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Ortaokul Öğrencilerinin Öz Düzenleyici Öğrenme Stratejileri ve Matematik Kimliği Düzeylerinin Farklı Değişkenler Açısından İncelenmesi

Year 2024, Volume: 13 Issue: 4, 910 - 929, 31.12.2024

İsmail Satmaz , Remzi Y. Kıncal

https://doi.org/10.30703/cije.1410614

Abstract

Bu araştırmada ortaokul öğrencilerinin öz düzenleyici öğrenme stratejileri ve matematik kimliği düzeylerinin farklı değişkenler açısından incelemesi amaçlanmaktadır. Araştırma ilişkisel araştırma modeli ve nedensel karşılaştırma kullanılarak gerçekleştirilmiştir. Araştırmanın evrenini Türkiye'nin bir il merkezindeki devlet ve özel ortaokullarda öğrenim gören ortaokul öğrencileri oluşturmaktadır. Örnekleme ise 865 ortaokul öğrencisi dâhil edilmiştir. Verilerin toplanması için demografik bilgi formu, matematik kimliği ölçeği ve öz düzenleyici öğrenme stratejileri ölçeği kullanılmıştır. Elde edilen veriler SPSS 21 programında analiz edilmiştir. Araştırmanın sonuçları, öğrencilerin öz düzenleyici öğrenme stratejileri ve matematik kimlik düzeylerinin cinsiyete göre istatistiksel olarak farklılaşmadığını ancak anne ve baba eğitim durumu, matematik başarı not ortalaması, matematik proje yarışmalarına katılma durumu, ders dışı destek alma durumu, okul türü ve sınıf seviyesine göre istatistiksel olarak anlamlı farklılaştığını göstermiştir. Ayrıca, öz düzenleyici öğrenme stratejileri ile matematik kimliği düzeyleri arasında istatistiksel olarak anlamlı bir ilişkinin olduğu görülmektedir.

Keywords

Matematik Matematik Kimliği Öz Düzenleyici Öğrenme Stratejileri

References

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  • Aktan, S., & Tezci, E. (2013). Matematik motivasyon ölçeği (MMÖ) geçerlik ve güvenirlik çalışması. The Journal of Academic Social Science Studies, 6(4), 57-77.
  • Baker, L., & Brown, A. L. (1980). Metacognitive skills and reading. Technical report no. 188. Urbana-Champaign, IL: University of Illinois.
  • Basol, G., & Balgalmis, E. (2016). A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation. Computers in Human Behavior, 58, 388-397. https://doi.org/10.1016/j.chb.2016.01.010
  • Baysal, A., & Özgenel, M. (2019). Ortaokul öğrencilerinin bağlanma stilleri ve öz-düzenleme düzeyleri arasındaki ilişkinin incelenmesi. Eğitimde Kuram ve Uygulama, 15(2), 142-152. https://doi.org/10.17244/eku.507650
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  • Fisher, C. R., Thompson, C. D., & Brookes, R. H. (2020). Gender differences in the Australian undergraduate STEM student experience: A systematic review. Higher Education Research & Development, 39(6), 1155-1168. https://doi.org/10.1080/07294360.2020.1721441
  • Fisk, E., & Lombardi, C. M. (2021). Are math and behavioral skills interrelated? A longitudinal analysis in early childhood. Developmental Psychology, 57(12), 2106–2118. https://doi.org/10.1037/dev0001273
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  • Guo, W. (2020). Grade-level differences in teacher feedback and students’ self-regulated learning. Frontiers in Psychology, 11, 491702.
  • Hacıömeroğlu, G. (2020). Examining the pre-service teachers’ mathematics identity, early teacher identity, and STEM teaching intentions. The Journal of Limitless Education and Research, 5(3), 261-320. https://doi.org/10.29250/sead.772062
  • Hargittai, E., & Shafer, S. (2006). Differences in actual and perceived online skills: The role of gender. Social science quarterly, 87(2), 432-448. https://doi.org/10.1111/j.1540-6237.2006.00389.x
  • Harju-Luukkainen, H., Vettenranta, J., Wang, J., & Garvis, S. (2020). Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland. Large-Scale Assessments in Education, 8(1), 3.
  • Heinze, A., Reiss, K., & Franziska, R. (2005). Mathematics achievement and interest in mathematics from a differential perspective. ZDM, 37, 212-220. https://doi.org/10.1007/s11858-005-0011-7
  • Hernández-Padilla, E., Bazán-Ramírez, A., Bazán-Ramírez, W., & Solano-Gutierrez, J. (2023). Parental participation and parents’ support: effects on mathematics achievement, 2018 national assessment of learning, Mexico. Frontiers in Psychology, 14, 1154470.
  • Holland, D., & Lave, J. (2001). History in Person: Enduring Struggles, Contentious Practice, Intimate Identities. SAR Press: Santa Fe.
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  • Jakubowski, T. G., & Dembo, M. H. (2004). The relationship of self-efficacy, identity style, and stage of change with academic self-regulation. Journal of College Reading and Learning, 35(1), 7-24. https://doi.org/10.1080/10790195.2004.10850165
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  • Kennedy, E., & Smolinsky, L. (2016). “Math circles: A tool for promoting engagement among middle school minority males”. Eurasia Journal of Mathematics, Science and Technology Education, 12 (4), 717-732.
  • Kurtuluş, A., & Öztürk, B. (2017). Ortaokul öğrencilerinin üstbilişsel farkındalık düzeyi ile matematik öz yeterlik algısının matematik başarısına etkisi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (31), 762-778. https://doi.org/10.14582/DUZGEF.1840
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Year 2024, Volume: 13 Issue: 4, 910 - 929, 31.12.2024

