Determining the variables predicting the physics achievement of high school students

The aim of this research is to determine the variables that predict the Physics achievement of high school students using the structural equation model. In this study, a questionnaire was administered to 342 students in the 10th, 11th, and 12th grades of three different types of schools in Van province during the spring semester of the 2023-2024 academic year. The scale consists of six variables, including physics achievement, physics self-efficacy, epistemological beliefs about physics, learning approach, learning environment, and father's education status, encompassing a total of 80 questions. The analysis of the questionnaires was conducted using the SPSS Amos v16 program, and the relationship between the variables was determined using the structural equation model. The students' previous semester physics grades were considered as the measure of physics achievement. According to the analysis results, the learning environment, self-efficacy, and father's education status directly affect physics achievement. The learning approach and epistemological beliefs indirectly influence physics achievement through self-efficacy.