Öz

Bu çalışmada Kosova'daki öğrenciler arasında matematik kavramlarına öznel aşinalık, matematik öz yeterliliği, matematik kaygısı ve akademik başarı arasındaki yapısal ilişki incelenmiştir. Analizler, 229 okuldan 6.027 öğrenciyi içeren ulusal düzeyde temsili bir örneklem olan PISA 2022 verileri ile yürütülmüş ve gizil değişkenlerin hem doğrudan hem de dolaylı etkilerini test etmek için Mplus'ta yapısal eşitlik modellemesi (SEM) uygulanmıştır. Önerilen model, öznel aşinalığın, öz yeterlik ve kaygıyı içeren aracı yollar aracılığıyla matematik akademik başarısını (PISA puanlarıyla ölçülen) nasıl etkilediğini değerlendirmeye yöneliktir. Sonuçlar, matematik kavramlarına öznel aşinalığın matematik öz yeterliğini olumlu yönde tahmin ettiğini, bunun da matematik kaygısını azalttığını ve akademik performansı artırdığını ortaya koymaktadır. Matematik kaygısı performansı olumsuz yönde etkilese de, bu etkiye kısmen öğrencilerin öz inançları ve içeriğe ilişkin önceki aşinalıkları aracılık etmiştir. Bu bulgular, matematik başarısını iyileştirmeye yönelik kapsamlı bir yaklaşımın parçası olarak öğrencilerin kavramsal anlayışını ve özgüvenini geliştirmenin önemine işaret etmektedir.

Anahtar Kelimeler: Başarı, Matematik kaygısı, Matematik öz yeterliliği, Öznel aşinalık, PISA 2022

Kaynakça

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Nasıl atıf yapılır

Mehmeti, F., & Bajrami, V. (2026). Yapısal eşitlik modellemesi ile matematik başarının tahmini: matematik aşinalığı, öz yeterlik ve kaygının matematik başarısındaki rolü. Eğitim Ve Bilim, 1-19. https://doi.org/10.15390/ES.2025.2490