Reading comprehension, Mathematics self-efficacy perception, and Mathematics attitude as correlates of students' non-routine Mathematics problem-solving skills in Turkey

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dc.authoridOzturk, Mesut/0000-0002-2163-3769
dc.contributor.authorOzturk, Mesut
dc.contributor.authorAkkan, Yasar
dc.contributor.authorKaplan, Abdullah
dc.date.accessioned2024-10-04T18:52:45Z
dc.date.available2024-10-04T18:52:45Z
dc.date.issued2020
dc.departmentBayburt Üniversitesien_US
dc.description.abstractLiterature that investigates the factors affecting problem-solving evaluates the cognitive and affective components, such as reading comprehension, metacognition, Mathematics anxiety, Mathematics attitude and Mathematics self-efficacy. Recently, studies have shown that Mathematics attitude and Mathematics self-efficacy as affective factors, and reading comprehension as a cognitive factor could play a crucial role in the problem-solving of middle school students. This study investigated the influence of reading comprehension skill, Mathematics self-efficacy perception and Mathematics attitude on non-routine Mathematics problem-solving skills. It is hypothesized that non-routine problem-solving skills are related to reading comprehension skills, Mathematics self-efficacy perception and Mathematics attitudes. To achieve this aim, a reading comprehension skill test, a Mathematics self-efficacy perception scale, a Mathematics attitude scale and a non-routine problem-solving skill test were applied. The instruments were completed by 362 middle school students. A correlation analysis was used to determine the relationship of variables on non-routine problem-solving skills, and the predictive effects of the predictor variables on non-routine Mathematics problem-solving skills were examined by hierarchical regression analysis. The analysis also showed that for middle-school students' non-routine Mathematics problem-solving skills, all related factors-reading comprehension, Mathematics self-efficacy perception and Mathematics attitude were significant. Reading comprehension skills and Mathematics self-efficacy perception significantly predicted problem-solving skills, and both predictors explained a total of 22% of the total variance.en_US
dc.identifier.doi10.1080/0020739X.2019.1648893
dc.identifier.endpage1058en_US
dc.identifier.issn0020-739X
dc.identifier.issn1464-5211
dc.identifier.issue7en_US
dc.identifier.scopus2-s2.0-85070969289en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage1042en_US
dc.identifier.urihttps://doi.org/10.1080/0020739X.2019.1648893
dc.identifier.urihttp://hdl.handle.net/20.500.12403/3641
dc.identifier.volume51en_US
dc.identifier.wosWOS:000481546800001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Ltden_US
dc.relation.ispartofInternational Journal of Mathematical Education in Science and Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectNon-routine Mathematics problem solvingen_US
dc.subjectreading comprehensionen_US
dc.subjectMathematics self-efficacy perceptionen_US
dc.subjectMathematics attitudeen_US
dc.subjectmiddle schoolen_US
dc.titleReading comprehension, Mathematics self-efficacy perception, and Mathematics attitude as correlates of students' non-routine Mathematics problem-solving skills in Turkeyen_US
dc.typeArticleen_US

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