Eğitim Bilimleri Bölümü Koleksiyonu

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https://hdl.handle.net/20.500.12491/78

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Investigating the invariance of non-cognitive skills in countries with different immigration policies: A psychometric network approach
(Springer, 2023) Görgün, Güher; Kilmen, Sevilay
The importance of non-cognitive skills for academic achievement and future success has been emphasized but the invariance among the relationships of these constructs across different groups and countries is rarely studied. In this study, we used a novel approach, psychometric network analysis, to analyze the invariance of connections between non-cognitive skills measured in an international large-scale assessment-the 2018 Program for International Student Assessment (PISA). We focused on four different countries in terms of immigration contexts (Australia, Canada, and Germany) and analyzed the invariance of connections among non-cognitive skills for immigrant and native students within these countries. While Australia and Canada were the examples of traditional immigration countries, Belgium and Germany represented the post-war immigration countries with less selective immigration policy. We found significant differences in the network structure among countries and immigrant status (i.e., native vs. first-generation immigrant). Interestingly, we found that the primary split occurred between countries with different immigration policies. That is, the network tree structures of Canada and Australia were more similar to one another while the network tree structures of Germany and Belgium resembled each other. The results provided empirical evidence that non-cognitive constructs are not universal across countries selected, immigrants, and native students. The findings also underscored the importance of considering within-country and cross-country differences in order to design effective educational interventions relying on non-cognitive skills for targeting distinct cultural groups of interest.
Uncovering prospective teachers' sense of moral agency within a multi-layered framework: An integrative grounded theory approach
(Routledge Journals, Taylor & Francis Ltd, 2023) Eren, Altay; Söylemez, Anıl Rakıcıoğlu
Using an integrative grounded theory design, this study investigated prospective teachers' moral perceptions, emotions, behavioral intentions, and reasons for their moral behavioral intentions concerning their future teaching to uncover whether prospective teachers' sense of moral agency would be explained within a multi-layered framework. The data were collected through semi-structured focus-group interviews with 40 conveniently sampled prospective teachers. The results revealed that prospective teachers' sense of moral agency encompassed perceptual (i.e. moral perceptions, emotions, behavioral intentions, and reasons for moral behavioral intentions), regulatory (i.e. prescriptive and proscriptive moral regulation systems), and contextual layers (i.e. personal, interpersonal, and social contexts). Theoretical and practical implications were also discussed in the study.
Psychometric properties of academic dishonesty tendency scale for graduate students and investigating academic dishonesty tendency levels with CHAID analysis
(Assoc Measurement & Evaluation Education & Psychology, 2022) Özmercan, Esra Eminoğlu; Polat, Betül; Nartgün, Zekeriya
The number of unethical academic dishonesty behaviours is increasing with each day in higher education. Thus, it is important to determine the level of the behaviour of academic dishonesty in the education system, the tendencies of students to perform this behaviour, and the individuals who have a tendency to show this behaviour in advance. The research has two different aims. The first one is to determine the psychometric properties of the Academic Dishonesty Tendency Scale (ADTS) originally developed for undergraduate students, not for graduate students. The second aim is to investigate the variables that best explain the academic dishonesty tendency levels of the students who continue their graduate education by using the CHAID analysis method. As a result of the analyses, it was determined that the Academic Dishonesty Tendency Scale is also a valid and reliable measurement tool for graduate students. The only significant variable explaining the students' Tendency Towards Cheating was found to be the level of graduate education. It was also determined that the most important variable affecting the "dishonesty tendency at studies as homework, project, etc.-common" is the level of graduate education. The only significant variable explaining the "dishonesty tendency at research and process of write up" was found to be the reason for receiving graduate education. The most significant variable explaining the "dishonesty tendency towards reference" of the students was found to be the level of graduate education. It was determined that the most significant variable explaining the Academic Dishonesty Tendency of the students is the level of graduate education.
The direct and indirect predictors of career commitment
(Sage Publications Ltd, 2023) Özdemir, Nurten Karacan; Aydın, Gökçen; Aydın, Yasin
This study investigated concern, control, curiosity, and confidence serially mediated the associations between psychological flexibility (PF) at work and career commitment, based on the career construction model of adaptation and gender, age, education level, and tenure differences in career commitment. The white-collar employees (N = 353, 55% female) completed the Career Commitment Scale, Work-Related Acceptance and Action Questionnaire and Career Adaptabilities Scale-Short Form, and a Demographic Information Form. A multiple serial mediation model indicated that PF at work was related to concern, control, curiosity, and confidence, which in turn, contributed to career commitment, serially. The results of one-way ANOVA showed that career commitment differs according to education level, only. These findings suggested implications for theory, research, and practice, responding to the cultural context.
Predictors of procrastination in a moderated mediation analysis: The roles of problematic smartphone use, psychological flexibility, and gender
(Sage Publications Inc, 2022) Aydın, Yasin; Aydın, Gökçen
Research has revealed that problematic smartphone use is a cause of procrastination. This study investigated the predictive role of problematic smartphone use on procrastination with consideration of the mediating effect of psychological flexibility. The moderating role of gender in the frequency of checking smartphones was also tested in this mediational model. Of total, 471 undergraduate students (369 female, 102 male) with a mean age of 20.65 participated in the study. The study was conducted face to face in classroom settings, and the results of the analysis revealed that psychological flexibility indeed affected the relationship between problematic smart phone use and procrastination. In addition, moderated mediation analysis suggested that female university students were significantly impacted. Finally, it was observed that psychological flexibility played a significant role amongst the female university students surveyed in the relationship between problematic smart phone use and procrastination.
Group differences in the emotion regulation during test-taking scale: An explanatory item response modeling approach
(Springer, 2023) Kilmen, Sevilay; Bulut, Okan
This study aims to examine gender and achievement level differences of the Emotion Regulation During Test Taking (ERTT) scale using explanatory item response modeling (EIRM), measurement invariance analysis, and differential item functioning (DIF) analysis. The EIRM results suggest that gender differences exist in students' testing problem efficacy and task focusing processes. Measurement invariance and DIF analyses indicated that gender differences in the task focusing processes subscale might result from items functioning differently across gender groups. The EIRM results also show that achievement level differences exist in four subscales of the ERTT scale (i.e., goal congruent, agency, testing problem efficacy, and wishful thinking). Subsequent analyses indicated that measurement non-variance is present in the goal congruent, task focusing processes, and wishful thinking subscales between the low and high achievement groups. DIF analyses provided further evidence regarding the differential impact of achievement on the goal congruent and wishful thinking subscales, but not on the task focusing processes.
A different approach to evaluation in early childhood curriculum: Learning stories
(MDPI, 2022) Cengiz, Gülüzar Şule Tepetaş; Altındağ, Ahmet
Many tools are used in child assessment during early childhood to support the development of children and plan the educational process. Originating in New Zealand, learning stories is a technique of observation that enables the assessment of children during early childhood. A learning story is the documentation by a teacher (or parent) of what a child (or group of children) is observed doing in an early childhood program. The adult must know the child well to properly assess a child's learning. Learning stories are narratives constructed from structured observations designed to provide a collective perspective on a child's learning. Observations obtained using this method are reinterpreted as stories, then analyzed and used as a basis for planning. Teachers collect 'critical events' or moments that seem important to a child. By analyzing a few of them through a narrative, they try to reveal the child's learning path and the pattern of their learning tendencies in the form of stories. The learning stories method, used in many countries across the world in early childhood, is not used in early childhood education in Turkey. In this context, this study was carried out to introduce the method to educators, families and researchers working in the field of early childhood, and to present the important points that should be considered during practice in the preschool period. This study was planned as a case study, which is a qualitative research method. The study group consisted of a teacher working in the preschool period (48-60 months) and a child in the classroom. The study included observations of the preschool teacher and examples of the learning stories created using these observations, followed by the analysis of the interview conducted with the teacher. It can be argued that the learning stories method is an alternative assessment method that can be used to evaluate the curriculum in early childhood education in Turkey, as is the case in many countries.
Prospective teachers' professional achievement goal orientations, their self-efficacy beliefs, and perfectionism: A mediation analysis
(Elseiver, 2022) Kilmen, Sevilay
The present study aims to investigate associations between prospective teachers' professional achievement goal orientations, self-efficacy beliefs, and perfectionistic characteristics. The results revealed that different aspects of perfectionism, and professional self-efficacy belief predicted prospective teachers' different professional goal orientations. Socially prescribed perfectionism positively and significantly predicted prospective teachers' professional self-efficacy beliefs. While doubt about actions positively predicted work-avoidance goal orientation, concern over mistakes positively predicted prospective teachers' performance-avoidance goal orientation. Self-oriented perfectionism, self-worth contingencies, entitlement, and PTs' selfefficacy beliefs positively predicted their performance-approach goal orientation. Prospective teachers' professional self-efficacy beliefs fully mediated the relationship between doubt about actions and learning goal orientation and the relationship between socially prescribed perfectionism and performance-approach goal orientation.
