Akademik başarının okul, aile ve öğrenci özellikleri ile ilişkisinin çok düzeyli yapısal eşitlik modellemesi ile incelenmesi

The aim of this research is to investigate the relationship between the academic achievement of students attending secondary school of grades 6, 7 and 8 and school, family and student characteristics with multilevel structure equation modelling. The sample of this research using the predictive correlational research design is composed of 6, 7 and 8 grades of students who are studying in a total of thirty five schools including five official and two private schools selected from each of the provinces of Ankara which are Çankaya, Keçiören, Mamak, Altındağ and Yenimahalle in the first term of the academic year of 2016-2017. In this research to collect data, the student information questionnaire developed by the researcher, the scale of fear of negative evaluation in the academic environment developed by Alkan (2015) and the academic risk taking scale adapted to Turkish by Korkmaz (2002) were used.In the study, five different structural equation models with multi levels were set up. In these models in within level the socioeconomic level from family characteristics, the fear of negative evaluation and academic risk taking behaviors from the characteristics related to the students were used. In between level, the classroom size and the number of students per teacher were used. The relationship between socioeconomic level, fear of negative evaluation and academic risk taking behaviors, the classroom size and the number of students per teacher has been examined with a single level structural equation model as well. As a result of the research, at the within level the direct effects of the socioeconomic level, the fear of negative evaluation and academic risk taking behavior variables were found to be significant on academic achievement. While the effects of socioeconomic level and academic risk-taking behavior variables on academic achievement is positive, the effect of fear of negative evaluation variable on academic achievement is negative. The socioeconomic level directly affects the academic achievement as well as by mediation of the fear of negative evaluation and academic risk taking behavior. The effect of the socioeconomic level variable on the fear of negative evaluation is negative. In between level, the direct effects of the classroom size and number of students per teacher have significant direct effect on academic achievement. The effect of both variables on academic achievement is negative.It has been concluded that the socioeconomic level variable in the research is directly related to the academic achievement at the between level. In addition, the direct effects of the fear of negative evaluation and academic risk taking behavior on academic achievement at the between level were significant. While there is no significant difference between the goodness of fit scores of the single-level and multi-level models, particularly, there is variety on path coefficiency of classroom size and student number per teacher variables on academic achievement.

Department dc:contributor.department

Other

Grantor dc:publisher

Eğitim Bilimleri Fakültesi

Year dc:date.issued

2017

Author dc:creator

• Uzun, Gülçin

Advisor dc:contributor.advisor

• Bökeoğlu, Ömay Çokluk

• Akademik başarı
• Çok düzeyli yapısal eşitlik modellemesi
• Aracılık

Language dc:language.iso

tr

Handle dc:identifier.uri

http://hdl.handle.net/20.500.12575/82995

OAI record oai:identifier

https://dspace.ankara.edu.tr/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Adspace.ankara.edu.tr%3A20.500.12575%2F82995