Barut, Betül2020-01-202020-01-202020-012020-012020-01-16http://hdl.handle.net/11693/52783Cataloged from PDF version of article.Thesis (M.S.): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2020.Includes bibliographical references (leaves 71-81).The purpose of the current study is to investigate the relationship between mathematics related affective factors and mathematics literacy levels across Brazil, Norway, Singapore and Turkey. The countries selected according to their rankings on PISA 2012 cycle. Singapore was a high-performer country, Norway was an average-performer country, Turkey was a below-average-performer country and Brazil was a low-performer country in PISA 2012. Multiple linear regression analysis was used separately for each selected country. Mathematics literacy score was used as a dependent variable, seven selected mathematics related affective factors (mathematics self-beliefs: mathematics self-efficacy, mathematics self-concept and mathematics anxiety; disposition and participation in mathematics related activities: mathematics intentions and mathematics behavior; motivational factors: instrumental motivation for mathematics and mathematics interest) were used as independent variables. The results indicated that all factors have significant effect on students’ mathematics literacy achievement for all selected countries. In general, mathematics self efficacy, mathematics self-concept, mathematics anxiety and mathematics behavior found that there is a same relationship for all four countries. Instrumental motivation for mathematics, mathematics intentions, and mathematics interest showed differences among countries.x, 90 leaves : charts ; 30 cm.Englishinfo:eu-repo/semantics/openAccessCross-cultural comparisonFactors associated with achievementMathematics literacyThe Programme for International Student AssessmentPISA 2012ThesisB119454