Predicting mathematics achievement: The role of perceived feedback, teacher support and self-beliefs
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Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Mehmet Tekerek
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
In this study, the mediating roles of perceived teacher support and students' mathematics self-beliefs on the feedback process were investigated in The Programme for International Student Assessment (PISA) context in Turkey. PISA 2012 mathematics scores and questionnaire responses of 4848 15-year-old students were analyzed. Results indicated that perceived feedback was positively related to math self-concept and negatively related to math anxiety. The investigated indirect effects were partly confirmed: perceived feedback was indirectly related to students' mathematics achievement via perceived teacher support and math self-efficacy. Also, perceived feedback showed an indirect effect on students' mathematics achievement via math anxiety. However, the influences of perceived teacher support on math self-concept and anxiety, and the mediating role of math self-concept were not supported. The results suggest the importance of investigation of mediated effects of teachers' support and students' self-beliefs between teachers' feedback and mathematics achievement. These relationships may help to understand how teacher's feedback influences mathematics achievement.
Açıklama
Anahtar Kelimeler
Perceived Feedback, Perceived Teacher Support, Self-beliefs, PISA 2012 Mathematics Achievement
Kaynak
Turkish Journal Of Education
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
8
Sayı
2
