ABSTRACT
The purpose of this study was to investigate the relationship among seventh grade students' mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, mathematics achievement, gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, two-way ANOVAs were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type in predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean mathematics self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. Findings also supported that self-efficacy, anxiety, attitude, gender and school type significantly predicted the achievement scores of seventh grade students (AU)
El propósito de este estudio fue investigar la relación entre la autoeficacia en matemáticas, la ansiedad en matemáticas, la actitud con respecto a matemáticas, el rendimiento en matemáticas de los estudiantes del séptimo grado y el género y el tipo de escuela. Con el fin de examinar la diferencia en la autoeficacia, la ansiedad la actitud y el rendimiento en cuanto al género y al tipo de escuela se realizó análisis de la varianza (ANOVA) de dos vías. Además, se ejecutó un análisis de regresión múltiple para investigar el papel de autoeficacia, ansiedad, actitud y género y tipo de escuela en la predicción del rendimiento en matemáticas de los estudiantes del séptimo grado. Los resultados revelaron que el género tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de actitud, las puntuaciones de ansiedad y el rendimiento en matemáticas. Sin embargo, el tipo de escuela no tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de ansiedad y las puntuaciones del rendimiento pero tiene un efecto significativo sobre las puntuaciones de actitud. Los resultados también confirman que el modelo proporcionado consta de la autoeficacia, la ansiedad, la actitud, el género y el tipo de escuela, predijo significativamente las puntuaciones de rendimiento (AU)
Subject(s)
Humans , Male , Female , Child , Adolescent , Self Efficacy , Anxiety/physiology , Underachievement , Psychology, Educational/methods , Gender and Health , Students/psychology , Regression Analysis , Anxiety Disorders/psychology , Psychology, Educational/statistics & numerical data , Mathematics/methods , Analysis of VarianceABSTRACT
The purpose of this study was to investigate Turkish and American undergraduate students academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self- Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students scores as grade level increases. On the other hand, Turkish undergraduates extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations (AU)
El propósito de este trabajo fue investigar en postgraduados turcos y americanos la motivación y el autoconcepto académicos, en relación con los años invertidos en la universidad. Se registraron las puntuaciones de una muestra de 566 estudiantes postgraduados (284 turcos y 282 americanos) en una Escala de motivación académica y otra Escala de autoconcepto académico. Los resultados indicaron un efecto estadísticamente significativo entre la nacionalidad y el número de años invertidos en la universidad para las puntuaciones de motivación intrínseca, extrínseca y autoconcepto. Los estudiantes turcos puntuaban más alto en motivación intrínseca mientras que los americanos puntuaban más alto en extrínseca y mostraron un autoconcepto más positivo que los estudiantes turcos. En relación con el nivel de estudios, los estudiantes licenciados de ambas culturas puntuaban más alto en motivación intrínseca y en autoconcepto académico que los estudiantes diplomados. En cuanto a la motivación extrínseca, los estudiantes americanos mostraron un descenso en sus puntuaciones a medida que aumentaba el nivel de estudios. Por otro lado, las puntuaciones extrínsecas de los postgraduados turcos disminuía en la segunda mitad del año aunque incrementaba entre el tercer y cuarto año de estudios universitarios. Los resultados se discutieron teniendo en cuenta las diferencias socioculturales de ambas naciones (AU)
Subject(s)
Humans , Male , Female , Adolescent , Adult , Motivation , Self Concept , Cultural Characteristics , Culture , Students/psychology , Students/statistics & numerical data , Students, Health Occupations/psychology , Body Image , Cross-Cultural Comparison , Ethnicity/psychology , 50262 , Ethnic Distribution , Analysis of VarianceABSTRACT
The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.
