Adapting the Mathematics Self-efficacy and Anxiety Questionnaire into Turkish and Examining its Relationship with Mathematical Self-concept.
Yazarlar (3)
| Makale Türü | Özgün Makale (Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale) | ||
| Dergi Adı | Journal of Kirsehir Education Faculty | ||
| Makale Dili | – | Basım Tarihi | 12-2022 |
| Cilt / Sayı / Sayfa | 23 / 3 / – | DOI | – |
| Makale Linki | https://www.researchgate.net/profile/Avni-Yildiz-2/publication/368303068_Adapting_the_Mathematics_Self-efficacy_and_Anxiety_Questionnaire_into_Turkish_and_Examining_its_Relationship_with_Mathematical_Self-concept/links/63e17642af870646abe4add5/Adapti | ||
| UAK Araştırma Alanları |
İlköğretim Matematik Eğitimi
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| Özet |
| Individuals’ behaviors are affected by what they think and feel about themselves. Learning is how individuals perceive the stimuli in the outside world, interpret these perceptions together, and turn them into a unique outcome (Von Glasersfeld, 1996). Environmental factors and internal factors such as students’ self-efficacy, anxiety, and attitudes may be as influential as their academic work for their academic achievement (Pajares and Miller, 1994; Recber, İsiksal, and Koç, 2018). Albert Bandura (1997) stated,“Self-belief does not necessarily ensure success, but self-disbelief assuredly spawns failure.”, emphasizing the importance of self-efficacy. People’s thought and feelings about themselves impact their behaviors. Self-concept, self-efficacy, and anxiety are crucial self-beliefs that influence motivation, academic achievement, and performance (Lee, 2009). Most research examined the predictive power of mathematics self-efficacy, anxiety, and mathematical self-concept on mathematics performance (Pajares and Miller, 1994; Recber, Isiksal, and Koç, 2018; Schunk and Mullen, 2012). Mathematics self-efficacy, anxiety, and mathematical self-concept affect students’ mathematical performance (Higbee and Thomas, 1999; May, 2009) and are the most prominent predictors among non-cognitive predictors of mathematics achievement (Morony, Kleitman, Lee, and Stankov, 2013). Lee and Stankov (2013) indicated that these constructs accounted for 16% of the variance in mathematics achievement of 15-year-old students in PISA 2003.Human beings feel more anxious about mathematics and have more negative attitudes than other disciplines (Dowker … |
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