Turkish Adaptation of Utley Geometry Attitude Scale: A Validity and Reliability Study

Avcu, Ramazan

doi:10.14689/ejer.2015.58.1

Cited by 12 publications

(9 citation statements)

References 45 publications

(51 reference statements)

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“…Several iterations of the PCA were applied to retrieve a clear factor structure (cf. Avcu & Avcu, 2015). The following criteria were applied in order to decide which items should be retained:…”

Section: Discussionmentioning

confidence: 99%

High school students’ attitudes towards geometry: An exploratory factor analysis

Doz

Felda²,

Cotič³

2022

CJES

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While there are several scales that measure students’ mathematical attitudes, few are focused on measuring students’ attitudes towards geometry. Some of the scales present in literature measure different dimensions of students’ attitudes towards geometry, such as their enjoyment of the subject, motivation to learn it, and perception of the usefulness of learning geometry. In the present study, we present an instrument that can be used to measure students’ attitudes towards geometry by focusing on four factors: (1) students’ enjoyment, (2) perception of the usefulness of learning geometry, (3) negative (or positive) factors underlying the learning of geometry, and (4) students’ motivation to learn geometry. The instrument has been tested on a sample of 242 Italian high school students. An exploratory factor analysis has shown that the instrument is valid and the reliability of the instrument is high. Keywords: geometry, attitude, PCA, EFA, high school.

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Section: Discussionmentioning

confidence: 99%

High school students’ attitudes towards geometry: An exploratory factor analysis

Doz

Felda²,

Cotič³

2022

CJES

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“…The "Geometry Attitude Scale" developed by Utley in 2007 to determine the individuals' attitudes towards geometry was adapted to Turkish by Avcu and Avcu (2015). The scale is a five-point Likert scale consisted of 25 items and 4 sub-dimensions (self-confidence, enjoying, benefit in the future, benefit in daily life).…”

Section: Data Collection Toolsmentioning

confidence: 99%

Do Geometry Self-Efficacy and Spatial Anxiety Predict the Attitudes Towards Geometry?

Yorulmaz¹,

Altıner²

2021

msd

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Self-efficacy and spatial anxiety towards geometry are stated to be effective to improve teachers' attitudes towards geometry. Therefore, it is necessary to determine the effect of geometry self-efficacy and spatial anxiety on attitude towards geometry. This determines the extent to which the pre-service primary school teachers’ geometry self-efficacy and spatial anxiety predict their attitudes towards geometry. The study used the cross-sectional survey model and the sample was determined with the convenience sampling method. The sample consists of 165 pre-service primary school teachers attending a state university. To collect the data, the geometry self-efficacy scale, the spatial anxiety scale, and the geometry attitude scale were used. Multiple regression analysis was conducted in the data analysis to explain the predictors of the attitude towards geometry. It was found that the pre-service teachers’ geometry self-efficacy beliefs and spatial anxiety were high while their geometry attitude was medium. Their geometry self-efficacy positively and significantly correlated with the attitude towards geometry and negatively and significantly correlated with spatial anxiety. While the sub-dimensions of geometry self-efficacy; positive self-efficacy beliefs, use of geometry knowledge, and negative self-efficacy beliefs had positive effects on the attitude towards geometry, spatial anxiety had a negative effect on the attitude towards geometry.

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“…The LSS used in the research was developed by Dağlı et al in order to get the students' views on their satisfaction from life [34]. LSS has a likert type of 5 and consists of a total of 5 items.…”

Section: Life Satisfaction Scale (Lss)mentioning

confidence: 99%

Examination of sports science faculty students’ attitudes towards online learning by different variables

Böke

Tüfekçi

2021

PES

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Background and Study Aim. In distance education, students’ attitudes towards this method gain importance in the process. The aim of this research is to examine the impact of coronavirus anxiety, academic self-sufficiency and life satisfaction levels of students in the faculty of sports sciences over their attitudes towards online learning. Material and Methods. A total of 379 sports science faculty students voluntarily participated for the cross-sectional data collection. A simple random sampling method was used in the selection of students from four universities in the Eastern Anatolian region, which make up the universe of the study. Data were collected electronically and analysed by IBM SPSS and AMOS statistical package program. Results. The structural equity model results revealed that academic self-sufficiency and life satisfaction are positive predictors of online learning attitudes and negative predictors of coronavirus anxiety. Online learning attitude was found to be positively correlated with other variables other than coronavirus anxiety. In addition, it has been determined that the scale total scores are slightly above average, except for coronavirus anxiety. Conclusions. The results have been discussed in terms of their meaning for the environment of physical education. In this research, which created a model for understanding online learning attitudes in students of the faculty of sports sciences, it was understood that coronavirus anxiety has a statistically significant effect on online learning attitudes while academic self-sufficiency and life satisfaction do not have a statistically significant effect. Students’ positive attitude towards online learning and understanding the predictors of this attitude will be a development to be appreciated by all stakeholders of the subject.

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Turkish Adaptation of Utley Geometry Attitude Scale: A Validity and Reliability Study

Cited by 12 publications

References 45 publications

High school students’ attitudes towards geometry: An exploratory factor analysis

High school students’ attitudes towards geometry: An exploratory factor analysis

Do Geometry Self-Efficacy and Spatial Anxiety Predict the Attitudes Towards Geometry?

Examination of sports science faculty students’ attitudes towards online learning by different variables

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