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Öğe The practices of admission to school and the effectiveness of individualized supported education(Edam, 2012) Canbulat, Ayşe Nur Kutluca; Tuncel, MeriçThis study has been prepared by assessing students' level of readiness to school about the subjects of Language, Psychomotor, Affective, Social, and Cognition developments and to support the development of students who are incapable in those fields of the first grade students who started primary school. The Kiel Test of Admission to School has been employed in this study to assess the level of readiness of newcomers to primary school. After the pre-application of the test, individualized supporting educational programme has been applied to students who are incapable in the fields of language, psychomotor, emotions, social, and cognition. After the supporting educational programme, the final application of Kiel Test of Admission to School has been applied and the effects of educational supporting on the development of children have been discussed. In the pre-application of the Admission to School, the research group consists of 10 students chosen randomly from primary schools in Bolt, through the method of sampling among 87 first grade students who started primary school. The study has been carried out as an action research. The data of the research have been analyzed with the descriptive content analyze, which is used in qualitative research. At the end of the research, positive developments have been observed who had inability and/or lack of knowledge during the pre-applications. Therefore, this study can be regarded scan effective operation. It is thought to prevent barriers to learning that caused by individual differences through this kind of studyÖğe Teaching English to non-native learners of English with mild cognitive impairment(Modern Journal Language Teaching Methods, 2013) Coşkun, AbdullahAs the field of English language teaching (ELT) to cognitively impaired learners is neglected, this paper aims to contribute to this field by introducing Talking Tactile Technology (T3) as a means of teaching English to non-native learners of English with mild cognitive impairment. Therefore, after discussing the characteristics of the ideal foreign language classroom for learners with special learning needs, this paper introduces a case in Turkey for applying T3 to teach English as a foreign language (EFL) to learners with mild cognitive impairment described by the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; DSM-IV-TR; American Psychiatric Association, 2000) as educable individuals whose IQ scores range from 50 to 70. In this study, ten T3-based beginner level English lesson content materials were created. These materials were tested by candidate and practicing English teachers as well as special education teachers. Their opinions about T3 and the T3-based materials were collected immediately after they tried the technology in the training sessions organized by the researcher. Their opinions led to the conclusion that T3 can be used to teach some Basic English to learners with mild cognitive impairment. It is hoped that this study will trigger more research studies focusing on different ways to learn and to teach English to these learners.Öğe Hendrick Cinsel Tutum Ölçeği kısa formunun Türkçeye uyarlanması, geçerlilik ve güvenilirlik çalışması(Cumhuriyet Üniversitesi Tıp Fakültesi Psikiyatri Anabilim Dalı, 2012) Karaçam, Özgür; Totan, Tarık; Korkmaz, Yeşim Babür; Koyuncu, MehmetObjective: The aim of this research is Turkish adaptation of Hendrick Sexual Attitudes Scale. Methods: Convience sampling methods was used in this research. Seven hundred and seventy-seven studens studying at Ege University (female=496, male=273) participated the research. Hendrick Sexual Attitudes Scale was adapted to Turkish and its psychometric properties, reliability and validity were investigated. Confirmatory factor analysis Cronbach alpha, and item analysis were using on statistical process. Results: Second order confirmatory factor analysis by examining the structure of the original scale (M-0 model), the scale was found to resemble the original structure. As a result of cross-validation was also shown by the similarity of consistency. Reliability analysis and item analysis was made of the scale with acceptable internal consistency coefficient for the scale items measuring out to show proficiency. Sexual attitude was observed in areas found significant differences according to gender and socioeconomic levels. Discussion: The scale is a valid and reliable measurement tool for evaluation of sexual attitudes. (Anatolian Journal of Psychiatry 2012; 13:138-144)Öğe Teacher self-efficacy beliefs and burnout: The mediating roles of ınterpersonal mindfulness in teaching and emotion regulation(Sage Publications Inc, 2024) Çetin, Güler; Frank, Jennifer L.; Jennings, Patricia A.This study examined the relationships among teachers' self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout, with the intention of exploring the mediating roles of interpersonal mindfulness and emotion regulation. A total of 224 elementary school teachers from 36 elementary schools in a high-poverty, inner city setting in the Northeastern United States participated voluntarily in the study. Correlation and path analyses were conducted to analyze the data. The results of the study showed that teachers' self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout were significantly related to each other. The results also showed that teachers' interpersonal mindfulness and expressive suppression served as crucial mediating pathways from self-efficacy to burnout; thereby should be considered among the inventory of psychological resources that protect teachers against burnout.