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Son yıllarda Türkiye’deki öğrencilerin PISA 2015 TEOG 2017 gibi ulusal ve uluslararası sınavlardaki matematik başarı sonuçlarının istenilen düzeyde olmaması nedeniyle başarılarıyla ilişkili değişkenlerin incelenmesi önem arz etmektedir. Bu nedenle bu çalışmada öğrencilerin akademik duyguları, öz-düzenleyici öğrenme stratejileri ve akademik başarıları arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Katılımcılar, Ege Bölgesindeki bir ilde yer alan altı ortaokuldan uygun örneklem kullanılarak belirlenmiştir Araştırmaya bu okullarda öğrenim gören toplam 497 yedinci sınıf öğrencisi katılmış. Veriler, Başarı Duygu Ölçeği ve Güdüleyici Öğrenme Stratejiler Ölçeğinin kısa versiyonu ile toplanmıştır. Verilerin geçerliği ve güvenirliği, doğrulayıcı faktör analizi ve Cronbach’s Alfa ile belirlenmiştir. Veri analizi olarak betimleyici istatistiksel teknikler ve Pearson Korelasyon analizi teknikleri kullanılmıştır. Öğrencilerin, sıkılma, umutsuzluk, endişe, kızgınlık gibi olumsuz duyguları ve eğlenme, övünç gibi olumlu duyguları düşük seviyede hissettikleri belirlenmiştir. Öğrencilerin matematik dersindeki eğlenme duygularının, açımlama, eleştirel düşünme, üst-bilişsel stratejiler, emek düzenleme gibi öz düzenleyici öğrenme stratejileri ile olumlu ilişkili olduğu söylenebilir. Öğrencilerin matematik dersindeki başarılarının artması için eğlenerek öğrenmelerini sağlayacak yaratıcı drama yönteminin kullanılabileceği belirtilmiştir.
Unsatisfactory scores of Turkish middle school students at recent national and international mathematical tests such as PISA 2015 and TEOG 2017 urge to examining factors related to mathematical achievement. In this study, it is aimed at investigating the relationships between achievement emotion, self-regulated learning strategies and academic achievement. A relational study design was employed. A total of 497 seventh grade students from six middle schools in Aegean Region of Turkey. Data collection tools were Achievement Emotion Questionnaire, Motivated Learning of Strategies Questionnaire and students' mathematics grade of Summer semester. Confirmatory factor analyses and Cronbach alphas were used to determine the validations and reliability of data collection tools. Pearson correlation was used to determine the relationships between variables. Analysis revealed that students' achievement emotions including boredom, anxiety, anger, hopelessness, enjoyment and pride were between middle and low. Results of correlation tests showed that negative emotions were negatively related to self-regulated learning strategies and positive emotions were positively. Addition to this, all emotions were statistically significantly related to academic achievement. It was discussed that educational implications promoting students' enjoyment and pride like creative drama could be a way to increase students' academic achievement.
Unsatisfactory scores of Turkish middle school students at recent national and international mathematical tests such as PISA 2015 and TEOG 2017 urge to examining factors related to mathematical achievement. In this study, it is aimed to investigate the relations among achievement emotion, self-regulated learning strategies and academic achievement. A relational study design was employed. A total of 497 seventh grade students from six middle schools in Aegean Region of Turkey. Data collection tools were Achievement Emotion Questionnaire, Motivated Learning of Strategies Questionnaire and students’ mathematics grade of Fall semester. Confirmatory factor analyses and Cronbach alphas were used to determine the validations and reliabilities of data collection tools. Pearson correlation were utilized to determine the relations among variables. Analysis revealed that students’ achievement emotions including boredom, anxiety, anger, hopelessness, enjoyment and pride were between middle and low. Results of correlation tests showed that negative emotion were negatively related to self-regulated learning strategies and positive emotions were positively. Addition to this, all emotions were statistically significantly related to academic achievement. It was discussed that educational implications promoting students’ enjoyment and pride like creative drama could be a way to increase students’ academic achievement.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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