Abstract:

This study explored the predictive role of 2x2 Achievement Goal Orientations on mathematics class engagement by using structural equation model. Descriptive-relational model, a quantitative research method, was used in the study to collect data regarding the relationships. Research data were collected with the help of “Achievement Goal Orientation Scale” developed by Şenler and Sungur (2007) and “Effective Engagement Scale” developed by Güvenç (2015). The study was conducted on 697 6th, 7th and 8th graders attending 9 separate secondary schools in Alanya district of Antalya Province. Results pointed to significant and positive relationships between learning approach-orientation and behavioral and affective engagement in mathematics classes while significant and negative relationships were identified between learning approach-goal orientation and behavioral and affective disaffection. According to this result, it can be said that learning approach oriented students have more behavioral and affective engagement and less affective and behavioral disaffection in Mathematics classes. Results also showed significant and positive relationships between behavioral math engagement and learning avoidance goal orientation and significant and negative relationships between behavioral and affective disaffection and learning avoidance goal orientation. According to this result, it can be said that learning avoidance goal oriented students have more behavioral engagement and less affective and behavioral disaffection in Mathematics classes.

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