Buradasınız

Anasayfa » Content

İLKÖĞRETİM ÖĞRENCİLERİNİN MATEMATİK KAYGISININ VE ÖĞRETMEN SOSYAL DESTEĞİNİN MATEMATİK BAŞARILARINI YORDAMA GÜCÜ

PREDICTIVE POWER OF MATH ANXIETY AND PERCEIVED SOCIAL SUPPORT FROM TEACHER FOR PRIMARY STUDENTS’ MATHEMATICS ACHIEVEMENT

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
This study aims to determine the predictive power of math anxiety and perceived social support from teacher for mathematics achievement of primary students. The sample was consisted of 292 Primary School students (156 girls and 136 boys) attending 7th and 8th grade. For such a correlational study, “Math Anxiety Scale” developed by Erol (***) to determine student’ mathematics anxiety and “Perceived Social Support Scale-Revised/Teacher Support Subscale” developed by Yıldırm (***) to determine students’ teacher support perception were used. Averages of students’ mathematics scores in the first term of 2007-2008 academic year were taken as mathematic achievement scores. The obtained data were analyzed by means of a package program for Windows called SPSS 11.5. Independent-Sample t Test, Pearson Correlation Analyze and Regression Analyze were employed to analyze the obtained data. Results of the study revealed that math anxiety and teacher support are significant predictors of students’ math achievements. Math anxiety is a more powerful predictor for male students’ math achievements regarding gender. For female students, teacher support is a more powerful predictor for math achievement.
Bookmark/Search this post with
Abstract (Original Language): 
Bu çalısmanın amacı, ögrencilerinin matematik dersi kaygıları ile algıladıkları ögretmen sosyal desteginin matematik basarılarını yordama gücünün belirlenmesidir. Arastırmanın çalısma grubunu 5stanbul’da bir ilkögretim okulunda 2007–2008 egitim ögretim bahar yarıyılında okuyan 156’sı kız, 136’sı erkek olmak üzere toplam 292 ilkögretim 7. ve 8. sınıf ögrencisi olusturmaktadır. 5liskisel tarama türü olan bu arastırmada ögrencilerin matematik kaygısı puanlarını belirlemek amacıyla Erol tarafından gelistirilen “Matematik Kaygısı Ölçegi”, ögrencilerin algıladıkları ögretmen sosyal destegi puanlarını belirlemek amacıyla Yıldırım tarafından gelistirilen Algılanan Sosyal Destek Ölçegi’nin ”Ögretmen Destegi Alt Ölçegi” kullanılmıstır. Ögrencilerin dönem sonu matematik dersi ortalamaları matematik basarı puanı olarak kabul edilmistir. Verilerin çözümlenmesinde Bagımsız Gruplar t Testi, Pearson Korelasyon Analizi ve Çoklu Regresyon Analizi istatistiksel yöntemleri kullanılmıstır. Verilerin analizinde SSPS 11,5 Windows için istatistik paket programından yararlanılmıstır. Arastırmanın bulguları, matematik kaygısı ve ögretmen desteginin ögrencilerin matematik basarılarının anlamlı yordayıcısı olduklarını ortaya çıkarmıstır. Cinsiyete göre bakıldıgı zaman, erkek ögrenciler için matematik kaygısı, kız ögrenciler için ise ögretmen destegi puanın matematik basarısını daha fazla yordadıgı görülmüstür.
FULL TEXT (PDF): 
PDF icon 95-354-1-pb.pdf
  • 1
3-16
  • English

REFERENCES

References: 

