Factors Affecting the Mathematics Achievement of Turkish Students in PISA 2012

Autor/in	Uysal, Sengül
Titel	Factors Affecting the Mathematics Achievement of Turkish Students in PISA 2012
Quelle	In: Educational Research and Reviews, 10 (2015) 12, S.1670-1678 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; Mathematics Achievement; Self Concept; Mathematics Anxiety; Teacher Student Relationship; Classroom Techniques; Student Interests; Structural Equation Models; Adolescents; Correlation; Surveys; Questionnaires; Statistical Analysis; Factor Analysis; Regression (Statistics); Student School Relationship; Student Attitudes; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Studieninteresse; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrelation; Survey; Umfrage; Befragung; Fragebogen; Statistische Analyse; Faktorenanalyse; Regression; Regressionsanalyse; Schüler-Lehrer-Beziehung; Schülerverhalten; Türkei
Abstract	This study aims to analyze the effect of variables determining mathematics interest, mathematics self- concept, mathematics anxiety, teacher-student relation, classroom management and sense of belonging on the Mathematics achievement of Turkish students in the Programme for International Student Assessment (PISA) 2012. Structural equation modeling (SEM) was employed in this research study. The research population is represented by 15 year 3 month and 16 year 2 month old students receiving education in Turkey. The research sample, on the other hand, is composed of 4848 students randomly selected from 170 schools in 12 geographical regions where PISA is implemented. When the Mathematical structural equation model is analyzed, it has been seen that there is a medium and positive relationship between mathematics achievement and mathematics interest of students with mathematics self-concept. It has also been determined that the variable mathematics anxiety has a negative and medium effect on mathematics achievement. According to the results of the research study there is no meaningful relationship between variables of teacher-student relation, classroom management, sense of belonging and mathematics achievement of Turkish students. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01