Öğe The profile of secondary education in province of Bolu(Iclel Conferences, 2016) Argon, Türkan; Nartgün, Şenay SezginThe aim of this study is to present the educational profile of high school level in Province of Bolu and determine to what extent the qualitative objectives put forward in 10 th Development Plan were achieved. It was conducted in descriptive survey model and the population of the study consists of qualitative data (2014-2016) on high schools in province of Bolu. The data was obtained from the documents of 10 th Development Plan, Bolu Provincal Directorate of National Education, Turkish Statistical Institution and related web sites. To analyze the data, frequencies and percentages were calculated. The enrollment ratio was based on gross enrollment ratio and all the data was presented in tables. Also, document review technique was utilized to examine the related written resources. The results of the study showed that the goal of 30 or less students in per classroom which was set in 10 th Development Plan was achieved. The entrance ratio to university is 42.67 % in 2015-2016 educational years. There is a decrease in number of students in Seben and Kibriscik, the districts of Bolu. This has an influence on schools. There is a imbalance in terms of student, teacher and school numbers and ratios in Bolu district.Öğe 4. ve 5. sınıf öğretmenlerinin fen ve teknoloji dersinde proje ve performans görevlerine ilişkin görüşleri(Dergipark Akad, 2013) Kaya, Selma; Karaçam, Sedat; Es, Hüseyin; Tuncel, MeriçThe aim of this study is to investigate the 4th and 5th grade primary teachers' opinions related to monitoring, evaluation process and the problems about project and performance tasks at Science and Technology Course. Therefore the sample group was constituted by 21 4th and 5th grade primary teachers. In this research, after the teachers' assessments of students' project and performance tasks, a questionnaire included with 6 open-ended question was administered to determine the teachers' monitoring and evaluation process of project and performance tasks. Answers of teachers to the questionnaire were analyzed descriptively by used NVIVO 2 program. The data has been encoded separately by three different researchers then examined the consistency of themes and the themes determined by three researchers was found to be consistent the rate of 85.5%. The different themes were discussed again and reconciliation was provided. According to the results of the research, it has been observed that 81% of teachers have given project and performance tasks on the contrary 19% of teachers haven't given project and performance tasks. Also, it has been observed that 57% of teachers have given project and performance tasks to students as individually and 43% of teachers have given project and performance tasks to students as a group work and 62% of the teachers have been monitoring the process of completion of project and performance tasks but 38% of the teachers haven't been monitoring the process of completion of project and performance tasks because of the reasons such as the crowded classrooms and lack of time. 86% of teachers have used the rubric because of the reasons such as rubric is to be objective and to avoid loss of time and the lack of the sources and materials is the main problem of teachers in this process.Öğe Evaluation of Turkish preschool curriculum objectives in terms of values education(Elsevier Science Bv, 2014) Duman, GülerThe acquisition of value-related knowledge and the development of values happens at the early stages of child development, especially during preschool education. Thus, a qualified preschool curriculum should include value-related objectives in the affective domain. This study aimed to investigate socio-emotional objectives of Turkish Preschool Curriculum with regard to values education. Objectives were examined through document analysis based on the values within the assessment criteria followed in the study, namely Framework for Action on Values Education in Early Childhood, Living Values Education, and Circular 2010/53of Ministry of National Education of Turkey. The results revealed that out of 17 socio-emotional objectives, 13 objectives were associated with 10 different values. These 10 different values were found to be insufficient when assessed depending on the aforementioned assessment criteria. (C) 2014 The Authors. Published by Elsevier Ltd.Öğe Factor analysis of posttraumatic stress disorder in children experienced earthquakes in Turkey(Naklada Slap, 2009) Bulut, SefaThere are some countries that because of their situation on disaster prone areas, their children are more at risk than the rest of the world. For example, Turkey is located on the first degree earthquake fault lines and thus Turkish children are at risk for developing posttraumatic stress disorder (PTSD) due to exposure to the earthquakes and threat of the anticipated earthquakes as well as aftershocks and other post disaster adversaries. Two hundred 41 and 51 grade students were given OSU Child-PTSD Inventory eleven months after the 1999 Marmara earthquakes in the city of Sakarya. The purpose of the present study was to identify items that characterize fundamental dimensions of PTSD as it is demonstrated by Turkish children. The investigation of underlying dimensions of PTSD was assessed with exploratory principal component factor analysis technique. Factor analysis revealed 4 factor solutions, these appear to be: (1) interpersonal and adjustment problems (2) re-experiencing, (3) foreshortened future and (4) anxiety and avoidance. The results indicate that it may be more useful to re-consider the DSM-IV symptoms into four underlying dimensions. Therefore, psychologists and school counselors should consider these various dimensions of PTSD when developing intervention and treatment programs for disaster victims and students in their schools. Cross cultural differences are also need to be taken into account when applying the western-based knowledge in other countries.