SECONDARY SCHOOL STUDENTS’ (11-14 YEARS) EFFECTIVE INPUT CHARACTERISTICS FOR MATHEMATICS, SELF-REGULATION SKILLS AND SELF-ESTEEM

Cigdem Aldan Karademir, Ozge Deveci

Abstract


Based on Confucius’ saying “A word may change your mind, an emotion may change your life and a person may change you”, our emotions affect our learning if we take life as a process of learning. Some of our learning on which we are successful and unsuccessful are student characteristics. Effective properties are one of the characteristics of students. As Wang (2006) states, in terms of mathematics, effective factors related to mathematics lesson are effective on the importance given to mathematics and on the withdrawal from mathematics. Students strive to succeed if they have positive effective input characteristics. However, if they have negative effective characteristics, they may give up not being able to resist the challenges they face. The striving students determine the learning environment and conditions and can make arrangements. This result obtained by the students may sometimes turn out as they wanted, or on the contrary as an undesirable situation. In this case, self-esteem will come into play. Self-esteem is a concept related to the self-appreciation, ability to reveal their skills and knowledge, and success is important in the formation and development of self-esteem (Kohut, 1971). Hence, this study analyzes the effective input characteristics, self-regulation skills and self-esteem of secondary school students together. Among the screening models, general screening model was used in this study. The participants of the study consisted of 361 secondary school students (11-14 years) who study in the 5th, 6th, 7th and 8th grades of secondary schools in a city of Turkey in the spring term of 2017-2018 academic year. In the collection of data “Effective Input Characteristics for Math Scale” developed by Caliskan and Serce (2016), “Perceived Self-Regulation Scale” developed by Arslan and Gelisli (2015), “Self-esteem Scale” developed by Rosenberg (1965) and adapted to Turkish by Cuhadaroglu (1985) were used. Students’ effective input characteristics towards mathematics, perceived self-regulation skills and self-esteem were evaluated according to gender, grade level, mathematics course achievement score, and parental attitude. It was determined that secondary school students’ effective input characteristics for Math and self-regulation skills were higher than average; and self-esteem was average. Based on the findings of the research, suggestions were presented about effective input characteristics, self-regulation skills, and self-esteem for secondary school students.

 

Article visualizations:

Hit counter

DOI

Keywords


effective input characteristics, self-regulation, self-esteem, secondary school student, mathematics course

Full Text:

PDF

References


Alci, B. (2007). Students of Yildiz technical university relationship between the explanatory and predictive relationships the points of achievement in oss, perceived problem solving abilities, self-efficacy perception and metacognitive self-regulation strategies (Unpublished Phd thesis). Yildiz Technical University, Institute of Social Sciences: Istanbul.

Aldan Karademir C., & Deveci, O. (2018). Investigation of primary school students’ achievement emotions and self-esteems. Manas Journal of Social Studies, 7(3), 89- 102.

Arslan, S., & Gelisli, Y. (2015). Development of perceived self-regulation scale: Validity and reliability study. Sakarya University Journal of Education, 5(3), 67-74.

Artino Jr, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: a comparative analysis of undergraduate and graduate students learning online. The Internet and Higher Education, 12(3-4), 146-151.

Attard, C. (2014). I don’t like it, ı don’t love it, but ı do it and ı don’t mind: ıntroducing a framework for engagement with mathematics. Curriculum perspectives. Australian Mathematical Sciences Institute, 34(3), 1–14.

Attard, C., Ingram, N., Forgasz, H., Leder, G., & Grootenboer, P. (2016). Mathematics education and the affective domain. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison, & K. Fry (Eds.). Research in Mathematics Education in Australasia 2012-2015 (pp. 73-96). Singapore, Springer.

Ayob, A., & Yassin, R. M. (2017). A confirmatory factor analysis of the attitude towards mathematics scale using multiply imputed datasets. International Journal of Advanced and Applied Sciences, 4(3), 7-12.

Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? the role of self-regulated learning. Educational Psychologist, 40(4), 199- 209.

Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. The International Review of Research in Open and Distributed Learning, 11(1), 61-80.

Bennett, M. (2014). Student attitudes within education: making self-regulation a practical habit in learning. Online Submission, 34(10), 120-132.

