Affective Characteristics Predicting 15-Year-Old Students' Mathematics Literacy Skills in Turkey

Bu çalışmanın amacı; PISA 2012 Türkiye sonuçlarına göre 15 yaş grubu öğrencilerin matematik okuryazarlık becerileri ile ilişkili duyuşsal özelliklerini incelemektir. Bu çalışma temel araştırma olarak yürütülmüştür ve korelasyonel araştırma olarak desenlenmiştir. PISA 2012 Türkiye öğrenci anketi verileri üzerinde, yapısal eşitlik modellemesi ile ikincil düzey analizler yürütülmüştür. PISA 2012 Türkiye örneklemi, 170 okul ve toplam 4 848 öğrenciden oluşmaktadır. Kayıp verilerle başa çıkabilmek için bu çalışmada Öğrenci Anketinin B formunun kullanılması tercih edilmiştir. Bu form, 1 598 öğrenci tarafından yanıtlanmıştır. Belirlenen amaç kapsamında ikincil düzey bir yapısal model kurulmuştur. Bu model,12 gözlenen değişken, 4 birincil düzey gizil değişken ve 1 ikincildüzey gizil değişken içermektedir. Modele göre, birincil düzey gizil değişkenler arasında matematik okuryazarlığı becerilerinin en iyi yordayıcısı 'problem çözmeye yönelik davranışlar'dır. Gözlenen değişkenler içerisinde ise en iyi yordayıcılar; 'problem çözme azmi', 'matematik kaygısı' ve 'problem çözmeye açıklık' olarak belirlenmiştir.

Türkiye'de On Beş Yaş Grubu Öğrencilerin Matematik Okuryazarlık Becerileri İle İlişkili Duyuşsal Özellikleri

The aim of this study is to examine the affective characteristics of the 15-year-old students in Turkey, significantly predicting their mathematics literacy skills and competencies, according to the PISA 2012 results. This study has been executed as a basic research and has been designed as a correlational research. Secondary level analyses have been performed on PISA 2012 Turkey student questionnaire data by using structural equation modelling. PISA 2012 Turkey sample is composed of 170 schools and 4 848 students. In order to handle with missing data problem, in this study, Student Questionnaire Form B data were preferred to use. This form was answered by 1 598 students. Within the aim of this study, a secondarylevel structural model has been constructed. This model is including 12 observed variables and 4 primary-level latent variables and 1 secondary-level latent variable. According to this model, among primary level latent variables, best predictor of students' mathematics literacy skills is 'behaviour of problem solving'. Among indicators, best predictors are 'perseverance', 'mathematics anxiety' and 'openness for problem solving' as well.

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