Abstract:

This study aims to study the mathematical self-capacity calibration skills of secondary school students in terms of gender, success level and question difficulty level variables. The research has used a causal comparison pattern of quantum research patterns. The study included 356 students of eighth class. In obtaining the data, the "Matematical Performance Test" and "Matematical Self Qualification Scale" were used, which were prepared by researchers. In the Mathematical Self-Qualification Scale, students are asked to assess how much they trust in solving each of the 12 mathematical questions on the scale correctly. In the Mathematical Performance Test, students were asked to solve 12 mathematical questions in the Mathematical Self Qualification Scale in writing. The students' mathematical self-quality calibration skills are determined by calculating the calibration error (bias) scores. The research finds that gender variable has no significant impact on the mathematical self-capacity calibration skills of eighth class students. It was also observed that when the difficulty level of questions increased, the self-qualification calibrations were deteriorated, and, on the other hand, the student's calibration successes in mathematical questions with the low difficulty level of questions increased. Students with high and low success in mathematics have been observed to have a higher calibration success than students with middle-level success.

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