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Matematiğe Yönelik Tutumun, Negatif Değerlendirme Korkusunun ve Akademik Beklenti Stres Seviyesinin Matematik Başarısını Öngörmedeki Rolü

Yıl 2024, Cilt: 8 Sayı: 17, 87 - 104, 29.04.2024

Cüneyt Önal Hatice Kurcan Önal Suphi Önal Hasan Hüseyin Öztürk Nihal Eyvaz Önal

https://doi.org/10.57135/jier.1468708

Öz

Bu araştırmanın amacı, duygusal faktörler olan tutum, negatif değerlendirme korkusu ve akademik beklenti stres seviyesi gibi faktörlerin öğrencilerin matematik başarılarını ne ölçüde öngördüğünü belirlemektir. Araştırma nicel araştırma yöntemlerinden korelasyonel araştırma kullanılarak gerçekleştirilmiştir. Desen olarak ise; belirli değişkenleri öngörücüler olarak kullanarak sonuçları yordamada kullanılan tahmin araştırma deseni işe koşulmuştur. Araştırma Bursa'da bir ortaokulda öğrenim gören 352 ortaokul öğrencisi üzerinde gerçekleştirilmiştir. Öğrencilerin matematik puanları, Matematik Tutum Ölçeği (MTÖ), Negatif Değerlendirme Korkusu Ölçeği- Kısa Form (NKÖ) ve Akademik Beklenti Stres Envanteri (ABSE) veri toplama aracı olarak kullanılmıştır. Katılımcıların matematikle ilgili tutum, negatif değerlendirme korkusu ve akademik beklenti stres seviyelerini belirlemek için tanımlayıcı istatistikler kullanılmıştır. Cinsiyet, sınıf düzeyi ve matematik puanlarını karşılaştırmak amacıyla Çoklu Değişkenler Analizi (MANOVA) kullanılmıştır. Araştırmadan elde edilen sonuçlara göre; cinsiyet değişkeni matematik tutumu, negatif değerlendirme korkusu ve stres seviyesi üzerinde anlamlı bir fark oluşturmamıştır. Sınıf düzeyi arttıkça, öğrencilerin matematiğe karşı olumlu tutumlarının azaldığını görülmektedir. Yüksek matematik puanlarına sahip öğrenciler, düşük matematik puanlarına sahip öğrencilere göre matematiğe daha olumlu tutum geliştirmiştir. Korelasyon analizin sonuçlarına göre; matematik başarısının matematik tutumu ile anlamlı ve pozitif yönde; akademik beklenti stresi ve negatif değerlendirme korkusu ile anlamlı ve negatif yönde bir ilişkisi olduğu görülmüştür.

Anahtar Kelimeler

Matematiğe yönelik tutum Negatif değerlendirme korkusu matematik başarısı stres.

Etik Beyan

Bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur.

Kaynakça

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  • Ai, X. (2002). Gender differences in growth in mathematics achievement: Three-level longitudinal and multilevel analyses of individual, home, and school influences. Mathematical Thinking and Learning, 4(1), 1-22.
  • Aiken, L. R. (1974). Two scales of attitude toward mathematics. Journal for Research in Mathematics Education, 5, 67–71.
  • Akdemir, Ö. (2006). Attitude to mathematics lesson and achievement motivation of students in primary education. Unpublished master thesis, DokuzEylul University, Graduate School of Educational Sciences, İzmir.
  • Alderman, M. K. (2013). Motivation for achievement: Possibilities for teaching and learning. Routledge.
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  • Ang, R.P. &Huan,V.S. (2006). Academic Expectations Stress Inventory (AESI), Development factor, analysis, reliability and validity. Educational and Psychological Measurement, 66(3), 522-539
  • Antonnen, R. G. (1969). A longitudinal study in mathematics attitude. The Journal ofEducational Research, 62, 467-471.
  • Arsal, Z. (2009). The impact of self-regulation instruction on mathematics achievements and attitudes of elementary school students. Education And Science, 34(152), 3-14.
  • Ay, Y., Karadağ, E., & Acat, M. B. (2015). The Technological Pedagogical Content Knowledge-practical (TPACK-Practical) model: Examination of its validity in the Turkish culture via structural equation modeling. Computers & Education, 88, 97-108.
  • Ay, Y. (2017). The effect of learning types/styles on student achievement. The Factors Effecting Student Achievement: Meta-Analysis of Empirical Studies, 309-324.
  • Baloglu, M., &Kocak, R. (2006). A multivariate investigation of the differences in mathematics anxiety. Personality and Individual Differences, 40(7), 1325-1335.
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The Role of Attitude toward Mathematics, Fear of Negative Evaluation and Stress Level for Academic Expectations in Predicting Mathematics Achievement

