The aim of this study is to examine school attachment levels of secondary school students in terms of perceived social support and human value. The data of the study was obtained from a total of 317 secondary school students, including 192 girls and 125 boys in the 2014-2015 academic year. A correlational research model was used in this study. In the study, some scales are used as data collection tools as follows: School Attachment Scale developed by Hill and Werner (2006) and adapted to Turkish by Savi (2011), Moral Maturity Scale developed by Dilmaç (1999), Social Support Rating Scale for Children and Adolescents developed by Dubow and Ullman (1989) and adapted to Turkish by Gökler (2007). The correlation and stepwise linear multiple regression analysis are used in the analysis of the data. The analyses are tested with the help of SPSS 16.0 package program with .01 and .05 levels of significance. The findings of the research reveal that perceived teacher social support, perceived friend social support and human value are in the position of being predictors of the school attachment. Implications of these findings are discussed within the context of literature.
Keywords: school attachment, perceived social support, value
This study aims at investigating the mediating effect of psychological resilience on secure attachment and forgiveness among university students. The participants were 293 university students (57% female, 43% male: mean age, 20.96 years; standard deviation (SD), 1.85) selected randomly and who were asked to complete a package, consisting of a Relationships Scale Questionnaire, an Ego Resiliency Scale, a Heartland Forgiveness Scale and a Personal Information Form. The hypothesis tested the mediation effects of psychological resilience between secure attachment and forgiveness using structural equation modeling. The results of the analysis reveal the mediating role of psychological resilience between secure attachment and forgiveness. The findings are discussed in line with the relevant literature available and conclusions are drawn.
The analysis is of political construction subjected to children on civics books in Turkish Republican period of 1928-1948 is purposed in this study. This work processed with qualitative survey, descriptive scanning model is accepted and collected data is analyzed with content analysis technique. Nine civics books which were issued between 1928-1948 are used of sampling. Collected data is studied in three main sections; firstly abolition of the Ottoman political legitimacy, second political issues for the legitimacy of the new regime and third political issues for ensuring the continuation of the new regime's legitimacy. When the data analyzed in a whole point of view, it is seen that they receded from the traditional view; child had viewed as an “independent” individual, idealized as nationalist, modern and loyal to the regime.
Keywords: child, childhood, political construction, civics.
The purpose of this study is to examine the reliability coefficient estimates under the conditions of sample size, number of categories and missing data rates according to the methods of missing data imputation. Within this context, the data sets were generated 20 number of items for sample size 500 and 5000 respectively. The full data sets were deleted under missing completely at random condition by five, ten, twenty and thirty percent. After deleting data sets, missing data techniques 0, mean, regresion and multiple imputation were carried out on incomplete data sets. Reliability coefficients which used this study were Cronbach α, standardised α, Armor‘un θ, Guttman Lambda 4, Guttman Lambda 5, Guttman Lambda 6 and McDonald‘ın ω, and the reliability estimations were compared with the full data sets of the reliability estimations. Results show that regresion and multiple imputation techniques had similar and generally high performance results, but 0 impuations had low performance.
Keywords: Reliability coefficients, missing data, missing data techniques
This study aims to develop a scale on the use of self-regulated L2 learning strategies basing on Oxford's (2011) the Strategic Self-Regulation (S2R) Model. The study was conducted with 305 (232 female, 73 male) participants. In order to determine construct validity, EFA and CFA were applied. Depending on the results of EFA, the scale is composed of 35 items on a 4 point Likert type embedded in 6 dimensions (the total variance explained is 41.625%, factor loadings of 35 items vary from .80 to .35.). CFA confirmed the results of EFA, and the findings showed that the model had acceptable fit (χ2/ df=1298,61/545). The corrected item total correlation values of items in the scale range from .44 to .76. The results of t-test with top 27% and bottom 27% groups revealed that the differences are significant (p<.05) for all items and factors. The overall reliability of the model demonstrated that the model is acceptable with a Cronbach’s alpha statistic of 0.85. The findings reveal that the scale is a valid and reliable instrument which can be used to identify L2 learners' strategy preferences and to what extent they use them in language education contexts.
Keywords: Self-Regulated L2 Learning Strategies, the Strategic Self-Regulation (S2R) Model, Foreign Languages Education, Scale Development
The purpose of this study is to analyze the studies performed in the field of science education between years 2004-2016 using argumentation approach, in terms of publication type, workgroup/sample type, topic of the study and research method. In this regard, online databases, CoHE National Thesis Center, and the booklets of the congress and conferences performed between the mentioned dates were reviewed. Since the objective of the research was set as reviewing the documents obtained from the sources mentioned above, document review, which is a qualitative research method, was used as the research method. In the analysis, the data was categorized for each variable and the documents that are gathered under each category were presented through tables. As a result of the research, it was found that argumentation studies have gained momentum over the years, they reached saturation point in 2014 and after this date a decrease was observed on the number of research. The analysis performed according to publication type showed that the number of articles, papers and graduate theses are close to each other and their proportion is quite high among the works performed in this field. The review of the topics of study revealed that argumentation approach was mostly used in the researches featuring skill, academic achievement, conceptual understanding, nature of science and attitude relationship. In addition, the number of studies using qualitative research methods was remarkable. Finally, some mistakes occurred in the researches were underlined and a set of suggestions was submitted.
