Role of Mathematical Self-Efficacy and Self-Concept in Mathematics Achievement: A Structural-Motivational Model

Matematik öz-yeterliği ve matematik benlik saygısı sosyo-bilişsel kuramın motivasyonel bileşenlerindendir. Bu kuram matematik öz-yeterliği ve matematik benlik saygısının matematik başarısında, duyuşsal-motivasyonel ve arka plan değişkenleri üzerinde iyi bir tahminci ya da aracı olduğunu önermektedir. Bu neden ile bu çalışmanın amacı Ferla, Valcke ve Cai'nin (2009) PISA'da yüksek performanslı bir ülke (Belçika) için akademik öz-yeterlik ve benlik saygısı modeline entegre edip temel alarak PISA'da düşük performanslı (Türkiye) bir ülkenin matematik başarısının yapısal-motivasyonel modelini incelemektir. Modeldeki elde edilen önemli bulgular (a) matematik öz-yeterliğinin matematik benlik saygısı, matematik ilgisi, sınıf seviyesi ya da cinsiyete göre daha iyi bir yordayıcı olduğunu, matematik benlik saygısının ise matematik başarısı üzerindeki duyuşsal-motivasyonel değişkenler için iyi bir aracı olduğunu; (b) öğrencilerin matematik öz-yeterliği güçlü bir şekilde matematik benlik saygısını etkilediğini ve bunun tam tersinin olmadığını; (c) şaşırtıcı bir şekilde, matematik ilgisinin matematik başarısı üzerinde negatif bir etkiye sahip olduğunu; ve (d) önerilen modelin matematik başarısını 34% varyans ile açıkladığını göstermiştir. Bulgular PISA'da düşük ve yüksek performanslı ülkelerin matematik başarısının tahmininde akademik motivasyonun önemini göstermiştir

Matematik Başarısında Matematik Öz-Yeterliği ve Matematik Benlik Saygısının Rolü: Yapısal-Motivasyonel Bir Model

Mathematical self-efficacy and mathematical self-concept are motivational elements of socialcognitive theory. This theory proposes that mathematical self-efficacy and mathematical self-concept are better mediators or predictors of mathematics achievement than affective-motivational and background variables. Therefore, the aim of the research is to investigate a structural-motivational model of mathematics achievement for a low performing country in the PISA (Turkey) based on the integration of Ferla, Valcke and Cai’s (2009) model of mathematical self-efficacy and self-concept for a high performing country in the PISA (Belgium). Important finds from the model indicates: (a) mathematical self-efficacy was more predictive of mathematics achievement than is mathematical self-concept, mathematics anxiety, mathematics interest, grade level, or gender, while mathematical self-concept is a better mediator for affective-motivational variables on mathematics achievement than the other variables; (b) students’ mathematical self-efficacy strongly influenced their mathematical self-concept and not vice versa; (c) surprisingly, mathematics interest has a negative influence on mathematics achievement; and (d) the proposed model explained 34% of the variance in mathematics achievement. These results show the importance of academic motivation in the prediction of mathematics achievement for low performing and high performing countries in the PISA

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