Alcı, B. (2007). Yıldız Teknik Üniversitesi ögrencilerinin, matematik
basarıları ile algıladıkları problem çözme becerileri, özyeterlik
algıları, bilisüstü özdüzenleme stratejileri ve öss sayısal puanları,
arasındaki ve yordayıcı iliskiler örüntüsü. Doktora Tezi. Yıldız Teknik
Üniversitesi Sosyal Bilimler Enstitüsü.
Bastürk, D. (2002). Ortaögretim kurumlarındaki ögrencilerde algılanan sosyal
destegin akademik basarı üzerindeki etkisi. Yüksek Lisans Tezi.
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü.
Bates, Vincent M. (2007). The impact of preparedness, self-efficacy, and math
anxiety on the success of African American males in developmental
mathematics at a community college. Doktora Tezi. Morgan State
University.
Bernstein, J., L. ., & Cote-Bonanno J. (1992). Barriers to women entering the
workforce: math anxiety. (Report No. CE 064 012). Montclair, NJ:
Montclair State College, Life Skills Center. (Eric Document
Reproduction Service No. ED 359 381)
Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in
college students. Journal of Counseling Psychology, 25:441-48.
Bowen, G. L., Rosenfeld L. B., & Richman J. M. (2000). Social support
networks and school outcomes: The centrality of the teacher. Child
and Adolescent Social Work Journal, 17(3):205-226.
Bowen N., & Brewster A. (1998). Sense of school coherence, perceptions, of
danger at school, and teacher support among youth at risk of school
failure. Child and Adolescent Social Work Journal, 15(4):273-86
Chen, L. J. [27.02.2008] “Academic Support From Parents, Teachers, and
Peers: Relation to Hong Kong Adolescents Academic Behavior and
Achievement”.
http://www.gse.harvard.edu/hfrp/projects/fine/resources/digest/hong_
kong.html.
Cutrano, C. E., et.al. (1994). Parental social support and academic
achievement: an attachment theory perspective. Journal of Personality
and Social Psychology. 66(2):369-78.
Demaray, M. K., & Malecki C. K. (2001). Mesuring percieved social support:
development of the child and adolescent social support scale
(CASSS). Psychology in the Schools. 39(1):1-18.
Demaray, M. K., & Malecki C. K.
Demaray, M. K., & Malecki C. K. (2002a). Critical levels of perceived social
support associated with student adjustment. School Psychology
Quarterly. 17:213–41.
Demaray, M. K., & Malecki C. K. (2002b). The relationship between
perceived social support and maladjustment for students at risk.
Psychology in the Schools. 39:305–16.
Demaray, M. K., & Malecki C. K. (2003). Carrying a weapon to school and
perceptions of social support in an urban middle school. Journal of
Emotional and Behavioral Disorders. 11(3):169-78.
Demaray, M. K., & Malecki C. K. (2005). The relationship between social
support and student sdjustment: A longtitudinal analysis. Psychology
in the Schools. 42: 691–706.
Demaray, M. K., & Malecki C. K. (2006). Social support as a buffer in the
relationship between socioeconomic status and scademic performance.
School Psychology Quarterly. 21(4): 375-95.
Eldemir, H. H. (2006). Sınıf ögretmeni adaylarının matematik kaygısının bazı
psiko-sosyal degiskenler açısından incelenmesi. Yüksek Lisans Tezi.
Cumhuriyet Üniversitesi Sosyal Bilimler Enstitüsü.
Erktin, E., Dönmez. G., & Özel S. (2006). Matematik kaygısı ölçeginin
psikometrik özellikleri. Egitim ve Bilim, 31 (140): 26-33.
Erol, E. (1989). Prevalence and correlates of math anxiety in Turkish high
school students. Master’s Thesis. Bogaziçi Üniversity, Institute of
Social Sciences.
He, H. (2007). Adolescents percepeption of parental and peer mathematics
anxiety and attitude toward mathematics: a comparative study of
european-american and mainland-chinese student. Unpublished PhD
dissertation. Washington State University College of Education.
Helsen, M., Vollebergh W., & Meeus W. (2000). Social support from parents
and friends and emotional problems in adolescence. Journal of Youth
and Adolescence, 3(29), 319-35.
House, James S., D. Umberson., & K. R. Landis. (1988). Structures adm
Processes of Social Support. Annual Review of Sociology, 14:293-318.
Jackson, C. D., Leffingwell J. R. (1999). The Role of the instructors in
creating math anxiety in students from kindergarten through College.
The Mathematics Teacher, 92(7):583-86.
Karadag, 5. (2007). 5lkögretim besinci sınıf ögrencilerinin akademik
basarılarının sosyal destek kaynakları açısından incelenmesi. Yüksek
