Examination the relationships between middle school students' emotion of achievement in mathematics, learning styles and academic achievement

The aim of this study is to examine whether there is a relationship between the feelings of achievement in mathematics among middle school students and their learning styles. Additionally, it is intended to investigate both mathematics achievement feelings and learning styles according to variables such as grade level, gender, and academic achievement. The "Achievement Feelings Scale" was used to measure students' feelings of achievement in mathematics, and the "Grasha-Reichmann Learning Styles Scale" was used to measure their learning styles. One-way analysis of variance (ANOVA) was conducted to examine differences in students' feelings of achievement in mathematics and learning styles according to grade level, and a t-test was performed to examine differences by gender. Correlation analysis was used to determine the relationship between feelings of achievement in mathematics and academic achievement, as well as between feelings of achievement and learning styles. The results of the study indicate that feelings of achievement in mathematics and learning styles differ according to grade level and gender. Positive feelings of achievement in mathematics were found to be higher in 5th graders compared to other grade levels, while negative feelings were lower. Regarding learning styles, scores for passive learning styles in 5th graders were significantly lower than in other grades, while scores for participatory learning styles were higher. It was observed that scores for feelings of anxiety were higher among female students compared to male students. Regarding learning styles, scores for dependent, independent, collaborative, and participatory learning styles were found to be higher among female students. The most significant finding of the study is the significant relationship between students' feelings of achievement in mathematics and their learning styles. While the passive learning style is negatively associated with positive feelings and positively associated with negative feelings, other learning styles are positively associated with positive feelings and negatively associated with negative feelings.