The relationship between the protective factors and science and mathematics achievements of the socioeconomically disadvantaged students

The aim of this study is to examine the relationship between some protective factors and the academic achievement on science and mathematics classes of socioeconomically disadvantaged eighth grade students. The research was conducted with the quantitative research method is one of the associative scanning models and the correlational research type. The sample of study takes 250 students between the ages of 12-13 that study in the eighth grade in a small province in Eastern Anatolia. Research data were gathered via school attachment, cognitive flexibility, psychological resilience and social support scales and students' seventh grade science and matematics achievement scores. As a result of the analysis made in compliance with the Pearson Correlation Coefficient; there was a positive significant correlation between school attachment, social support and cognitive flexibility protective factors and students' science and mathematics achievement scores. There was no significant relationship between the psychological resilience scale and science and mathematics achievement scores. It has been observed that the results of this study match with the results of the studies conducted on similar subjects in the literature. 2020, 106 Pages Key Words: Academic achievement, cognitive flexibility, psychological resilience, school attachment, science and mathematics education, social support, socioeconomic status.