Abstract In the paper, it is aimed to investigate the effect of secondary school students’ affective characteristics, such as self-efficacy, attitude and sense of achievement, on mathematics achievement. The correlational survey model based on the qualitative research design was preferred in the research. The application was conducted in 2018-2019 academic year. The study group consists of 584 students attending secondary schools in Çanakkale city center. Three instruments were used for data collection: “Mathematics attitude scale”, “Mathematics self-efficacy scale”and “Sense of achievement scale”. The findings show that students' mathematics achievement, self-efficacy, attitude and sense of achievement are good. In addition, the findings of the research reveal that there is a significant and moderate and weak relationship between mathematics achievement and self-efficacy, attitude and sense of achievement. Finally, the independent variables of the study, self-efficacy, sense of achievement and attitude, were found to be significant predictors of the dependent variable, mathematics achievement. In the model, self-efficacy is the most important predictor of the achievement. In the light of the results of the research, it is suggested that affective characteristics, which are predictors of mathematics achievement, should be examined by other methods such as structural equation modeling other than regression analysis.
Mathematics lesson, achievement, self-efficacy, sense of achievement
|Author :||Mesut TABUK|
|Number of pages:||162-172|