Abstract:

This study examined the relationships between the mathematical self-qualifications of high school students, school membership and mathematical motivations. The sample of the study consisted of 306 students (56 percent girls and 44 percent boys) continuing to high school 5-8 classes. As data collection tools; mathematical self-capacity is used in a short form, the scale of attitude to the school and the scale of mathematical motivation. In the analysis of data, illustrative statistics, t test, Anova, correlation and regression analysis were used. According to the findings of the study, the mathematical self-qualifications of high school students, the perceptions of school affiliation and mathematical motivations are not significantly differentiated by the gender variable, differentiated by the class variable. According to another findings of the study, with the feeling of belonging to the school, mathematical motivation is a positive and meaningful contributor to mathematical self-capacity. High school students' feeling of belonging to school and mathematical motivation describe a variation of 39% of their mathematical self-capacity.