Abstract:

The purpose of this study is to determine the relationship between the mathematics motivation, attitudes and achievements of 8th grade primary school students and to examine the change of this relationship according to gender and parents education level. Purpose correlational survey model was used in the research. The research was applied to 252 8th grade students in 6 schools. In the study, the personal information form developed by the researcher was used to obtain the demographic information of the students. The Mathematics Motivation Scale (MME), which was adapted to Turkish and validated and reliable for primary school students, was used to determine students' mathematics motivation levels. Mathematics Attitude Scale was used to measure students' attitudes towards mathematics. While determining the mathematics success of the students, the grade point average of the 7th grade mathematics course was taken as a criterion. In the analysis of the data obtained in the research, descriptive analysis, Independent Groups t-Test, ANOVA, Pearson Correlation Analysis were used. According to the results obtained from the research, a positive, moderately significant relationship was found between mathematics motivation, attitude and achievement. Mathematics motivation and attitude were found to be independent of gender, number of siblings, and mother and father education level. It was determined that mathematics achievement differed significantly according to gender, education level of mother and father and was independent of the number of siblings variable. The fact that teachers create an environment by allowing students to experience the sense of achievement in the classroom environment can also contribute to the development of students' self-efficacy perception and intrinsic motivation.

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