Birgin, O., Baloglu, M., Catlioglu, H., & Gurbuz, R. (2010). An investigation of mathematics anxiety among sixth through eighth grade students in Turkey. Learning and Individual Differences, 20(6), 654-658.

Bloom, B. S. (1998). Human characteristics and school learning (D. A. Ozcelik, Trans.). Ankara: Pegem Academy. (Original work published 1976).

Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self‐regulation and performance among college students. British Journal of Educational Psychology, 65(3), 317-329.

Britner, S. L., & Pajares, F. (2006). Sources of science self‐efficacy beliefs of middle school students. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 43(5), 485-499.

Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, S., & Demirel, F. (2011). Scientific research methods. Ankara: Pegem Academy.

Cakmak, A., Sahin, H., & Akinci Demirbas, E. (2017). Examination of the relationship between exam anxiety and self-esteem of 7th and 8th grade secondary school students. E-Kafkas Journal of Educational Research,, 4 (2), 1-9.

Caliskan, M., & Serce, H. (2016). Affective entry characteristics scale for mathematics: A study of reliability and validity. International Eurasia Journal of Social Sciences, 7(22), 137-160.

Chatzistamatiou, M., & Dermitzaki, I. (2013). Self-regulatory teaching in mathematics: relations to teachers' motivation, affect and professional commitment. European Journal of Psychology of Education, 29(2), 295-310.

Cheeseman, J., & Mornane, A. (2014). Primary students’ perceptions of their mathematics learning. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia) (pp. 135–142). Sydney: MERGA.

Chen, C. S. (2002). Self-regulated learning strategies and regulated learning strategies and achievement in an introduction to information systems course systems course. Information Technology, Learning and Performance Journal, 20(1), 11-20.

Cleary, T. J., & Zimmerman, B. J. (2004). Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550.

Coopersmith, S. (1967).The antecedents of Self-esteem. San Francisco, CA: W. H. Freeman.

Cuhadaroglu, F. (1986). Self-esteem in adolescents (Unpublished Specialization thesis).

Hacettepe University Faculty of Medicine Department of Psychiatry: Ankara.

Demir, E. (2015). Sensory characteristics of fifteen-year-old students in Turkey related to mathematics literacy skills. Journal of Faculty of Educational Sciences, 48(2), 165.

Goldin, G. A., Hannula, M. S., Heyd-Metzuyanim, E., Jansen, A., Kaasila, R., Lutovac, S., & Zhang, Q. (2016). Provides an up-to-date overview of research on affect in mathematics education. Attitudes, beliefs, motivation and identity in mathematics education. ICME-13 Topical Surveys. New York: Springer.

Gomleksiz, M. N., & Kan, A. U. (2012). Affective dimension in education and affective learning. Electronic Turkish Studies, 7(1), 1159-1177.

Guleroglu, H. D. (2017). An investigation of measurement ınvariance by gender for the Turkish students’ affective characteristics who took the pisa 2012 math test. Gazi University Journal of The Faculty Education, 37(1), 151-175.

Guzel, C. I., & Berberoglu, G. (2010). Students' affective characteristics and their relation to mathematical literacy measures in the programme for international student assessment 2003. Eurasian Journal of Educational Research, 40(21), 93-113.

Grootenboer, P., & Marshman, M. (2016). The affective domain, mathematics, and mathematics education. Springer Science Business Media Singapore, 18( 5), 13-33.

Hannula, M. S. (2012). Exploring new dimensions of mathematics-related affect: embodied and social theories. Research in Mathematics Education, 14(2), 137-161.

Holm, M. E., Hannula, M. S., & Bjorn, P. M. (2017). Mathematics-related emotions among finnish adolescents across different performance levels. Educational Psychology, 37(2), 205-218.

Ilhan, M., & Sunkur, M. O. (2013). Investigation of mathematics anxiety in predicting mathematics achievement in terms of gender and class variables. Gaziantep University Journal of Social Sciences, 12(3), 427-441.

Kabalci, T. (2008). Self-esteem, exam anxiety and socio-demographic variables as predictors of academic success (Unpublished Masters thesis). Hacettepe University Institute of Educational Sciences: Ankara.

