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Bu çalışma, ilkokul öğrencilerinin matematik öz yeterlik kaynakları ile matematik kaygı düzeyleri arasındaki ilişkiyi incelemek ve öğrencilerin öz yeterlik kaynakları ve kaygı düzeylerini cinsiyet, sınıf düzeyi bunun yanı sıra sınav ve matematik kaygısı ile matematik öz yeterlik algısının cinsiyet, anne baba eğitim durumu ve matematik ilgisi, anne ve babanın desteği, ailenin gelir durumu, matematik başarı algısı durumuna göre incelenmesi de amaçlanmıştır. Çalışma, nicel araştırma desenlerinden ilişkisel araştırma modelinin kullanıldığı çalışmaya, tesadüfi olarak belirlenen bir devlet ilkokulunda öğrenim gören 153 (80 kız/ 73 erkek) öğrenci katılmıştır. Çalışmada veri toplama aracı olarak Kişisel Bilgi Formu, Öğrencilere Yönelik Matematik Kaygı Ölçeği, Matematiğe Karşı Öz-yeterlik Kaynağı Ölçeği kullanılmıştır. Verilerin analizinde, Verilerin normal dağılım göstermesi nedeniyle t-testi, tek yönlü varyans analizi uygulanmış, Pearson korelasyon katsayıları hesaplanmış ve regresyon analizi yapılmıştır. Çalışmanın sonucunda, Öğrencilerin matematik öz yeterlik kaynakları cinsiyetleri arasındaki ilişkiye bakıldığında alt faktörlerden yalnızca sosyal iknalar kız öğrenciler için anlamlı bir fark oluştururken, diğer alt faktörler (kişisel deneyimler, dolaylı yaşantılar ve psikolojik durumlar) ise, erkek öğrenciler için anlamlı bir farklılık oluşturmaktadır. Öğrencilerin matematik kaygısı puanlarının matematik öz yeterlik kaynakları (dolaylı yaşantılar, psikolojik durumlar, kişisel deneyimler ve sosyal iknalar) değişkenleri arasındaki ilişkiye bakıldığında, anlamlı bir farklılık olduğu sonucuna ulaşılmıştır. Öğrencilerin matematik öz yeterlik düzeyleri ile anne- baba matematik ilgisi değişkeni arasındaki ilişkiye bakıldığında anne -baba matematik ilgisi arasında anlamlı bir farklılık olmadığı sonucuna ulaşılmıştır. Öğrencilerin matematik dersine yönelik kaygılarının yüksek, matematik öz yeterlik kaynakları ve matematik kaygısı arasındaki ilişki düşük ve negatiftir olarak belirlenmiştir. Araştırmadan elde edilen bulgular alan yazın ilişkisinde tartışılmıştır.
This study is aimed at studying the relationship between mathematical self-qualification resources and mathematical concern levels of primary school students and studying the self-qualification resources and concern levels of students according to gender, class level as well as mathematical self-qualification perception and mathematical concern according to gender, parent education status and mathematical interest, mother and father support, family income status, mathematical success perception status. The study included 153 (80 girls/73 men) students who were studying in a state primary school, randomly identified, in which the relative research model was used from quantum research patterns. The study used the Personal Information Form as a data collection tool, the Mathematical Worry Scale for Students, and the Self-Qualification Scale for Mathematics. In data analysis, t-test, one-way variance analysis was applied, Pearson correlation ratio was calculated and regression analysis was carried out due to the normal distribution of data. As a result of the study, students' mathematical self-capacity sources, considering the relationship between gender and subfactors, only social convictions make a meaningful difference for girls students, while other subfactors (personal experiences, indirect experiences and psychological situations) make a meaningful difference for male students. The conclusion was made that the mathematical anxiety scores of students, considering the relationship between the variables between the mathematical self-capacity sources (exact experiences, psychological conditions, personal experiences and social convictions), are a significant difference. When considering the relationship between the mathematical self-qualification levels of students and the variable of parent-parent mathematical interest, the conclusion was that there was no significant difference between parent-parent mathematical interest. The relationship between the high concerns of students about the mathematical course, the mathematical self-qualification resources and mathematical concerns is low and negative. The findings from the study have been discussed in the summer relationship.
In this study, the relationship between mathematics self-efficacy sources and math anxiety levels of primary school students and students' self-efficacy resources and anxiety levels gender, grade level, as well as exam and math anxiety, mathematics self-efficacy perception of gender, parental education status and mathematics interest, and the support of parents, income status of the family, mathematics achievement perception. The study included 153 (80 female/ 73 male) students attending a randomized state primary school. Personal Information Form, Math Anxiety Scale for Students and Self-Efficacy Resource Scale against Mathematics were used as data collection tools. In the analysis of the data, t-test and one-way analysis of variance were applied because of normal distribution of data, Pearson correlation coefficients were calculated and regression analysis was performed. As a result of the study, when the relationship between the mathematics self-efficacy sources of the students is examined, only social persuasion is a significant difference for female students, while other sub-factors (personal experiences, indirect experiences and psychological situations) make a significant difference for male students. When the relationship between math anxiety scores of students' sources of mathematics self-efficacy (indirect experiences, psychological states, personal experiences and social persuasions) was found to be significant, it was found that there was a significant difference. When the relationship between the mathematics self-efficacy levels of the students and the parental mathematics interest variable was examined, it was concluded that there was no significant difference between the parental mathematics interest. The relationship between mathematics self-efficacy and mathematics anxiety was low and negative. The findings of the research were discussed in the literature.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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