Variables affecting the mathematics hopelessness of secondary school students: Mathematic anxiety, motivational beliefs towards mathematics, mathematics success (Köşk district example)

The main purpose of this research is; examining the variables that predict secondary school students' mathematics hopelessness. In addition, it is aimed to investigate the relationship between mathematics hopelessness, math anxiety and motivational beliefs towards mathematics and the relationship of these variables with gender, grade level, school type, mathematics achievement, education levels of parents and professions and income levels. In this research, relational survey model, which is one of the quantitative research methods, was used. The target of the research consists of students studying in three different high school types in Aydın, Köşk district. Since it is possible to reach the entire target, sampling was not required. The study was conducted with the participation of 555 students, of which 274 (49,4%) were girls and 281 (50,6%) were boys. Personal Information Form, Mathematics Hopelessness Scale, Mathematics Anxiety Scale and Academic Self-regulation Scale were used as data collection tools. Confirmatory factor analysis of measurement tools was done with Lisrell 8.80 program. The quantitative data obtained were analyzed with SPSS 20.0 package program. During the analysis, skewness and kurtosis were examined for normal distribution. Independent Samples t-Test, One-Way Variance Analysis (ANOVA), Welch-F Test, Kruskall-Wallis Test, Pearson Correlation Analysis and Multiple Linear Regression Analysis were used. As a result of the research, it was observed that the secondary school students hopelessness levels of mathematics were at a medium level. It was observed that the variables such as school type, mother's education status, mother's working status and father's profession did not affect students' hopelessness towards mathematics lesson. In addition to the higher expectations of male students, when the class levels are examined, there are differences that prove that the 10th grades have higher levels of hopelessness. In addition, it was observed that students with low mathematics achievement or low income level were more hopeless and students whose father was a university graduate had higher hopes for mathematics lessons. It was observed that the anxiety levels of secondary school students towards mathematics lesson were slightly above the middle. It was observed that gender, school type, mother's education status, mother's status of working and father's profession did not have a significant effect on math anxiety. When other groups were analyzed, it was seen that they were 11th grade or had a high grade in mathematics or that their father was a university graduate or middle-income students worried about mathematics lessons than others. While the mean scores of each sub-dimension of the motivational self-regulation skills can be said to be medium level, it was seen that the mother's working status and income level did not affect any sub-dimension. The effects of other groups on motivational regulation skills were examined; the type of school on identified regulation; mathematics achievements on external regulation, identified regulation and intrinsic motivation; father's educational status on introjected regulation, father's profession was found to have an impact on external regulation and introjected regulation. The level of math despair is negative and moderate with math anxiety, intrinsic motivation and identified regulation; It has been observed that there is a negative and low relationship with external regulation and introjected regulation. Math hopelessness; math anxiety, intrinsic motivation and mathematics achievement negatively, external regulation predicts positive and 42%. When the qualitative findings were analyzed, it was seen that mathematics achievement and pre-learning deficiencies significantly affected the hopelessness of mathematics.