Year-Number: 2018-Volume 10, Issue 2

Language : null

Konu :

Yürütülen çalışmanın temel amacı, fen ve matematik öz-yeterlik kaynaklarının akademik başarıyı yordama gücünü belirlemektir. İlişkisel tarama modelinin benimsendiği çalışma, bir devlet ortaokulunun altıncı ve yedinci sınıf düzeylerinde öğrenim gören toplam 492 öğrenci ile yürütülmüştür. Veri toplama araçları olarak, fen ve matematik öz-yeterlik kaynakları ölçekleri kullanılmıştır. Ayrıca öğrencilerin akademik başarılarını belirlemek için uygulamanın yapıldığı dönemden önceki yarıyıl sonu karne not ortalamaları dikkate alınmıştır. Verilerin analizinde Pearson momentler çarpım korelasyon tekniği ve çoklu doğrusal regresyon analizi kullanılmıştır. Elde edilen sonuçlara göre, fen ve matematik öz-yeterlik kaynakları akademik başarı ile geniş, orta ve düşük etki düzeylerinde anlamlı ilişkiler sergilemiştir. Akademik başarı üzerinde hem fen hem de matematik için anlamlı etkileri bulunan kişisel deneyimler, dolaylı yaşantılar ve sosyal iknalar akademik başarıdaki değişimin yaklaşık %60’ını açıklamıştır. Matematiğe yönelik fizyolojik durumlar ise akademik başarı üzerinde anlamlı bir etki göstermemiştir. Elde edilen bulgulara göre birtakım önerilerde bulunulmuştur.

The basic aim of the study was to determine the power of mathematics and science self-efficacy resources as the predictors of academic success. The relational scanning model was used in the study, and the study was conducted with 492 students who were studying at sixth and seventh grades of a state school. The mathematics and science self-efficacy resources scales were used as the data collection tool. In addition, the school reports of the semester before the study was conducted were used to determine the academic success levels of the students. The Pearson moments multiplication correlation technique and multiple linear regression analysis were used in the analysis of the data. According to the results, there were significant relations between the mathematics and science self-efficacy resources and the academic success levels at high, medium and low levels. The personal experiences, indirect experiences and social persuasions, which have significant effects on academic success both for mathematics and for science, explained nearly 60% of the change in academic success. The physiological situations towards mathematics did not have any significant effects on academic success. According to the findings, some recommendations have also been made in the study.

