Abstract

This study aims to analyze the effect of variables determining mathematics interest, mathematics self- concept, mathematics anxiety, teacher-student relation, classroom management and sense of belonging on the Mathematics achievement of Turkish students in the Programme for International Student Assessment (PISA) 2012. Structural equation modeling (SEM) was employed in this research study. The research population is represented by 15 year 3 month and 16 year 2 month old students receiving education in Turkey.  The research sample, on the other hand, is composed of 4848 students randomly selected from 170 schools in 12 geographical regions where PISA is implemented. When the Mathematical structural equation model is analyzed, it has been seen that there is a medium and positive relationship between mathematics achievement and mathematics interest of students with mathematics self-concept. It has also been determined that the variable mathematics anxiety has a negative and medium effect on mathematics achievement. According to the results of the research study there is no meaningful relationship between variables of teacher-student relation, classroom management, sense of belonging and mathematics achievement of Turkish students.

Key words: PISA 2012, Mathematics literacy, structural equation model.