Öğrencilerin Mikro Kimlik Özelliklerinin Okul Aidiyetleri ile Matematik Performansları Arasındaki Aracılık Rolü
The Mediating Role of Students' Micro-İdentity Characteristics Between School Belonging and Mathematics Performance

Summary/Abstract: This study aimed to determine the mediating effects of students' school belonging and micro-identity traits on their performance in mathematics using the TIMSS 2023 Turkey data set. After cleaning the data of relevant variables, a mediation analysis was conducted using data from 4628 students using the micro-identity traits of liking mathematics, confidence in mathematics, and valuing mathematics, which are considered to be the micro-identity traits students exhibit in mathematics. The analyses suggested by Baron and Kenny (1986) were used in the mediation analysis. According to the results of the mediation analysis, the model with the addition of mediator variables was still significant compared to the model constructed without the mediator variables, and the direct effect was reduced. This can be interpreted as the relevant variables having a partial mediating effect between students' levels of school belonging and their mathematics performance.

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