To what extent are item discrimination values realistic? A new index for two-dimensional structures
(Ijate-Int Journal Assessment Tools Education, 2022) Kılıç, Abdullah Faruk; Uysal, İbrahim
Most researchers investigate the corrected item-total correlation of items when analyzing item discrimination in multi-dimensional structures under the Classical Test Theory, which might lead to underestimating item discrimination, thereby removing items from the test. Researchers might investigate the corrected item-total correlation with the factors to which that item belongs; however, getting a general overview of the entire test is impossible. Based on this problem, this study aims to recommend a new index to investigate item discrimination in two-dimensional structures through a Monte Carlo simulation. The new item discrimination index is evaluated by identifying sample size, item discrimination value, inter-factor correlation, and the number of categories. Based upon the results of the study it can be claimed that the proposed item discrimination index proves acceptable performance for two-dimensional structures. Accordingly, using this new item discrimination index could be recommended to researchers when investigating item discrimination in two-dimensional structures.
Middle school students' mathematical resilience and perceptions of mathematics: A cluster analysis approach
(Turkish Education Assoc, 2022) Öztürk, Çağla; Kilmen, Sevilay
The primary purpose of the present study was to examine whether Turkish middle school students' perceptions of mathematics teachers, perceptions of mathematics learning, and their mathematical resilience can be used to divide students into clusters with similar profiles. The sample consisted of middle school students with ages ranging from 11 to 15. Two-step cluster analysis was used to create profile groups. As a result of cluster analysis, two distinct profiles were revealed. The results showed that clusters-formed in the present study differentiated according to students' perceptions of mathematics teachers, learning mathematics, their mathematical resilience, and their mathematics achievement. Students in cluster 1 have higher mathematics achievement, value mathematics, perceive mathematics teachers as knowledgeable and supportive people, perceive learning mathematics as a fun process requiring effort. Students in cluster 2 have lower mathematics achievement. They perceive mathematics teachers as the source of anxiety and learning mathematics as a difficult process. They also have low belief levels that mathematics ability can be improved in comparison to cluster 1.
Investigation of middle school students' attitudes toward Turkish lesson by CHAID analysis
(Turkish Education Assoc, 2022) Akgün, Emre; Kilmen, Sevilay
This research aims to determine middle school students' attitudes towards the Turkish lesson and examine the variables that predict these attitudes by CHAID analysis. In this study which is based on the survey model and the relational research method, which are among the quantitative research methods, the sample consists of a total of 1187 middle school students, 604 girls, and 583 boys, studying in the Esenler district of Istanbul in the 2019-2020 academic year. Students' attitudes towards Turkish lessons were obtained through the ATLS developed by Topcuo??lu Unal and Kose (2014). The variables that predict middle school students' attitudes towards the Turkish lesson were determined by CHAID analysis. According to the results obtained from the research, the students' attitudes towards the Turkish lesson are generally positive. According to the results, grade level was the most crucial variable predicting students' attitudes towards Turkish lessons. The other variables were time allotted to games and social media in the electronic environment, Turkish lesson grade point averages, time allotted to reading, school type, absenteeism, and gender.
Direct and indirect effects between first literacy errors, visual perception, and phonological awareness variables
(Assoc Development Science Engineering & Education, 2022) Özcan, Aysel Ferah; Yıldız, Sevilay
This research is a descriptive study in the survey model to determine the direct and indirect effects between visual perception, phonological awareness, and literacy errors. The design of the study is exploratory correlational design. 552 first-grade primary school students participated in the study. The data were collected using measurement tools named phonological awareness, visual perception, word-sentence writing/spelling, and reading errors. According to the findings, visual perception affects sentence writing/spelling both directly and through word-writing-reading errors. Visual perception affects reading errors both directly and through word-sentence writing errors. The results show that the development of prerequisite skills and reading are mediated by writing, writing/spelling are mediated by reading, and learning develops in a spiral manner. It can be said that children's reading-writing/spelling errors increase because they have difficulty in converting from sound to the letter, from letter to sound, and in synthesizing and analyzing according to their initial level of phonological awareness and visual perception development.
