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Bu çalışma ortaokul 6, 7 ve 8. sınıfa devam eden öğrencilerin akademik başarıları ile okul, aile ve öğrenci özellikleri arasındaki ilişkinin çok düzeyli yapısal eşitlik modellemesi ile incelenmesi amacıyla yapılmıştır. 2016-2017 öğretim yılının birinci döneminde Ankara ili Çankaya, Keçiören, Mamak, Altındağ ve Yenimahalle ilçelerinin her birinden seçilen beş resmi ve iki özel okul olmak üzere toplam 35 okulda öğrenim gören 6, 7 ve 8. sınıf öğrencileri örneklemi oluşturmaktadır. Araştırmada verilerin toplanması amacıyla araştırmacı tarafından geliştirilen öğrenci bilgi anketi, Alkan (2015) tarafından geliştirilen Akademik Ortamlarda Olumsuz Değerlendirilme Korkusu Ölçeği ve Türkçe’ye uyarlaması Korkmaz (2002) tarafından yapılan Akademik Risk Alma Ölçeği kullanılmıştır. Araştırma sonucunda grupiçi düzeyde sosyoekonomik düzey, olumsuz değerlendirilme korkusu ve akademik risk alma davranışı değişkenlerinin akademik başarıya olan doğrudan etkilerinin manidar olduğu belirlenmiştir. Sosyoekonomik düzey ve akademik risk alma davranışı değişkenlerinin akademik başarı üzerinde pozitif yönde etkisi varken, olumsuz değerlendirilme korkusunun akademik başarı üzerindeki etkisi negatif yöndedir. Sosyoekonomik düzey değişkeni akademik başarıyı doğrudan etkilediği gibi, olumsuz değerlendirilme korkusu ve akademik risk alma davranışı aracılığıyla da etkilemektedir. Gruplararası düzeyde sınıf öğrenci sayısı ve öğretmen başına düşen öğrenci sayısı değişkenlerinin akademik başarıya olan doğrudan etkileri manidardır.
The aim of this research is to investigate the relationship between the academic achievement of students attending secondary school of degrees 6, 7 and 8 and school, family and student characteristics with multilevel structure equation modeling. The sample of this research using the predictive correlational research design is composed of 6, 7 and 8 degrees of students who are studying in a total of thirty five schools including five official and two private schools selected from each of the provinces of Ankara which are Chankaya, Keçiören, Mamak, Altındağ and Yenimahalle in the first term of the academic year of 2016-2017. In this research to collect data, the student information questionnaire developed by the researcher, the scale of fear of negative evaluation in the academic environment developed by Alkan (2015) and the academic risk taking scale adapted to Turkish by Korkmaz (2002) were used. As a result of the research, at the within level the direct effects of the socio-economic level, the fear of negative evaluation and academic risk taking behavior variables were found to be significant on academic achievement. While the effects of socio-economic level and academic risk-taking behavior variables on academic achievement is positive, the effect of fear of negative evaluation variable on academic achievement is negative. In between levels, the direct effects of the classroom size and the number of students per teacher have significant direct effect on academic achievement. The effect of both variables on academic achievement is negative.
The aim of this research is to investigate the relationship between the academic achievement of students attending secondary school of grades 6, 7 and 8 and school, family and student characteristics with multilevel structure equation modelling. The sample of this research using the predictive correlational research design is composed of 6, 7 and 8 grades of students who are studying in a total of thirty five schools including five official and two private schools selected from each of the provinces of Ankara which are Çankaya, Keçiören, Mamak, Altındağ and Yenimahalle in the first term of the academic year of 2016-2017. In this research to collect data, the student information questionnaire developed by the researcher, the scale of fear of negative evaluation in the academic environment developed by Alkan (2015) and the academic risk taking scale adapted to Turkish by Korkmaz (2002) were used. As a result of the research, at the within level the direct effects of the socioeconomic level, the fear of negative evaluation and academic risk taking behavior variables were found to be significant on academic achievement. While the effects of socioeconomic level and academic risk-taking behavior variables on academic achievement is positive, the effect of fear of negative evaluation variable on academic achievement is negative. In between level, the direct effects of the classroom size and number of students per teacher have significant direct effect on academic achievement. The effect of both variables on academic achievement is negative.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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