A Structural Equation Model for Factors Affecting Eighth Graders' Geometry Achievement

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dc.contributor.authorUnlu, Melihan
dc.contributor.authorErtekin, Erhan
dc.date.accessioned2024-02-23T14:29:15Z
dc.date.available2024-02-23T14:29:15Z
dc.date.issued2017
dc.departmentNEÜen_US
dc.description.abstractThe aim of this study is to examine the predictor and explanatory relationships among eighth-grade students' affective factors of attitude toward geometry, geometry anxiety, and geometry self-efficacy, as well as the cognitive factor of spatial visualization skills, with geometry achievement. This relational survey study was conducted on 487 eighth-grade students during the 2012-2013 academic year. The tools used to collect data are the Attitude toward Geometry Scale, Geometry Anxiety Scale, and Geometry Achievement Test developed by the researchers; the Geometry Self-Efficacy Scale developed by Canturk-Gunhan and Baser; and the Spatial Visualization Test (adapted to Turkish by Yildiz). The researchers developed the model in consideration of the relevant literature. This model tests the direct and indirect relationships among the variables of affective factors, spatial visualization skills, and geometry achievement. The model's fit indices were calculated and these fit indices show the model to have good fit (x(2) = 106.226;.x(2) / df = 2.47; RMSEA = 0.05; CFI = 0.97; NFI = 0.95; NNFI = 0.96). Research reveals the relationship between spatial visualization skills and affective factors, between affective factors and geometry achievement, and between spatial visualization skills and geometry achievement to be positive and significant. Affective factors directly explain 26% of the variance in spatial visualization skills and 35% of the variance in geometry achievement, while indirectly explaining 7% of geometry achievement.en_US
dc.description.sponsorshipNecmettin Erbakan University Scientific Research Project [131 410004]en_US
dc.description.sponsorshipThis article is part of the first author's doctoral dissertation and supported under the Necmettin Erbakan University Scientific Research Project (Project Number: 131 410004).en_US
dc.identifier.doi10.12738/estp.2017.5.0545
dc.identifier.endpage1846en_US
dc.identifier.issn2630-5984
dc.identifier.issn2148-7561
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-85029911233en_US
dc.identifier.startpage1815en_US
dc.identifier.urihttps://doi.org/10.12738/estp.2017.5.0545
dc.identifier.urihttps://hdl.handle.net/20.500.12452/14628
dc.identifier.volume17en_US
dc.identifier.wosWOS:000417396600014en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEdamen_US
dc.relation.ispartofEducational Sciences-Theory & Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectGeometry Achievementen_US
dc.subjectAttitude Toward Geometryen_US
dc.subjectSelf-Efficacy In Geometryen_US
dc.subjectAnxiety Towards Geometryen_US
dc.subjectSpatial Visualization Skillsen_US
dc.subjectStructural Equation Modelen_US
dc.titleA Structural Equation Model for Factors Affecting Eighth Graders' Geometry Achievementen_US
dc.typeArticleen_US

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