Özet:

The research is designed to determine the direct, indirect and overall effects of a number of factors affecting the attitudes of sixth-class students towards mathematics. The influence of parents perceived in this direction, mathematical learning approaches, mathematical relationship self-capacity, basic psychological needs and attitude towards mathematics have been studied. The study group, which is adopted by the screening model, consists of 416 students in a state high school located in the city center of İzmir. 54.3 percent of students between the ages of 10 and 12 are girls (n=226) and 45.7 percent (n=190) are men. In research, data collection tools have been used; Perceived Parental Effects, Mathematical Learning Approaches, Mathematical Relationship Self-Capacity, Basic Psychological Needs and Mathematics-Referred Attitude Scales. The data collected was analyzed by Path (Road) from structural equality models to identify the direct and indirect causality between external and internal variables through structural equations. According to the findings obtained, the attitude towards mathematics has an indirect impact on the mathematical association self-capacity, basic psychological needs and mathematical learning approaches, and the perceived parent’s impact. The variables that directly influence the attitude towards mathematics describe 76% of the total variation. The impact values of the structural equations of the attitude towards mathematics (R2=0.76; f2=1.36) are widespread. In creating a positive perception of mathematics in students, mathematical association is presented as a suggestion for increasing levels of self-capacity, fulfilling their basic psychological needs, adopting appropriate learning approaches and creating a positive parent influence.

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