Öz
Kaynakça
- Aiken L. (1970) “Attitudes towards Mathematics”. Review of Educational Research 40 (1970) 551-596.
- Aydın A., Sarıer Y. & Uysal Ş. (2012). “The Comparative Assessment of the Results of PISA Mathematical Literacy in Terms of Socio-Economic and Socio-Cultural Variables”. Education and Science 37/164 (2012) 20-30.
- Bakers S., Gersten R. & Lee D. (2002). “A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students”. The Elementary School Journal 103/1 (2002) 51-73.
- Bandura A. (1995). Self-Efficacy in Changing Societies. Cambridge 1995.
- Bong M. & Skaalvik E. M. (2003). “Academic Self-Concept and Self-Efficacy: How Different are They Really?” Educational Psychology Review 15 (2003) 1-40.
- Carmichael C., Callingham R., Hay I. & Watson J. (2010). “Statistical Literacy in the Middle School: The Relationship Between Interest, Self-Efficacy and Prior Mathematics Achievement”. Australian Journal of Educational & Developmental Psychology 10 (2010) 83-93.
- Dillman D. A., Jolene D., Smyth J. D & Christian L. M. (2009). Internet, Mail, And Mixed-Mode Surveys: The Tailored Design Method. New York 2009.
- Elliot S. & Gray A. (2000). Family Structures: A Report for The New Zealand Immigration Service. Immigration Research Programme. Wellington 2000.
- Ferla, J. Valcke M. & Cai Y. (2009). “Academic Self-Efficacy and Academic Self-Concept: Reconsidering Structural Relationships”. Learning and Individual Differences 19/4 (2009) 499-505.
- Gresham G. (2007). “A Study of Mathematics Anxiety in Pre-Service Teachers”. Early Childhood Education Journal 35/2 (2007) 181-188.
- Gündüz-Kalan Ö. (2011). “Media Literacy and Pre-school Children: A Research of Media Literacy Awareness”. İstanbul University Faculty of Communication Journal 39 (2011) 59-73.
- Güzel Ç. (2006). Cross-Cultural Comparison of Impact of Human and Physical Resource Allocations on Students’ Mathematical Literacy Skills in the Programme For International Student Assessment PISA (2003). Unpublished Dissertation. Middle East Technical University, Ankara 2006.
- Güzel Ç. & Berberoğlu, G. (2005). “An Analysis of the Programme for International Student Assessment 2000 (PISA 2000) Mathematical Literacy Data for Brazilian, Japanese and Norwegian Students”. Studies in Educational Evaluation 31 (2005) 283–314.
- Güzeller C. O. & Akın A. (2011). “An Examination of the Programme for International Student Assessment (PISA) 2003 Turkish Database with the Aim of Exploring the Relationship Between Homework Variables and Mathematics Achievement”. Educational Research and Reviews 6/13 (2011) 793-803.
- Hembree R. (1990). “The Nature, Effects, And Relief of Mathematics Anxiety”. Journal for Research in Mathematics Education 21 (1990) 33-46.
- Hidi S. (1990). “Interest and Its Contribution as A Mental Resource for Learning”. Review of Educational Research 60 (1990) 49-571.
- Isiksal M. Curran J. M. Koc Y. & Askun C. S. (2009). “Mathematics Anxiety and Mathematical Self- Concept: Considerations in Preparing Elementary-School Teachers”. Social Behavior and Personality 37/5 (2009) 631-644.
- Jöreskog K. G. & Sörbom D. (1993). LISREL 8 User’s Reference Guide. Chicago 1993. Klassen R. M. (2004). “Optimism and Realism: A Review of Self-Efficacy from A Cross-cultural Perspective”. International Journal of Psychology 39/3 (2004) 205-230.
- Kline R. B. (1998). Principles and Practice of Structural Equation Modeling. New York 1998.
- Lampert J. N. (2007). The Relationship of Self-Efficacy and Self-concept to Academic Performance in A College Sample: Testing Competing Models and Measures. Unpublished MS. Thesis. Pacific University, Oregon 2007.
- Lent R. W., Brown S. D. & Hackett G. (1994). “Toward A Unified Social Cognitive Theory of Career/Academic Interest, Choice, and Performance”. Journal of Vocational Behavior 45 (1994) 79- 122.
Role of Mathematical Self-Efficacy and Self-Concept in Mathematics Achievement: A Structural-Motivational Model
Öz
Mathematical self-efficacy and mathematical self-concept are motivational elements of social- cognitive theory. This theory proposes that mathematical self-efficacy and mathematical self-concept are better mediators or predictors of mathematics achievement than affective-motivational and background variables. Therefore, the aim of the research is to investigate a structural-motivational model of mathematics achievement for a low performing country in the PISA (Turkey) based on the integration of Ferla, Valcke and Cai’s (2009) model of mathematical self-efficacy and self-concept for a high performing country in the PISA (Belgium). Important finds from the model indicates: (a) mathematical self-efficacy was more predictive of mathematics achievement than is mathematical self-concept, mathematics anxiety, mathematics interest, grade level, or gender, while mathematical self-concept is a better mediator for affective-motivational variables on mathematics achievement than the other variables; (b) students’ mathematical self-efficacy strongly influenced their mathematical self-concept and not vice versa; (c) surprisingly, mathematics interest has a negative influence on mathematics achievement; and (d) the proposed model explained 34% of the variance in mathematics achievement. These results show the importance of academic motivation in the prediction of mathematics achievement for low performing and high performing countries in the PISA.
