Abstract:

It is important to learn the concepts of geometry and to solve geometric problems from the lowest level to the highest level of education. Geometric habits of mind are an important factor in individuals' ability to solve geometry problems. Besides, there are affective factors affecting success. One of these factors is self-efficacy for geometry. For this reason, the aim of research is to investigate relationship between 7th grade students’ self-efficacy beliefs about geometry and the geometric habits of mind. On the other hand, it was aimed to investigate whether belief in self-efficacy towards geometry predicted geometric habits of mind. This sample of the research designed in relational model consists of 115 randomly selected 7th grade students studying at a secondary school affiliated to the Ministry of Education. The research data were obtained with the “Geometry Self-Efficacy Scale” developed by Cantürk-Günhan and Başer (2007) and the “Geometric Habits of Mind Test” developed by the researchers. To analyze the data, Pearson’s correlation and regression analysis are used. Findings showed that students’ self-efficacy towards geometry and their average scores from the scales for geometric habits of mind were moderate. It was found that there was a positive but low relationship between the “Geometric Habits of Mind Test” and the “Geometry Self-Efficacy Scale”. It has been determined that self-efficacy towards geometry predicts geometric habits of mind at some level. In line with the findings, suggestions have been made for improving and searching geometric self-efficacy of secondary school students and geometric habits of mind

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