Predicting mathematics achievement: The role of perceived feedback, teacher support and self-beliefs

Yıldırım, Selda; Yıldırım, Hüseyin Hüsnü

doi:10.19128/turje.435345

Cited by 6 publications

(3 citation statements)

References 51 publications

(60 reference statements)

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“…Students who felt supported by their teachers showed higher performance in reading literacy. Several studies also reported that teachers' support was associated with students' higher academic performance (Ma et al, 2021;Ricard & Pelletier, 2016;Yıldırım, 2012;Yıldırım & Yıldırım, 2019). Adaptation of instruction showed a significant relationship with reading l iteracy.…”

Section: Discussionmentioning

confidence: 94%

Examining Non-cognitive Factors Predicting Reading Achievement in Turkey: Evidence from PISA 2018

Karaman

2022

Int. J. of Cont. Edu. Res.

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The purpose of the study was to investigate how student and teacher-related non-cognitive variables were important factors on the reading performances of Turkish students in PISA 2018. The results of the HLM analysis revealed that economic, social and cultural status (ESCS) as backround variable was considered an effective predictor of student and school reading achievement. Meta-cognitive stratejies were the most influential variables among the students’ non-cognitive variables. Besides, most of the teacher-related non-cognitive factors had significant impacts on reading achievement even after controlling all student related and backround variables. Teachers’ instructional behaviours such as adaptive instruction and teacher-directed instruction have much more influence on reading performance than other teacher behaviors. The results suggeted that fostering soft skills are essential for both students and teachers.

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Section: Discussionmentioning

confidence: 94%

Examining Non-cognitive Factors Predicting Reading Achievement in Turkey: Evidence from PISA 2018

Karaman

2022

Int. J. of Cont. Edu. Res.

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“…It is possible to come across studies in which the concept of competency is used in different meanings. For example, while Adıgüzel (2017) and S. Yıldırım and Yıldırım (2019) use "competency" as "proficiency", Özkal (2018) uses it accurately as "competency." Based on this, in this study which aims to reach a conceptual consensus, the agreed definition of "competence" is the definition provided in the TQF (MYK 2015, 19).…”

Section: Discussionmentioning

confidence: 99%

Competency-Based Education: Theory and Practice

Açıkgöz¹,

Babadoğan²

2021

PERR

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This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of “competence,” “proficiency,” and “qualification.” The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students’ progress and measures it by formative assessments and that, in CBE, students’ learning gaps are eliminated by supporting them at each stage.

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“…Teacher support is positively associated with student motivation (Ryan & Patrick, 2001) and engagement (Skinner, Furrer, Marchan, & Kindermann, 2008;Strati, Schmidt, & Maier, 2017). Teacher support indirectly affects students' mathematics achievement (Yıldırım, 2012;Yıldırım & Yıldırım, 2019;Yu & Singh, 2018) and their interest in mathematics lessons (Yu & Singh, 2018) through students ' math self-efficacy. Teacher support can be seen as an important factor in removing barriers to effective teaching, as it is negatively associated with school problems, inattention, and hyperactivity disorders (Tennant et al, 2014) and has a positive effect on peer conflict resolution (Wang et al, 2014).…”

Section: Teacher Supportmentioning

confidence: 99%

Development of Teacher Support Scale for Secondary School Students (TSSSSS): A Validity and Reliability Study

Kalkan,

Cemaloğlu

2023

Int. J. of Cont. Edu. Res.

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In this study, a valid and reliable scale (TSSSSS) was aimed to develop to measure secondary school students’ perceptions of teacher support. The research was carried out on a total of 773 students studying in 6 different secondary schools in Ankara’s Yenimahalle district in the Spring Term of the 2021-2022 Academic Year. The students who participated in the research voluntarily were divided into four study groups. The first study group consisted of 7th and 8th grade students for the pre-application of the scale. The second study group and the third study group consisted of 5th, 6th, 7th, and 8th grade students to determine the structure of the scale and verify the structure of the scale. The fourth study group consisted of students studying in the 7th and 8th grades of the school where the pre-application was made for the reliability study of the scale. The application form of the scale, which was created based on the literature review, was submitted to expert opinion for content and face validity and rearranged in line with the recommendations of the experts. As a result of the pre-application, some statements in the scale were changed based on the students’ opinions. A structure with 36 items and four factors was gained with EFA, which explained 66.56% of the total variance. The factors of the scale were categorized under the names of emotional support (10 items), instructional support (5 items), guidance and orientation support (12 items), and problem-solving support (9 items). The structure of the scale was confirmed by CFA. Reliability coefficients obtained by Cronbach Alpha, composite reliability, and the test-retest method were examined for the reliability of the measurements related to the dimensions of the TSSSSS, and it was found that the reliability was quite high. The analyses carried out to determine the distinctiveness of the items on the scale revealed that all of the items were distinctive. In addition, as a result of examining the Pearson product-moment correlation coefficients calculated for the sub-dimensions of the TSSSSS after the item analysis, it was determined that the compatibility and the correlation between the dimensions of the scale were high. Based on these findings, it can be said that TSSSSS is a valid and reliable scale that can be used to measure secondary school students’ perceptions of teacher support.

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Predicting mathematics achievement: The role of perceived feedback, teacher support and self-beliefs

Cited by 6 publications

References 51 publications

Examining Non-cognitive Factors Predicting Reading Achievement in Turkey: Evidence from PISA 2018

Examining Non-cognitive Factors Predicting Reading Achievement in Turkey: Evidence from PISA 2018

Competency-Based Education: Theory and Practice

Development of Teacher Support Scale for Secondary School Students (TSSSSS): A Validity and Reliability Study

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