Matematik başarısını yordama: Algılanan geri bildirim, öğretmen desteği ve öz-inançların rolü

Year 2019, Volume: 8 Issue: 2, 71 - 85, 30.04.2019

Selda Yıldırım , Hüseyin Hüsnü Yıldırım

https://doi.org/10.19128/turje.435345

Cited By: 5

Abstract

Bu çalışmada, algılanan
öğretmen desteğinin ve öğrencilerin matematik ile ilgili öz-inançlarının geri
bildirim sürecindeki aracı rolü Uluslararası Öğrenci Değerlendirme Programı
(PISA) Türkiye verisi ile incelenmiştir. Türkiye' de 15 yaşındaki 4848
öğrencinin PISA 2012 matematik puanları ve anketlere verdikleri cevaplar analiz
edilmiştir. Elde edilen sonuçlar, algılanan geri bildirimin matematik
öz-benliğiyle pozitif, matematik kaygısıyla da negatif ilişkili olduğunu
göstermiştir. Çalışmada incelenen dolaylı etkiler kısmen doğrulanmıştır:
algılanan geri bildirim, algılanan öğretmen desteği ve matematik öz-yeterliği
aracılığıyla dolaylı olarak matematik başarısıyla ilişkilidir. Ayrıca algılanan
geri bildirimin, öğrencilerin matematik başarısıyla, matematik kaygısı
aracılığıyla da dolaylı olarak ilişkili olabileceği görülmüştür. Bununla
birlikte sonuçlar, algılanan öğretmen desteğinin öğrencilerin matematik
öz-güveni ve kaygısı üzerindeki etkilerini ve matematik öz-güveninin öğretmen
davranışları ve başarı arasındaki aracı rolünü desteklememiştir. Bulgular,
öğretmen desteği ve öğrenci öz-inançlarının, öğretmenin geri bildirimi ile
matematik başarısı arasındaki aracı rolünün incelenmesinin önemli olabileceğini
işaret etmektedir. Bu ilişkiler öğretmen geri bildiriminin matematik başarısını
nasıl etkileyebileceğini anlamaya yardımcı olabilir.

Keywords

Algılanan geri bildirim, Algılanan öğretmen desteği, Öz-inançlar, PISA 2012 matematik başarısı

Predicting mathematics achievement: The role of perceived feedback, teacher support and self-beliefs

Abstract

In
this study, the mediating roles of perceived teacher support and students'
mathematics self-beliefs on the feedback process were investigated in The
Programme for International Student Assessment (PISA) context in Turkey. PISA
2012 mathematics scores and questionnaire responses of 4848 15-year-old
students were analyzed. Results indicated that perceived feedback was
positively related to math self-concept and negatively related to math anxiety.
The investigated indirect effects were partly confirmed: perceived feedback was
indirectly related to students' mathematics achievement via perceived teacher
support and math self-efficacy. Also, perceived feedback showed an indirect
effect on students' mathematics achievement via math anxiety. However, the
influences of perceived teacher support on math self-concept and anxiety, and
the mediating role of math self-concept were not supported. The results suggest
the importance of investigation of mediated effects of teachers' support and
students' self-beliefs between teachers' feedback and mathematics achievement.
These relationships may help to understand how teacher's feedback influences mathematics
achievement.

Keywords

Perceived feedback, Perceived teacher support, Self-beliefs, PISA 2012 mathematics achievement

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