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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

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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

  • 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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Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Araştırma Makaleleri
Yazarlar

Büşra KARTAL> (Sorumlu Yazar)
KIRŞEHİR AHİ EVRAN ÜNİVERSİTESİ
0000-0003-2107-057X
Türkiye


Serdal BALTACI>
KIRŞEHİR AHİ EVRAN ÜNİVERSİTESİ
0000-0002-8652-4467
Türkiye


Avni YILDIZ>
ZONGULDAK BÜLENT ECEVİT ÜNİVERSİTESİ
0000-0002-6428-188X
Türkiye

Yayımlanma Tarihi 31 Aralık 2022
Gönderilme Tarihi 4 Temmuz 2022
Kabul Tarihi 1 Aralık 2022
Yayınlandığı 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 . Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/72994/1140407

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