Investigation of the Self-efficacy Perceptions of Middle School Students towards Mathematics: Anxiety and Attitude Factors

Muhammet Doruk; Mesut Öztürk; Abdullah Kaplan

doi:10.17984/adyuebd.306387

Araştırma Makalesi

Ortaokul Öğrencilerinin Matematiğe Yönelik Öz-yeterlik Algılarının Belirlenmesi: Kaygı ve Tutum Faktörleri

Yıl 2016, Cilt: 6 Sayı: 2, 283 - 302, 30.12.2016

Muhammet Doruk Mesut Öztürk Abdullah Kaplan

https://doi.org/10.17984/adyuebd.306387

Cited By: 13

Öz

Bu çalışma ortaokul öğrencilerinin matematik öz-yeterlik algılarını tahmin eden değişkenleri belirlemek amacıyla yapılmıştır. Nicel araştırma desenlerinden ilişkisel araştırma modelinin kullanıldığı çalışmaya, bir devlet ortaokulunda öğrenim gören 246 öğrenci katılmıştır. Çalışmada veri toplama aracı olarak Matematik Kaygı Ölçeği, Matematik Öz-yeterlik Algısı Ölçeği, Matematiğe Yönelik Tutum Ölçeği kullanılmıştır. Elde edilen verilere betimsel ve kestirimsel istatistikler uygulanmıştır. Çalışmanın sonucunda öğrencilerin matematik kaygılarının düşük, matematiğe yönelik tutum ile matematiğe karşı öz-yeterlik algılarının yüksek düzeyde olduğu belirlenmiştir. Öğrencilerin matematik kaygısı, matematiğe yönelik tutum ve matematiğe karşı öz-yeterlik algıları arasında istatistiksel olarak anlamlı ilişkilerin olduğu tespit edilmiştir. Bu ilişkilerin matematik kaygısı ile matematiğe yönelik tutum ve öz-yeterlik algısı arasında negatif yönlü, matematiğe yönelik tutum ile matematiğe karşı öz-yeterlik algısı arasında pozitif yönlü olduğu tespit edilmiştir. Ayrıca öğrencilerin matematiğe karşı öz-yeterlik algılarındaki değişimin büyük bir kısmının (%47) öğrencilerin matematik kaygıları ve matematiğe yönelik tutumları ile açıklanabileceği belirlenmiştir.

Anahtar Kelimeler

Ortaokul öğrencileri, matematik kaygısı, matematiğe yönelik tutum, matematiğe karşı öz-yeterlik algısı.

