INVESTIGATION OF THE SECONDARY SCHOOL STUDENTS MATHEMATICS SELF-EFFICACY SOURCES
The aim of this study is to examine whether the self-efficacy sources of secondary school students differ significantly according to gender, class, academic achievement, perceived achievement, parent and teacher attitude variables. A total of 267 secondary school students participated in the study....
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2020
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/918eeb24dd144bd1a41e7789bf925c43 |
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| Sumario: | The aim of this study is to examine whether the self-efficacy sources of secondary school students differ significantly according to gender, class, academic achievement, perceived achievement, parent and teacher attitude variables. A total of 267 secondary school students participated in the study. As data collection tools, “Secondary School Mathematics Self-Competency Resources Scale” developed by Usher and Pajares (2008), adapted to Turkish by Kontas and Özcan (2017) and Personal Information Form prepared by the researchers were used. The data was analyzed by SPSS 22 statistical program. As a result of the study, it was determined that mathematics self-efficacy sources of secondary school students differed significantly in favor of male students only in the source of “mastery experience” according to gender variable. The mathematics self-efficacy sources of secondary school students do not differ significantly in terms of grade level. According to the academic achievement variable, there is a significant difference in the total of all the sources and the entire scale. This difference is in favor of the classifications with high academic success except for the source of “social persuasions”. There is a significant difference between all sources and the entire scale in favor of the perceived success variable. According to the mother attitude variable, there is a significant difference between the source of “social persuasions” and total but according to the father attitude variable, there is no significant difference between the students. According to teacher attitude, significant difference was determined at “mastery experience”, “physiological status” sources and total. This differentiation, which has a wide impact on academic and perceived success variables, is low-impact for other variables that make a significant difference. In line with the findings, recommendations were made. |
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