The relation of high school students' engagement in maths class with the variables of emotion regulation, perceived instrumentality, hope and maths achievement.

The aim of this study is to examine the relation of high school students' engagement in Maths class with emotion regulation, perceived instrumentality, hope and math achievement variables. The sample group consisted of 2018 high school students. The data related to student engagement was obtained through Four Dimeension Scale of Student Engagement, developed by Reeve and Tseng (2011) and adapted into Turkih language by Eren (2013), and the data related to the students' perceived instrumentality towards mathsclass was obtained through Perceived Instrumentality Scale, developed by Miller and his colleagues (2000) and adapted into Turkish language by Eren (2009). The data related to the students' emotion regulation was obtained through Emotion Regulation Scale, developed by Gross and John (2003) and adapted by Yurtsever (2008) and the students' general emotion levels were obtained through Hope Scale, developed by Synder and others (1991) and adapted by Akman and Korkut (1993). Additionally, the students' Maths grades were acquired from deputies of related schools at the end of the 2013-2014 school year. The data was analyzed using SPSS 20 and AMOS 21 statistical programmes in computer environment. Prior to answering the research questions, a series of multivariate (MANCOVA) and univariate (ANCOVA) covariance analysis were carried out to investigate the possible effects of demographic variables (gender, class grade level and school type) on research variables. With the aim of the research questions to be answered, correlation analysis and a series of structural equation modeling analysis were carried out on the basis of latent variables. In addition, the effects of the students' prior grade point avarages for Maths class and the effects of social desirability avarages scores were controlled. The findings of the research demonstrated that students' various and distinct impressions of engagement in Maths class were significantly and selectively related to Maths class success, emotion regulation strategies, perceived instrumentality and general hope variables. Beside this, the model in which perceived instrumentality played a mediator role between students' engagement in Maths class performed good fit. In the research, educational inferences and future studies were also discussed. Keywords: Four aspects of student engagement; Perceived instrumentality; Emotion regulation; General hope; Mathematics achievement.