Kaynakça

Aiken, L.R. (1972). Biodata correlates of attitudes toward mathematics in three age and two sex groups. School Science and Mathematics, 72(5), 386-395.
Akin, A. & Kurbanoglu, I.N. (2011). The relationships between math anxiety, math attitudes, and self-efficacy: a structural equation model. Studia Psychologica. 53(3), 263-273.
Ayotola, A. & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia Social and Behavioral Sciences, 1, 953–957.
Bandura, A. (1997). Self efficacy: The exercise of control. New York: W.H. Freeman and Company.
Baykul, Y. (2014). Ortaokullarda matematik öğretimi. (2. Baskı). Ankara: Pegem Akademi.
Betz, N. & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23, 329-45.
Bindak, R. (2005). İlköğretim Öğrencileri için Matematik Kaygı Ölçeği. Fırat Üniversitesi Fen ve Mühendislik Bilimleri Dergisi, 17(2), 442-448.
Bogdan, R.C. & Biklen, S.K. (2007). Qualitative research for education (Fifth edition). London: Pearson
Brady, P. & Bowd, A. (2005). Mathematics anxiety, prior experience and confidence to teach mathematics among pre-service education students. Teachers and Teaching: Theory and Practice, 11(1), 37-46.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri (13. Baskı). Ankara: Pegem Akademi.
Callahan, W.J. (1971). Adolescent attitudes toward mathematics. The Mathematics Teacher, 64(8), 751-755.
Chui, L. H. & Henry, L.L. (1990). Development and validation of the mathematics anxiety scale for adolescents. Measurement and Evaluation in Counseling and Development, 23. 121-127.
Chinn, S. (2008). Mathematics anxiety in middle students in England. Dyslexia, 15, 61- 68.
Clutts, D.W. (2010). Mathematics self-efficacy of community college students in developmental mathematics courses. Unpublished doctoral thesis. Liberty University
Ekizoğlu, N. & Tezer, M. (2007). The relationship between the attitudes towards mathematics and the success marks of primary school students (İlköğretim öğrencilerinin matematik dersine yönelik tutumları ile matematik başarı puanları arasındaki ilişki). Cypriot Journal of Educational Sciences, 2(1), 43-57.
Hackett, G. & Betz, N.E. (1989). An exploration of the mathematics self efficacy, mathematics performance correspondence. Journal for Research in Mathematics Education, 20, 261-273.
Haladyna, T., Shaughnessy, J. & Shaughnessy, J.M. (1983). A casual analysis of attitude toward mathematics. Journal for Research in Mathematics Education, 14(1), 19-29.
Haggarty, L. (2002). Differentiation. In L. Haggarty (Ed.), Aspects of Teaching Middle Mathematics Perspectives on Practice.(pp. 191-202) London: Routledge Falmer
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33-46.
Hoffman, B. (2010). “I think I can, but I'm afraid to try”: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and Individual Differences, 20, 276–283.
Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayın Dağıtım Ltd. Şti.
Karasar, N. (2009). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Ankara: 3A Araştırma Eğitim Danışmanlık Ltd.
Keitel, C. & Kilpatrick, J. (2005). Mathematics education and common sense. In J. Kilpatrick, C. Hoyles, O. Skovsmose & P. Valero (Eds.), Meaning in Mathematics Education (pp.105-128). Unite States: Springer Science+Business Media, Inc.
Kramarski, B.Weisse, I. & Kololshi-Minsker, I. (2010). How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety?. ZDM Mathematics Education, 42(2), 179-193.
Kitsantas, A. Cheema, J. & Ware, H.W. (2011). Mathematics achievement: The role of homework and self-efficacy beliefs. Journal of Advanced Academics, 22, 310– 339.
Ma, X. (1999). A meta analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540.
Maio, G., Maio, G.R. & Haddock, G. (2010). The psychology of attitudes and attitude change. SAGE Publication Ltd.
Marshall, G.L. (2000). Using history of mathematics to improve middle students' attitudes toward mathematics. Unpublished doctoral thesis. Illinois State University
National Council of Teachers of Mathematics. (2000). Principals and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Newstead, K. (1998). Aspects of children's mathematics anxiety. Educational Studies in Mathematics, 36, 53-71.
Nicolaidou, M. & Philippou, G. (2003). Attitudes towards mathematics, self-efficacy and achievement in problem solving. European Research in Mathematics III.
Özdoğan, E. (2008). İşbirlikli öğrenme yönteminin ilköğretim 4. sınıf matematik öğretiminde öğrenci tutum ve başarısına etkisi: Bilgisayar destekli işbirlikli öğrenme ve küme destekli bireyselleştirme tekniği. Yüksek Lisans Tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19, 139-158.
Pajares, F. & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem solving. Contemporary Educational Psychology, 20, 426- 443.
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. & Miller, M. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology, 42(2), 190-198.
Reçber, Ş. (2011). İlköğretim yedinci sınıf öğrencilerinin matematik öz-yeterlik algısı, matematik kaygısı, matematik dersine karşı tutum ve matematik başarıları arasındaki ilişkinin cinsiyet ve okul türüne göre incelenmesi. Yayınlanmamış yüksek lisans tezi, Orta Doğu Teknik Üniversitesi, Ankara.
Rubinsten, O. & Tannock, R. (2010). Research Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6(1), 1-13
Satake, E. & Amato, P. P. (1995). Mathematics anxiety and achievement among Japanese elementary school students. Educational and Psychological Measurement, 55(6), 1000-1007
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19(1), 48-58.
Sheffield, D. & Hunt, T. (2006). How does anxiety influence math performance and what can we do about it. MSOR Connections, 6(4). 19-23
Stuart, V. (2000). Math course or math anxiety?. Teaching Children Mathematics, 6(5), 330-335
Şengül, S. (2011). Kavram karikatürlerinin 7. sınıf öğrencilerin matematiksel öz-yeterlik düzeylerine olan etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 2291- 2313.
Şentürk, B. (2010). İlköğretim beşinci sınıf öğrencilerinin genel başarıları, matematik başarıları, matematik dersine yönelik tutumları ve matematik kaygıları arasındaki ilişki. Yayınlanmamış yüksek lisans tezi, Afyon Kocatepe Üniversitesi
TC. Milli Eğitim Bakanlığı (2013). Ortaokul matematik dersi (5, 6, 7 ve 8. Sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
Tekindal, S. (1995). Okul seviyesi ve türüne göre bazı derslere karşı tutumlarda görülen değişmeler. Kuram ve Uygulamada Eğitim Yönetimi, 1(4), 657-665.
Tezer, M. & Karasel, N. (2010). Attitudes of primary school 2nd and 3rd grade students towards mathematics course. Procedia Social and Behavioral Sciences, 2, 5808–5812
Tobias, S. (1978). Overcoming Math Anxiety. New York: Norton.
Umay, A. (2001). İlköğretim Matematik Öğretmenliği Programının Matematiğe Karşı Özyeterlik Algısına Etkisi. Journal of Qafqaz University, no:8. http://www.qafqaz.edu.az/journal/number8.html adresinden 08.08.2009 tarihinde alınmıştır.
Usher, E.L. (2009). Sources of middle school students' self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 46(1), 275- 314
Uusimaki, L. & Nason, R. (2004). Causes underlying pre-service teachers' negative beliefs and anxieties about mathematics. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 4, 369- 376.
Walsh, K.A. (2008). The relationship among mathematics anxiety, beliefs about mathematics self-efficacy, and mathematics performance in associate degree nursing students. Nurs Educ Perspect, 29(4), 226-229.
Wilson, S. (2012). Investigating Pre-service Teachers’ Mathematics Anxiety Using the Revised Mathematics Anxiety Scale (RMARS). In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons, (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, pp. 777-784). Singapore: MERGA, Inc.
Yaman, S. & Dede, Y. (2006). İlköğretim öğrencilerinin matematik dersine yönelik özyeterlik inanç düzeyleri üzerine bir çalışma. Türkiye Sosyal Araştırmalar Dergisi, 10 (1-2), 109-119.
Yaratan, H. & Kasapoğlu, L. (2012). Eighth grade students' attitude, anxiety and achievement pertaining to mathematics lessons. Procedia Social and Behavioral Sciences, 46, 162- 171.
Yenilmez, K. & Midilli, P. (2006). İlköğretim öğrencileri ve velilerinin matematik kaygı düzeyleri. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 7(2), 97- 112.
Yenilmez, K. & Özabacı, N. Ş. (2003). Yatılı öğretmen okulu öğrencilerinin matematik ile ilgili tutumları ve matematik kaygı düzeyleri arasındaki ilişki üzerine bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14, 132-146.
Zan, R. & Martino, P.D. (2007). Attitude toward mathematics: Overcoming the positive/negative dichotomy. The Montana Mathematics Enthusiast, 3, 157-168. Doruk, Öztürk, Kaplan 302
Zimmerman, B. J. & Schunk, D. H. (2004). Self-regulating intellectual processes and outcomes: A social cognitive perspective. In Dai, D. Y., & Sternberg, R. J. (Eds.), Motivation, Emotion, and Cognition:Integrative Perspectives on Intellectual Functioning and Development (pp. 323-349). New Jersey: Lawrence Erlbaum Associates, Publishers.

