Middle school students' mathematical resilience and perceptions of mathematics: A cluster analysis approach

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dc.authorid0000-0002-5432-7338en_US
dc.contributor.authorÖztürk, Çağla
dc.contributor.authorKilmen, Sevilay
dc.date.accessioned2023-09-08T10:03:21Z
dc.date.available2023-09-08T10:03:21Z
dc.date.issued2022en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractThe primary purpose of the present study was to examine whether Turkish middle school students' perceptions of mathematics teachers, perceptions of mathematics learning, and their mathematical resilience can be used to divide students into clusters with similar profiles. The sample consisted of middle school students with ages ranging from 11 to 15. Two-step cluster analysis was used to create profile groups. As a result of cluster analysis, two distinct profiles were revealed. The results showed that clusters-formed in the present study differentiated according to students' perceptions of mathematics teachers, learning mathematics, their mathematical resilience, and their mathematics achievement. Students in cluster 1 have higher mathematics achievement, value mathematics, perceive mathematics teachers as knowledgeable and supportive people, perceive learning mathematics as a fun process requiring effort. Students in cluster 2 have lower mathematics achievement. They perceive mathematics teachers as the source of anxiety and learning mathematics as a difficult process. They also have low belief levels that mathematics ability can be improved in comparison to cluster 1.en_US
dc.identifier.citationOzturk, C., & Kilmen, S. (2022). Middle school students' mathematical resilience and perceptions of mathematics: A cluster analysis approach. Egitim ve Bilim, 47(209).en_US
dc.identifier.doi10.15390/EB.2022.10258
dc.identifier.endpage170en_US
dc.identifier.issn1300-1337
dc.identifier.issue209en_US
dc.identifier.scopus2-s2.0-85125714411en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage155en_US
dc.identifier.trdizinid1129243en_US
dc.identifier.urihttp://dx.doi.org/10.15390/EB.2022.10258
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11681
dc.identifier.volume47en_US
dc.identifier.wosWOS:000759048800003en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.institutionauthorKilmen, Sevilay
dc.language.isoenen_US
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEğitim ve Bilim-Education and Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectStudents' Perceptions of Learning Mathematicsen_US
dc.subjectStudents' Perceptions of Mathematics Teachersen_US
dc.subjectPerson-Centered Analysisen_US
dc.subjectTwo-Step Cluster Analysisen_US
dc.subjectTeacher Relationshipsen_US
dc.subjectAchievement Emotionsen_US
dc.titleMiddle school students' mathematical resilience and perceptions of mathematics: A cluster analysis approachen_US
dc.typeArticleen_US

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