Kaufman, J. C., & Baer, J. (2004). Sure, ı’m creative but not in mathematics!: Self- reported creativity in diverse domains. Empirical studies of the Arts, 22(2), 143-155.

Keklik, D. E., & Keklik, I. (2013). Motivation and learning strategies as predictors of high school students’math achievement. Cukurova University Faculty of Education Journal, 42(1), 96-109.

Kesici, A., & Asilioglu, B. (2017). The effect of secondary school students' affective characteristics on mathematics and the effect of stress on the mathematics achievement before the transition from basic education to secondary education. Ahi Evran University Kirsehir Education Faculty Journal, 18(3), 394-414.

Khine, M. S., Al-Mutawah, M., & Afari, E. (2015). Determinants of affective factors in mathematics achievement: Structural equation modeling approach. Journal of Studies in Education, 5(2), 199-211.

Kloosterman, P. (2002). Beliefs about mathematics and mathematics learning in the secondary school: Measurement and implications for motivation. In G.C. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: A Hidden Variable in Mathematics Education (pp. 247–269). Kluwer, Dordrecht.

Kocacan, S. (2018). The relationship between secondary school students' self-regulated learning strategies and achievement motivation in mathematics course

(Unpublished Masters thesis). Near East University Institute of Educational Sciences: Nicosia.

Kohut, H. (1971). The analysis of the self. New York: International Universities Press.

Kurnaz, A. (2002). Examination of the affective and cognitive input behaviors of the students in the 4th grade social studies course in terms of different variables (Unpublished Phd thesis). Selcuk University Social Sciences Institute: Konya.

Kuzu, A. (2015). Cahit Arf and our mathematicians. Istanbul: Paraf Publications.

Metallidou, P., & Vlachou, A. (2010). Children's self‐regulated learning profile in language and mathematics: The role of task value beliefs. Psychology in the Schools, 47(8), 776-788.

McDonough, A., & Sullivan, P. (2014). Seeking insights into young children’s beliefs about mathematics and learning. Educational Studies in Mathematics, 87(3), 279- 296.

Middleton, J. A., Jansen, A., & Goldin, G. E. (2016). The complexities of mathematical engagement: Motivation, affect, and social interactions. In J. Cai (Ed.). National Council of Teachers of Mathematics (pp. 112-121). San Francisco, ABD: Reston.

Miller, L. D., & Mitchell, C. E. (1994). Mathematics anxiety and alternative methods of evaluation. Journal of İnstructional Psychology, 21(4), 353.

Ministry of National Education. (2018). Secondary school mathematics 5-8. classes curriculum. Ankara: Ministry of National Education.

Montroy, J. J.,Bowles, R. P., Skibbe, L. E., & Foster, T. D. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self- regulation and academic achievement. Early Childhood Research Quarterly, 29(3), 298-309.

Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198-215.

Oksuz, Y., & Ayvali, M. (2012). The relationship between self-esteem and social adjustment level of 4th and 5th grade students. International Journal of Social Science, 5(3), 137-153.

Oztop, F., & Toptas, V. (2017). Fear of primary school 4th grade students towards mathematics lesson and the underlying reasons. International Journal Of Education Technology and Scientific Researches, 2 (3), 162-173.

Pantziara, M. (2016). Student self-efficacy beliefs. ICME-13 Topical Surveys: Attitudes, Beliefs, Motivation and Identity in Mathematics Education. An Overview of the Field and Future Directions, New York: Springer.

Pantziara, M., & Philippou, G. N. (2015). Students’ motivation in the mathematics classroom. revealing causes and consequences. International Journal of Science and Mathematics Education, 13(2), 385-411.

Peixoto, F., Sanches, C., Mata, L., & Monteiro, V. (2017). “How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement. European Journal of Psychology of Education, 32(3), 385-405.

Peklaj, C., & Pečjak, S. (2011). Emotions, motivation and self-regulation in boys’ and girls’ learning mathematics. Horizons of Psychology, 20(3), 33-58.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.

Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25(1), 92- 104.

Rijavec, M., & Brdar, I. (2002). Coping with school failure and self-regulated learning. European Journal of Psychology of Education, 17(2), 177-194.

