Temel psikolojik ihtiyaçların aile ve öğretmenler tarafından karşılanmasının matematik dersindeki özbelirlenmiş motivasyon, öz-yeterlik ve performans ile ilişkisi

The propose of the current study was to examine the relations between the perceived gratification of basic psychological needs (autonomy, relatedness, and competence) in relationships with parents and mathematics teacher, and academic outcomes in mathematics among Turkish early adolescents. A total of 551 secondary school students completed the questionnaire; the questions assessed the level of perceived gratification of basic psychological needs in relationships with mother, father, and mathematics teacher, as well as academic self-efficacy, self-determined motivation, approach and avoidance goals in mathematics, and implicit theories of intelligence of adolescents. Path analyses showed that after controlling for the demographic variables, mathematics teacher's gratification of psychological needs was positively linked with all the academic outcomes; higher levels of mothers' gratification of psychological needs predicted higher self-determined motivation; and higher levels of fathers' gratification of psychological needs predicted higher levels of approach goals. There was no significant difference between fixed and growth mindset groups in the mediation model. However, univariate analysis of variance revealed significant mindset differences: growth mindset group had higher scores on all of the variables than the fixed mindset group. The findings were discussed considering the previous studies. Keywords: early adolescence, self-determination theory, basic psychological needs, motivation, mindset, academic self-efficacy, approach goals, avoidance goals