EJER 2015 Akademik Teşvik Atıfları Bülteni

Transcription

EJER 2015 Akademik Teşvik Atıfları Bülteni
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
A Quarterly Peer-Reviewed Journal, Year: 15 Issue: 58 / 2015
Üç Ayda Bir Yayımlanan Hakemli Dergi, Yıl: 15 Sayı: 58 / 2015
FOUNDING EDITOR / Kurucu Editör
Veysel Sönmez, Hacettepe University, Ankara, TURKEY
EDITOR / Editörler
Şakir Çınkır, Ankara University, Ankara, TURKEY
CO- EDITORS
Ayşe Çiftçi, Purdue University, IN, USA
Şenel Poyrazlı, Penn State University, PA, USA
Ramazan Baştürk, Pamukkale University / TURKEY
Ahmet Aypay, Eskişehir Osmangazi University, Eskişehir, TURKEY
Bülbin Sucuoğlu, Ankara University, Ankara, URKEY
Kürşad Yılmaz, Dumlupınar University, Kütahya, TURKEY
Hakan Atılgan, Ege Universty, İzmir, TURKEY
INTERNATIONAL EDITORIAL BOARD / Uluslararası Editörler Kurulu
Anita Pipere, Daugavpils University, LATVIA
Aslı Özgün Koca, Wayne State University, USA
Beatrice Adeara, West Chester University,USA
Birgit Pepin, Sor-Trondelag Univ. College / NORWAY
Gerry McNamara, Dublin City University, IRELAND
Danny Wyffels, KATHO University, Kortrijk, BELGIUM
David Bridges, Cambridge University /UK
Ekber Tomul, Mehmet Akif Ersoy University, Burdur TURKEY
Erdinç Duru, Pamukkale University, Denizli, TURKEY
Fatma Hazır Bıkmaz, Ankara University, TURKEY
Hasan Hüseyin Aksoy, Ankara University, Ankara, TURKEY
Iordanescu Eugen, Lucian Blaga University of Sibiu, ROMANIA
Joe O'Hara, Dublin City University / IRELAND
Sven Persson, Malmö University, Malmö, SWEDEN
Theo Wubbels, Univeristiy of Utrecht/ NETHERLAND
Úrsula Casanova, Arizona State University, USA
Yusif Mammadov, Azerbaijan State Pedagogy University, Baku, AZERBIJAN
SAHİBİ VE YAZI İŞLERİ MÜDÜRÜ / Publishing manager
Özer Daşcan
EDITORIAL OFFICE / Yayın Yönetim
Dilek Ertuğrul
Anı Yayıncılık, Kızılırmak Sokak 10/A
06640 Bakanlıklar Ankara, TURKEY
[email protected]
Tel: +90.312 425 81 50 pbx Fax: +90.312 425 81 11
Printing Date / Basım Tarihi: 15. 01. 2015
Printing Address / Matbaa Adresi: Sözkesen Mat. İ.O.S. Mat. Sit. 558 Sk. No: 41 Yenimahalle-Ankara
Yayın Türü: Yaygın Süreli
Cover Design / Kapak Tasarımı: Anı Yayıncılık
Typography / Dizgi: Kezban KILIÇOĞLU
2
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
The ideas published in the journal belong to the authors.
Dergide yayınlanan yazıların tüm sorumluluğu yazarlarına aittir
Eurasian Journal of Educational Research (ISSN 1302-597X) is a quarterely peer-reviewed journal published by
Anı Yayıncılık
Eğitim Araştırmaları (ISSN 1302-597X) Anı Yayıncılık tarafından yılda dört kez yayımlanan hakemli bir dergidir.
© 2015 ANI Publishing. All rights reserved. © 2015 ANI Yayıncılık. Her hakkı saklıdır.
Eurasian Journal of Educational Research (EJER) is abstracted and indexed in;
The Education Resources Information Center (ERIC)
Social Scisearch,
Journal Citation Reports/ Social Sciences Editon,
Higher Education Research Data Collection (HERDC),
Educational Research Abstracts (ERA),
SCOPUS database,
EBSCO Host database, and
ULAKBİM national index.
