Using ABIDE 2016 data to examine the affective characteristics predicting students' science and mathematics achievement through structural equation modeling

The aim of this study was to examine the affective characteristics (attitude towards school, love for the related course, dislike for the related course, value given to the related course, perception of the competence of the teacher of the related course and perception of self-efficacy towards the related course) predicting the science and mathematics achievement of the students participating in ABIDE 2016 application with the structural equation model. The study group consisted of 10722 students obtained from the Ministry of National Education of Türkiye, but as a result of the examinations, 4523 data were excluded from the study and the analyzes were carried out with 6199 student data. The math and science achievement scores of the students obtained from the ABIDE 2016 application were used as academic achievement scores. Statistical analyses of the data were conducted using SPSS, R-SHINE and LISREL package programs. Science and mathematics achievement variables were taken as dependent variables and it was examined by structural equation modeling whether this variable was predicted by the independent variables of attitude towards school, dislike towards the related course, love towards the related course, value given to the related course, perception of self-efficacy towards the related course and perception of efficacy towards the teacher of the related course through a model in which perception of self-efficacy was the mediating variable. As a result of the analyses, it was concluded that self-efficacy perception had a positive effect on science and mathematics achievement and it was discussed and interpreted in the light of other research findings in the literature. At the end of the study, suggestions for educators and researchers were presented. Keywords: Structural Equation Modeling, Academic Achievement, Affective Characteristics, ABIDE