In this study, eighth-grade students spatial anxiety, geometry self-efficacy, and geometry achievement were examined based on gender. The roles of spatial anxiety, geometry self-efficacy and gender in predicting the geometry achievement were also investigated. Spatial Anxiety Scale, Geometry Self-Efficacy Scale and Geometry Achievement Test were administered to eighth-grade students of nine different elementary schools. Results indicated that spatial anxiety and geometry achievement levels of the students were low but geometry self-efficacy level was medium. Besides, there was a significant difference between males and females in terms of spatial anxiety levels favoring males. Moreover, only geometry self-efficacy was found to be a significant predictor of geometry achievement. At the same time, it was found that spatial anxiety and gender did not predict geometry achievement significantly.
Key words: spatial anxiety, geometry self-efficacy, geometry achievement, gender, multiple regression
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