An Examination of the Relationship between Secondary School Students' Abstract Thinking Skills, Self-Efficacy Perceptions and Attitudes towards Mathematics

Autor/inn/en	Özdemir, Ahmet Sükrü; Karasan, Sinan; Sahal, Muhammet
Titel	An Examination of the Relationship between Secondary School Students' Abstract Thinking Skills, Self-Efficacy Perceptions and Attitudes towards Mathematics
Quelle	In: Participatory Educational Research, 8 (2021) 2, S.391-406 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Özdemir, Ahmet Sükrü) ORCID (Karasan, Sinan) ORCID (Sahal, Muhammet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Secondary School Students; Thinking Skills; Abstract Reasoning; Self Efficacy; Student Attitudes; Grade 8; Predictor Variables; Mathematics Achievement; Boarding Schools; Individual Differences; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Sekundarschüler; Denkfähigkeit; Abstraktes Denken; Denken; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Boarding school; Internat; Individueller Unterschied; Ausland; Türkei
Abstract	This study aims to examine whether there is a relationship between abstract thinking skills, self-efficacy perceptions and attitude towards mathematics and how these variables predict mathematics achievement. The study was conducted with 198 eighth-grade students who were selected by random sampling and the relational screening model was used. For data collection, the tools of "Abstract Thinking Test in Mathematics", "Self-Efficacy Perception Scale towards Mathematics", "Mathematics Attitude Scale" and Mathematics course notes of students were resorted to. According to the findings, it was concluded that there were significant relationships between students' abstract thinking skills, self-efficacy perceptions and attitudes towards mathematics, and these variables explained 37% of the variance in mathematics achievement. There was no significant difference in mathematics achievement between the groups according to the type of school, while it was found that the scores of the students' abstract thinking skills, attitude towards mathematics and self-efficacy perceptions differed in favor of the students studying in non-boarding secondary school. In addition, no significant difference was observed between the groups in terms of students' mathematics achievement according to their boarding status. It was found that there were significant differences in terms of the other three variables. Suggestions were made to increase mathematics achievement, especially in boarding secondary schools, and it was also offered to increase the feasibility of the environment of the boarding secondary schools. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01