Yıl 2024, Cilt: 8 Sayı: 17, 87 - 104, 29.04.2024

Cüneyt Önal Hatice Kurcan Önal Suphi Önal Hasan Hüseyin Öztürk Nihal Eyvaz Önal

https://doi.org/10.57135/jier.1468708

Öz

The aim of this study is to determine to what extent the emotional factors such as attitude, fear of negative evaluation and stress level for academic expectations predict students’ mathematics achievements. In this quantitative study a prediction research design, type of correlational design, was used to anticipate results by using particular variables as predictors. The study was conducted on 352 middle school students attending a middle school in Bursa. Students’ mathematics scores, Mathematics Attitude Scale (MAS), Fear of Negative Evaluation Scale Short Form (FNES) and Academic Expectations Stress Inventory (AESI) were used for data collection. In order to determine participants’ level of attitude toward mathematics, fear of negative evaluation and stress level for academic expectations descriptive statistics were used. Secondly to compare participants’ score on three measurements according to their gender, class level, and mathematics scores, multivariate analysis of variance (MANOVA) was employed. According to results gender did not make a significant difference on mathematics attitude, fear of negative evaluation and stress level separately, as well. Class level increases, students’ positive attitudes towards mathematics decreases. Students with high mathematics scores had significantly more positive feelings towards mathematics than students with low mathematics scores. The results of correlation analysis indicated that mathematics success was significantly and positively associated to mathematics attitude while it was significantly and negatively associated to fear of negative evaluation and stress for academic expectations.

