Elif Algedik

Kahveci M, Oztekin B, Algedik E (2006)

This study investigated the mathematics self-concept of students in several high schools in the northwest of Türkiye. A total of 236 students from 9th, 10th, and 11th grades participated, using the translated Fennema-Sherman Mathematics Attitude Scales (total $\alpha$=.92). Factor and General Linear Model (GLM) analyses were conducted on four resulting categories: personal confidence, teacher attitudes, usefulness of content, and perception of the subject as male-dominated. Key findings revealed that students' self-confidence levels increased significantly with their grade level (11th grade significantly higher than 9th, p=.000). While gender caused a significant difference in opinions regarding mathematics being male-dominated (p=.001), no differences were found based on age, grade, or mathematics grades in this category. No significant relationships were found between age, gender, grade, or mathematics grades and the students' perception of teacher attitudes. Lastly, students with higher mathematics grades better understood the practical utility of mathematics. Overall, the study found a close relationship between students' self-perceptions about mathematics and their motivation levels, viewed through these four distinct categorical lenses.

Source: Paper presented at the National Conference on Science and Mathematics Education. Gazi University, Ankara, Turkey. September 7 - 9, 2006.