Adaptive and Affective Support of Mathematics Teachers from the Perspective of Secondary School Students

Zeynep Çakmak Gürel

Article Details

Adaptive and Affective Support of Mathematics Teachers from the Perspective of Secondary School Students

Authors:

Zeynep Çakmak Gürel

Publisher:

Balıkesir University

Main Topics:

Matematik Eğitimi

Journal:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.17 Issue Özel Sayı, pp.695-719

Document Type:

Article

Publication Date:

10/2023

Document Language:

English

Document ID (Org No.):

2001301774

pISSN:

1307-6086

Keywords:

Abstract:

 This study aimed to investigate the effect of affective support perceived by students on adaptive support in mathematics lessons and to examine both forms of support in terms of some variables. The correlational research method was used in this study. The study was conducted with secondary school students. Two scales measuring the perception of adaptive support and affective support were used. The relationship between students perceptions of support was explained with a structural equation model. According to the results obtained, affective support has a significant relationship with adaptive support. In addition, it was determined that students perceptions of adaptive support were independent of gender variable. In terms of grade level, it was observed that students in higher grades perceived that the teacher provided less adaptive support to students. There was a significant difference in perceived affective support based on both the gender and grade level of the students.

 This study aimed to investigate the effect of affective support perceived by students on adaptive support in mathematics lessons and to examine both forms of support in terms of some variables. The correlational research method was used in this study. The study was conducted with secondary school students. Two scales measuring the perception of adaptive support and affective support were used. The relationship between students perceptions of support was explained with a structural equation model. According to the results obtained, affective support has a significant relationship with adaptive support. In addition, it was determined that students perceptions of adaptive support were independent of gender variable. In terms of grade level, it was observed that students in higher grades perceived that the teacher provided less adaptive support to students. There was a significant difference in perceived affective support based on both the gender and grade level of the students.

 This study aimed to investigate the effect of affective support perceived by students on adaptive support in mathematics lessons and to examine both forms of support in terms of some variables. The correlational research method was used in this study. The study was conducted with secondary school students. Two scales measuring the perception of adaptive support and affective support were used. The relationship between students perceptions of support was explained with a structural equation model. According to the results obtained, affective support has a significant relationship with adaptive support. In addition, it was determined that students perceptions of adaptive support were independent of gender variable. In terms of grade level, it was observed that students in higher grades perceived that the teacher provided less adaptive support to students. There was a significant difference in perceived affective support based on both the gender and grade level of the students.

 Bu araştırmada matematik derslerinde öğrenciler tarafından algılanan duyuşsal desteğin uyarlanabilir desteğe etkisinin ve her iki destek biçiminin bazı değişkenler açısından incelenmesi amaçlanmıştır. Bu araştırmada korelasyonel araştırma yöntemi kullanılmıştır. Çalışma ortaokul öğrencileri ile yürütülmüştür. Uyarlanabilir destek ve duyuşsal destek algısını ölçen iki adet ölçek kullanılmıştır. Öğrencilerin destek algıları arasındaki ilişki bir yapısal eşitlik modeli ile açıklanmıştır. Elde edilen sonuçlara göre duyuşsal destek uyarlanabilir destek ile doğrudan ve anlamlı bir ilişki içindedir. Ayrıca öğrencilerin uyarlamalı destek algılarının cinsiyet değişkeninden bağımsız olduğu tespit edilmiştir. Sınıf seviyesi açısından bakıldığında, üst sınıflarda bulunan öğrencilerin öğretmenin düşük başarıya sahip öğrencilere daha az uyarlanabilir destek verdiği algısına sahip oldukları görülmüştür. Algılanan duyuşsal destek için ise öğrencilerin hem cinsiyete hem de sınıf düzeyine göre anlamlı farklılık olduğu tespit edilmiştir.

Article Details

Adaptive and Affective Support of Mathematics Teachers from the Perspective of Secondary School Students

Authors:

Zeynep Çakmak Gürel

Publisher:

Balıkesir University

Main Topics:

Matematik Eğitimi

Journal:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.17 Issue Özel Sayı, pp.695-719

Document Type:

Article

Publication Date:

10/2023

Document Language:

English

Document ID (Org No.):

2001301774

pISSN:

1307-6086

Adaptive support

affective support

student perceptionUyarlamalı destek

duyuşsal destek

öğrenci algısı

Issues

Article Details

Adaptive and Affective Support of Mathematics Teachers from the Perspective of Secondary School Students

Authors: Zeynep Çakmak Gürel

Publisher: Balıkesir University

Main Topics: Matematik Eğitimi

Journal: Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.17 Issue Özel Sayı, pp.695-719

Document Type: Article

Publication Date: 10/2023

Document Language: English

Document ID (Org No.): 2001301774

pISSN: 1307-6086

Adaptive support

affective support

student perceptionUyarlamalı destek

duyuşsal destek

öğrenci algısı

Issues

Authors:

Zeynep Çakmak Gürel

Publisher:

Balıkesir University

Main Topics:

Matematik Eğitimi

Journal:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.17 Issue Özel Sayı, pp.695-719

Document Type:

Article

Publication Date:

10/2023

Document Language:

English

Document ID (Org No.):

2001301774

pISSN:

1307-6086