Reading Comprehension, Mathematics Self-Efficacy Perception, and Mathematics Attitude as Correlates of Students' Non-Routine Mathematics Problem-Solving Skills in Turkey

Autor/inn/en	Öztürk, Mesut; Akkan, Yasar; Kaplan, Abdullah
Titel	Reading Comprehension, Mathematics Self-Efficacy Perception, and Mathematics Attitude as Correlates of Students' Non-Routine Mathematics Problem-Solving Skills in Turkey
Quelle	In: International Journal of Mathematical Education in Science and Technology, 51 (2020) 7, S.1042-1058 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Öztürk, Mesut) ORCID (Akkan, Yasar) ORCID (Kaplan, Abdullah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2019.1648893
Schlagwörter	Mathematics Instruction; Problem Solving; Self Efficacy; Student Attitudes; Correlation; Mathematics Skills; Reading Comprehension; Middle School Students; Foreign Countries; Predictor Variables; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Korrelation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Prädiktor; Türkei
Abstract	Literature that investigates the factors affecting problem-solving evaluates the cognitive and affective components, such as reading comprehension, metacognition, Mathematics anxiety, Mathematics attitude and Mathematics self-efficacy. Recently, studies have shown that Mathematics attitude and Mathematics self-efficacy as affective factors, and reading comprehension as a cognitive factor could play a crucial role in the problem-solving of middle school students. This study investigated the influence of reading comprehension skill, Mathematics self-efficacy perception and Mathematics attitude on non-routine Mathematics problem-solving skills. It is hypothesized that non-routine problem-solving skills are related to reading comprehension skills, Mathematics self-efficacy perception and Mathematics attitudes. To achieve this aim, a reading comprehension skill test, a Mathematics self-efficacy perception scale, a Mathematics attitude scale and a non-routine problem-solving skill test were applied. The instruments were completed by 362 middle school students. A correlation analysis was used to determine the relationship of variables on non-routine problem-solving skills, and the predictive effects of the predictor variables on non-routine Mathematics problem-solving skills were examined by hierarchical regression analysis. The analysis also showed that for middle-school students' non-routine Mathematics problem-solving skills, all related factors--reading comprehension, Mathematics self-efficacy perception and Mathematics attitude were significant. Reading comprehension skills and Mathematics self-efficacy perception significantly predicted problem-solving skills, and both predictors explained a total of 22% of the total variance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01