dc.contributor.author | Usta, H. Gonca | |
dc.date.accessioned | 2019-07-27T12:10:23Z | |
dc.date.accessioned | 2019-07-28T09:45:01Z | |
dc.date.available | 2019-07-27T12:10:23Z | |
dc.date.available | 2019-07-28T09:45:01Z | |
dc.date.issued | 2016 | |
dc.identifier.issn | 2630-5984 | |
dc.identifier.issn | 2148-7561 | |
dc.identifier.uri | https://dx.doi.org/10.12738/estp.2016.4.0283 | |
dc.identifier.uri | https://hdl.handle.net/20.500.12418/7234 | |
dc.description | WOS: 000384646800010 | en_US |
dc.description.abstract | This study aims to analyze the student and school level variables that affect students' self-efficacy levels in mathematics in China-Shanghai, Turkey, and Greece based on PISA 2012 results. In line with this purpose, the hierarchical linear regression model (HLM) was employed. The interschool variability is estimated at approximately 17% in China-Shanghai, approximately 22% in Turkey, and approximately 23% in Greece. This study showed a positive association between variables of self-confidence, teacher support, and attitude toward school, all of which are among Level 1 variables, and mathematics self-efficacy in all three countries. A negative association was observed to exist between the variables socio-cultural index and educational opportunities at home and mathematics self-efficacy in all three countries. While pre-school education in China-Shanghai and Turkey were negatively associated with students' mathematics self-efficacy levels, the same variable was positively associated with students' mathematics self-efficacy in Greece. While the variable mathematical anxiety was negatively associated with students' mathematics self-efficacy in China-Shanghai and Greece, it was positively associated with students' mathematics self-efficacy in Turkey. The variable interest in mathematics, in turn, was negatively associated with mathematics self-efficacy solely in China-Shanghai. Regarding the association between mathematics self-efficacy levels and the school level variables, a near-zero positive association was found between class size, deemed significant for Turkey, and self-efficacy levels. The association between teacher to student ratio in school and self-efficacy levels was found to be negative in all three countries. The variable teacher's morale, however, was positively associated with self-efficacy level in China-Shanghai and Turkey. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | EDAM | en_US |
dc.relation.isversionof | 10.12738/estp.2016.4.0283 | en_US |
dc.rights | info:eu-repo/semantics/openAccess | en_US |
dc.subject | PISA project | en_US |
dc.subject | Self-efficacy in mathematics | en_US |
dc.subject | Hierarchical linear regression model | en_US |
dc.subject | Student characteristics | en_US |
dc.subject | School characteristics | en_US |
dc.title | Analysis of Student and School Level Variables Related to Mathematics Self-Efficacy Level Based on PISA 2012 Results for China-Shanghai, Turkey, and Greece | en_US |
dc.type | article | en_US |
dc.relation.journal | EDUCATIONAL SCIENCES-THEORY & PRACTICE | en_US |
dc.contributor.department | [Usta, H. Gonca] Cumhuriyet Univ, Dept Educ Sci, TR-58140 Sivas, Turkey | en_US |
dc.identifier.volume | 16 | en_US |
dc.identifier.issue | 4 | en_US |
dc.identifier.endpage | 1323 | en_US |
dc.identifier.startpage | 1297 | en_US |
dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |