Examination of the relationship between secondary school students' mathematics self-efficiency, concerns, attitudes and perceived self-regulations

The aim of the study is to examine the connection between middle school students' mathematics self-sufficiencies, anxiety, attitudes, and perceived self-regulations. Within the scope of this purpose, the changes in students' mathematics self-sufficiencies, mathematics anxieties, attitudes towards mathematics, and perceived mathematics self-regulations according to gender were examined. In addition, under the research, the connections between students' mathematics self-sufficiencies and sub-dimensions, mathematics anxieties and sub-dimensions, sub-dimensions of attitudes towards mathematics, and perceived self-regulation and sub-dimensions were examined. The research is a relational screening model, one of the quantitative research methods. While the population of the research comprises secondary school students in Alanya district of Antalya studying in 2020-2021, the research sample is 1035 secondary school students in Alanya district. In the research, the data were used with the knowledge of gender, "Mathematics Self-Sufficiency Resources Scale", "Two-dimensional Mathematics Anxiety Scale", "Attitude Towards Mathematics Scale", and "Perceived Self-Regulation Scale". SPSS 26.0 program was used in the analysis of the data. Descriptive analyzes and t-tests were used to interpret the data, and Pearson correlation analysis was used for correlation analysis. According to the findings of the study, it was seen that secondary school students' mathematics self-sufficiency resources and their sub-dimensions of personal experiences, vicarious experiences, social persuasion, and physiological states were high. Additively, male students' self-sufficiency was found to be higher than female students. In the study, male students' personal experiences, social persuasion, and physiological status were higher than female students. In the study, no significant difference was shown according to the sources of self-sufficiency, indirect experiences, and gender. Students had low math anxiety in the study. Regarding to the study, the math anxiety of female students differed significantly by gender. Mathematics anxiety of female students was higher than that of male students. The negative dimension of secondary school students' math anxiety did not differ significantly by gender. Secondary school students' mathematics anxiety was positive, and the mean of female students was higher than that of male students. There was a significant difference in study and anxiety between secondary school students. Secondary school students' attitudes towards mathematics were higher in favor of female students in the study dimension. In the anxiety dimension of secondary school students' attitudes towards mathematics, the average of male students was higher. The perceived self-regulation of secondary school students differed significantly according to the dimension of openness. Perceived self-regulation of female students was higher than male students according to the dimension of openness. There is a correlation between secondary school students' math anxiety and math self-sufficiency perceptions. Secondary school students' anxiety towards mathematics has a strong negative relationship with their attitudes towards mathematics. Secondary school students' math anxiety has a strong negative relationship with their perceived math self-regulation. Middle school students' self-sufficiency perceptions towards mathematics and their attitudes toward mathematics have a strong positive relationship. There is a strong positive correlation between secondary school students' self-sufficiency in mathematics and their perceived self-regulation toward mathematics. There is a high level of positive correlation between secondary school students' attitudes toward mathematics and their perceived self-regulation towards mathematics. Regarding to the study, if students' general self-sufficiency increases, there will be an increase in their attitudes towards mathematics and their perceived self-regulation. Mathematics anxieties will also decrease. Keywords: Mathematics self-efficacy, Mathematics anxiety, Attitude towards mathematics, Perceived self-regulation, Mathematics education