Ortaokul Öğrencilerinin Akademik Başarılarının, Genel Yeteneklerinin ve Akademik Öz-Yeterliklerinin Sosyoekonomik Özellikleri Açısından İncelenmesi

Bu çalışmada ortaokul öğrencilerinin akademik başarılarının, genel yetenek düzeylerinin ve akademik özyeterlik inançlarının anne eğitim durumu, baba eğitim durumu ve aile gelir düzeylerine göre farklılaşıp farklılaşmadığının incelenmesi amaçlanmaktadır. Araştırma grubu Trabzon’un Ortahisar ilçesindeki beş farklı ortaokulda öğrenim gören 346 (K= 166, E= 180) öğrenciden oluşmaktadır. Araştırmanın verileri, araştırmacı tarafından geliştirilen kişisel bilgi formu, Temel Yetenekler Testi (6-8) ve Akademik Öz-Yeterlik Ölçeği aracılığıyla toplanmıştır. Veri analiz teknikleri olarak Kruskal Wallis-H testi, ANOVA, Mann-Whitney U ve Bağımsız t Testi kullanılmıştır. Araştırmanın sonuçlarına göre öğrencilerin akademik başarılarında, genel yetenek düzeylerinde ve akademik öz-yeterlik inançlarında anne eğitim, baba eğitim ve aile gelir düzeyi değişkenleri açısından anlamlı farklılıklar bulunmaktadır. Araştırmanın sonuçları doğrultusunda ebeveyn eğitim düzeyi ve aile geliri bakımından dezavantajlı konumdaki öğrencilere yönelik politikalar üretilmesi ve müdahale programları geliştirilmesi önerilmektedir.

An Investigation of Midlle School Students’ Academic Achievement in Terms of Socioeconomic Factors

This research aims to investigate whether academic achievements, general abilities and academic selfefficacy beliefs of middle school students varies according to father education, mother education and family income levels. The study group is consisted 346 (F= 166, M= 180) students from five different middle schools in the Ortahisar district of Trabzon. The data were collected by personal information form developed by the researcher, Primary Mental Abilities Test and Academic Self-Efficacy Scale. In the analysis of data Kruskal Wallis-H test, ANOVA, Mann-Whitney U test and Independent t test are used. The results demonstrate that there are significant differences in academic achievement, general ability and academic self-efficacy levels of students with respect to mother education, father education and family income. In line with the results, it is suggested to establish policies and programs for disadvantaged students in terms of parental education and family income levels.

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