PISA 2012 Matematik Başarısına Dayalı Duyuşsal Faktörlerde Büyük Balık-Küçük Göl Etkisi

Bu çalışmada, PISA 2012 Türkiye öğrenci anketi kullanılarak büyük balık-küçük göl etkisi belirlenmeye çalışılmıştır. Matematik dersine yönelik öz-yeterlik, benlik ve kaygı duyuşsal faktörlerinin okul türü, cinsiyet, sosyoekonomik statü, öğrenci matematik başarısı ve okul matematik başarısı değişkenleri ile arasındaki ilişkiler incelenmiştir. Örneklemde 88 liseden 771 öğrenci bulunmaktadır. Açımlayıcı ve doğrulayıcı faktör analizi sonuçları öğrenci anketindeki matematik öz-yeterlik, benlik ve kaygı maddelerinin yapı geçerliğini desteklemektedir. Analizler, Çoklu Gösterge ve Çoklu Neden Modeli ile gerçekleştirilmiş ve model yardımıyla neden değişkenleriyle, duyuşsal faktörler arasındaki ilişki örüntüleri aynı anda kestirilmiştir. Sonuçlara göre, Anadolu lisesi öğrencileri genel lise öğrencilerinden daha yüksek matematik öz-yeterlik algısına ve daha düşük matematik kaygısına sahiptir. Ancak, modele öğrenci matematik başarısı ve okul matematik başarısı değişkenleri de eklendiğinde, okul türü matematik öz-yeterliği ile ilişkili değildir. Ayrıca, Anadolu lisesi öğrencilerinin matematik kaygısının genel lise öğrencilerinden daha yüksek olduğu belirlenmiştir. Matematik öz-yeterlik, benlik ve kaygı değişkenlerinin en güçlü tahmin edicisi, öğrenci matematik başarısıdır. Son olarak, okul matematik başarısı sadece matematik benlik algısının istatistiksel olarak anlamlı bir tahmin edicisidir. Bu çalışmanın en önemli bulgusu, okul matematik başarı ortalaması arttıkça öğrencilerin matematik benlik algılarının düşme eğiliminde olduğunun belirlenmesidir. Bu sonuçlar, büyük balık-küçük göl etkisinin Anadolu lisesi öğrencileri tarafından yaşandığına dair kanıt sunmaktadır

The Big Fish-Little Pond Effect on Affective Factors Based on PISA 2012 Mathematics Achievement

In this study, the 2012 PISA Turkey student questionnaire data is considered to determine the big fish-little pond effect. The mathematics self-efficacy, self-concept and anxiety affective factors are examined to explain the relation of each of them with the school type, gender, socioeconomic status, student’s mathematics achievement and school’s mathematics achievement covariates. A total number of 771 students from 88 high schools are in the sample. Factor analyses’ results support the construct validity of the Student Questionnaire’s mathematics self-efficacy, anxiety and self-concept items. Data set is analyzed with Multiple Indicator Multiple Cause Model and the patterns of association with covariates and affective factors were tested simultaneously. According to the results, Anatolian high school students have a higher mathematics selfefficacy and lower mathematics anxiety than do the general high school students. However, when the student mathematics achievement and school mathematics achievement variables were inserted to the model, school type was not associated with mathematics self-efficacy. Moreover, Anatolian high school student’s mathematics anxiety was higher than that of the general high school students. Student’s mathematics achievement was the most significant predictor of the mathematics self-efficacy, anxiety and self-concept factors. Finally, school’s mathematics achievement was a significant predictor of only mathematics selfconcept. The identification of increase in school’s mathematics achievement yields a decrease in the student’s mathematics self-concept may be considered as the most important result of this study. These results provide evidence about the Anatolian high schools’ students experience big fish-little pond effect

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