3
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
İÇİNDEKİLER
The Relationship Between Teacher Leadership, Teacher Professionalism, and Perceived
Stress
Ali Çağatay Kılınç, Necati Cemaloğlu Gökhan Savaş 1-26
Ability Level Estimation of Students on Probability Unit via Computerized Adaptive
Testing
Hacer Özyurt, Özcan Özyurt 27-44
Developing Professional Competence through Assessment: Constructivist and Reflective
Practice in Teacher-Training
John Lalor, Francesca Lorenzı, Justin Ramı 45-66
The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in
a Science Teacher Preparation Program Mızrap Bulunuz. 67-88
Turkish Adaptation of the Utley Geometry Attitude Scale: A Validity and Reliability
Study
Ramazan Avcu,Seher Avcu 89-112
How Do Personality Traits Effect Shame and Guilt?: An Evaluation of the Turkish Culture
Seval Erden, Müge Akbağ 113-134
A Study on Detecting of Differential Item Functioning of PISA 2006 Science Literacy
Items in Turkish and American Samples
Seher Ulutaş, Nükhet Çıkrıkçı Demirtaşlı .135-154
4
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
58. Sayı Hakemleri
Abdulkadir Maskan
Ali Ersoy
Alim Kaya
Aslıhan Osmanoğlu
Filiz Akar
Gökhan Atik
Hakan Atılgan
Hasan Aydın
Hülya Kelecioğlu
Kamile Demir
Kürşat Yenilmez
Murat Boysan
Rahmi Yağbasan
Ramazan Baştürk
Savaş Baştürk
Zekeriya Nartgün
Zülfikar Kaan Deniz
5
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
The Relationship Between Teacher Leadership, Teacher
Professionalism, and Perceived Stress
Ali Çağatay KILINÇ
Necati CEMALOĞLU
Gökhan SAVAŞ
Suggested Citation:
Kılınç, A. Ç., Cemaloğlu, N., & Savaş, G. (2015). The relationship between teacher leadership, teacher professionalism, and perceived stress. Eurasian Journal of Educational
Research, 58, 1-26. http://dx.doi.org/10.14689/ejer.2015.58.5
Abstract
Problem Statement: Teacher leadership has recently attracted the attention of scholars and practitioners due to its promotion of student learning and school improvement. Thus, there is a need for investigating the construct of teacher leadership
and its relationship with various organizational and personal variables. Considering the fact that research on teacher leadership is scarce, the present study may
serve as an important data source for policy makers in regard to developing highquality teaching and learning in schools.
Purpose of the Study: This study sought to examine the relationships between teacher leadership, teacher professionalism, and perceived stress. Teacher leadership
was the dependent variable of the study, whereas teacher professionalism and
perceived stress were the independent variables.
Method: The present study employed a correlational research model where two
independent variables and one dependent variable were used. A total of 302 teachers participated in the study. The Teacher Leadership Scale, Teacher Professionalism Scale, and Perceived Stress Scale were used to gather data. Descriptive
statistics, Pearson’s product-moment correlation coefficients, and a stepwise multiple-regression analysis were used to analyze the data.
Findings: Results indicated that there were positive and significant relationships
between teacher professionalism and dimensions of teacher leadership, such as

Dr., Karabük University, Faculty of Letters, Department of Educational Sciences, e-mail: [email protected]

Dr.Gazi University, Gazi Faculty of Education, Department of Educational Sciences, e-mail: [email protected]

Deputy Principal., Kastamonu Vocational and Technical Anatolian High School, e-mail: [email protected]
6
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
institutional improvement (r = .35, p < .01), professional improvement (r = .36, p <
.01), and collaboration among colleagues (r = .20, p < .01). However, there were
negative and significant relationships between perceived stress and dimensions
of teacher leadership, such as institutional improvement (r = -.28, p < .01), professional improvement (r = -.35, p < .01), collaboration among colleagues (r = -.30, p
< .01), and teacher professionalism (r = -.21, p < .01). Professionalism and perceived stress together explained 16% of the total variance in the institutionalimprovement dimension, 21% in the professional-improvement dimension, and
11% in the collaboration-among-colleagues dimension.
Conclusion and Recommendations: Results confirmed that teacher professionalism
and perceived stress were important variables predicting teacher leadership. In
this regard, an organizational structure supporting the professional behaviors of
teachers and minimizing the factors causing them to experience stress should be
created, and a school’s organizational structure should be supported by a healthy
organizational climate to promote teacher leadership.
Keywords: Teacher leadership, teacher professionalism, perceived stress, teacher
References
Abel, M. H., & Sewell, J. (1999). Stress and burnout in rural and urban secondary school teachers. The Journal of Educational Research, 92(5), 287-292.
Barth, R. S. (1990). Improving schools from within. Teachers, parents, and principals can make the
difference. San Francisco, CA: Jossey-Bass.