The aim of the research is to determine how secondary school students' attitudes towards violent programs are related to personality characteristics and reflected in the pictures they draw. The research was conducted with convergent parallel design from mixed method research designs. The study group of the research is composed of 127 (61 female, 66 male) secondary school students who are studying in 5th, 6th, 7th and 8th grade of a secondary school in the Black Sea Region. Quantitative data were obtained by using the attitude scale towards violent programs developed by the researcher while qualitative data were obtained by drawing an abstract or concrete concept that students likened to their personality characteristics. The results of the research show that female students are less exposed to violent programs than male students and those female students are not affected by negative behaviors in violent programs. On the other hand, it has been found that male students partially model negative behaviors in such programs in their daily lives and violent behaviors they watch in programs when they are in difficult situations. It is thought that media literacy aiming to protect children and adolescents from adverse effects of the media in line with the results of the study should be taught as a compulsory course by adapting to the levels of all age groups in order to raise awareness of the children from the beginning of the school.
The purpose of the present study is to investigate pre-service teachers and teachers’ self-efficacy beliefs in relation to some variables. For this purpose, the present study was designed as a descriptive study employing a general survey model. The universe of the study consists of teachers working in a city of Anatolia in Turkey and fourth-year students from the departments of classroom teacher education, science and technology teacher education, Turkish language teaching and physical education teacher education of the education faculty at a university located in the same city in 2014-2015 academic year. The sampling of the study included 249 teachers and 105 pre-service teachers. The findings of the study revealed that the pre-service teachers’ self-efficacy beliefs do not vary significantly depending on their gender and whether they attend day-time or evening-time classes; yet, their self-efficacy beliefs vary significantly depending on the department attended and reasons for professional preferences. On the other hand, on the teachers’ self-efficacy beliefs, both gender and educational statues do not have a significant impact; however, professional seniority significantly affects their self-efficacy beliefs. Moreover, it was found that the participants of both groups have same level of self-efficacy perceptions of their profession.
In this study, it was investigated how students interpreted the area and which strategies they used in solving area measurement problems. The data of the study were gathered from thirty-nine eighth-graders students studying in a public school of Ankara at the 2015-2016 school year. The study data were collected via open-ended questions involved numerical area calculation problems, mathematical judgment problems and explanation problems and analyzed using content analysis. It has been determined that students interpreted area measurement making contact area and perimeter, between areas of geometric shapes, area invariance and making contact area with length of geometric shapes and used formulas, counting, multi-step strategies in solution process of area measurement problems. It was determined that student’s understanding levels were good understanding, partial understanding and poor understanding.
Keywords: area, area measurement strategy, problem solving.
Peer bullying experienced by children and the methods of intervention are important for the child's social development. The purpose of this research is to examine the views of the teachers about peer bullying and their coping strategies with it. Data were collected using a semi-structured interview questionnaire consisting of 8 pre-school teachers, 8 classroom teachers, 6 school counselors and 8 middle school branch teachers through convenience sampling in the study. The data obtained from the study were grouped by the researchers using the content analysis method. As a result of the research, it has been seen that most of the teachers describe peer violence as "Verbal, physical, psychological / emotional pressure that peers show to each other". While pre-school and classroom teachers stated that they experienced the most physical bullying in their classes, it was seen that middle school branch teachers stated that they had the most verbal bullying in their classes. In addition, most teachers have stated that there are no school policies to prevent peer bullying.
It was aimed to examine the contributions of variables related to trait anxiety, irrational beliefs, self-regulation, age and general average for the prediction of academic procrastination of high school students and in both genders separately. Data was collected by Academic Procrastination Inventory, Irrational Beliefs Scale-Adolescent form, Trait Anxiety Inventory, Adolescent Self-Regulatory Inventory and a questionnaire. The results of regression analysis for the total sample revealed that self-regulation, general average, age and irrational beliefs were respectively significant predictors of academic procrastination, but not trait anxiety. When it was considered whether there are differences between females and males in terms of pattern, it was found that self-regulation is the strongest predictor of academic procrastination in both groups. Also; it was determined that general average and age are significant predictors of academic procrastination but not trait anxiety and irrational beliefs in female sample. Similarly, it was determined that age, general average and irrational beliefs are significant predictors of academic procrastination but not trait anxiety in male sample. In the light of these finding, when prevention and intervention assistance of academic procrastination are planned for high school students, it is useful to take into consideration that this pattern can be differentiated according to sex and has cognitive, affective and behavioral dimensions and it would also be beneficial to include in these programs activities that specifically develop self-regulation skills.
