The Relation Between Academic Boredom of Students with Mathematics Self-Efficacy and Mathematics Anxiety

Hüseyin Şi̇mşek,Tuba Ceylan Çeli̇ker,Sultan Selen Kula,Bilal Özçakir

doi:10.24193/adn.13.2.2

Hüseyin Şi̇mşek, Tuba Ceylan Çeli̇ker + Show 2 more

Open Access

https://doi.org/10.24193/adn.13.2.2

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Abstract

Abstract: The aim of this study is to determine the relationship between academic boredom with academic self-efficacy and mathematics anxiety of 280 middle school students. Both the descriptive and correlational survey models were used in line with the sub-problems of the study. In this study, Level of Boredom Scale, Sources of Middle School Mathematics Self-Efficacy Scale, and Revised Fennema-Sherman Mathematics Anxiety Scale-Elementary were used as data collection tools. It was found that 5th, 6th, 7th and 8th grade students had middle level academic boredom in mathematics classes regardless of their grade levels. It was concluded that the self-efficacy perceptions related to performance accomplishments, vicarious experience and verbal persuasion were high in each class level, whereas the self-efficacy perceptions of emotional arousal were low. In general, it was relevealed that the anxiety of students in mathematics lessons was low while 8th grade students' mathematics anxiety was higher than the 5th, 6th and 7th grade students. Moreover, findings also revealed that there was a low positive relationship between students' boredom in mathematics lessons and vicarious experience which is used in lessons. No relation was found between the boredom and mathematics anxiety of students.

Highlights

Data related to boredom levels, self-efficacy sources and anxiety levels of middle school students in mathematics lessons were analyzed in accordance with the research questions and the findings are given below
ANOVA was conducted to examine whether boredom levels of middle school students state a significant difference according to grade levels, and the results of ANOVA were presented in the Table 4
In this study it was aimed to determine the relationships between academic boredom of middle school students with sources of self-efficacy and mathematics anxiety levels

Summary

Introduction

Learning, which is one of the most basic needs of human life, is the result of different experiences. The subjective effort of the individual in learning is vital. There are different variables affecting learning, such that genetic and environmental factors are the most prominent ones. Studies on learning have always attracted attention and focus on psychological factors affecting learning. There are many theories about learning in the literature. The control-value theory reveals that in the learning process, sense of achievement is important for students' cognitive, motivational, and regulatory processes. It is known that the success in mathematics lesson is related to reciprocal relations with enjoyment and boredom which are called as emotions of success (Putwain, Becker, Symes & Pekrun, 2018)

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