Analysis of mathematics self-efficacy sources of high school students according to various variables

The aim of this study is to try to determine whether the math self-efficacy resources of high school students differ according to some variables. The study group of this study is composed of 600 students who are studying at different levels in 4 different high schools located in the center of Adıyaman in the academic year at 2018-2019. Research is a descriptive study in the screening model. In the study, one data collection tool was used as a data collection tool in addition to the personal information form. The Mathematical Self-Efficacy Scale developed by Usher and Pajares (2009) and adapted by Kontaş and Özcan (2017) to Turkish culture was used to determine whether the high school students' mathematics self-efficacy sources differed according to some variables. In this study, the Cronbach Alpha coefficient, calculated on the data obtained from 232 respondents by the scale-tailoring researchers to assess the reliability of the Mathematics Self-efficacy Sources Scale, was α = .87 for the direct learning experience dimension, α = .85 for the indirect learning experience dimension, α = .95 and for the physiological status dimension, α = .94. In the analysis of the data, independent groups t-test, one-way analysis of variance (ANOVA) tests were used. In addition, according to the homogeneity (Levene test) test result which is made to determine the meaningful differences between the groups, the bonferroni and the posthoc test, which do not require the "equal number of samples" principle, which is a multiple comparison test and which is frequently used in scientific researches, is applied because the variances are equal. According to the result of the research, mathematics self-efficacy sources have a significant predictive effect on mathematics success at a high level. The fact that students are boys or girls affects the mathematics success and social courage of the students from the mathematical self-efficacy sources in a meaningful and positive way, the difference of the school types in the students has affected the mathematical success, direct learning, indirect learning, social courage and physical condition of the students. It also shows that as the class level of the students increases, the students have positive influence on the mathematical achievements, direct learning and social courage from the self-efficacy sources. The fact that mathematics teachers of students are male or female affects students' mathematical success, direct learning, indirect learning, social courage and physical conditions related to mathematics education. As a result of the research, it was found that the students who received supplementary mathematics education in terms of mathematics success were higher than the ones who did not receive supplementary mathematics education and that the studying students were more successful in the schooling course and the students who received special education mathematics education. As the education level of the mother increases, the mathematical achievements, social courage and indirect way learning of the students increase. Research results to be strengthened with the findings of other research findings for further research on this subject, carried out on a larger sample group to Turkey in different parts of the study, students math self-competence arranging develops educational programs and the students have low self-competence related to mathematics teaching situations can be determined and the reasons for this situation can be suggested.