Bayhan, G. (2011). Öğretmenlerin profesyonelliğinin incelenmesi [Examining teacher professionalism] (Unpublished doctoral dissertation). Marmara University, Istanbul, Turkey.
Beachum, F., & Dentith, A. M. (2004). Teacher leaders creating cultures of school renewal
and transformation. The Educational Forum, 68(3), 276-286.
Beycioğlu, K. (2009). İlköğretim okullarında öğretmenlerin sergiledikleri liderlik rollerine ilişkin bir
değerlendirme (Hatay ili örneği) [An analysis of teacher leadership roles in elementary
schools (The case of Hatay province)] (Unpublished doctoral dissertation). İnönü
University, Malatya, Turkey.
Beycioğlu, K., & Aslan, B. (2010). Öğretmen liderliği ölçeği: Geçerlik ve güvenirlik çalışması
[Teacher leadership scale: A validity and reliability study]. İlköğretim Online, 9(2),
764-775.
Beycioğlu, K., & Aslan, B. (2012). Öğretmen ve yöneticilerin öğretmen liderliğine ilişkin görüşleri: Bir karma yöntem çalışması [Teachers and administrators’ views on teacher
leadership: A mixed methods study]. Kuram ve Uygulamada Eğitim Yönetimi, 18(2),
191-223.
Borg, M. F., & Falzon, J. M. (1989). Stress and job satisfaction among primary school teachers
in Malta. Educational Review, 41(3), 271-279.
7
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni Jr., A. J. (1995). A structural model of the
dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49-67.
Boyt, T. E., Lusch, R. F., & Naylor, G. (2001). The role of professionalism in determining job
satisfaction in professional services: A study of marketing researchers. Journal of Service Research, 3(4), 321-330.
Burchielli, R., & Bartram, T. (2006). ‘Like an iceberg floating alone’: A case study of teacher
stress at a Victorian primary school. Australian Journal of Education, 50(3), 312-327.
Can, N. (2006). Öğretmen liderliğinin geliştirilmesinde müdürün rol ve stratejileri [The roles
and the strategies of the principal in improving teacher leadership]. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, 349-363.
Can, N. (2009a). Öğretmen liderliği [Teacher leadership]. Ankara: Pegem Akademi.
Can, N. (2009b). Öğretmenlerin sınıfta ve okulda liderlik davranışları [The leadership behaviours of teachers in classrooms and schools]. Gaziantep Üniversitesi Sosyal Bilimler
Dergisi, 8(2), 385-399.
Carlgren, I. (1999). Professionalism and teachers as designers. Journal of Curriculum Studies,
31(1), 43-56.
Cerit, Y. (2013). Okulun bürokratik yapısı ile sınıf öğretmenlerinin profesyonel davranışları
arasındaki ilişki [The relationship between bureaucratic school structure and classroom teachers’ professional behaviours]. Kuram ve Uygulamada Eğitim Yönetimi, 18(4),
497-521.
Chan, D. W. (1998). Stress, coping strategies, and psychological distress among secondary
school teachers in Hong Kong. American Educational Research Journal, 35(1), 145-163.
Childs-Bowen, D., Moller, G., & Scrivner, J. (2000). Principals: Leaders of leaders. NASSP
Bulletin, 84, 27-34.
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 386-396.
Coleman, M. R., Gallagher, J. J., & Job, J. (2012). Developing and sustaining professionalism
within gifted education. Gifted Child Today, 35(1), 27-36.
Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer.
Day, C. (2000). Effective leadership and reflective practice. Reflective practice: International and
Multidisciplinary Perspectives, 1(1), 113-127.
Day, C., Flores, M. A., & Viana, I. (2007). Effects of national policies on teachers' sense of
professionalism: Findings from an empirical study in Portugal and in England, European. Journal of Teacher Education, 30(3), 249-265.
Demirkasımoğlu, N. (2010). Defining “Teacher Professionalism” from different perspectives.
Procedia Social and Behavioral Sciences, 9, 2047-2051.
Dowling, F. (2006). Physical education teacher educators' professional identities, continuing
professional development and the issue of gender equality. Physical Education and
Sport Pedagogy, 11(3), 247-263.
8
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Erçetin, Ş. Ş., Hamedoğlu, M. A., & Çelik, S. (2008). Mobbing in primary schools: A case
study for Hendek country, Sakarya. World Applied Sciences Journal, 3(6), 945-955.
Evans, L. (2011). The ‘shape’ of teacher professionalism in England: Professional standards,
performance management, professional development and the changes proposed in
the 2010 White Paper. British Educational Research Journal, 37(5), 851-87.
