The role of spatial anxiety geometry self efficacy and gender in predicting geometry achievement

2015-01-01
Erkek, Özlem
Işıksal Bostan, Mine
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
19
views
0
downloads
https://hdl.handle.net/11511/39209
İlköğretim-Online
Department of Mathematics and Science Education, Article

Suggestions

The role of classroom management efficacy, marital status, gender and teaching experience in predicting teacher burnout
Özdemir, Yalçın; Güneri, Oya; Department of Educational Sciences (2003)
The purpose of this study was to examine to what extend classroom management efficacy, marital status, gender, and teaching experience predict burnout among primary school teachers. Participants of this study were 523 (345 female, 178 male) teachers who completed inventories. The results of multiple regression analysis indicated that three dimensions of teacher burnout (Emotional Exhaustion, Depersonalization, Personal Accomplishment) were affected differently from four predictor variables. Findings indicat...
The role of perceived career barriers and gender in predicting commitment to career choices of university students
Balın, Elif; Tezer, Esin; Department of Educational Sciences (2008)
The purpose of the present study was to examine the role of gender and perceived career barriers in career commitment of university students. Participants were 437 (231 females, 206 males) volunteered students from the five faculties of Middle East Technical University (METU). A pilot study was carried out with 285 (122 males and 163 females) volunteered students of METU for the adaptation of Commitment to Career Choices Scale (CCCS). The results of exploratory factor analysis yielded a 28item scale with tw...
The role of motivation and cognitive engagement in science achievement
Bircan, Hasan; Sungur, Semra (2016-12-01)
The purpose of this study was to investigate the contribution of the motivational beliefs (self-efficacy and task-value) and cognitive engagement to seventh grade students’ science achievement. For the specified purpose, crosssectional correlational research design was used. The data were gathered from the seventh grade students of public middle schools by means of three data collection instruments namely, Background Characteristics Survey (BCS), Motivation and Cognitive Engagement Scale (MCES) and Sci...
The Role of English proficiency level, personal and affective factors predicting language preparatory school students' acedemic success
Aydın, Gökçen; Güneri, Oya; Department of Educational Sciences (2012)
This study investigated the role of demographic factors, English proficiency level, personal and affective factors in predicting language preparatory school students’ academic success. Participants of the study were 415 Department of Basic English students (158 pre-intermediate level, 158 intermediate level and 99 upper-intermediate level students) from a state university in Turkey. As data collection instrument, demographic information form, College Learning Effectiveness Inventory and Affective Characteri...
The Role of Classroom Environment Perceptions in Self-Regulated Learning and Science Achievement
Güngören, Savaş; Sungur, Semra (2009-09-01)
This paper focused on the relationship between classroom environment perceptions, self-regulation, and science achievement. Classroom environment perceptions were measured in terms of motivating tasks, autonomy support, and mastery evaluation. Self-regulated learning was conceptualized as consisting of two main components, namely, motivation and strategy use. Motivated Strategies for Learning Questionnaire, Approaches to Learning Instrument, and Survey of Classroom Goals Structures were used as data co...
Citation Formats
Ö. Erkek and M. Işıksal Bostan, “The role of spatial anxiety geometry self efficacy and gender in predicting geometry achievement,” İlköğretim-Online, pp. 164–180, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/39209.
METU IIS - Integrated Information Service open@metu.edu.tr