Anahtar Kelimeler

Attitude toward mathematics Fear of negative evaluation Mathematics Achievement

Kaynakça

  • Abed, A. S., &Alkhateeb, H. M. (2001). Mathematics anxiety among eight-grade students of the United Arab Emirates. Psychological Reports, 89, 65–66.
  • Ai, X. (2002). Gender differences in growth in mathematics achievement: Three-level longitudinal and multilevel analyses of individual, home, and school influences. Mathematical Thinking and Learning, 4(1), 1-22.
  • Aiken, L. R. (1974). Two scales of attitude toward mathematics. Journal for Research in Mathematics Education, 5, 67–71.
  • Akdemir, Ö. (2006). Attitude to mathematics lesson and achievement motivation of students in primary education. Unpublished master thesis, DokuzEylul University, Graduate School of Educational Sciences, İzmir.
  • Alderman, M. K. (2013). Motivation for achievement: Possibilities for teaching and learning. Routledge.
  • American Psychiatric Association, [APA]. (2000). Diagnostic and statistical manual of mental disorders (DSM-IV-TR), (4. Print ). Washington: American Psychiatric Association
  • Ang, R. P., Huan, V. S., & Braman, O. R. (2007). Factorial structure and invariance of the Academic Expectations Stress Inventory across Hispanic and Chinese adolescent samples. Child psychiatry and human development, 38(1), 73-87.
  • Ang, R.P. &Huan,V.S. (2006). Academic Expectations Stress Inventory (AESI), Development factor, analysis, reliability and validity. Educational and Psychological Measurement, 66(3), 522-539
  • Antonnen, R. G. (1969). A longitudinal study in mathematics attitude. The Journal ofEducational Research, 62, 467-471.
  • Arsal, Z. (2009). The impact of self-regulation instruction on mathematics achievements and attitudes of elementary school students. Education And Science, 34(152), 3-14.
  • Ay, Y., Karadağ, E., & Acat, M. B. (2015). The Technological Pedagogical Content Knowledge-practical (TPACK-Practical) model: Examination of its validity in the Turkish culture via structural equation modeling. Computers & Education, 88, 97-108.
  • Ay, Y. (2017). The effect of learning types/styles on student achievement. The Factors Effecting Student Achievement: Meta-Analysis of Empirical Studies, 309-324.
  • Baloglu, M., &Kocak, R. (2006). A multivariate investigation of the differences in mathematics anxiety. Personality and Individual Differences, 40(7), 1325-1335.
  • Basturk, S. (2011). Negative reflections of preparation process to the university entrance exam on students' mathematics learning. Hacettepe University Journal of Education, 40, 69-79.
  • Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311-328.
  • Bektas, F., Çogaltay, N., Karadag, E., & Ay, Y. (2015). School culture and academic achievement of students: A meta-analysis study. The Anthropologist, 21(3), 482-488.
  • Benson, J. (1989). Structural components of statistical test anxiety in adults: An exploratory model. Journal of Experimental Education, 57, 247–261.
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  • Lussier, G. (1996). Sex and mathematical background as predictors of mathematics anxiety and self-efficacy in mathematics. Psychological Reports, 73, 827–833.
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  • Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30, 520-540.
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  • Mata, M. D. L., Monteiro, V., & Peixoto, F. (2012). Attitudes towards mathematics: Effects of individual, motivational, and social support factors. Child Development Research, Article ID 876028, 10p
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  • Tayraukham, S., &Nuangchalerm, P. (2009). Comparisons of mathematics achievement, attitude towards mathematics and analytical thinking between using the geometer's sketchpad program as media and conventional learning activities. Australian Journal of Basic & Applied Sciences, 3(3), 3036-3039.
  • Tobias, S. (1991). What’s wrong with the process? Change, 24, 13–19.
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  • Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary educational psychology, 38(1), 1-10.
  • Yara, P. O. (2009). Students’ attitude towards mathematics and academic achievement in some selected secondary schools in Southwestern Nigeria, European Journal of Scientific Research, 36(3), 336-341.
  • Yee, L. S. (2010). Mathematics attitudes and achievement of junior college students in Singapore. Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education. Research Group of Australasia. Fremantle: MERGA.
  • Yücel, Z., &Koç, M. (2011). The relationship between the prediction level of elementary school students’ math achievement by their mathematics attitudes and gender. Elementary Online, 10(1), 133-143.
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  • Zan, R., Brown, L., Evans, J., &Hannula, M. S. (2006). Affect in mathematics education: An introduction. Educational studies in mathematics, 63(2), 113-121.
Toplam 116 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Psikolojisi
Bölüm Eğitim Bilimleri
Yazarlar

Cüneyt Önal 0009-0008-6449-3314

Hatice Kurcan Önal Bu kişi benim 0009-0004-6609-3817

Suphi Önal Bu kişi benim 0009-0003-1375-0150

Hasan Hüseyin Öztürk Bu kişi benim 0009-0006-4066-3943

Nihal Eyvaz Önal Bu kişi benim 0009-0005-5265-8626

Yayımlanma Tarihi 29 Nisan 2024
Gönderilme Tarihi 15 Nisan 2024
Kabul Tarihi 24 Nisan 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 8 Sayı: 17

Kaynak Göster

APA Önal, C., Kurcan Önal, H., Önal, S., Öztürk, H. H., vd. (2024). The Role of Attitude toward Mathematics, Fear of Negative Evaluation and Stress Level for Academic Expectations in Predicting Mathematics Achievement. Disiplinlerarası Eğitim Araştırmaları Dergisi, 8(17), 87-104. https://doi.org/10.57135/jier.1468708
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