Folkman, S., & Moskowitz, J. T. (2000). Stress, positive emotion and coping. Current Directions in Psychological Science, 9(4), 115-118.
Frost, D. (2008). Teacher leadership: Values and voice. School Leadership and Management,
28(4), 337-352.
Frost, D., & Harris, A. (2003). Teacher leadership: Towards a research agenda. Cambridge
Journal of Education, 33(3), 479-498.
Fullan, M. (1994). Teacher leadership: A failure to conceptualize. In Walling, D. R. (Ed.),
Teachers as leaders, pp. 241-253. Bloomington, IN.: Phi Delta Kappa Educational Foundation.
Furlong, J. (2001) Reforming teacher education, re-forming teachers: Accountability, professionalism and competence. In, R. Philip & J. Furlong (Eds.), Education reform and the
state: Twenty five years of politics, policy and practice (pp. 118-135). London: Routledge/Falmer.
Galland, C. (2008). Effective teacher leadership: A quantitative study of the relationship between
school structures and effective teacher leaders (Doctoral dissertation). Retrieved from
ProQuest Dissertations and Thesis database. (UMI No. 3371055)
Gordon, S. P. (2004). Professional development for school improvement: Empowering learning communities. Boston: Allyn and Bacon.
Grady, M. P., Helbling, K. C., & Lubeck, D. R. (2008). Teacher professionalism since a nation
at risk. Phi Delta Kappan, 89(8), 603-607.
Grant, C. (2006). Emerging voices on teacher leadership: Some South African view. Educational Management Administration & Leadership, 34(4), 511-532.
Hall, C., & Schulz, R. (2003). Tensions in teaching and teacher education: Professionalism
and professionalisation in England and Canada. Compare: A Journal of Comparative and
International Education, 33(3), 369-383.
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and
Teaching: Theory and Practice, 6(2), 151-182.
Harris, A. (2002a). Improving schools through teacher leadership. Education Journal, 59, 2223.
Harris, A. (2002b). Distributed leadership in schools: Leading or misleading? Management in
Education, 16(5), 10-13.
Harris, A. (2003). Teacher leadership as distributed leadership: Heresy, fantasy or possibility? School Leadership & Management, 23(3), 313-324.
Harris, A. (2005). Teacher leadership: More than just a feel-good factor? Leadership and Policy
in Schools, 4(3), 201-219.
9
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Harris, A., & Muijs, J. (2003a). Teacher leadership: Principles and practice. National College for
School
Leadership.
Retrieved
December
12,
2013
from
http://dera.ioe.ac.uk/5132/1/download%3Fid%3D17417%26filename%3Dteacherleadership-principles-practice-full report.pdf
Harris, A., & Muijs, J. (2003b). Teacher leadership and school improvement. Education Review, 16(2), 39-42.
Helsby, G. (1995). Teachers' construction of professionalism in England in the 1990s. Journal
of Education for Teaching: International Research and Pedagogy, 21(3), 317-332.
Helterbran, V. R. (2010). Teacher leadership. Overcoming "I'm just a teacher" syndrome.
Education, 131(2), 363-371.
Hildebrandt, S. A., & Eom, M. (2011). Teacher professionalization: Motivational factors and
the influence of age. Teaching and Teacher Education, 27, 416-423.
Işıkhan, V. (2004). Çalışma hayatında stres ve başa çıkma yolları [Ways of coping with stress at
work]. Ankara: Sandal.
Katzenmeyer. M., & Moller, G. (2009). Awakening the sleeping giant. Helping teachers develop as
leaders (3rd ed.). Thousand Oaks, California: Corwin.
Kincheloe, J. C. (2004). The knowledges of teacher education: Developing a critical complex
epistemology. Teacher Education Quarterly, 31, 49-66.
Klassen, R. M. (2010). Teacher stress: The mediating role of collective efficacy beliefs. The
Journal of Educational Research, 103(5), 342-350.
Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers.
British Journal of Educational Psychology, 77, 229-243.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53 (1),
27-35.
Lambert, L. (1998). How to build leadership capacity. Educational Leadership, 55(7), 17-19.
Lambert, L. (2003a). Leadership capacity for lasting school improvement. Alexandria, Virginia:
Association for Supervision and Curriculum Development.
Lambert, L. (2003b). Leadership redefined: An evocative context for teacher leadership.
School Leadership & Management, 23(4), 421-430.
Lambert, R. G., McCarthy, C., O'Donnell, M., & Wang, C. (2009). Measuring elementary teacher stress and coping in the classroom: Validity evidence for the classroom appraisal of resources and demands. Psychology in the Schools, 46(10), 973-988.