Sancar, N. (2016). Relationship between perceived father attitude and self-esteem

(Unpublished Masters thesis). Maltepe University Institute of Social Sciences: Istanbul.

Sari, M. H., Arikan, S., & Yildizli, H. (2017). Factors predicting the academic success of 8th grade mathematics-tımss 2015. Journal of Measurement and Evaluation in Education and Psychology, 8(3), 246-265.

Sartawi, A., Alsawaie, O. N., Dodeen, H., Tibi, S., & Alghazo, I. M. (2012). Predicting mathematics achievement by motivation and self-efficacy across gender and achievement levels. Interdisciplinary Journal of Teaching and Learning, 2(2), 59-77.

Secer, I. (2015). Practical data analysis with Spss and lisrel: analysis and reporting.

Ankara: Ani Publishing.

Sevik, Y. (2014). The views of primary school principals and vice principals about the factors that affect students' academic success and their contribution to academic success (Unpublished Masters thesis). Mehmet Akif Ersoy University Institute of Educational Sciences: Burdur.

Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.

Smith, L., Sinclair, K. E., & Chapman, E. S. (2002). Students’ goals, self-efficacy, self- handicapping, and negative affective responses: an Australian senior school student study. Contemporary educational Psychology, 27(3), 471–485.

Surmeli, Z. D., & Unver, G. (2017). The relationship between self-regulatory learning strategies, epistemological beliefs and academic self-focus and mathematics achievement. Turkish Journal of Computer and Mathematics Education, 8(1), 83-102.

Tee, K. N., Leong, K. E., & Rahim, S. S. A. (2018). Self-regulation test-taking strategies for mathematics. Journal of Mathematics Education, Science and Technology, 3(2), 105-125.

Tuncer, M., & Yilmaz, O. (2016). Evaluation of the opinions of secondary school students on their attitudes and concerns about mathematics lesson. Kahramanmaras Sutcu Imam

University Journal Of Social Sciences, 13(2), 47-64.

Tzohar-Rozen, M., & Kramarski, B. (2014). Metacognition, motivation, and emotions: contribution of self-regulated learning to solving mathematical problems. Global Education Review, 1(4), 76-95.

Umay, A. (2002). Other math. Hacettepe University Journal of Education, 23(23), 275-281.

Uredi, I., & Uredi, L. (2005). The 8th grade students' self-regulation strategies and motivational beliefs predict their mathematics achievement. Mersin University Journal of the Faculty of Education, 1(2), 250-260.

Uysal Kog, O. (2012). The role of visualization approach on students’ attitudes towards and achievements in mathematics (Unpublished Phd thesis). Dokuz Eylul University Institute of Educational Sciences: İzmir.

Wang, J. (2006). An empirical study of gender difference in the relationship between self‐concept and mathematics achievement in a cross‐cultural context. Educational Psychology, 26(5), 689-706.

Wang, Q., & Young, L. S. (2001). Strange attractors with one direction of instability. Communications in Mathematical Physics, 218(1), 1-97.

Wolters, C. A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11(3), 281-299.

Vandevelde, S., Van Keer, H., & De Wever, B. (2011). Exploring the impact of student tutoring on at-risk fifth and sixth graders' self-regulated learning. Learning and Individual Differences. 21(4), 419-425.

Yavuz, G. (2006). The effect of teaching problem solving strategy on affective domains and achievement level in 9th class mathematics course (Unpublished Phd thesis). Dokuz Eylul University Institute of Educational Sciences: İzmir.

Young, S. H., & Vrongistinos, K. (2002). Elementary In-service teachers’ self-regulated learning strategies related to their academic achievements. Journal of Instructional Psychology, 29(3), 147-154.

Yu, S. L., & Hofer, B. K., (2003). Teaching self-regulated learning through a “learning to learn” course. Teaching of Psychology, 30(1), 30-33.

Zainal, N. T. A., Harun, A., & Lili, J. (2017). Examining the mediating effect of attitude towards electronic words-of mouth (ewom) on the relation between the trust in ewom source and intention to follow ewom among malaysian travellers. Asia Pacific Management Review, 22(1), 35–44.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory İnto Practice, 41(2), 64-70.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.2255

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Cigdem Aldan Karademir, Ozge Deveci

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).