Factors Related to the Mathematics Achievement of Resilient and Nonresilient Students with Different Genders in Top Performing Asian Countries

Yıl 2025, Cilt: 33 Sayı: 4, 716 - 725, 11.10.2025

Musa Sadak

https://doi.org/10.24106/kefdergi.1795686

Öz

Purpose: This study focused on the relationship between student-related factors and students’ mathematics achievement in top performing five Asian countries, including, Singapore, Chinese Taipei, South Korea, Japan, and Hong Kong, in TIMSS 2019 at the eighth-grade level with the specific focus on resilient and nonresilient students with different genders.
Design/Methodology/Approach: The data consisted of the pooled sample of 19,652 students in total. Seven student-related factors indicated by previous researchers were tested across the resilient and nonresilient students in these Asian countries through linear multiple regression technique.
Findings: As a result, valuing of mathematics and liking mathematics were found to have significant positive relationship with resilient students’ mathematics achievement while self-confidence and SES to be significantly related to only resilient male students’ achievement. In addition, for the nonresilient students, valuing mathematics, SES, liking mathematics, and discipline climate of classroom were found to be significantly positively related to achievement for both genders.
Highlights: The study revealed that valuing and liking mathematics consistently contributed to higher mathematics achievement among both resilient and nonresilient students across genders. While self-confidence in mathematics and socioeconomic status (SES) were not significant for resilient female students, they emerged as important predictors for resilient male students as well as for both genders of nonresilient students. Moreover, classroom discipline climate positively influenced the achievement of nonresilient students but showed no effect on resilient students. In contrast, school belonging and experiences of bullying were not significantly related to mathematics achievement in the overall sample.

Anahtar Kelimeler

Resilient and nonresilient students , Gender , Mathematics achievement , Multiple linear regression

Yüksek Başarılı Asya Ülkelerinde Farklı Cinsiyetlerden Dirençli ve Dirençsiz Öğrencilerin Matematik Başarılarıyla İlişkili Faktörler

Öz

Çalışmanın amacı: Bu çalışma, öğrenciye ilişkin faktörler ile öğrencilerin matematik başarıları arasındaki ilişkiyi, TIMSS 2019 sekizinci sınıf düzeyinde Singapur, Çin Taipesi, Güney Kore, Japonya ve Hong Kong gibi başarı düzeyi yüksek beş Asya ülkesinde, dirençli ve dirençsiz öğrenciler ile cinsiyet farklılıklarına odaklanarak incelemiştir.
Materyal ve Yöntem: Veriler, toplamda 19.652 öğrenciden oluşan havuz örneklemi kapsamaktadır. Önceki araştırmalarda belirtilen öğrenciye ilişkin yedi faktör, bu Asya ülkelerinde dirençli ve dirençsiz öğrenciler arasında çoklu doğrusal regresyon yöntemiyle test edilmiştir.
Bulgular: Sonuç olarak, matematiğe değer verme ve matematiği sevmenin, dirençli öğrencilerin matematik başarısıyla anlamlı düzeyde pozitif ilişkili olduğu; öz güven ve sosyoekonomik statünün ise yalnızca dirençli erkek öğrencilerin başarısıyla anlamlı düzeyde ilişkili olduğu bulunmuştur. Ayrıca, dirençsiz öğrenciler için, matematiğe değer verme, sosyoekonomik statü, matematiği sevme ve sınıf disiplin ortamı hem kız hem erkek öğrencilerin başarısıyla anlamlı ve pozitif yönde ilişkili bulunmuştur.
Önemli Vurgular: Çalışma, matematiğe değer verme ve matematiği sevmenin, hem dirençli hem de dirençsiz öğrencilerin farklı cinsiyetlerdeki başarılarını tutarlı bir biçimde artırdığını ortaya koymuştur. Matematikte öz güven ve sosyoekonomik statü (SES), dirençli kız öğrenciler için anlamlı bulunmazken, dirençli erkek öğrenciler ve dirençsiz öğrencilerin her iki cinsiyeti için önemli yordayıcılar olarak öne çıkmıştır. Ayrıca, sınıfın disiplin iklimi dirençsiz öğrencilerin başarılarını olumlu yönde etkilerken, dirençli öğrenciler üzerinde anlamlı bir etkisi bulunmamıştır. Buna karşın, okula aidiyet ve zorbalık deneyimleri genel örneklemde matematik başarısı ile anlamlı bir ilişki göstermemiştir.

Anahtar Kelimeler

Dirençli ve dirençsiz öğrenciler , Cinsiyet , Matematik başarısı , Çoklu doğrusal regresyon

Kaynakça

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