Investigation of the Self-efficacy Perceptions of Middle School Students towards Mathematics: Anxiety and Attitude Factors

Yıl 2016, Cilt: 6 Sayı: 2, 283 - 302, 30.12.2016

Muhammet Doruk Mesut Öztürk Abdullah Kaplan

https://doi.org/10.17984/adyuebd.306387

Cited By: 13

Öz

This study aims to analyze the anxiety, attitude and self-efficacy perceptions of middle school students towards mathematics and to reveal the relations between these three affective variables. This correlational study is carried out with 246 students studying at a state middle school in Turkey. Mathematics Anxiety Scale, Mathematics Self-Efficacy Perception Scale and Mathematics Attitude Scale were used as data collection tools. Descriptive and inferential statistics were executed to the obtained data. The results show low mathematical anxiety, but a high level of attitude and self-efficacy perception of students towards mathematics. Relations between anxiety, attitude and self-efficacy perceptions of students towards mathematics are found to be statistically significant. These relations are negative between mathematical anxiety and attitude towards mathematics and self-efficacy perception; while the relation between attitude towards mathematics and self-efficacy perception regarding mathematics is positive. Moreover, it is found out that a major part of the change in selfefficacy perception of students towards mathematics (47%) can be explained by mathematical anxiety and attitude of students towards mathematics.