Lashway, L. (1998). Teacher leadership. Research Roundup, 14(3), 2-5.
Lazarus, R. S. (1990). Theory-based stress management. Psychological Inquiry, 1(1),
3-13.
Lazarus, R. S. (1993). From psychological stress to the emotions: A history of changing outlooks. Annual Review of Psychology, 44, 1-21
Lazarus, R. S. (2006). A new synthesis. Stress and emotion. New York, NY: Springer.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. New York, NY: Springer.
10
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Leithwood, K. (2003). Teacher leadership: Its nature, development, and impact on schools
and students. In M. Brundrett, N. Burton, R. Smith (Eds.), Leadership in education (pp.
103-117). Thousand Oaks, CA: Sage.
Leithwood, K., & Jantzi, D. (2000). Principal and teacher leadership effects: A replication.
School Leadership & Management, 20(4), 415-434.
Locke, T., Vulliamy, G., Webb, R., & Hill, M. (2005). Being a ‘professional’ primary school
teacher at the beginning of the 21st century: A comparative analysis of primary teacher professionalism in New Zealand and England. Journal of Education Policy, 20(5),
555-581.
Mearns, J., & Cain, J. E. (2003). Relationships between teachers' occupational stress and their
burnout and distress: Roles of coping and negative mood regulation expectancies.
Anxiety, Stress & Coping: An International Journal, 16(1), 71-82.
Muijs, D., & Harris, A. (2007). Teacher leadership in (In)action. Educational Management Administration & Leadership, 35(1), 111-134.
Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and
stress, work satisfaction, empowerment, and professionalism. Educational Research
Quarterly, 29(1), 38-54.
Pithers, R. T., & Soden, R. (1998) Scottish and Australian teacher stress and strain: A comparative study. British Journal of Educational Psychology, 68(2), 269-279.
Platsidou, M., & Agaliotis, I. (2008). Burnout, job satisfaction and instructional assignmentrelated sources of stress in Greek special education teachers. International Journal of
Disability, 55(1), 61-76.
Rizvi, M., & Elliott, B. (2007). Enhancing and sustaining teacher professionalism in Pakistan.
Teachers and Teaching: Theory and Practice, 13(1), 5-19.
Rutledge, L. (2009). Teacher leadership and school improvement: A case study of teacher participating in the teacher leadership network with a regional education service center (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No.
3370158)
Sezgin, F. (2012). İlköğretim okulu öğretmenlerinin psikolojik dayanıklılık düzeylerinin incelenmesi [Investigating the psychological hardiness levels of primary school teachers].
Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 20(2), 489-502.
Smylie, M., & Denny, J. (1990). Teacher leadership: Tensions and ambiguities in organizational perspective. Educational Administration Quarterly, 26(3), 235-259.
Thomson, P., & Blacmore, J. (2006). Beyond the power of one: Redesigning the work of
school principals. Journal of Educational Change, 7(3), 161-177.
Travers, C. J., & Cooper, C. L. (1996). Teachers under pressure: Stress in the teaching professor.
London: Routledge.
Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217-247.
11
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Tschannen-Moran, M., Parish, J., & DiPaola, M. F. (2006). School climate and state standards:
How interpersonal relationships influence student achievement. Journal of School Leadership, 16, 386-415.
Tsiakkiros, A., & Pashiardis, P. (2006). Occupational stress among Cyprus headteachers:
Sources and coping strategies. Staff Issues and Professional Development, 34(2), 100-114.
Van Dick, R., & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71, 243-259.
Van Dick, R., & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71, 243-259.
Xie, D. (2008). A study of teacher leadership and its relationship with school climate in American
public schools: Findings from SASS, 2003-2004 (Doctoral dissertation). Retrieved from
ProQuest Dissertations and Thesis database. (UMI No. 3303476)
Yerlikaya, E. E., & İnanç, B. (2007, Ekim). Algılanan Stres Ölçeği’nin (ASÖ) Türkçe çevirisinin
psikometrik özellikleri [The psychometric qualities of perceived stress scale Turkish
translation]. Paper presented in IX. National Congress of Counseling and Guidance,
Dokuz Eylül University, İzmir, Turkey.
Zurlo, M. C., Pes, D., & Cooper, C. L. (2007). Stress in teaching: a study of occupational stress
and its determinants among Italian schoolteachers. Stress and Health, 23(4), 231-241.