Öğe When the confounding effect of optimism meets the collider effect of motivation: Prospective teachers' moral motives and moral stances(Routledge Journals, Taylor & Francis Ltd, 2024) Eren, AltayPrevious studies clearly indicate the importance of exploring factors that influence teachers'/prospective teachers' moral stances on teaching-related ethical concerns. However, none of these studies have specifically examined the moral motives of teachers/prospective teachers based on the activation of their moral regulation systems in personal, interpersonal, and social settings, while considering both the collider effect of motivation strength and the confounding effect of dispositional optimism. Such an investigation could provide deeper insights into teachers' moral stances regarding critical incidents that give rise to ethical concerns within educational environments, particularly during the initial stages of their teaching careers (i.e., teacher education). Therefore, in the current study, prospective teachers' moral motives were examined as predictors of their perceptions regarding unethical teacher behaviors, considering the collider effect of motivation strength and the confounding effect of dispositional optimism. 701 prospective teachers participated in the study. Comprehensive analyses, including preliminary exploratory structural equation modeling (ESEM) and a main analysis (i.e., set-ESEM), were implemented to investigate the relationships between the research variables thoroughly. The results revealed that the moral motives of 'self-restraint' and 'not harming' had a significant negative effect on the moral stances of prospective teachers regarding the adoption of unethical teacher behaviors. In contrast, the 'social order' moral motive had a significant positive effect on their moral stances toward adopting unethical teacher behaviors. In particular, these effects were not due to the collider effect of motivation strength or the confounding effect of dispositional optimism. Theoretical and practical implications were also discussed in the study.Öğe Measurement of science and technology course achievements with different approaches and students' views on these approaches(Assoc Measurement & Evaluation Education & Psychology, 2010) Çetin, Mehmet Oğuzhan; Çakan, MehtapAim of the research is to define how students' successes in science and technology class differ based on various testing formats (multiply choice, essay, and performance task) and what they thought about these formats. Method of the study is relational survey method and sample was 173 fifth grade students in Kaynasli district during 2007-2008. In addition to achievement tests, the students' views on the testing formats were gathered through a questionnaire. The quantitative data was analyed through One-Way ANOVA for repeated measures and two-way ANOVA for mixed measures (split-plot). For the qualitative data, descriptive analysis and content analysis were applied. The students performaned better on multiply choice test than they did on performance tasks and essay exam. Mean differences of girls and boys were not significant. Students demostrated positive thoughts regarding the performance tasks.Öğe Investigating the invariance of non-cognitive skills in countries with different immigration policies: A psychometric network approach(Springer, 2023) Görgün, Güher; Kilmen, SevilayThe 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.Öğe 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 RakıcıoğluUsing 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.Öğe 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, ZekeriyaThe 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.Öğe The direct and indirect predictors of career commitment(Sage Publications Ltd, 2023) Özdemir, Nurten Karacan; Aydın, Gökçen; Aydın, YasinThis 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.Öğe 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, GökçenResearch 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.Öğe Group differences in the emotion regulation during test-taking scale: An explanatory item response modeling approach(Springer, 2023) Kilmen, Sevilay; Bulut, OkanThis 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.Öğe A different approach to evaluation in early childhood curriculum: Learning stories(MDPI, 2022) Cengiz, Gülüzar Şule Tepetaş; Altındağ, AhmetMany 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.Öğe Prospective teachers' professional achievement goal orientations, their self-efficacy beliefs, and perfectionism: A mediation analysis(Elseiver, 2022) Kilmen, SevilayThe 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.Öğe 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, İbrahimMost 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.Öğe Middle school students' mathematical resilience and perceptions of mathematics: A cluster analysis approach(Turkish Education Assoc, 2022) Öztürk, Çağla; Kilmen, SevilayThe 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.
