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Journals / Akdeniz Üniversitesi Eğitim Fakültesi Dergisi / 2020 / Cilt: 3 - Sayı: 2

Relationships between Teachers’ Motivational Support, Self-Efficacy Beliefs and Academic Achievement: High School Mathematics Course Sample

Öğretmen Güdüsel Desteği, özyeterlik İnancı ve Akademik Başarı Arasındaki İlişkiler: Lise Matematik Desi Örneği

Neşe ÖZKAL
Pages
88–97
Publication Date
2020-09-29
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The research also concluded that students’ motivational support perceptions in regards to mathematics teachers positively and significantly predicted their self-efficacy perceptions towards mathematics courses.

📌 3 Key Takeaways

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Objective & Hypothesis:This study investigated the relationships among the motivational support that high school students received from Mathematics teachers in Mathematics courses, their self-efficacy perceptions towards Mathematics courses and their achievements in Mathematics.
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Key Findings & Data:The study which utilized simple predictive correlational design and complex predictive correlational design, was conducted with the voluntary participation of 435 public high school students in a district located in the south of Turkey.
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Conclusion & Impact:The research also concluded that students’ motivational support perceptions in regards to mathematics teachers positively and significantly predicted their self-efficacy perceptions towards mathematics courses.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Mathematics self-efficacy belief

Abstract

This study investigated the relationships among the motivational support that high school students received from Mathematics teachers in Mathematics courses, their self-efficacy perceptions towards Mathematics courses and their achievements in Mathematics. The study which utilized simple predictive correlational design and complex predictive correlational design, was conducted with the voluntary participation of 435 public high school students in a district located in the south of Turkey. The research data were collected with “Mathematics course grades” and “Self-Efficacy towards Mathematics Scale” and “Teachers’ Motivational Support Scale” and analyzed with the help of simple and multiple linear regression analysis. According to research results, it was determined that high school students’ perceptions regarding the motivational support received from Mathematics teachers in Mathematics courses and their their self-efficacy towards Mathematics courses predicted Mathematics achievement in a positive and significant manner. The research also concluded that students’ motivational support perceptions in regards to mathematics teachers positively and significantly predicted their self-efficacy perceptions towards mathematics courses.

Özet

Bu araştırma da lise öğrencilerinin Matematik derslerinde Matematik öğretmenlerinden aldıkları güdüsel destekleri, Matematik dersine karşı özyeterlik algıları ve Matematik başarıları arasındaki ilişkiler incelenmiştir. Araştırma da yordayıcı korelasyonel araştırma tasarımlarından tek faktörlü yordayıcı korelasyonel desen ve çok faktörlü yordayıcı korelasyonel desen kullanılmıştır. Araştırma Türkiye’de güneyde bir ilçe merkezinde yer alan kamuya bağlı liselerde öğrenim gören 435 öğrencinin gönüllü katılımıyla gerçekleştirilmiştir. Araştırma verileri “Matematik dersi yazılı notları” ile “Matematiğe karşı özyeterlik algıları” ve “Öğretmen güdüsel desteği” ölçekleri ile toplanmıştır. Araştırma verileri basit ve çoklu doğrusal regresyon analizi ile çözümlenmiştir. Araştırma sonucunda Lise öğrencilerinin Matematik öğretmenlerinden aldıkları güdüsel destek algılarının ve Matematiğe karşı özyeterlik algılarının Matematik dersi başarılarını pozitif yönlü anlamlı bir şekilde yordadığı belirlenmiştir. Araştırma da öğrencilerin Matematik öğretmenlerinden aldıkları güdüsel destek algılarının öğrencilerin Matematiğe karşı özyeterlik algılarını da pozitif yönlü anlamlı bir şekilde yordadığı belirlenmiştir.

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Cite This Article

ÖZKAL, N. (2020). Relationships between Teachers’ Motivational Support, Self-Efficacy Beliefs and Academic Achievement: High School Mathematics Course Sample. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 3 - Sayı: 2, 88–97. https://ajindex.com/articles/238556

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