12
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Ability Level Estimation of Students on Probability Unit via
Computerized Adaptive Testing
Hacer ÖZYURT*
Özcan ÖZYURT**
Suggested Citation:
Özyurt, H. & Özyurt, Ö. (2015). Ability Level Estimation of Students on Probability Unit via
Computerized Adaptive Testing. Eurasian Journal of Educational Research, 58, 27-44.
http://dx.doi.org/10.14689/ejer.2015.58.7
Abstract
Problem Statement: Learning-teaching activities bring along the need to determine
whether they achieve their goals. Thus, multiple choice tests addressing the same
set of questions to all are frequently used. However, this traditional assessment
and evaluation form contrasts with modern education, where individual learning
characteristics are featured. Hence, the use of Computerized Adaptive Testing
(CAT) systems, which set the difficulty level in accordance with the ability levels
of individuals, is spreading. However, these systems are not prevalent in Turkey.
Therefore, it is important to develop and assess a CAT system to be integrated into Turkish curriculum.
Purpose of Study: The purpose of this study is to develop a CAT system that can be
used in the sub-levels of Turkish curricula (high school) and assess it in terms of
reliability.
Methods: In this study, a CAT system aimed at the sub-topics (permutation, combination, binomial expansion, and probability) of the unit of probability covered
in 11th grade mathematics was developed. Estimation sensitivity of the developed
CAT system, from lower to higher ability levels, was assessed. To this end, an exam was implemented in a high school located in Trabzon in the 2011-2012 fall
semester. Eighty-four 11th graders participated in the implementation. Using the
data derived from the implementation, reliability coefficient values of each learner were calculated. System records were used for data collection.
Results: Reliability coefficient values for each student in 5 different exams - permutation, combination, binomial expansion, probability, and end-of-unit - were
calculated. Findings of the study indicated that the developed CAT system pro* Dr. Department of Software Engineering, Karadeniz Technical University, Trabzon. e-mail: [email protected]
** Dr. Department of Software Engineering, Karadeniz Technical University, Trabzon. e-mail:
[email protected]
13
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
duced tests with high reliability for all subjects. Average reliability coefficient
values for each subject were found as 0.93, 0.93, 0.88, 0.93, and 0.91.
Discussion and Conclusion: By addressing questions from lower to higher levels,
which are appropriate to the ability level of each learner, CATs increase sensitivity and reliability of measurement. The developed CAT system addresses questions appropriate for the ability level of the learner, which increases sensitivity in
measurement. In addition, it was observed that CAT systems developed for exams have the characteristic of making sensitive measurements ranging from lower to higher levels. This study, in relation to UZWEBMAT-CAT assessment,
proved that CAT systems can safely be used within Turkish curriculum.
Keywords: Computerized adaptive testing, individual assessment, individual differences, ability level estimation, adaptive testing.
References
Baki, A. (2008). Teoriden pratiğe matematik eğitimi [Mathematics education from theory to practice]. Ankara: Harf Eğitim Yayıncılık.
Bejar, I. I., Weiss, D. J., & Gialluca, K .A. (1977). An information comparison of conventional
and adaptive tests in the measurement of classroom achievement (RR 77-7). Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods
Program.
Bulut, O., & Kan, A. (2012) Application of computerized adaptive testing to entrance examination for graduate studies in Turkey. Eurasian Journal of Educational Research, 49,
61-80.
Choi, S. W., Reise, S. P., Pilkonis P. A., Hays, R. D., & Cella, D. (2010). Efficiency of static and
computer adaptive short forms compared to full-length measures of depressive
symptoms. Quality of Life Research, 19(1), 125-136.
Fliege, H., Becker, J., Walter, O. B., Bjorner J. B., Klapp, B. F., & Rose M. (2005). Development
of a computer-adaptive test for depression (D-CAT). Quality of Life Research, 14(1),
2277–2291.
Frey, A., & Seitz, N .N. (2011). Hypothetical use of multidimensional adaptive testing for the
assessment of student achievement in the programme for international student assessment. Educational and Psychological Measurement, 71(3), 503-522.
Georgiadou, E., Triantafillou, E., & Economides, A.A. (2006). Evaluation parameters for
computer-adaptive testing, British Journal of Educational Technology, 37(2), 261-278.
Gouli, E., Kornilakis, H., Papinakolaou, K., & Grigoriadou, M. (2001). Adaptive Assessment
Improving Interaction in an Educational Hypermedia System. Proceedings of the PanHellenic Conference with International Participation in Human-Computer Interaction, 217- 222.
14
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Hambleton, R.K. (1990). Item response theory: Introduction and bibliography. Psicothema,
2(1), 97-107.
Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of Item Response
Theory. California: SAGE Publications.
Huang, Y-M., Lin, Y-T., & Cheng, S-C. (2009). An adaptive testing system for supporting
versatile educational assessment. Computers & Education, 52(1), 53-67.
Koong C-S., & Wu, C-Y. (2010). An interactive item sharing website for creating and conducting on-line testing. Computers & Education, 55(2010), 131–144.
Lilley, M. (2007). The development and application of computer-adaptive testing in a higher education environment. Unpublished doctoral dissertation, Hertfordshire University, England.
Liu, Y-C., & Chen, P-J. (2012). Discovering discriminative test items for achievement tests.
Expert Systems with Applications, 39(1), 1426-1434.
López-Cuadrado, J., Perez, T. A., Vadillo, J. A., & Arruabarrena, R. (2002). Integrating adaptive testing in an educational system. In Proc, First International Conference on Educational Technology in Cultural Context: ETCC2002, Joensuu, Finland, 133-149
López-Cuadrado, J., Armendariz, A., & Perez, T.A. (2006). Adaptive evaluation in an elearning system architecture. Current Developments in Technology-Assisted Education,
1507-1511.
Lunz, M. E., Bergstrom, B. A., & Gershon, R. C. (1994). Computer adaptive testing. International Journal of Educational Research, 21(6), 623-634.
Marinagi, C. C., Kaburlasos, V. G., & Tsoukalas, V. T. (2007). An architecture for an adaptive
assessment tool. 37th ASEE/IEEE Frontiers in Education Conference, Milwaukee,
WI.
Önder, İ. (2007). An investigation of goodness of model data fit. Hacettepe University Journal
of Education, 32, 210-220.
Özdamar, K. (2004). Paket programlarla veri analizi [Statistical data analysis through packages].
Eskişehir: Kaan Yayıncılık.
Özyurt, Ö., Özyurt, H., & Baki, A. (2013). Design and development of an innovative individualized adaptive and intelligent e-learning system for teaching-learning of
probability unit: Details of UZWEBMAT. Expert Systems with Applications, 40(8),
2914-2940.
Öztuna, D. (2008). Kas iskelet sistem sorunlarının özürlülük değerlendiriminde bilgisayar uyarlamalı test yönteminin uygulanması [Implementing computer adaptive testing method to
estimate disability levels in musculoskeletal system disorders]. Unpublished doctoral dissertation, Ankara Üniversitesi Sağlık Bilimleri Enstitüsü. Ankara.
Ponsoda, V. (2000). Overview of computerized adaptive testing special section. Psicologica,
21(1), 115-120.
15
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Reckase, M. D. (2010). Designing item pools to optimize the functioning of a computerized
adaptive test. Psychological Test and Assessment Modeling, 52(2), 127-141.
Rios, A., Millán, E., Trella, M., Pérez-de-la-Cruz, J. L., & Conejo, R. (1999). Internet based evaluation system. In Proceedings of the 9th World Conference of Artificial Intelligence
and Education AIED'99, 387-394.
Rudner, L.M. (2002). An examination of decision-theory adaptive testing procedures. Conference
of American Educational Research Association, New Orleans, April 1-5.
Semerci, Ç., & Bektaş, C., 2005. New approaches in ensuring the validity of internet-based
measurements. The Turkish Online Journal of Educational Technology, 4(1), 130-134.
Thissen, D. (2000). Reliability and measurement precision. In: H. Wainer (Ed). Computerized
adaptive testing: A primer (159-183), Mahwah, NJ: Lawrence Erlbaum Associates.
Vispoel, W. P., Rocklin, T. R., & Wang, T. (1994). Individual differences and test administration procedures: a comparison of fixed-item, computerized-adaptive, and selfadapted testing. Applied Measurement in Education, 7(1), 53-79.
Walter O. B., Becker J., Bjorner J. B., Fliege, H, Klapp, B. F., & Rose M. (2007). Development
and evaluation of a computer adaptive test for 'anxiety' (Anxiety-CAT), Quality of
Life Research, 16(1), 143–155.
Weiss, D. J. (1982) Improving measurement quality and efficiency with adaptive testing.
Applied Psychological Measurement, 6, 473-492.
Weiss, D. J. (1985). Adaptive testing by computer. Journal of Consulting and Clinical Psychology, 53(6), 774-789.
Weiss, D. J. (2004). Computerized adaptive testing for effective and efficient measurement in
counseling and education. Measurement and Evaluation in Counseling and Development, 37(2), 70-84.