Comparison of Kernel equating methods under NEAT and NEC designs
(Ijate-Int Journal Assessment Tools Education, 2023) Özsoy, Şeyma Nur; Kilmen, Sevilay
In this study, Kernel test equating methods were compared under NEAT and NEC designs. In NEAT design, Kernel post-stratification and chain equating methods taking into account optimal and large bandwidths were compared. In the NEC design, gender and/or computer/tablet use was considered as a covariate, and Kernel test equating methods were performed by using these covariates and considering bandwidths. The study shows that, in the NEAT design, Kernel chain equating methods exhibit higher error than the post-stratification equating methods do since the lowest error in the NEC design was obtained from the Kernel equating method with large bandwidth through the computer/tablet variable. Kernel test equating results based on the NEC design, which considers gender and computer tablet use variables as a covariate separately, showed lower SEE than that of the NEC pattern, which takes these variables together as covariates. In terms of the bandwidth, when all methods are compared within the pattern used (i.e., NEAT and NEC), it has been seen that generally Kernel test equating with large bandwidth results in fewer errors than the Kernel test equating with optimal bandwidth. When the NEAT and NEC designs are compared generally, the NEAT design has a lower SEE than that of the NEC design.
The examination of the mediating role of school climate in the relationship between school counselors' self-efficacy and professional satisfaction
(Çukurova Univ, 2022) Ak, Gamze; Deniz Yöndem, Zeynep
One of the aims of this study was to examine the self-efficacy levels of school counselors, and the other was to test the mediating role of school climate in the relationship between self-efficacy and professional satisfaction. The study is a descriptive and correlational study. The participants of the study consisted of 561 school counselors. In the analysis of the data, arithmetic mean, standard deviation, t test, one-way analysis of variance and mediating effect analysis method were used. As a result of the research, it has been concluded that the general self-efficacy levels of school counselors are above the middle; and the self-efficacy levels according to the sub-dimensions are from high to low, Personal and Social Development, Collaboration, Leadership and Assessment, Career and Academic Development and Cultural Acceptance sub-dimensions. In addition, the self efficacy levels of school counselors who have more than 6 years of service, graduate degrees and working in private schools are significantly higher; it was determined that self efficacy did not differ in terms of gender, undergraduate program graduated, and education level. Finally, it was concluded that school climate has a partial mediator role in the relationship between self efficacy and professional satisfaction.
Undergraduates? Attitudes towards distance education and perceptions of readiness for e-learning during the COVID-19 pandemic
(Anadolu Univ, 2022) Kuloğlu, Muhammet Esad; Yıldız, Sevilay
The COVID-19 pandemic, which suddenly took the whole world under its influence, also radically affected the educational environments. This research aimed to examine the attitudes of undergraduates towards distance education, their perceptions of readiness for e-learning, and the relationship between these two variables during the COVID-19 pandemic, the effects of which are also felt in higher education. Thus, quantitative research paradigm and correlational design were used in the study. Data were collected online in two weeks via the Attitude Scale towards Distance Learning (ASDL) and E-Learning Readiness SelfAssessment Instrument (ERSI). Using the convenient sampling method, 1422 undergraduate students enrolled in a summer school program at a state university in Turkiye were included in the sample. The findings of the research indicate that the participants' attitudes towards distance education are moderate, and their perceptions of readiness for e-learning are high-level during the COVID-19 pandemic. There is a moderate positive correlation between these two variables. There are also positive, moderate, or strong correlations between the ASDL and some subscales of the ERSI. The findings of the study provide useful information about the distance education carried out during the COVID-19 pandemic.
Mindfulness and psychological flexibility: The mediating role of values
(HACETTEPE UNIV, 2021) Aydın, Yasin; Aydin, Gökçen
The present study aimed to understand how mindfulness predicted psychological flexibility when values played a mediator role in this relationship. The participants of the study were 432 undergraduate students. As data collection instruments, Acceptance and Action Questionnaire - II, Mindful Attention Awareness Scale, Valuing Questionnaire and demographic information form were used. The hypothesized model was tested by structural equation modeling. The results indicated that values fully mediated the relationship between mindfulness and psychological flexibility. The results were discussed in the light of the literature and further suggestions were provided.
