training: A decade of progress. Annual Review of Psychology, 52, 471-499. https://doi.org/10.1146/annurev.psych.52.1.471.
  • Scholz, U., Doña, B. G., Sud, S., & Schwarzer, R. (2002). Is general self-efficacy a universal construct? Psychometric findings from 25 countries. European Journal of Psychological Assessment, 18(3), 242–251. https://doi.org/10.1027/1015-5759.18.3.242.
  • Schultz, D. & Schultz, S. E. (2007). Modern psikoloji tarihi. (Çev. Yasemin Aslay). İstanbul: Kaknüs.
  • Schunk, D. H. (2009). Öğrenme teorileri: Eğitimsel bir bakışla. (Çev. Muzaffer Şahin). Ankara: Nobel Yayın Dağıtım.
  • Schunk, D. H. & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation. New York: Guilford Press.
  • Sloan, T., Daane, C.J., & Giesen, J. (2002). Mathematics anxiety and learning styles: What is the relationship in elementary preservice teachers?. School Science & Mathematics. 102(2), 84-87.
  • Smith, P. G. & Zelkowski, J. (2022). Validating a TPACK instrument for 7–12 mathematics in-service middle and high school teachers in the United States. Journal of Research on Technology in Education, 1-19. https://doi.org/10.1080/15391523.2022.2048145.
  • Suinn, R. M. (1988). Mathematics Anxiety Rating Scale-E (MARS-E). Fort Collins, CO: RMBSI, Inc.
  • Suinn, R. M. & Winston, E. H. (2003). The mathematics anxiety rating scale, a brief version: Psychometric data. Psychological Reports, 92, 167–173. https://doi.org/10.2466%2Fpr0.2003.92.1.167.
  • Şentürk, B. (2010). İlköğretim beşinci sınıf öğrencilerinin genel başarıları, matematik başarıları, matematik dersine yönelik tutumları ve matematik kaygıları arasındaki ilişki, Yayımlanmamış Yüksek Lisans Tezi, Afyon Kocatepe Üniversitesi, Sosyal Bilimler Enstitüsü, Afyon.
  • Tabachnick, B. G. & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Boston: Pearson.
  • Takunyacı, M., Akın, A., Kurbanoğlu, N. & Takunyacı, M. (2011). Revize edilmiş matematik kaygısı değerlendirme ölçeği: Doğrulayıcı faktör analizi çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 5 (1), 163-180. Retrieved from https://dergipark.org.tr/tr/pub/balikesirnef/issue/3372/46541.
  • Thomas, P. & Higbee, J. (1999). Affective and cognitive factors related to mathematics achievement. Journal of Developmental Education, 23(1), 8-16. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2256674&lang=tr&site=eds-live.
  • Tobias, S. (1993). Overcoming Math Anxiety. New York: W.W. Norton & Company.
  • Todor, I. (2014). Investigating “the old stereotype” about boys/girls and mathematics: Gender differences in implicit theory of intelligence and mathematics self-efficacy beliefs. Procedia-Social and Behavioral Sciences, 159, 319-323. https://doi.org/10.1016/j.sbspro.2014.12.380.
  • Umay, A. (2001). İlköğretim matematik öğretmenliği programının matematiğe karşı özyeterlik algısına etkisi. Journal of Qafqaz University, no:8.
  • Vinson, B.M. (2001). A comparison of preservice teachers’ mathematics anxiety before and after a methods class emphasizing manipulatives. Early Childhood Education Journal, 29(2), 89-94. https://doi.org/10.1023/A:1012568711257. Von Glasersfeld, E. (1996). Aspects of radical constructivism and ıts educational recommendations. (Eds. Steffe, L. P., Nesher, P., Cobb, P., Goldin G. A., Greer, B.). Theories of mathematical learning. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Watkins, M. W. (2021). A step-by-step guide to exploratory factor analysis with SPSS. Routledge.
  • Yurdakul, I. K., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. https://doi.org/10.1016/j.compedu.2011.10.012.
  • Zimmerman, B. J. (1995). Self-Efficacy and educational development. (Ed. Bandura, A.). Self-efficacy in changing socities. New York: Cambridge University Press.
Toplam 88 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Büşra Kartal 0000-0003-2107-057X

Serdal Baltacı 0000-0002-8652-4467

Avni Yıldız 0000-0002-6428-188X

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 23 Sayı: 3

Kaynak Göster

APA Kartal, B., Baltacı, S., & Yıldız, A. (2022). Ortaokul Öğrencileri için Matematik Öz Yeterlik ve Kaygı Ölçeğinin Türkçeye Uyarlanması ve Matematiksel Öz Benlik Algısı ile İlişkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 23(3), 2471-2522. https://doi.org/10.29299/kefad.1140407

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