The relationship between the protective factors and science and mathematics achievements of the socioeconomically disadvantaged students

Abstract

This study aims to investigate the relationship between some protective factors and the academic achievements in science and mathematics classes of socioeconomically disadvantaged eighth-grade students. The quantitative research method and relational screening model were employed in the research. The sample of the study consisted of 250 students between the ages of 12 to 13, who were at the eighth-grade level, from a small province in Eastern Anatolia. Research data were collected from the seventh-grade science and mathematics achievement scores of the students to whom the school attachment, cognitive flexibility, and social support scales were applied. As a result of the analysis consisting of the Pearson Correlation Coefficient; there was a positive significant relationship between school attachment, social support, and cognitive flexibility protective factors and students’ science and mathematics achievement scores. It has been observed that the results of this study are compatible with the results of the studies conducted on similar subjects in the literature.

Keywords: Cognitive flexibility, school attachment, science and mathematics education, social support, socioeconomic status.

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