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Bu çalışmanın amacı, ortaokul öğrencilerinin öz yeterlik kaynaklarının cinsiyet, sınıf, akademik başarı, algılanan başarı, ebeveyn ve öğretmen tutumu değişkenlerine göre anlamlı olarak farklılaşıp farklılaşmadığını incelemektir. Araştırmaya toplam 267 ortaokul öğrencisi katılmıştır. Araştırmada verilerin toplanmasında Usher ve Pajares (2008) tarafından geliştirilen, Kontaş ve Özcan (2017) tarafından Türkçe’ ye uyarlanan “Ortaokul Matematik Öz-Yetkinlik Kaynakları Ölçeği”ile araştırmacı tarafından hazırlanan “Kişisel Bilgi Formu” kullanılmıştır. Elde dilen veriler SPSS 22 istatistik programı ile analiz edilmiştir.Araştırma sonucunda, ortaokul öğrencilerinin matematik öz-yeterlik kaynaklarının, cinsiyet değişkenine göre yalnızca “ustalık deneyimi” kaynağında erkek öğrenciler lehine anlamlı olarak farklılık gösterdiği tespit edilmiştir. Ortaokul öğrencilerinin matematik öz yeterlik kaynakları, sınıf düzeyi açısından anlamlı olarak farklılık göstermemektedir. Akademik başarı değişkenine göre ise tüm kaynaklardaveölçeğin toplamında anlamlı bir farklılık saptanmış olup bu farklılık“sosyal iknalar” kaynağı haricinde akademik başarının yüksek olduğu sınıflamalar lehinedir. Algılanan başarı değişkenine göre algılanan başarının düşük olması lehine tüm kaynaklar ve ölçeğin tamamında anlamlı farklılaşma vardır. Anne tutumu değişkenine göre “sosyal iknalar” kaynağı ve toplamda anlamlı bir farklılık olup, baba tutumuna göre anlamlı farklılık yoktur. Öğretmen tutumuna göre ise “ustalık deneyimi”, “fizyolojik durum” kaynakları ve toplamda anlamlı bir farklılık belirlenmiştir. Akademik ve algılanan başarı değişkenleri için geniş etkide olan bu farklılaşma anlamlı farklılık oluşturan diğer değişkenler için düşük etkidedir. Elde edilen bulgular doğrultusunda, öneriler getirilmiştir.
The aim of this study is to study whether high school students' self-qualification resources differ significantly according to gender, class, academic success, perceived success, parents and teachers' attitude variables. A total of 267 high school students participated in the study. In the study, the data collection was developed by Usher and Pajares (2008) and used the "Personal Information Form" prepared by the researcher to the "Middle School Mathematics Self-Competence Resource Scale" adapted to Turkish by Kontaş and Özcan (2017). The requested data was analyzed with the SPSS 22 statistical program. The research finds that the mathematical self-quality resources of high school students differ significantly in favor of male students only in the source of "experience" according to the gender variable. The resources of mathematical self-qualification of high school students do not differ significantly in terms of class level. According to the variable of academic success, there is a significant difference in all resources and the totality of ethnicity, and this difference is the classification that academic success is high except for the source of "social convictions". There is a meaningful differentiation in all sources and scale to the benefit of the low success per per perceived success variable. The mother's attitude variable is the source of "social convictions" and there is a significant difference in the total, and there is no significant difference in the father's attitude. According to the teacher’s attitude, the “sustainability experience”, the “physiological condition” sources and a significant difference in the total have been determined. This differentiation, which has a broad impact on academic and perceived success variables, has a low effect on other variables that make a meaningful difference. According to the findings obtained, recommendations have been made.
The aim of this study is to examine whether the self-efficacy sources of secondary school students differ significantly according to gender, class, academic achievement, perceived achievement, parent and teacher attitude variables. A total of 267 secondary school students participated in the study. As data collection tools, “Secondary School Mathematics Self-Competency Resources Scale” developed by Usher and Pajares (2008), adapted to Turkish by Kontas and Özcan (2017) and Personal Information Form prepared by the researchers were used. The data was analyzed by SPSS 22 statistical program. As a result of the study, it was determined that mathematics self-efficacy sources of secondary school students differed significantly in favor of male students only in the source of “mastery experience” according to gender variable. The mathematics self-efficacy sources of secondary school students do not differ significantly in terms of grade level. According to the academic achievement variable, there is a significant difference in the total of all the sources and the entire scale. This difference is in favor of the classifications with high academic success except for the source of “social persuasions”. There is a significant difference between all sources and the entire scale in favor of the perceived success variable. According to the mother attitude variable, there is a significant difference between the source of “social persuasions” and total but according to the father attitude variable, there is no significant difference between the students. According to teacher attitude, significant difference was determined at “mastery experience”, “physiological status” sources and total. This differentiation, which has a wide impact on academic and perceived success variables, is low-impact for other variables that make a significant difference. In line with the findings, recommendations were made.
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