Anahtar Kelimeler

Middle school students, mathematics anxiety, attitude toward mathematics, mathematics self-efficacy perception

Kaynakça

Aiken, L.R. (1972). Biodata correlates of attitudes toward mathematics in three age and two sex groups. School Science and Mathematics, 72(5), 386-395.
Akin, A. & Kurbanoglu, I.N. (2011). The relationships between math anxiety, math attitudes, and self-efficacy: a structural equation model. Studia Psychologica. 53(3), 263-273.
Ayotola, A. & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia Social and Behavioral Sciences, 1, 953–957.
Bandura, A. (1997). Self efficacy: The exercise of control. New York: W.H. Freeman and Company.
Baykul, Y. (2014). Ortaokullarda matematik öğretimi. (2. Baskı). Ankara: Pegem Akademi.
Betz, N. & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23, 329-45.
Bindak, R. (2005). İlköğretim Öğrencileri için Matematik Kaygı Ölçeği. Fırat Üniversitesi Fen ve Mühendislik Bilimleri Dergisi, 17(2), 442-448.
Bogdan, R.C. & Biklen, S.K. (2007). Qualitative research for education (Fifth edition). London: Pearson
Brady, P. & Bowd, A. (2005). Mathematics anxiety, prior experience and confidence to teach mathematics among pre-service education students. Teachers and Teaching: Theory and Practice, 11(1), 37-46.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri (13. Baskı). Ankara: Pegem Akademi.
Callahan, W.J. (1971). Adolescent attitudes toward mathematics. The Mathematics Teacher, 64(8), 751-755.
Chui, L. H. & Henry, L.L. (1990). Development and validation of the mathematics anxiety scale for adolescents. Measurement and Evaluation in Counseling and Development, 23. 121-127.
Chinn, S. (2008). Mathematics anxiety in middle students in England. Dyslexia, 15, 61- 68.
Clutts, D.W. (2010). Mathematics self-efficacy of community college students in developmental mathematics courses. Unpublished doctoral thesis. Liberty University
Ekizoğlu, N. & Tezer, M. (2007). The relationship between the attitudes towards mathematics and the success marks of primary school students (İlköğretim öğrencilerinin matematik dersine yönelik tutumları ile matematik başarı puanları arasındaki ilişki). Cypriot Journal of Educational Sciences, 2(1), 43-57.
Hackett, G. & Betz, N.E. (1989). An exploration of the mathematics self efficacy, mathematics performance correspondence. Journal for Research in Mathematics Education, 20, 261-273.
Haladyna, T., Shaughnessy, J. & Shaughnessy, J.M. (1983). A casual analysis of attitude toward mathematics. Journal for Research in Mathematics Education, 14(1), 19-29.
Haggarty, L. (2002). Differentiation. In L. Haggarty (Ed.), Aspects of Teaching Middle Mathematics Perspectives on Practice.(pp. 191-202) London: Routledge Falmer
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33-46.
Hoffman, B. (2010). “I think I can, but I'm afraid to try”: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and Individual Differences, 20, 276–283.
Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayın Dağıtım Ltd. Şti.
Karasar, N. (2009). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Ankara: 3A Araştırma Eğitim Danışmanlık Ltd.
Keitel, C. & Kilpatrick, J. (2005). Mathematics education and common sense. In J. Kilpatrick, C. Hoyles, O. Skovsmose & P. Valero (Eds.), Meaning in Mathematics Education (pp.105-128). Unite States: Springer Science+Business Media, Inc.
Kramarski, B.Weisse, I. & Kololshi-Minsker, I. (2010). How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety?. ZDM Mathematics Education, 42(2), 179-193.
Kitsantas, A. Cheema, J. & Ware, H.W. (2011). Mathematics achievement: The role of homework and self-efficacy beliefs. Journal of Advanced Academics, 22, 310– 339.
Ma, X. (1999). A meta analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540.
Maio, G., Maio, G.R. & Haddock, G. (2010). The psychology of attitudes and attitude change. SAGE Publication Ltd.
Marshall, G.L. (2000). Using history of mathematics to improve middle students' attitudes toward mathematics. Unpublished doctoral thesis. Illinois State University
National Council of Teachers of Mathematics. (2000). Principals and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Newstead, K. (1998). Aspects of children's mathematics anxiety. Educational Studies in Mathematics, 36, 53-71.
Nicolaidou, M. & Philippou, G. (2003). Attitudes towards mathematics, self-efficacy and achievement in problem solving. European Research in Mathematics III.