How reliable is it to automatically score open-ended items? An application in the Turkish language
(Assoc Measurement & Evaluation Education & Psychology, 2021) Uysal, İbrahim; Doğan, Nuri
The use of open-ended items, especially in large-scale tests, created difficulties in scoring open-ended items. However, this problem can be overcome with an approach based on automated scoring of open-ended items. The aim of this study was to examine the reliability of the data obtained by scoring open-ended items automatically. One of the objectives was to compare different algorithms based on machine learning in automated scoring (support vector machines, logistic regression, multinominal Naive Bayes, long-short term memory, and bidirectional long-short term memory). The other objective was to investigate the change in the reliability of automated scoring by differentiating the data rate used in testing the automated scoring system (33%, 20%, and 10%). While examining the reliability of automated scoring, a comparison was made with the reliability of the data obtained from human raters. In this study, which demonstrated the first automated scoring attempt of open-ended items in the Turkish language, Turkish test data of the Academic Skills Monitoring and Evaluation (ABIDE) program administered by the Ministry of National Education were used. Cross-validation was used to test the system. Regarding the coefficients of agreement to show reliability, the percentage of agreement, the quadratic-weighted Kappa, which is frequently used in automated scoring studies, and the Gwet's AC1 coefficient, which is not affected by the prevalence problem in the distribution of data into categories, were used. The results of the study showed that automated scoring algorithms could be utilized. It was found that the best algorithm to be used in automated scoring is bidirectional long-short term memory. Long-short term memory and multinominal Naive Bayes algorithms showed lower performance than support vector machines, logistic regression, and bidirectional long-short term memory algorithms. In automated scoring, it was determined that the coefficients of agreement at 33% test data rate were slightly lower comparing 10% and 20% test data rates, but were within the desired range.
Pre-service teachers' achievement goal orientations, teacher identity, and sense of personal responsibility: The moderated mediating effects of emotions about teaching
(Springer, 2022) Çetin, Güler; Eren, Altay
This study examined the relationships among pre-service teachers' (PTs) achievement goal orientations, emotions about teaching, teacher identity, and the sense of personal responsibility, with the intention of exploring whether the effects of possible interactions between achievement goal orientations and emotions about teaching on the sense of personal responsibility were significantly transmitted through teacher identity. A total of 845 PTs from the faculty of education of a large university located in the Western Black Sea region of Turkey participated in the study. An exploratory-correlational research design was used to examine the relationships among the research variables in an inductive manner. Partial correlation and path analyses were conducted to analyze the data. The results showed that achievement goal orientations, emotions about teaching, teacher identity, and the sense of personal responsibility were significantly related to each other. The results also showed that the effects of interaction between self-related goals and enjoyment on the four aspects of personal responsibility through teacher identity were positive and significant, whereas the effects of interaction between self-related goals and anxiety on the four aspects of personal responsibility through teacher identity were significant, yet negative. The results of the present study suggest that PTs' emotions about teaching, along with their teacher identity, play crucial roles in their willingness to adopt personal responsibility for the diverse and challenging aspects of the teaching profession.
Investigation of regression-based effect size methods developed in single-subject studies
(Sage Publications Inc, 2022) Şen, Nihal
The purpose of this study is to provide a brief introduction to effect size calculation in single-subject design studies, including a description of nonparametric and regression-based effect sizes. We then focus the rest of the tutorial on common regression-based methods used to calculate effect size in single-subject experimental studies. We start by first describing the difference between five regression-based methods (Gorsuch, White et al., Center et al., Allison and Gorman, Huitema and McKean). This is followed by an example using the five regression-based effect size methods and a demonstration how these methods can be applied using a sample data set. In this way, the question of how the values obtained from different effect size methods differ was answered. The specific regression models used in these five regression-based methods and how these models can be obtained from the SPSS program were shown. R-2 values obtained from these five methods were converted to Cohen's d value and compared in this study. The d values obtained from the same data set were estimated as 0.003, 0.357, 2.180, 3.470, and 2.108 for the Allison and Gorman, Gorsuch, White et al., Center et al., as well as for Huitema and McKean methods, respectively. A brief description of selected statistical programs available to conduct regression-based methods was given.
Automated essay scoring effect on test equating errors in mixed-format test
(IZZET KARA, 2021) Uysal, İbrahim; Doğan, Nuri
Scoring constructed-response items can be highly difficult, time-consuming, and costly in practice. Improvements in computer technology have enabled automated scoring of constructed-response items. However, the application of automated scoring without an investigation of test equating can lead to serious problems. The goal of this study was to score the constructed-response items in mixed-format tests automatically with different test/training data rates and to investigate the indirect effect of these scores on test equating compared with human raters. Bidirectional long-short term memory (BLSTM) was selected as the automated scoring method for the best performance. During the test equating process, methods based on classical test theory and item response theory were utilized. In most of the equating methods, errors of the equating resulting from automated scoring were close to the errors occurring in equating processes conducted by human raters. It was concluded that automated scoring can be applied because it is convenient in terms of equating.

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