Abstract:

The purpose of this study was to examine the relationships between geometry achievement, geometry self-efficacy, parents’ education level and gender. In this study, geometry selfefficacy scale which was developed by Günhan and Başer (2007) and geometry achievement test were used. The geometry achievement test was developed by the authors using the test items in the literature. Sample of the research consisted of 334 (176 girls-158 boys) 8thgrade students. Results of regression analyses indicated that father’s education level and geometry self-efficacy were statistically significant predictors ofgeometry achievement. Effects of mother’s or father’s education level on geometry self-efficacy beliefs may not be significant in practice. In addition, the results indicated that gender was not related to geometry self-efficacy and geometry achievement. Findings support the importance of students’ self-efficacy and parents’ education level on their academic achievement

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