Lisans Tezi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
Laugesen, N., Dugas M. J., & Bukowski W. M. (2003). The relationship
between perceived social support and worry in adolescence. Poster
presented at the 37th Annual Convention for the Assocition for the
Advancement of Behavior Therapy, Boston, MA.
Ma, X., N. Kishor (1997). Assessing the relationship between attitude toward
mathematics and achievement in mathematics: a meta analysis.
Journal for Research in Mathematics Education, 28:26-47.
Miller, F. B. (1991). The influence of the family and social environment
(aktaran sayar, melisa. 2006. a longitudinal study of the relationship
between percieved social support and psychological well-being of
adolescent from low socioeconomic status. Yüksek Lisans Tezi.
Bogaziçi University, Institute of Social Sciences).
Milli Egitim Bakanlıgı [10.08.2009]. Merkezi Sistem Sınavları
http://egitek.meb.gov.tr/Sinavlar/index.asp
National Research Council (1989). Everybody counts: a report to the nation
on the future of mathematics education. Washington, DC: National
Academy Press.
OSYM. [19.08.2009]. Geçmis yıllara ait sınav bilgileri.
http://www.osym.gov.tr/BelgeGoster.aspx?F6E10F8892433CFFAC82
87D72AD903BE8F59EC4393613791
Pajares, F., & Miller D. (1994). Role of self-efficacy and self-concept beliefs
in mathematical problem solving: a path analysis. Journal of
Educational Psychology, 86:193-203.
Pisa OECD. [18.05.2008]. Pisa 2003 and 2006 Results.
http://www.pisa.oecd.org
Ramirez, O. M., & Dockweiler C. J. (1987). Mathematics anxiety: a
systematic review. In R.Schwarzer, H. M. Van Der Ploeg, C. D.
Spielberger (Eds.), Advanced in Test Anxiety Research, 5, 157-175.
Berwyn, PA: Swetz North America.
Richardson, F. C., & Suinn R. M. (1972). The mathematics anxiety rating
scale: Psychometric data. Journal of Counseling Psychology, 19, 551-
54.
Sayar, M. (2006). A longitudinal study of the relationship between perceived
social support and psychological well-being of adolescent from low
socioeconomic status. Yüksek Lisans Tezi. Bogaziçi Üniversity,
Institute of Social Sciences.
Shields, D. J. (2006). Causes of math anxiety: the student perspective. Doktora
Tezi. Indiana University of Pennyslvania.
Suinn, R. M., Taylor S., & Edwards R. W. (1988). Suinn mathematics anxiety
rating scale for elementary school students (MARS-E): Psychometric
and normative data. Educational and Psychological Measurement, 48,
979-86.
Tektas, A. H. (2002). Effects of math learning journals on mathematics
achievement, attitudes toward mathematics and mathematics anxiety.
Yüksek Lisans Tezi. Bogaziçi Üniversity, Institute for Graduate
Student in Science and Engineering.
Tobias, S., & Weissbrod C. (1980). Anxiety and mathematics: An update.
Harvard Educational Review, 50: 63-70.
Tobias, S. (1993). Overcoming math anxiety. New York: W. W. Norton
Company, Inc.
Umberson, D., Meichu D. C., House J. S., Hopkins K., & Slaten E. (1996).
The effect of social relationships on psychological well-being: Are
men and women really so different? American Sociological Review,
61:837-57.
Wigfield, A., & Meece J. L. (1988). Math anxiety in elementary and
secondary school students. Journal of Educational Psycholog, 80:210-
16.
Woodard, T. [15.06.2008]. The Effect of Math Anxiety on Post-Secondary
Developmental Student as Related to Achievement, Gender, and Age.
http://www.vccaedu.org/inquiry/inquiry-spring2004/i-91-
woodard.html
Yıldırım, 5. (1997). Algılanan sosyal destek ölçeginin gelistirilmesi:
Güvenirligi ve geçerligi. Hacettepe Egitim Fakültesi Dergisi, 13:81-
87.
Yıldırım, 5. (2004a). Algılanan sosyal destek ölçeginin revizyonu. Egitim
Arastırmaları (Eurasian Journal of Educational Research). 17:221-
36.
Yıldırım, 5. (2004b). Depresyonun yordayıcısı olarak sınav kaygısı, gündelik
sıkıntılar ve sosyal destek. Hacettepe Üniversitesi Egitim Fakültesi
Dergisi. 27:241-50
Yıldırım, 5. (2006). Akademik basarının yordayıcısı olarak gündelik sıkıntılar
ve sosyal destek. Hacettepe Üniversitesi Egitim Fakültesi Dergisi,
30:258-67.
Yıldırım, S. (2006). Validity, reliability, and partial norm study of the Turkish
teacher’s acceptance-rejection/control questionnaire child short form.
Yüksek Lisans Tezi. Bogaziçi Üniversity, Institute of Social Sciences.

Thank you for copying data from http://www.arastirmax.com