Abstract:

This study is the study of the beliefs of high school students to solve problems and the perceptions of academic self-sufficiency; whether there is a meaningful relationship between them according to school type, class level and gender variables. Research is a qualitative work. The universe of study constitutes the continued secondary education of students in the inner Anatolian region. In the collection of data, the Personal Information Form, the Faith Measure to Solve Problems (PCI) and the Academic Self-Qualification Measure (PCI) were used. The analysis of the data is done using the SPSS statistical program. It shows that there is a mean-level relationship between the beliefs of students to solve problems and the perceptions of academic self-sufficiency in a statistically positive direction. The mathematical skill, which is the sub-dimension of the PCI scale, is statistically significant at a low level between the place of mathematics and the beliefs of academic self-sufficiency. Understanding the problem, which is the subdimensions of the PCI scale, has achieved a statistically meaningful relationship between the importance of mathematics and the beliefs of academic self-sufficiency. It has been shown that there is no statistically meaningful relationship between the subfactor of the problem-solving ability of the CCI and the academic self-sufficiency beliefs. A statistically meaningful difference has been achieved in the student's ratio of beliefs to solve problems in favour of high school students. There was no significant difference between the classes in the sub-dimensions of the PCI. The levels of beliefs to solve their students have shown statistically significant differences between men and gender. When studied according to school types, the student's academic self-sufficiency perception score average shows a statistically significant difference in the positive direction compared to the other high school types of students of science. According to the class level of their students, the perception of academic self-sufficiency has been achieved as a result that there is no statistically meaningful difference in terms of average scores. It has not shown a statistically meaningful difference depending on gender in terms of student academic self-sufficiency perception.

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