A Perspective on Mathematics Anxiety and Self-Efficacy Perceptions of Fourth Grade Primary Students

Hülya Bayraker; Sabri Sidekli; Alper Yorulmaz

Makale detayları

A Perspective on Mathematics Anxiety and Self-Efficacy Perceptions of Fourth Grade Primary Students

Yazarlar:

Hülya Bayraker | Sabri Sidekli | Alper Yorulmaz

Yayıncı:

Gazi University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1353-1374

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355687

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 The aim of this study is to examine the mathematics anxiety and perceived mathematics self-efficacy of fourth grade primary school students. The study population consists of fourth grade students enrolled in public primary schools located in the city center of a province in the southern part of the Aegean Region during the fall semester of the 20232024 academic year. A total of 370 students were included in the study through random sampling. The data were collected using a Personal Information Form, the Mathematics Anxiety Scale for Primary School Children, and the Mathematics Self-Efficacy Perception Scale. The data were analyzed using descriptive statistics, difference tests, and correlational analyses. The results revealed that the fourth grade students exhibited low levels of mathematics anxiety and high levels of mathematics self-efficacy. Additionally, no significant differences were found in students mathematics anxiety or self-efficacy perceptions based on either gender or age. Moreover, a moderate negative correlation was identified between mathematics anxiety and mathematics self-efficacy. The findings suggest that, in order to prevent the development of mathematics anxiety in primary school, affective factors that promote self-efficacy should be incorporated into the teaching process.

 The aim of this study is to examine the mathematics anxiety and perceived mathematics self-efficacy of fourth grade primary school students. The study population consists of fourth grade students enrolled in public primary schools located in the city center of a province in the southern part of the Aegean Region during the fall semester of the 20232024 academic year. A total of 370 students were included in the study through random sampling. The data were collected using a Personal Information Form, the Mathematics Anxiety Scale for Primary School Children, and the Mathematics Self-Efficacy Perception Scale. The data were analyzed using descriptive statistics, difference tests, and correlational analyses. The results revealed that the fourth grade students exhibited low levels of mathematics anxiety and high levels of mathematics self-efficacy. Additionally, no significant differences were found in students mathematics anxiety or self-efficacy perceptions based on either gender or age. Moreover, a moderate negative correlation was identified between mathematics anxiety and mathematics self-efficacy. The findings suggest that, in order to prevent the development of mathematics anxiety in primary school, affective factors that promote self-efficacy should be incorporated into the teaching process.

 The aim of this study is to examine the mathematics anxiety and perceived mathematics self-efficacy of fourth grade primary school students. The study population consists of fourth grade students enrolled in public primary schools located in the city center of a province in the southern part of the Aegean Region during the fall semester of the 20232024 academic year. A total of 370 students were included in the study through random sampling. The data were collected using a Personal Information Form, the Mathematics Anxiety Scale for Primary School Children, and the Mathematics Self-Efficacy Perception Scale. The data were analyzed using descriptive statistics, difference tests, and correlational analyses. The results revealed that the fourth grade students exhibited low levels of mathematics anxiety and high levels of mathematics self-efficacy. Additionally, no significant differences were found in students mathematics anxiety or self-efficacy perceptions based on either gender or age. Moreover, a moderate negative correlation was identified between mathematics anxiety and mathematics self-efficacy. The findings suggest that, in order to prevent the development of mathematics anxiety in primary school, affective factors that promote self-efficacy should be incorporated into the teaching process.

 Araştırmanın amacı ilkokul dördüncü sınıf öğrencilerinin matematik kaygılarını ve matematik öz-yeterlik algılarını incelemektir. Araştırmanın evrenini 2023-2024 eğitim-öğretim yılı güz döneminde Ege Bölgesinin güneyinde yer alan bir ilin merkezindeki devlet okullarında öğrenim gören ilkokul dördüncü sınıf öğrencileri oluşturmaktadır. Araştırma kapsamında tesadüfi örnekleme yöntemiyle seçilen 370 öğrenci araştırmaya dahil edilmiştir. Verilerin toplanmasında Kişisel Bilgiler Formu, İlkokul Çocukları için Matematik Kaygı Ölçeği ve Matematik Öz-Yeterlik Algısı Ölçeği kullanılmıştır. Veriler betimsel analizler, fark testleri ve ilişkisel analizler kullanılarak analiz edilmiştir. Araştırma sonucunda ilkokul dördüncü sınıf öğrencilerinin matematik kaygılarının düşük, matematik öz-yeterlik algılarının yüksek düzeyde olduğu belirlenmiştir. Bunun yanında ilkokul dördüncü sınıf öğrencilerinin matematik kaygılarının ve matematik öz-yeterlik algılarının cinsiyet ve yaş değişkenlerine göre anlamlı düzeyde farklılaşmadığı ortaya çıkmıştır. Ayrıca ilkokul öğrencilerin matematik kaygıları ile matematik öz-yeterlik algıları arasında orta düzey negatif bir ilişkinin olduğu tespit edilmiştir. İlkokulda matematik kaygısının oluşmasını engellemek için öz-yeterliklerini arttırmaya yönelik duyuşsal faktörlerin öğretim sürecinde yer alması sağlanmalıdır.

Makale detayları

A Perspective on Mathematics Anxiety and Self-Efficacy Perceptions of Fourth Grade Primary Students

Yazarlar:

Hülya Bayraker | Sabri Sidekli | Alper Yorulmaz

Yayıncı:

Gazi University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1353-1374

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355687

pISSN:

2459-1912

Mathematics anxiety

Mathematics self-efficacy

Primary school

Fourth gradeMatematik kaygısı

Matematik öz-yeterliği

İlkokul

Dördüncü sınıf

Sayı

Makale detayları

Yazarlar: Hülya Bayraker | Sabri Sidekli | Alper Yorulmaz

Yayıncı: Gazi University

Ana Başlıklar: Sınıf Eğitimi

Dergi: Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1353-1374

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001355687

pISSN: 2459-1912

Sayı

Yazarlar:

Hülya Bayraker | Sabri Sidekli | Alper Yorulmaz

Yayıncı:

Gazi University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1353-1374

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355687

pISSN:

2459-1912