Examination of the relationship between the book reading habits and the mathematical literacy of middle school students

This study, in which the quantitative research approach was adopted, was carried out with the participation of 837 secondary school students in the 2022-2023 academic year. In the study, the relationship between the reading habits of secondary school students and their mathematical literacy self-efficacy perceptions was examined. In addition, students' reading habits and mathematical literacy self-efficacy perceptions differ according to gender, school type, school's LGS exam success, grade level, parent education status, number of siblings, family income level, frequency of reading books, regular readers in the family, and whether they have their own room. It was investigated whether it differs according to whether As a result of the analysis, it was determined that the reading habits of the students were statistically higher in girls. In addition, as the grade level increases, these habits decrease statistically and in the highest 5th grade students; the lowest was observed in 8th grade students. There is a statistically significant difference in terms of father's education level; Although there was no difference in terms of mother's education level, it was determined that the reading habits of the students whose mothers/fathers were undergraduate graduates were higher than the students whose mother/father graduated from primary school. When mathematical literacy is analyzed in terms of self-efficacy perceptions, it is seen that the students whose mothers/fathers are undergraduate graduates are statistically higher than the students whose mothers/fathers are primary school graduates. In addition, as the number of children in the family decreased, it was observed that there was a semantic decrease in both the reading habits of the students and their mathematical literacy self-efficacy perceptions. It was determined that the students who do not have siblings have statistically higher book reading habits and mathematical literacy self-efficacy perceptions than the students who have three or more siblings. When examined in terms of family income, it was observed that as family income increases, reading habits and mathematical literacy self-efficacy perceptions increase, and students with high family income have higher book reading habits and mathematical literacy self-efficacy perceptions than students with low income. As students' reading frequency increases, their reading habits and mathematical literacy self-efficacy perceptions increase; It has been determined that students who almost always read books have higher reading habits and mathematical literacy self-efficacy perceptions than students who almost never read. On the other hand, in this study, it was determined that the mathematical literacy self-efficacy perceptions of secondary school students did not differ statistically significantly according to gender and grade level. In addition, it has been observed that there is no statistical difference between students' reading habits and mathematical literacy according to the type of school they study and their LGS exam success. On the other hand, in this study, a moderate positive correlation was observed between the reading habits of secondary school students and their mathematical literacy self-efficacy perceptions. Key Words: Reading habit, mathematical literacy, self-efficacy