‘EĞRİ BİR AYNADA DOĞRUYU GÖRMEK’: PISA 2018 ÖĞRENCİ BAŞARISININ DOĞRUSAL OLMAYAN BİR ÇERÇEVEDE İNCELENMESİ

Year 2021, Volume: 34 Issue: 3, 923 - 978, 27.12.2021

İbrahim Uysal , Altay Eren

https://doi.org/10.19171/uefad.932207

Abstract

Bu araştırmanın amacı, 15 yaş grubu öğrencilerinin meta-biliş stratejileri (güvenilirliği değerlendirme, özetleme, anlama ve hatırlama), genel başarısızlık korkuları, öz-yeterlik inançları, öznel iyi oluşları ve yeteneğin geliştirilebilir olduğuna ilişkin inançlarının fen, matematik ve okuma başarılarının yordayıcıları olarak incelenmesidir. Araştırmada, PISA 2018 öğrenci anketi (Türkiye) verilerinden hareketle (N = 5938), yordayıcı ilişkisel desen kullanılmıştır. Veriler, çok değişkenli uyarlanabilir regresyon eğrileri (MARSplines) ve yol analizleri aracılığıyla çözümlenmiştir. MARSplines analizi sonuçları; biri dışında (güvenilirliği değerlendirme) meta-biliş stratejilerinin, öz-yeterlik inançlarının, öznel iyi oluşun, genel başarısızlık korkusunun ve yeteneğin geliştirilebilir olduğuna yönelik inançların fen, matematik ve okuma başarısını doğrusal olmayan biçimde yordadıklarını göstermiştir. MARSplines analizi sonuçları; söz konusu değişkenlerin fen, matematik ve okuma başarısının yordanmasındaki önem düzeylerine göre sıralanabildiğini de göstermiştir. Araştırma değişkenleri arasındaki ilişkilerin doğrusal olarak incelendiği yol analizi aracılığıyla elde edilen bulgular, yol modelinin hatalı tanımlandığını göstermiştir. Ancak MARSplines analizi sonuçları, bu durumun, doğrusal olmayan ilişkilerin doğrusal bir çerçevede incelenmesine bağlı olarak ortaya çıktığına işaret etmiştir.

Keywords

Öğrenci başarısı, Yol analizi, MARSplines, Meta-biliş stratejileri, Yeteneğin geliştirilebilir olduğuna ilişkin inanç, Genel başarısızlık korkusu, Öznel iyi oluş, Genel öz-yeterlik

Supporting Institution

Bulunmamaktadır

Project Number

Bulunmamaktadır

Thanks

Yoktur

‘SEEING THE TRUTH IN A CROOKED MIRROR’: EXAMINING PISA 2018 STUDENT ACHIEVEMENT WITHIN A NON-LINEAR FRAMEWORK

Abstract

The aim of this study is to examine 15-year-old students’ metacognitive strategies (i.e., assessing credibility, summarizing, understanding and remembering), general fear of failure, self-efficacy beliefs, subjective well-being, and growth mindset as predictors of their graded performances regarding science, mathematics, and reading literacy. Based on the data derived from the PISA Student Questionnaire 2018 (Turkey; N = 5938), a predictive correlational design was adopted in the present study. The data were analyzed through the multivariate adaptive regression splines (MARSplines) and path analyses. The results of the MARSplines analysis showed that, with one exception (i.e., assessing credibility), metacognitive strategies, self-efficacy beliefs, subjective well-being, general fear of failure, and growth mindset predicted graded performances regarding science, mathematics, and reading literacy in a non-linear manner. The results of the MARSplines analysis also demonstrated that the mentioned variables could be ranked according to their levels of importance in predicting science, mathematics, and reading literacy performances. The results of the path analysis, through which the relationships between the research variables were examined as linear, revealed that the path model had been misspecified. However, the results of the MARSplines analysis indicated that this was due to examining the non-linear relationships within a linear framework.

Keywords

Student achievement, Path analysis, MARSplines, Metacognitive strategies, Growth mindset, General fear of failure, Subjective well-being, General self-efficacy

Project Number

Bulunmamaktadır

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