Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Türkiye
Tezin Onay Tarihi: 2014
Öğrenci: BAŞAK ÇALIK
Danışman: YEŞİM ÇAPA AYDIN
Özet:The purpose of this study was to explain the relationship between mathematics achievement emotions, mathematics self-efficacy, and self-regulated learning strategies of middle school students. In addition, mathematics achievement emotions were examined with respect to gender and grade level. Data were collected from 2250 sixth, seventh, and eighth grade students from four districts in Ankara. Data collection instruments were Achievement Emotions Questionnaire in Mathematics (AEQ-M), Mathematics Skills Self-Efficacy (MSSE) and Self-Efficacy for Self-Regulated Learning (SESRL) scales and Self-Regulated Learning Strategies subscale of Motivated Strategies for Learning Questionnaire (MSLQ). AEQ-M, MSSE, and SESRL were adapted by the researcher. Confirmatory Factor Analysis for Turkish version of AEQ-M yielded seven-factor emotions model with reliability coefficients ranging from .81 to .92. The results confirmed the differentiation of emotions. Turkish versions of MSSE and SESRL scales both revealed one-factor structure while Cronbach alphas were .96 and .93, respectively. Hence, adaptations of both scales worked as intended. Multivariate Analysis of Variance results showed that anxiety, hopelessness, and shame differed significantly by gender. Furthermore, all achievement emotions except shame displayed grade level differences. Canonical correlation results indicated that higher levels of positive emotions (enjoyment, pride) were correlated with higher levels of mathematics skills self-efficacy and self-efficacy for self-regulated learning and with greater use of self-regulated learning strategies. Yet, higher levels of negative emotions (anger, anxiety, hopelessness, boredom, shame) were correlated with lower levels of mathematics skills self-efficacy, self-efficacy for self-regulated learning, and less use of self-regulated learning strategies regardless of grade levels.