Altıncı Sınıf Öğrencilerinin Matematik Öğrenme Yaklaşımları ve Algıladıkları Öğretmen Yapıcı Duygusal Desteği ile Matematik Başarıları Arasındaki İlişki

In this study, the relationship between sixth grade students' mathematics learnig approaches and perceived teacher constructive affective support and mathematics achievements was examined. 416 sixth grade students participated in the study. 54.3% (n=226) of the students participating in the research are girls and 45.7% (n=190) are boys. In the study, Perceived Teacher Constructive Affective Support and Mathematics Learning Approaches scales were used as data collection tools. Mathematics grade point averages were used to determine the mathematics achievement of the students. In analyzing the data, Pearson moments multiplication correlation coefficient and multiple linear regression were used. According to the findings, significant relationships were found between sixth grade students' mathematics achievements and perceived teacher constructive affective support, deep learning approach, surface learning approach and strategic learning approach. According to multiple regression analysis results, mathematics learning approaches and perceived teacher constructive affective support explained 26% of the variance in mathematics achievement. In addition, perceived teacher constructive affective support and learning approaches have been significant predictors of mathematics achievement. In the light of the findings, some suggestions were made.