Keywords: Academic procrastination, Trait anxiety, Irrational beliefs, Self-regulation, High school students
Starting from February 2016, the Ministry of Turkish National Education launched a new program on teacher training under the Directive on Initial Teacher Training Process. The aims of this program are to help novice teachers solve adaptation problems, which they may encounter on the region where they worked and get experiences on the education system, schools, classes and students at which they will work. A need emerges to evaluate the effectiveness of this program by exploring the experiences of those who participated in the program. Feedbacks from the participants would help policy makers make the program more functional. The purpose of this study is to evaluate the Initial Teacher Training Program according to the opinions of novice teachers. Using the maximum variety sampling, participants were novice teachers, from fifteen different subject areas, who participated in Initial Teacher Training Program in a city in Western Turkey. Data were collected through a semi-structured interview form developed by the researcher and analyzed using inductive content analysis. Results showed that classroom observations, in-school and out-of-school practices, recommended films and books were useful for novice teachers to improve occupational adjustment, professional knowledge and skills and to get adapted into school, class and students. However, analysis reveal that problems including the lack of understanding of the program by the stakeholders, and the implementation and supervision of the program should be solved. Results of this study suggested that novice teachers, mentor teachers and principals should get informed about the program.
Keywords: novice teacher, program evaluation, teacher education.
The purpose of this study is to determine the predictive power of learning styles on primary school pre-service teachers’ academic achievement. Correlational research design has been used in accordance with the aim of the study. Study sample includes senior fourth-year pre-service teachers who study at Department of Primary School Teaching in Muğla Sıtkı Koçman University in 2014-2015 Fall Semester. Simple random sampling method has been preferred for sampling which allows all individuals the equal possibility of participation. The data of the study were obtained using the "Grasha-Reichman Learning Style Scale". In addition, letter grades used by primary school pre-service teachers are used. The research questions were answered with findings obtained from the research. As a result of the research, it was determined that dominant learning styles of primary school pre-service teachers are participant, dependent and independent learning styles. Furthermore, it was determined that there is a significant difference between the average of primary school pre-service teachers for avoidant, participant and dependent learning style according to gender. It was observed that dominant learning styles of female pre-service teachers are dependent and participant while dominant learning style of male pre-service teachers is avoidant learning style. As a result of the regression analysis conducted to determine the predictive power of learning styles on academic achievement, it was found out that there are significant and moderate multiple correlations between the six learning styles and the academic achievement of the primary school pre-service teachers. Along with this, learning styles together account for 36% of the change in academic achievement. As a result, learning styles are an important predictor of academic achievement.
Keywords: Learning style, academic achievement, primary school pre-service teachers
Engagement occurs when students are inherently eager to pursue a course. Many factors might influence student engagement. From a sociocultural perspective, one such factor might be the classroom social environment. From this point of view, the purpose of this study is to investigate the relationships between student engagement, school social climate, classroom social environment, loneliness, attitudes toward English course, attitudes toward the school and the grade point average. The instrument includes the scales of classroom engagement, school social climate, perceptions of classroom social environment, short form of the UCLA loneliness, attitudes toward English course and school. The data were gathered from 734 high school students. The results of the study indicated that perceptions of classroom social environment, attitudes toward English course, school social climate and grade point average significantly predicted student engagement. Furthermore, perceptions of classroom social environment explained the highest proportion of variance in student engagement.
Keywords: engagement, classroom social environment, school social climate, loneliness
In this study it was aimed to reveal the effects of teachers’ classroom management attitudes on students’ academic, social and emotional development. The study was conducted in phenomenological design which is one of the qualitative research methods. The study group consists of 20 pedagogical formation students in 2015-2016 academic year in Ordu University Faculty of Education. The study group were determined by using typical case sampling method which is one of the purposive sampling methods. The findings reveal that teachers’ classroom management attitudes both have negative and positive effects on students’ academic, social and emotional development. Teachers’ positive classroom management attitudes and behaviours contribute students’ problem solving capability, lead to enthusiasm on teaching and sense of obligation, contribute students’ academic and social development, enhance students’ learning tenacity and self-confidence. Teachers’ negative classroom management attitudes and behaviours have negative effects on students such as being disheartened to school and courses, prejudiced to the teachers and lessons, as well as learning inability, fear, anxiety and lack of confidence. Teachers’ negative attitudes and behaviours in classroom, nourish the feelings of students such as prejudice against the teaching profession, misfortune, remorse, hatred, sadness, insufficiency, anger and resentment. Teachers’ positive attitudes and behaviours keep alive a sense of taking teachers as the role model, and cause the feelings such as fairness, gratitude, happiness/excitement, motivation, humanity, love and respect, self-confidence and positive personality development.