Investigation of the relationship between secondary school students' mathematical resilience, mathematical reasoning skills, turkish achievement and success in skill-based mathematics questions

The general purpose of this research is to examine the relationship between eighth grade students' mathematical resilience, mathematical reasoning skills, Turkish achievement and mathematical success in skill-based questions, and to examine the effect of mathematical resilience, mathematical reasoning skills and Turkish achievement on their mathematics achievement in skill-based questions. Since the data obtained are numerical, the study is a quantitative study and the relational screening model was used as the general screening model. The sample of the research consists of 355 students studying in 2 secondary schools selected from low-middle and high socioeconomic status regions in the Seyhan central district of Adana province. In the study, a personal information form and the 'Mathematical Resilience Scale', which was developed by Kooken, Megan, Welsh, Betsy McCoach, Johnston-Wilder and Lee in 2016 and adapted into Turkish by Çetin, Durmaz and Girit in 2018, were used to determine the mathematical resilience levels of the students, and the 'Mathematical Reasoning Skills Assessment Scale' developed by Çoban and Tezci in 2020 was used to measure the mathematical reasoning skill levels. In the study, Turkish success was measured with LGS Turkish course correct answers, and mathematics course success in skill-based questions was measured with LGS mathematics correct answers. Frequency, percentage, t-test for independent samples, one-way Anova and Pearson correlation coefficient techniques were used within the scope of the first three questions of the study. Finally, a 3-stage hierarchical regression model was established to examine the effect level of these factors affecting the success of the students in skill-based mathematics questions, which was the last question of the study. As a result of the research, positive and significant relationships emerged between the students' mathematical resilience levels, mathematical reasoning skills and Turkish achievements. As a result of the regression model, it was determined that the Mathematical Resilience Level, Mathematical Reasoning Skill Level and number of correct answers in LGS Turkish exam made positive and significant contributions to the students' mathematical achievement. It was seen that the increase in the variance explanation rate of the regression model at each stage and each additional independent variable significantly improved the model. As a result, it was revealed in the research that these variables with a positive effect significantly affected the students' mathematical achievement(%52,3). Keywords: Mathematical resilience, mathematical reasoning skills, Turkish success, skill-based questions.