The relationship between teacher-student relationship level, self-efficacy repception, well-being and academic achievement of fifth grade secondary school students in mathematics course

The aim of this study is to determine the relationships between teacher-student relationship level, self-efficacy perception, well-being and academic achievement of fifth grade secondary school students in mathematics course. The sub-problems examined within the scope of the research are whether demographic variables such as gender, parental education level, attending a course for mathematics, and having any hobby create significant differences in teacher-student relationship level in mathematics course, mathematics self-efficacy perception and student well-being levels. Quantitative research approaches were preferred in line with the determined objectives; data were examined through predictive correlational and causal comparative designs. The sample of the study consists of 593 volunteer students studying in the 5th grade in state secondary schools in Altıeylül district of Balıkesir province. In the study, the sub-dimension of the "Teaching Quality Scale" developed by Leon, Medina-Garrido and Núñez, (2017) measuring teacher-student relationship was adapted to Turkish by the researcher and applied. The "Mathematics Self-Efficacy Perception Scale" developed by Karalı and Coşanay (2022) and the "Student Well-Being Scale" developed by Renshaw, Long, and Cook (2015) and whose adaptation to Turkish and generalizability analyses were conducted by Renshaw and Arslan (2016) were applied. The "Personal Information Form" applied to determine demographic variables and the "Mathematics Academic Achievement Test" consisting of 20 multiple choice questions were developed by the researcher. In the study, whether the demographic factors consisting of gender, attending a course for mathematics, and parental education level make a difference in the level of teacher-student relationship, self-efficacy perception and course achievement in mathematics course was evaluated by means of Unpaired Sample t Test and One-Way Analysis of Variance (ANOVA).In mathematics, teacher-student relationship, self-efficacy, and academic achievement do not show significant differences in terms of students' gender and attending a mathematics course. Teacher-student relationship does not change according to parental education, but students whose mothers and fathers are university graduates have higher mathematics self-efficacy and academic achievement, and this difference is significant. Another independent variable, student well-being, does not show any difference in terms of gender. Students who have a hobby have higher well-being levels than other students, and this difference is significant. Student well-being levels show a significant difference in favor of students whose mothers and fathers are university graduates. The correlation analysis results show that there is a moderate positive significant relationship between teacher-student relationship, self-efficacy perception, well-being and mathematics achievement. In addition, the regression analysis results show that teacher-student relationship, self-efficacy and well-being significantly predict mathematics achievement.