Mathematics and Science Self-Efficacy Resources as the Predictor of Academic Success

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DOI : 10.15345/iojes.2018.02.004
Year-Number: 2018-Volume 10, Issue 2
Language : null
Konu :
Number of pages: 45-58
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Abstract

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.

Keywords

Abstract

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.

Keywords

Kaynakça

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