Multidisciplinary Academic Conference on Education, Teaching and Learning, Prag, Czech Republic, 9 - 10 December 2016
This study aims to model the relationship between Turkish students’ mathematical achievement and their affective characteristics affecting their mathematical achievement and investigate whether there are any differences regarding the variables in the models created for two different genders. The sample consists of 4848 Turkish students who participated in PISA 2012. The data were analyzed usingfirst the Explanatory Factor Analysis in order to construct a theory for the model and then the structural equation modeling (SEM) technique in order to determine whether the models created for different genders are statistically meaningful. The LISREL outputs obtained for both subgroups were compared in terms offit indices which are the standard values ??and the obtained values showed a good model fit. The results indicated that students’ self-efficacy has the largest effect on their mathematical achievement in both groups.