İsmail Satmaz , Remzi Y. Kıncal

https://doi.org/10.30703/cije.1410614

Abstract

References

  • Aktan, S. (2012). Öğrencilerin akademik başarısı, öz düzenleme becerisi, motivasyonu ve öğretmenlerin öğretim stilleri arasındaki ilişki/Relationship between the academic success, self-regulating learning skills, and motivations of 5th grade students and teaching styles of teachers [Unpublished doctoral dissertation]. Balıkesir University.
  • Aktan, S., & Tezci, E. (2013). Matematik motivasyon ölçeği (MMÖ) geçerlik ve güvenirlik çalışması. The Journal of Academic Social Science Studies, 6(4), 57-77.
  • Baker, L., & Brown, A. L. (1980). Metacognitive skills and reading. Technical report no. 188. Urbana-Champaign, IL: University of Illinois.
  • Basol, G., & Balgalmis, E. (2016). A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation. Computers in Human Behavior, 58, 388-397. https://doi.org/10.1016/j.chb.2016.01.010
  • Baysal, A., & Özgenel, M. (2019). Ortaokul öğrencilerinin bağlanma stilleri ve öz-düzenleme düzeyleri arasındaki ilişkinin incelenmesi. Eğitimde Kuram ve Uygulama, 15(2), 142-152. https://doi.org/10.17244/eku.507650
  • Beekman, K., Joosten-Ten Brinke, D., & Boshuizen, E. (2021, October). Sustainability of developed self-regulation by means of formative assessment among young adolescents: A longitudinal study. In Frontiers in Education (Vol. 6, p. 746819). Frontiers Media SA.
  • Berry, R. Q., & McClain, O. L. (2009). Voices, power, and multiple identities: African-American boys and mathematics success. New England Mathematics Journal, 41, 17–26.
  • Blanton, H., Jaccard, J., Gonzales, P. M., & Christie, C. (2006). Decoding the implicit association test: Implications for criterion prediction. Journal of Experimental Social Psychology, 42(2), 192-212. https://doi.org/10.1016/j.jesp.2005.07.003
  • Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self‐regulation and performance among college students. British Journal of Educational Psychology, 65(3), 317-329.
  • Boyraz, H., Güçlü, M., & İnan, S. (2021). Uzaktan eğitim sürecinde özel yetenekli lise öğrencilerinin öz düzenleme kapasitelerinin incelenmesi. Erciyes Akademi, 35(2), 460-472. https://doi.org/10.48070/erciyesakademi.929766
  • Briggs, C. (2014). Mathematics: Self-Efficacy, İdentity, and Achievement Among African American Males From The High School Longitudinal Study. Alabama State University: USA.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri. Pegem A Yayıncılık: Ankara.
  • Chan, K. F., & Yeung, D. Y. (2000). Mathematical expression recognition: A survey. International Journal on Document Analysis and Recognition, 3, 3-15.
  • Chang, S. J., Choi, S., Kim, S. A., & Song, M. (2014). Intervention strategies based on information-motivation-behavioral skills model for health behavior change: a systematic review. Asian Nursing Research, 8(3), 172-181. https://doi.org/10.1016/j.anr.2014.08.002
  • Chen, C. H., & Chiu, C. H. (2016). Collaboration scripts for enhancing metacognitive self-regulation and mathematics literacy. International Journal of Science and Mathematics Education, 14, 263-280. https://doi.org/10.1007/s10763-015-9681-y
