The Role of Spatial Anxiety, Geometry Self-Efficacy and Gender in Predicting Geometry Achievement

Abstract

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