Wise, S. L., & Kingsbury, G .G. (2000). Practical issues in developing and maintaining a
computerized adaptive testing program. Psicológica, 21, 135-155.
16
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Developing Professional Competence through Assessment:
Constructivist and Reflective Practice in Teacher-Training
John LALOR*
Francesca LORENZI**
Justin RAMI***
Suggested Citation:
Lalor, J. Lorenzi, F. & Rami, J. (2014). Developing professional competence through assessment: constructivist and reflective practice in teacher-training. Eurasian Journal of
Educational Research, 58, 45-66. http://dx.doi.org/10.14689/ejer.2015.58.6
Abstract
Problem Statement: Traditional forms of assessment such as essays and end of term
examinations are still widely used in higher education in Ireland as the sole assessment method. These forms of assessment, while they may be valid and reliable approaches for collecting evidence of the acquisition of theoretical knowledge,
rarely afford students the opportunity to apply knowledge to key professional
scenarios. In the context of teacher education, if the aim is to develop teacher
competence beyond the mere possession of technical skills then appropriate pedagogic and curriculum interventions need to be developed, implemented and
evaluated.
Purpose of Study: This paper argues that reflection and experiential learning should be infused through effective assessment strategies and embedded in the training and formation of trainee-teacher attributes. The authors draw on their experience as lecturers and module/course designers for an ‘Assessment’ module
within a teacher-training degree programme in a School of Education in the Republic of Ireland.
Methods: This paper presents the findings of a 4-year study, which adopted a multi-methods approach. The research was conducted using both numerical and qualitative tools. A primary focus of the research used student reflection to generate
relevant data suitable for analysis and this was then triangulated with module
evaluations and numerical performance data. The paper describes the research
that used constructivist principles to help foster the development of assessment
competence through a cycle of action/critical reflection/revised action within an
assessment portfolio design.
Corresponding author: Dr. School of Education Studies, Dublin City University.e-mail:
[email protected]
** Dr. School of Education Studies, Dublin City University.e-mail: francesca.lorenzi @dcu.ie
*** Dr. School of Education Studies, Dublin City University.e-mail: [email protected]
*
17
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Findings and Results: The research demonstrates that a learner-centred approach to
assessment not only helps the student/trainee teacher in the development of their
own professional competence but also shows teacher educators that they need to
experience learning and reflection at a deep level in order to be able to develop
the professional competence required of them as future teachers.
Conclusions and Recommendations: Those students who participated in the study
expressed their appreciation of the value of portfolio assessment and indicated
that they would be prepared to use it in their future professional contexts. The research suggested that a number of recommendations be considered and these include enabling students to make sense of knowledge through reflection, and the
design of assessments, which replicate authentic professional scenarios and require decision-making, in order to assist in developing a reflective capacity for appropriate professional judgment.
Keywords: Teacher Training; Assessment; Reflection; Experiential-learning;
Competences
References
Arter J. A. & Spandell, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice 11 (1) 3-44.
Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal 93, 373-397.
Biggs, J. (1999). What the student does: Teaching for quality learning at university. Buckingham:
Open University Press.
Biggs, J., & Tang, C. (1998). Assessment by portfolio: Constructing learning and designing
teaching. In P. Stimpson, & P. Morris (Eds.), Curriculum and Assessment for Hong Kong:
Two components, one system (pp. 443-462). Hong Kong: Open University of Hong
Kong Press.
Bouchard, T. J., Jr. (1976). Unobtrusive measures: An Inventory of uses. Sociological Methods
and Research, (4), 267-300.
Boud, D. (2000). Sustainable Assessment: rethinking assessment for the learning society.
Professional Education, 22 (2), 151-167.
Cannella, G. S., & Reiff, J. C. (1994). Individual constructivist teacher education: Teachers as
empowered learners. Teacher Education Quarterly, 21(3), 498-429.
Creswell, J. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches.
Thousand Oaks, California: Sage Publications.
Darlington, Y. & Scott, D. (2002). Qualitative Research in Practice: Stories from the field. Australia: Allen and Unwin.
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods. New
York: McGraw-Hill.
18
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Denzin, N. K. (1989). Interpretive interactionism. Newbury Park, CA: Sage.
Dewey, J. (1916). Democracy and Education. An introduction to the philosophy of education (1966
edn.). New York: Free Press.
Dewey, J. (1938). Experience and Education. New York: Collier Books.
Freire, P. (1970). Cultural action for freedom. The Harvard educational review. Monograph series, no. 1. Massachusetts: Cambridge.
Gardner, F. (2009). