Perfectionism is a personality trait that includes high standards and aims for excellence. The university period is a period in which the individual experiences many changes, gains independence, develops new skills, increases social relations, improves academically and also experiences intense emotions, such as adaptation problems, anxiety, mental fatigue and hopelessness. In this study, the aim is to investigate to what extent the fear of negative evaluation and feelings of inferiority experienced by university students during this period predict their perfectionism. A total of 466 students, determined by the cluster sampling method, comprising 246 females and 220 males, participated in the study. The Frost Multidimensional Perfectionism Scale, the Fear of Negative Evaluation Scale, and the Inferiority Feelings Scale were used to collect the data. Multiple linear regression analysis was used to analyze the data. As a result of the study, it is concluded that negative evaluation fears and inferiority feelings predict perfectionism, while feelings of inferiority are a significant predictor of perfectionism and make the most important contribution.

Keywords: Perfectionism, fear of negative evaluation, feelings of inferiority

DOI : 10.16986/HUJE.2024.515 [HTML]

The purpose of this study is to examine changes in goal setting and planning activities of a lesson study group consisting of three middle-school mathematics teachers. The teachers worked as a group, conducting three study lessons over a period of five months. Data were collected from documents that the teachers developed and used, as well as videotaped observations of their planning meetings. The results showed that teachers shifted their focus from the content towards student engagement with the content when goal setting and planning. As they grappled with the problems of reform mathematics teaching, teachers’ goal statements evolved and new goals emerged. They became more attentive to planning the content and discussing ways to present it. They modified curricular materials based on the students’ current knowledge and skills, anticipated students’ thinking and planned teacher reactions in accordance with meaningful learning. As the teachers began to define more concrete and descriptive implementation steps to achieve their goals, they also developed more specific criteria for success.

Keywords: Mathematics teacher, lesson study, goal setting, planning teaching, professional development

DOI : 10.16986/HUJE.2023.498 [HTML]

The aim of this study is to develop a valid and reliable attitude scale consisting of Likert type items to measure the behaviours of students learning Turkish as a foreign language towards vocabulary development. The prepared scale draft was applied to a group of 191 students, and then the validity and reliability studies of the scale were carried out. The data obtained; exploratory and confirmatory factor analyzes were performed using SPSS 23 and AMOS package programs. For the construct validity of the scale, exploratory factor analysis was performed on the data collected from 191 students. The Kaiser-Meyer-Olkin (KMO) value of the scale is 0.850, and the Barlett's Test of Sphericity value is [χ2 = 2401.241; df= 406; sig.<.000] was found. Factor analysis was carried out after determining the scale's suitability for factor analysis with these values. According to the results of the analysis, items with low factor values and causing overlap were removed from the scale and a Likert-type scale with 18 items was obtained. Pearson correlation coefficients were calculated to determine the relationship between the sum of the items in the scale and the factors. The Cronbach's Alpha reliability coefficient of the scale was found to be .87. The factor loadings obtained as a result of the factor analysis ranged between .53 and .84. The χ2/sd value of the scale is 1.7980; χ2 "p" value is 0.0000; The RMSEA value was found to be 0.065. CFI value of the scale was .928, NFI value was .853, GFI value was .883; RMR value was 0.052, SRMR value was 0.000 and AGFI value was .884. Based on the findings, it can be said that the scale is valid, reliable and can be used to measure the attitudes of students learning Turkish as a foreign language towards improving their vocabulary.

Keywords: Turkish as a foreign language, vocabulary, behaviours, scale development, reliability, validity.

DOI : 10.16986/HUJE.2023.509 [HTML]

This study aims to examine broadly the leadership studies from the past to the present. To do this, it addresses the studies on leadership carried out in the ERIC database from 1965 to the present in terms of leadership qualities, leadership styles, and leadership training based on scientometrics analysis. So, 13258 publications were examined according to year, title, summary, and country. The findings showed that some specific words stood out among the others and the number of studies conducted on these terms has decreased in the years after 2010. In this context, the findings showed that the year 2010 was the cut-off point. When the literature was examined, it was seen that there are similar and different studies with the results of these studies. In this direction, it occurred that the studies related to scientometrics are increasing because of the importance of leadership, and it was suggested that new studies should be made by including different databases, comparing different year intervals, and participating in different fields.

Keywords: Leadership, leadership quality, leadership style, leadership training, scientometrics

DOI : 10.16986/HUJE.2024.516 [HTML]

The purpose of the study was to investigate the effects of a functional thinking intervention on 5th-grade students’ functional thinking skills. The sample was 43 fifth grade students in two public middle schools in Ankara, in which 20 of them constituted the experimental group in one school, and 23 of them constituted the control group in the other school. The experimental group participated in a functional thinking intervention lasting 12 hours (about three weeks). A Functional Thinking Test (FTT) was applied as a pre-and post-test to both groups. The quantitative data was supported by analyzing students’ functional thinking strategies qualitatively. The results showed that there was not a significant mean difference between the experimental and control group at pre-test or post-test. However, the experimental group showed significant pre-to-post gains. Also, experimental group students were significantly better at using variables in defining the function rule after the functional thinking intervention.

Keywords: Functional Thinking, Early Algebra, Recursive Pattern, Covariational Thinking, Correspondence Thinking

DOI : 10.16986/HUJE.2023.511 [HTML]

Emerging adulthood is a critical life stage in which identity development is a prominent task. The main purpose of this study is to find out whether the psychological and social well-being of university students vary depending on their identity statuses, which are derived from the model of Luyckx et al. (2008). 801 university students from different Turkish universities participated in the study. The Dimensions of Identity Development Scale (DIDS), Psychological Well-Being Scale (PWB) and Social Well-being Scale were used to gather data. The findings reveal that psychological and social well-being of university students differs significantly based on their identity statuses. Students with diffused diffusion had the lowest scores of psychological and social well-being among all groups whereas their achieved peers scored the highest. Another finding shows that achieved emerging adults manifest higher levels of psychological and social well-being compared to their foreclosed peers despite having similar levels of commitment. Based on the findings on diffusion, one can conclude that carefree diffusion is a more adaptive identity status than diffused diffusion in terms of well-being. The findings are discussed in terms of their implications for experts working at university settings.

Keywords: identity status, psychological well-being, social well-being, university, emerging adulthood

DOI : 10.16986/HUJE.2024.513 [HTML]

The Social Appearance Anxiety Scale (SAAS) is one of the self-report scales that measure the anxiety that occurs when people form a negative body image about their body and appearance. This study provides a reliability generalization about the internal consistency estimates of the Social Appearance Anxiety Scale, which consists of 16 items and a single factor developed by Hart et al. (2008). As a result of the search in the identified databases, 96 studies were found. In 4 of these studies, the scale was not used, 23 did not report the reliability coefficient and 1 study could not be accessed. Reliability generalization study was conducted with 68 studies including the reliability coefficient of the relevant scale. It was concluded that the average reliability coefficient was .937 [.930 - .943]. As a result of moderator analyses, it was concluded that there was a statistically significant difference in Cronbach's alpha coefficient according to the subcategories of "language of the scale" and "country of the participants" variables, but there was no statistically significant difference according to the subcategories of "language of the article", "sample type" and "field of study" variables and "average age" variable. With this study, it was concluded that it would not be appropriate to generalize, that is, to use reliability induction, since the reliability coefficients of the Social Appearance Anxiety Scale obtained in different languages and different countries differ. It is recommended that the authors calculate reliability estimates for the data sets they have and report the reliability coefficients obtained.

Keywords: social appearance anxiety, reliability, reliability generalization, cronbach alpha, meta-analysis

DOI : 10.16986/HUJE.2024.512 [HTML]

The aim of this quantitative research is to analyze the students' perceptions about the use of smartphones and laptops in the educational process through data science. The sample is composed of 80 students who took the careers of Administration, Commerce, Accounting and Marketing at a Mexican university during the 2017 school year. The results of machine learning (linear regression) indicate that the use of mobile devices in the classroom positively influences the search for information of the courses and realization of school activities through smartphones and laptops. Likewise, data science identifies 4 predictive models about the use of smartphones and laptops in the educational field through the decision tree technique. Finally, the incorporation of mobile devices in the classroom improves the teaching-learning conditions.

Keywords: Mobile devices, higher education, smartphones, laptops, data science, machine learning, educational technology

DOI : 10.16986/HUJE.2023.510 [HTML]

The present study attempted to explore Turkish EFL teachers’ perceptions and views regarding teaching pragmatics and idealized pragmatic norms in English, and to explore a possible relationship between how they perceive teaching pragmatics and idealized pragmatic norms in English. Mixed-method research design was adopted with the help of questionnaires and semi-structured interviews. Concurrent-parallel design was adopted to collect and analyse the qualitative and quantitative data separately. 202 teachers participated in the questionnaires and interviews were held with 9 of them. The findings of the study indicated that Turkish EFL speaker teachers in the Turkish context perceive teaching pragmatics quite important, yet they point out some internal and external factors negatively affecting their teaching experiences such as keeping cultural identity, assessment system, following curriculum and syllabuses. In addition, the present study revealed that, in terms of pragmatic norms in English, teachers hold views closer to EIL (English as an International Language), as they question the norms and ownership of the English language. In light of the findings, recommendations for teaching pragmatics and for future studies were provided.

Keywords: Pragmatics, Pragmatic Norms, Teachers’ Perceptions, English as an International Language (EIL), Education

DOI : 10.16986/HUJE.2024.517 [HTML]

The sexual abuse of the child is a wide-ranging and complex problem with physical, emotional and psychological consequences, with social, moral, cultural and legal dimensions, and when the prevalence rates are analyzed, it is seen that it is a serious problem for all societies. One of the most common strategies used to prevent child sexual abuse is school-based initiatives. So, the purpose of this integrative literature review is to systematically evaluate the evidence of the effectiveness of school-based child sexual abuse prevention programs. In this context, the current study includes 22 articles that meet the criteria for inclusion. The Comprehensive Meta-Analysis (CMA) statistical program was used to calculate the effect sizes of the studies included in the meta-analysis. The mean, standard deviation, sample size, p, t, or f value data reported in the primary studies were used to calculate the effect sizes of the studies included in the meta-analysis. As a result of the analyzes carried out within the scope of the study, it was concluded that school-based education practices aimed at preventing child sexual abuse are highly effective, and that after the prevention programs, the knowledge and skill levels of the children increased widely and these increases were statistically significant. As a result, it can be said that the knowledge and self-protection skills of children can be increased by participating in school-based sexual abuse prevention programs.

Keywords: Child sexual abuse, school-based prevention, meta-analysis

DOI : 10.16986/HUJE.2024.514 [HTML]