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Bu araştırmanın temel amacı, ilkokul 4. sınıf öğrencilerinin matematiğe karşı kaygı düzeyleri ve öz-yeterlik algıları arasında ilişkileri incelemektir. Çalışma, ilişkisel tarama modelinde gerçekleştirilmiştir. Araştırmanın örneklemini, Adana’nın Pozantı ilçesinde bulunan dört ilkokulda öğrenim gören 4. sınıf öğrencilerinden uygun örnekleme yöntemi ile belirlenmiş 193 öğrenci oluşturmuştur. Araştırmada veri toplama aracı olarak öğrencilerin matematik kaygı düzeylerini belirlemek amacıyla Lim ve Chapman (2013) tarafından uyarlanan ve Hacıömeroğlu ve Kutluca (2016) tarafından Türkçeye çevrilen “Düzenlenmiş Fennema-Sherman Matematik Kaygı Ölçeği-İlkokul”, matematik öz-yeterlik algılarını ölçmek amacıyla Usher ve Pajares (2009) tarafından geliştirilen ve Özkan (2019) tarafından Türkçeye uyarlanan “Matematik Öz-yeterlik Kaynağı Ölçeği” kullanılmıştır. Araştırma sonucunda öğrencilerin matematik kaygısının düşük, matematik öz-yeterlik algılarının yüksek düzeyde olduğu ve bu iki değişken ile cinsiyetleri arasında anlamlı bir farkın olmadığı saptanmıştır. Ayrıca matematik kaygısı ile matematik öz-yeterlik algıları arasında orta düzeyde negatif bir ilişki ve matematik öz-yeterliğin matematik kaygısının yordayıcısı olduğu tespit edilmiştir. Araştırmadan elde edilen sonuçlar, ilgili alan yazında tartışılmıştır.
The main purpose of this research was to investigate the correlations between the elementary school 4th grade students' anxiety levels towards mathematics and their self-efficacy perceptions. This study was designed as a correlational survey model. The sample of the research consisted of 193 students who were selected through convenience sampling method among 4th grade students attending four elementary schools in Pozantı county of Adana province. In this study, "Modified Fennema-Sherman Mathematics Attitude Scale-Elementary School" adapted by Lim and Chapman (2013) and translated into Turkish by Hacıömeroğlu and Kutluca (2016) and "Mathematics Self-efficacy Source Scale" developed by Usher and Pajares (2009) and adapted into Turkish by Özkan (2019) were used as the data collection tools. The results of the research showed that the anxiety levels of the students were low, mathematics self-efficacy perceptions of the students were high and there was no significant difference between these two variables and the gender of the students. Moreover, it was determined that there was a moderately negative correlation between math anxiety and math self-efficacy and math self-efficacy was the predictor of math anxiety. The results of the research were evaluated in line with the studies in the related literature.
The main purpose of this research was to investigate the correlations between the elementary school 4th grade students’ anxiety levels toward mathematics and their self-efficacy perceptions. This study was designed as a correlational survey model. The sample of the research consisted of 193 students who were selected through convenience sampling method among 4th grade students attending four elementary schools in Pozantı county of Adana province. In this study, “Modified Fennema-Sherman Mathematics Attitude Scale-Elementary School” adapted by Lim and Chapman (2013) and translated into Turkish by Hacıömeroğlu and Kutluca (2016) and “Mathematics Self-efficacy Source Scale” developed by Usher and Pajares (2009) and adapted into Turkish by Özkan (2019) were used as the data collection tools. The results of the research showed that the anxiety levels of the students were low, mathematics self-efficacy perceptions of the students were high and there was not a significant difference between these two variables and the genders of the students. Moreover, it was determined that there was a moderately negative correlation between math anxiety and mathematics self-efficacy and mathematics self-efficacy was the predictor of math anxiety. The results of the research were evaluated in line with the studies in the related literature.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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