Özdoğan, E. (2008). İşbirlikli öğrenme yönteminin ilköğretim 4. sınıf matematik öğretiminde öğrenci tutum ve başarısına etkisi: Bilgisayar destekli işbirlikli öğrenme ve küme destekli bireyselleştirme tekniği. Yüksek Lisans Tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19, 139-158.
Pajares, F. & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem solving. Contemporary Educational Psychology, 20, 426- 443.
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. & Miller, M. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology, 42(2), 190-198.
Reçber, Ş. (2011). İlköğretim yedinci sınıf öğrencilerinin matematik öz-yeterlik algısı, matematik kaygısı, matematik dersine karşı tutum ve matematik başarıları arasındaki ilişkinin cinsiyet ve okul türüne göre incelenmesi. Yayınlanmamış yüksek lisans tezi, Orta Doğu Teknik Üniversitesi, Ankara.
Rubinsten, O. & Tannock, R. (2010). Research Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6(1), 1-13
Satake, E. & Amato, P. P. (1995). Mathematics anxiety and achievement among Japanese elementary school students. Educational and Psychological Measurement, 55(6), 1000-1007
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19(1), 48-58.
Sheffield, D. & Hunt, T. (2006). How does anxiety influence math performance and what can we do about it. MSOR Connections, 6(4). 19-23
Stuart, V. (2000). Math course or math anxiety?. Teaching Children Mathematics, 6(5), 330-335
Şengül, S. (2011). Kavram karikatürlerinin 7. sınıf öğrencilerin matematiksel öz-yeterlik düzeylerine olan etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 2291- 2313.
Şentürk, B. (2010). İlköğretim beşinci sınıf öğrencilerinin genel başarıları, matematik başarıları, matematik dersine yönelik tutumları ve matematik kaygıları arasındaki ilişki. Yayınlanmamış yüksek lisans tezi, Afyon Kocatepe Üniversitesi
TC. Milli Eğitim Bakanlığı (2013). Ortaokul matematik dersi (5, 6, 7 ve 8. Sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
Tekindal, S. (1995). Okul seviyesi ve türüne göre bazı derslere karşı tutumlarda görülen değişmeler. Kuram ve Uygulamada Eğitim Yönetimi, 1(4), 657-665.
Tezer, M. & Karasel, N. (2010). Attitudes of primary school 2nd and 3rd grade students towards mathematics course. Procedia Social and Behavioral Sciences, 2, 5808–5812
Tobias, S. (1978). Overcoming Math Anxiety. New York: Norton.
Umay, A. (2001). İlköğretim Matematik Öğretmenliği Programının Matematiğe Karşı Özyeterlik Algısına Etkisi. Journal of Qafqaz University, no:8. http://www.qafqaz.edu.az/journal/number8.html adresinden 08.08.2009 tarihinde alınmıştır.
Usher, E.L. (2009). Sources of middle school students' self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 46(1), 275- 314
Uusimaki, L. & Nason, R. (2004). Causes underlying pre-service teachers' negative beliefs and anxieties about mathematics. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 4, 369- 376.
Walsh, K.A. (2008). The relationship among mathematics anxiety, beliefs about mathematics self-efficacy, and mathematics performance in associate degree nursing students. Nurs Educ Perspect, 29(4), 226-229.
Wilson, S. (2012). Investigating Pre-service Teachers’ Mathematics Anxiety Using the Revised Mathematics Anxiety Scale (RMARS). In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons, (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, pp. 777-784). Singapore: MERGA, Inc.
Yaman, S. & Dede, Y. (2006). İlköğretim öğrencilerinin matematik dersine yönelik özyeterlik inanç düzeyleri üzerine bir çalışma. Türkiye Sosyal Araştırmalar Dergisi, 10 (1-2), 109-119.
Yaratan, H. & Kasapoğlu, L. (2012). Eighth grade students' attitude, anxiety and achievement pertaining to mathematics lessons. Procedia Social and Behavioral Sciences, 46, 162- 171.
Yenilmez, K. & Midilli, P. (2006). İlköğretim öğrencileri ve velilerinin matematik kaygı düzeyleri. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 7(2), 97- 112.
Yenilmez, K. & Özabacı, N. Ş. (2003). Yatılı öğretmen okulu öğrencilerinin matematik ile ilgili tutumları ve matematik kaygı düzeyleri arasındaki ilişki üzerine bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14, 132-146.
Zan, R. & Martino, P.D. (2007). Attitude toward mathematics: Overcoming the positive/negative dichotomy. The Montana Mathematics Enthusiast, 3, 157-168. Doruk, Öztürk, Kaplan 302
Zimmerman, B. J. & Schunk, D. H. (2004). Self-regulating intellectual processes and outcomes: A social cognitive perspective. In Dai, D. Y., & Sternberg, R. J. (Eds.), Motivation, Emotion, and Cognition:Integrative Perspectives on Intellectual Functioning and Development (pp. 323-349). New Jersey: Lawrence Erlbaum Associates, Publishers.

