Akademik Veri Yönetim Sistemi
Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, cilt.17, ss.695-719, 2023 (Hakemli Dergi)
This study aimed to investigate the effect of affective support perceived by students on adaptive support
in mathematics lessons and to examine both forms of support in terms of some variables. The correlational research
method was used in this study. The study was conducted with secondary school students. Two scales measuring
the perception of adaptive support and affective support were used. The relationship between students’ perceptions
of support was explained with a structural equation model. According to the results, affective support is
significantly related to adaptive support. Therefore, in affective supportive environments, students think that they
receive cognitive support that is compatible with their learning. In addition, it was determined that students’
perceptions of adaptive support were independent of gender. In terms of grade level, it was observed that students
in higher grades perceived that the teacher provided less adaptive support to students. There was a significant
difference in perceived affective support based on both the gender and grade level of the students.