- Abalı Öztürk, Y., & Şahin, Ç. (2015). Determining the relationships between academic achievement, self- efficacy and attitudes towards maths. The Journal of Academic Social Science Studies, 31, 343-366.
- Agaç, G., & Masal, E. (2015). An investigation of the relation between 8th grade students’ beliefs, abstract thought and achievement; the case of mathematics. International Online Journal of Educational Sciences, 7(1), 134-144.
- Akkus-İspir, O., Ay, Z. S., & Saygı, E. (2011). High achiever students’ self regulated learning strategies, motivation towards mathematics, and their thinking styles. Education and Science, 36(162), 235-246.
- Andrew, S. (1998). Self-efficacy as a predictor of academic performance in science. Journal of Advanced Nursing, 27, 596-603.
- Arslan, A. (2012). Predictive power of the sources of primary school students’ self-efficacy beliefs on their self- efficacy beliefs for learning and performance. Educational Sciences: Theory & Practice, 12(3), 1907-1920.
- Bandura, A. (1977). Analysis of self-efficacy theory of behavioral change. Cognitive Therapy and Research, 1(4), 287-310.
- Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586-598.
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
- Bloom, B. S. (1998). Human characteristics and school learning (Trans. D. A. Özçelik). İstanbul: MNE Publications.
- Britner, S. L., & Pajares, F. (2001). Self-efficacy beliefs, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7, 271-285.
- Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485-499.
- Büyüköztürk, Ş. (2011). Data analysis handbook for social sciences (15th. Ed.). Ankara: Pegem Academy.
- Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81, 78–96.
- Center for Development in Education (CDE) (2004). Nobody’s fault, everyone’s problem. Status of Mathematics and Science in South African Schools Report. Johannesburg: CDE .
- Chen, P., & Zimmerman, B. (2007). A cross-national comparison study on the accuracy of self-efficacy beliefs of middle-school mathematics students. The Journal of Experimental Education, 75(3), 221-244.
- Chen, J. A., & Usher, E. L. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11-21.
- Collins, J. S., & Usher, E. L. (2012). Students’ perceived autonomy support as a possible source of mathematics self- efficacy. Poster presented at the 2012 Spring Research Conference, 2012, March, Louisville, Kentucky.
- Çelikkaleli, Ö., & Akbaş, A. (2007). Pre-service teachers’ science instruction self-efficacy beliefs as predictor of attitude toward science sourse. Mersin University Journal of the Faculty of Education, 3(1), 21-34.
- Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Multivariate statistics for the social sciences: SPSS and LISREL applications (3rd. Ed.). Ankara: Pegem Academy.
- Eurydice (2011). Mathematics education in Europe: Commonchallenges and nationalpolicies. http://eacea.ec.europa.eu/ . Retrieved on August 25, 2016.
- Hackett, G. & Betz, N. E. (1989). An exploration of mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20, 261-273.
- Hackett, G., & Lent, R. W. (1992). Theoretical advances and current inquiry in career psychology. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (2nd ed.) (pp. 419-451). New York: Wiley.
- Hampton, N. Z., & Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students. Journal of School Psychology, 41(2), 101-112.
- Hampton, N. Z. (1998). Sources of academic self efficacy scale: An assesment tool for rehabilitation counselors. Rehabilitation Counseling Bulletin, 41, 260-277.
- Heslin, P. A., & Klehe, U. C. (2006). Self-efficacy. In S. G. Rogelberg (Ed.), Encyclopedia of Industrial/ Organizational Psychology (Vol. 2, pp. 705-708): Thousand Oaks: Sage.
- Howie, S. (2001). Third International Mathematics and Science Study Repeat (TIMSS-R). Pretoria: Human Sciences Research Council.
- Hwang, M. H., Choi, H. C., Lee, A., Culver, J. D., & Hutchison, B. (2016). The relationship between self-efficacy and academic achievement: A 5-year panel analysis. Asia-Pacific Edu Res, 25(1), 89-98.
- Ilgaz, G. (2011). Investigation of elementary learners? Perceptions on self-regulated learning strategies, self-efficacy and learner autonomy in science and technology course. Unpublished doctoral dissertation, Gazi University, Ankara.
- Joët, G., Usher, E. L., & Bressoux, P. (2011). Sources of self-efficacy: An investigation of elementary school students in France. Journal of educational psychology, 103(3), 649-663.
- Karasar, N. (2013). Scientific research method (25th. Ed.). Ankara: Nobel Publication Distribution.
- Kaya, D., & Bozdağ, H. C. (2016). Resources of mathematics self-efficacy and perception of science self-efficacy as predictors of academic achievement. European Journal of Contemporary Education, 18(4), 438-451.
- Kıran, D. (2010). A study on sources and consequences of elementary students’ self-efficacy beliefs in science and technology course. Unpublished master’s thesis, Middle East Technıcal Unıversıty, Social Sciences Institute, Ankara, Turkey.
- Lau, S., & Roeser, R. W. (2002). Cognitive abilities and motivational processes in high school students’ situational engagement and achievement in science. Educational Assessment, 8, 139-162.
- Lent, R.W., Lopez, F.G., & Bieschke, K. J. (1991). Mathematics self-efficacy: Sources and relation to science- based career choice. Journal of Counseling Psychology, 38, 424–430.
- Lent, R. W., Lopez, F. G., Brown, S. D., & Gore, P. A. (1996). Latent structures of the sources of mathematics self-efficacy. Journal of Vocational Behavior, 49, 292-308.
- Liang, X. (2010). Assessment use, self-efficacy and mathematics achievement: comparative analysis of PISA 2003 data of Finland, Canada and the USA. Evaluation & Research in Education, 23(3), 213-229.
- Lopez, F. G., & Lent, R. W. (1992). Sources of mathematics self‐efficacy in high school students. The Career Development Quarterly, 41(1), 3-12.
- Louis, R., & Mistele, J. (2012). The differences in scores and self-efficacy by student gender in mathematics and science. International Journal of Science and Mathematics Education, 10, 1163–1190.