Anahtar Kelimeler
Mathematical Self-Efficacy Mathematical Self-Concept Mathematics Anxiety PISA
Kaynakça
- Aiken L. (1970) “Attitudes towards Mathematics”. Review of Educational Research 40 (1970) 551-596.
- Aydın A., Sarıer Y. & Uysal Ş. (2012). “The Comparative Assessment of the Results of PISA Mathematical Literacy in Terms of Socio-Economic and Socio-Cultural Variables”. Education and Science 37/164 (2012) 20-30.
- Bakers S., Gersten R. & Lee D. (2002). “A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students”. The Elementary School Journal 103/1 (2002) 51-73.
- Bandura A. (1995). Self-Efficacy in Changing Societies. Cambridge 1995.
- Bong M. & Skaalvik E. M. (2003). “Academic Self-Concept and Self-Efficacy: How Different are They Really?” Educational Psychology Review 15 (2003) 1-40.
- Carmichael C., Callingham R., Hay I. & Watson J. (2010). “Statistical Literacy in the Middle School: The Relationship Between Interest, Self-Efficacy and Prior Mathematics Achievement”. Australian Journal of Educational & Developmental Psychology 10 (2010) 83-93.
- Dillman D. A., Jolene D., Smyth J. D & Christian L. M. (2009). Internet, Mail, And Mixed-Mode Surveys: The Tailored Design Method. New York 2009.
- Elliot S. & Gray A. (2000). Family Structures: A Report for The New Zealand Immigration Service. Immigration Research Programme. Wellington 2000.
- Ferla, J. Valcke M. & Cai Y. (2009). “Academic Self-Efficacy and Academic Self-Concept: Reconsidering Structural Relationships”. Learning and Individual Differences 19/4 (2009) 499-505.
- Gresham G. (2007). “A Study of Mathematics Anxiety in Pre-Service Teachers”. Early Childhood Education Journal 35/2 (2007) 181-188.
- Gündüz-Kalan Ö. (2011). “Media Literacy and Pre-school Children: A Research of Media Literacy Awareness”. İstanbul University Faculty of Communication Journal 39 (2011) 59-73.
- Güzel Ç. (2006). Cross-Cultural Comparison of Impact of Human and Physical Resource Allocations on Students’ Mathematical Literacy Skills in the Programme For International Student Assessment PISA (2003). Unpublished Dissertation. Middle East Technical University, Ankara 2006.
- Güzel Ç. & Berberoğlu, G. (2005). “An Analysis of the Programme for International Student Assessment 2000 (PISA 2000) Mathematical Literacy Data for Brazilian, Japanese and Norwegian Students”. Studies in Educational Evaluation 31 (2005) 283–314.
- Güzeller C. O. & Akın A. (2011). “An Examination of the Programme for International Student Assessment (PISA) 2003 Turkish Database with the Aim of Exploring the Relationship Between Homework Variables and Mathematics Achievement”. Educational Research and Reviews 6/13 (2011) 793-803.
- Hembree R. (1990). “The Nature, Effects, And Relief of Mathematics Anxiety”. Journal for Research in Mathematics Education 21 (1990) 33-46.
- Hidi S. (1990). “Interest and Its Contribution as A Mental Resource for Learning”. Review of Educational Research 60 (1990) 49-571.
- Isiksal M. Curran J. M. Koc Y. & Askun C. S. (2009). “Mathematics Anxiety and Mathematical Self- Concept: Considerations in Preparing Elementary-School Teachers”. Social Behavior and Personality 37/5 (2009) 631-644.
- Jöreskog K. G. & Sörbom D. (1993). LISREL 8 User’s Reference Guide. Chicago 1993. Klassen R. M. (2004). “Optimism and Realism: A Review of Self-Efficacy from A Cross-cultural Perspective”. International Journal of Psychology 39/3 (2004) 205-230.
- Kline R. B. (1998). Principles and Practice of Structural Equation Modeling. New York 1998.
- Lampert J. N. (2007). The Relationship of Self-Efficacy and Self-concept to Academic Performance in A College Sample: Testing Competing Models and Measures. Unpublished MS. Thesis. Pacific University, Oregon 2007.
- Lent R. W., Brown S. D. & Hackett G. (1994). “Toward A Unified Social Cognitive Theory of Career/Academic Interest, Choice, and Performance”. Journal of Vocational Behavior 45 (1994) 79- 122.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Sosyolojisi |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Aralık 2017 |
| Yayımlandığı Sayı | Yıl 2017 Cilt: 7 Sayı: 2 |
| Adres: Akdeniz İnsani Bilimler Dergisi Akdeniz Üniversitesi, Edebiyat Fakültesi 07058 Kampüs, Antalya / TÜRKİYE | E-Posta: mjh@akdeniz.edu.tr |