  • Cowan, R., Donlan, C., Shepherd, D. L., Cole-Fletcher, R., Saxton, M., & Hurry, J. (2011). Basic calculation proficiency and mathematics achievement in elementary school children. Journal of Educational Psychology, 103(4), 786-803. https://doi.org/10.1037/a0024556
  • Cribbs, J. D., Hazari, Z., Sonnert, G., & Sadler, P. M. (2015). Establishing an explanatory model for mathematics identity. Child Development, 86(4), 1048-1062. https://doi.org/10.1111/cdev.12363.
  • Crossley, S. A., Karumbaiah, S., Ocumpaugh, J., Labrum, M. J., & Baker, R. S. (2020). Predicting math identity through language and click-stream patterns in a blended learning mathematics program for elementary students. Journal of Learning Analytics, 7(1), 19-37. http://dx.doi.org/10.18608/jla.2020.71.3
  • Crossley, S., Ocumpaugh, J., Labrum, M., Bradfield, F., Dascalu, M., & Baker, R. S. (2018). Modeling Math Identity and Math Success Through Sentiment Analysis and Linguistic Features, International Conference on Educational Data Mining. 16-20. Raleigh, NC. 11-20.
  • De Corte, E., Mason, L., Depaepe, F., & Verschaffel, L. (2011). Self-regulation of mathematical knowledge and skills. Handbook of self-regulation of learning and performance, 155-172.
  • Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12(3), 83-87. https://doi.org/10.1111/1467-8721.01235
  • Dursun Sürmeli, Z., & Ünver, G. (2017). Öz-düzenleyici öğrenme stratejileri, epistemolojik inançlar ve akademik benlik kavramı ile matematik başarısı arasındaki ilişki. Turkish Journal of Computer and Mathematics Education, 8(1), 83-102. https://doi.org/10.16949/turkbilmat.298393
  • Edens, K. M., & Potter, E. F. (2013). An exploratory look at the relationships among math skills, motivational factors and activity choice. Early Childhood Education Journal, 41, 235-243. https://doi.org/10.1007/s10643-012-0540-y
  • Finnigan, K. M., & Corker, K. S. (2016). Do performance avoidance goals moderate the effect of different types of stereotype threat on women’s math performance?. Journal of Research in Personality, 63, 36-43. https://doi.org/10.1016/j.jrp.2016.05.009
  • Fisher, C. R., Thompson, C. D., & Brookes, R. H. (2020). Gender differences in the Australian undergraduate STEM student experience: A systematic review. Higher Education Research & Development, 39(6), 1155-1168. https://doi.org/10.1080/07294360.2020.1721441
  • Fisk, E., & Lombardi, C. M. (2021). Are math and behavioral skills interrelated? A longitudinal analysis in early childhood. Developmental Psychology, 57(12), 2106–2118. https://doi.org/10.1037/dev0001273
  • George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge.
  • Guo, W. (2020). Grade-level differences in teacher feedback and students’ self-regulated learning. Frontiers in Psychology, 11, 491702.
  • Hacıömeroğlu, G. (2020). Examining the pre-service teachers’ mathematics identity, early teacher identity, and STEM teaching intentions. The Journal of Limitless Education and Research, 5(3), 261-320. https://doi.org/10.29250/sead.772062
