Examining the relationship between 8th grade students' mathematical connection, problem posing and visual mathematics literacy self-efficacy

This studies examines the connections between eighth-grade students' self-efficacy beliefs in mathematical connection and problem posing, with their self-efficacy perceptions of visual mathematics literacy. The research was conducted using a connectional survey model, one of the quantitative research methods, to address the sub-problems determined in this context. The study population consisted of eighth-grade students enrolled secondary schools affiliated with the Ministry of National Education in Şırnak Province during first term of the 2023-2024 academic year. This sample comprised 534 eighth-grade students from six secondary schools amoung Cizre District, selected using a simple random sampling method. Data collection tools included 'The Mathematical Connection Self-efficacy Scale', 'The Problem Posing Self-efficacy Scale' and 'The Visual Mathematics Literacy Self-efficacy Scale.' The data that collected were analyzed using SPSS 23.0, carrying out Pearson product-moment correlation analysis and multiple linear regression analysis. The results of the correlation analysis revealed positive and midlevel significant connections between students' self-efficacy perceptions of visual mathematics literacy and their self-efficacy beliefs in problem posing,It is established a significantly positive and over the midlevel connection between their self-efficacy perceptions of visual mathematics literacy and their self-efficacy beliefs in mathematics literacy and their self-efficacy beliefs in problem posing and mathematical connection. Furthermore the results of the multiple linear regression analysis demonstrated that self-efficacy beliefs in problem posing and self-efficacy perceptions of visual mathematics literacy significantly predicted self-efficacy beliefs in mathematical connection.