%0 Journal Article
%T Predicting mathematics achievement: The role of perceived feedback, teacher support and self-beliefs
%A H¨¹seyin H¨¹sn¨¹ Y£¿ld£¿r£¿m
%A Selda Y£¿ld£¿r£¿m
%J -
%D 2019
%X In this study, the mediating roles of perceived teacher support and students' mathematics self-beliefs on the feedback process were investigated in The Programme for International Student Assessment (PISA) context in Turkey. PISA 2012 mathematics scores and questionnaire responses of 4848 15-year-old students were analyzed. Results indicated that perceived feedback was positively related to math self-concept and negatively related to math anxiety. The investigated indirect effects were partly confirmed: perceived feedback was indirectly related to students' mathematics achievement via perceived teacher support and math self-efficacy. Also, perceived feedback showed an indirect effect on students' mathematics achievement via math anxiety. However, the influences of perceived teacher support on math self-concept and anxiety, and the mediating role of math self-concept were not supported. The results suggest the importance of investigation of mediated effects of teachers' support and students' self-beliefs between teachers' feedback and mathematics achievement. These relationships may help to understand how teacher's feedback influences mathematics achievement
%K Alg£¿lanan geri bildirim
%K Alg£¿lanan £¿£¿retmen deste£¿i
%K £¿z-inan£¿lar
%K PISA 2012 matematik ba£¿ar£¿s£¿
%U http://dergipark.org.tr/turje/issue/44957/435345