  • Hargittai, E., & Shafer, S. (2006). Differences in actual and perceived online skills: The role of gender. Social science quarterly, 87(2), 432-448. https://doi.org/10.1111/j.1540-6237.2006.00389.x
  • Harju-Luukkainen, H., Vettenranta, J., Wang, J., & Garvis, S. (2020). Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland. Large-Scale Assessments in Education, 8(1), 3.
  • Heinze, A., Reiss, K., & Franziska, R. (2005). Mathematics achievement and interest in mathematics from a differential perspective. ZDM, 37, 212-220. https://doi.org/10.1007/s11858-005-0011-7
  • Hernández-Padilla, E., Bazán-Ramírez, A., Bazán-Ramírez, W., & Solano-Gutierrez, J. (2023). Parental participation and parents’ support: effects on mathematics achievement, 2018 national assessment of learning, Mexico. Frontiers in Psychology, 14, 1154470.
  • Holland, D., & Lave, J. (2001). History in Person: Enduring Struggles, Contentious Practice, Intimate Identities. SAR Press: Santa Fe.
  • Huang, X., Cribbs, J., & Piatek-Jimenez, K. (2016). Understanding Undergraduates’ Math-Related Perceptions, Psychology of Mathematics Education Conference. November 03-06, Tucson, Arizona.
  • Jacobson, R. R., & Harris, S. M. (2008). Does the type of campus influence self-regulated learning as measured by the motivated strategies for learning questionnaire (MSLQ)?. Education, 128(3), 412-432. https://link.gale.com/apps/doc/A177721144/AONE?u=anon~b9395c60&sid=googleScholar&xid=cf92b3ef
  • Jakubowski, T. G., & Dembo, M. H. (2004). The relationship of self-efficacy, identity style, and stage of change with academic self-regulation. Journal of College Reading and Learning, 35(1), 7-24. https://doi.org/10.1080/10790195.2004.10850165
  • Kanfer, R., Ackerman, P. L., & Heggestad, E. D. (1996). Motivational skills & self-regulation for learning: A trait perspective. Learning and Individual Differences, 8(3), 185-209.
  • Karasar, N. (2009). Bilimsel Araştırma Yöntemi (19. baskı). Ankara: Nobel Yayın Dağıtım.
  • Kennedy, E., & Smolinsky, L. (2016). “Math circles: A tool for promoting engagement among middle school minority males”. Eurasia Journal of Mathematics, Science and Technology Education, 12 (4), 717-732.
  • Kurtuluş, A., & Öztürk, B. (2017). Ortaokul öğrencilerinin üstbilişsel farkındalık düzeyi ile matematik öz yeterlik algısının matematik başarısına etkisi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (31), 762-778. https://doi.org/10.14582/DUZGEF.1840
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Details

Primary Language Turkish
Subjects Mathematics Education
Journal Section Articles
Authors

İsmail Satmaz 0000-0003-2696-3019

Remzi Y. Kıncal 0000-0002-6258-393X

Publication Date December 31, 2024
Submission Date December 27, 2023
Acceptance Date July 13, 2024
Published in Issue Year 2024 Volume: 13 Issue: 4

Cite

APA Satmaz, İ., & Kıncal, R. Y. (2024). Ortaokul Öğrencilerinin Öz Düzenleyici Öğrenme Stratejileri ve Matematik Kimliği Düzeylerinin Farklı Değişkenler Açısından İncelenmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 13(4), 910-929. https://doi.org/10.30703/cije.1410614
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