Öğretmenin motive etme şekli, öğrencinin sahip olduğu motivasyon ve matematik dersinde öğrenci başarısı

The relationship of Turkish high school math teachers' perceived motivating style with students' type of achievement goals and reasons for endorsing them also the relationship of students' achievement goals and their underlying reasons with grade, learning strategies and experience of challenge in math is investigated. The study included 180 students from gardes preparatory through 12th from an international school in the eastern part of Turkey. Results showed that mastery-approach goal was chosen most frequently as the most dominant goal for the majority. Autonomous reasons underlying either a mastery-approach goal or an outcome goal related positively to the use of effective learning strategies and experience of challenge in math and controlling reasons were negatively related. The autonomous reasons underlying mastery-approach goals were positively related with perceived teacher's involvement whereas controlling reasons underlying the mastery-approach goals were positively related with perceived performance-approach goal structures.