- Matsui, T., Matsui, K., & Ohnishi, R. (1990). Mechanisms underlying math self-efficacy learning of college students. Journal of Vocational Behavior, 37, 225-238.
- Ministry of National Education (MNE) (2013). Secondary mathematics book (5, 6, 7 and 8. class) programme of teaching. Ankara: Board of Education.
- National Assessment of Educational Progress (NAEP) (2015). The nation’s report card: Mathematics and reading assessments. http://nces.ed.gov/nationsreportcard/ . Retrieved on August 10, 2016.
- National Assessment of Educational Practices (NAEP) (2002). Mathematics frame work for the 2003 national assessment of educational progress. Washington, DC: National Assessment Governing Board.
- National Center for Education Statistics (NCES). (2013). Are the nation’s 12th graders making progress in mathematics and reading. http://nationsreportcard.gov. Retrieved September 15, 2016.
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
- Nur-Uzar, F. (2010). Exploring sources of middle school students’ mathematics self-efficacy with respect to different variables. Unpublished master’s thesis, Hacettepe University, Ankara.
- Organisation for Economic Co-operation and Development (OECD) (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. OECD, Paris.
- Organisation for Economic Co-operation and Development (OECD) (2016). PISA 2015 results in focus. OECD, Paris.
- Özyürek, R. (2005). Informative sources of math-related selfefficacy expectations and their relationship with math-related self-efficacy, interest, and preference. International Journal of Psychology, 40, 145-156.
- Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193-203.
- Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem- solving. Contemporary Educational Psychology, 20, 426-443.
- Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
- Pajares, F., & Miller, M. D. (1997). Mathematics self-efficacy and mathematical problem solving: Implications of using different forms of assessment. The Journal of Experimental Education, 65(3), 213-228.
- Pajares, F. & Valiante, G. (1999). Grade level and gender differences in the writing selfbeliefs of middle school students. Contemporary Educational Psychology, 24(4), 390- 405.
- Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25, 406-422.
- Pajares, F., & Urdan, T. C. (2006). Self-efficacy beliefs of adolescents. Greenwich, CT: Information Age Publishing.
- Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Henriksson, H. W., & Hemmo, V. (2007). Science education now: A new pedagogy for the future of Europe. European Commission Directorate General for Research Information and Communication Unit. http://ec.europa.eu/-research/swafs/index.cfm?pg=home. Retrieved on September 5, 2016.
- Sabah, S., & Hammouri, H. (2010). Does subject matter matter? Estimating the impact of instructional practices and resources on student achievement in science and mathematics: Findings from TIMSS 2007. Evaluation & Research in Education, 23(4), 287-299.
- Schunk, D. H., & Pajares, E. (2009). Self efficacy theory. In K. R. Wentzel & A. Wigfield (Eds). Handbook of motivation at school (pp. 35-53). New York: Routledge.
- Schunk, D. H. (2011). Learning theories: An educational perspective. Pearson Education, Inc.
- Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323-332.
- Stevens, T., Olivarez, A., Lan, W. Y., & Tallent-Runnels, M. K. (2004) Role of mathematics self-efficacy and motivation in mathematics performance across ethnicity. The Journal of Educational Research, 97(4), 208
- Tai, C. H., Leou, S., & Hung, J. F. (2015). The effectiveness of teaching indigenous students mathematics using example-based cognitive methods. Journal of Interdisciplinary Mathematics, 18(4), 433-448.
- Trends in International Mathematics and Science Study (TIMSS) (2016). Highlights from TIMSS and TIMSS advanced 2015. https://nces.ed.gov/timss/timss2015/ . Retrieved on September 5, 2016.
- Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, 125-141.
- Usher, E. L. (2009). Sources of middle school student’s self-efficacy in mathematics a qualitative investigation. American Educational Research Journal, 46(1), 275-314.
- Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary educational Psychology, 34(1), 89-101.
- Valentine, J. C., DuBois, D. L., & Cooper, H. (2004) The relation between self-beliefs and academic achievement: A Meta-Analytic Review, Educational Psychologist, 39(2), 111-133.
- Wood, R., & Bandura, A. (1989). Impact of conceptions of ability on self-regulatory mechanisms and complex decision making. Journal of Personality and Social Psychology, 56(3), 407-415.
- Yaman, S., & Dede, Y. (2007). Examination of motivation level of students towards science and mathematics by some variables. Educational Administration: Theory and Practice, 52, 615-638.
- Yıldırım, S. (2011). Self-efficacy, intrinsic motivation, anxiety and mathematics achievement: Findings from Turkey, Japan and Finland. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(1), 277-291.
- Yurt, E., & Sünbül, A. M. (2014). A structural equation model explaining 8th grade students’ mathematics achievements. Educational Sciences: Theory & Practice, 14(4), 1642-1652.
- Yurt, E. (2014). The predictive power of self-efficacy sources for mathematics. Education and Science, 39(176), 159-169.
- Yüksel, M., & Geban, Ö. (2016). Examination of science and math course achievements of vocational high school students in the scope of self-efficacy and anxiety. Journal of Education and Training Studies, 4(1),
- Zeldin, A.L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37,215-246.
- Zeldin, A. L., Britner, S. L., & Pajares, F. (2008). A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching, 45(9), 1036-1058.
- Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self efficacy beliefs and personel goal setting. American Educational Research Journal, 29(3), 663–676.
- Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845–862.
- Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 202–231). New York: Cambridge University Press.