Toplam 59 adet kaynakça vardır.

Ayrıntılar

Bölüm	Araştırma Makaleleri
Yazarlar	Muhammet Doruk Mesut Öztürk Abdullah Kaplan
Yayımlanma Tarihi	30 Aralık 2016
Kabul Tarihi	8 Kasım 2016
Yayımlandığı Sayı	Yıl 2016 Cilt: 6 Sayı: 2

Kaynak Göster

APA	Doruk, M., Öztürk, M., & Kaplan, A. (2016). Investigation of the Self-efficacy Perceptions of Middle School Students towards Mathematics: Anxiety and Attitude Factors. Adıyaman University Journal of Educational Sciences, 6(2), 283-302. https://doi.org/10.17984/adyuebd.306387
AMA	Doruk M, Öztürk M, Kaplan A. Investigation of the Self-efficacy Perceptions of Middle School Students towards Mathematics: Anxiety and Attitude Factors. ADYUEBD. Aralık 2016;6(2):283-302. doi:10.17984/adyuebd.306387
Chicago	Doruk, Muhammet, Mesut Öztürk, ve Abdullah Kaplan. “Investigation of the Self-Efficacy Perceptions of Middle School Students towards Mathematics: Anxiety and Attitude Factors”. Adıyaman University Journal of Educational Sciences 6, sy. 2 (Aralık 2016): 283-302. https://doi.org/10.17984/adyuebd.306387.
EndNote	Doruk M, Öztürk M, Kaplan A (01 Aralık 2016) Investigation of the Self-efficacy Perceptions of Middle School Students towards Mathematics: Anxiety and Attitude Factors. Adıyaman University Journal of Educational Sciences 6 2 283–302.
IEEE	M. Doruk, M. Öztürk, ve A. Kaplan, “Investigation of the Self-efficacy Perceptions of Middle School Students towards Mathematics: Anxiety and Attitude Factors”, ADYUEBD, c. 6, sy. 2, ss. 283–302, 2016, doi: 10.17984/adyuebd.306387.
ISNAD	Doruk, Muhammet vd. “Investigation of the Self-Efficacy Perceptions of Middle School Students towards Mathematics: Anxiety and Attitude Factors”. Adıyaman University Journal of Educational Sciences 6/2 (Aralık 2016), 283-302. https://doi.org/10.17984/adyuebd.306387.
JAMA	Doruk M, Öztürk M, Kaplan A. Investigation of the Self-efficacy Perceptions of Middle School Students towards Mathematics: Anxiety and Attitude Factors. ADYUEBD. 2016;6:283–302.
MLA	Doruk, Muhammet vd. “Investigation of the Self-Efficacy Perceptions of Middle School Students towards Mathematics: Anxiety and Attitude Factors”. Adıyaman University Journal of Educational Sciences, c. 6, sy. 2, 2016, ss. 283-02, doi:10.17984/adyuebd.306387.
Vancouver	Doruk M, Öztürk M, Kaplan A. Investigation of the Self-efficacy Perceptions of Middle School Students towards Mathematics: Anxiety and Attitude Factors. ADYUEBD. 2016;6(2):283-302.