Abstract:

This study aims to study the impact of high school students’ self-capacity, attitude, and sense of success on the success of math lessons. The study used a relative scanning model based on a quantum research approach. The study was conducted in the 2018-2019 educational year. The study group consists of 584 students studying in the middle schools in the centre of Çanakkale province. As a data collection tool, three measurement tools have been used: "Matematical attitude scale", "Matematical self-capability scale" and "Success sense scale". The findings obtained show that the students’ math lessons have a good level of success, self-capacity, attitude and sense of success. The research findings also show that there are meaningful and middle and weak levels of relationships between success in math course and self-capacity, attitude and sense of success. In the last established model, independent variables have been found as meaningful contributors to self-capacity, sense of success and attitude, and success in the course of mathematics. In this model, self-sufficiency is the most important contributor to success. In light of the results of the study, it is recommended that sensory properties, which are primarily the substitutes of mathematical success, be studied by other methods, such as structural equality modeling, except for regression analysis.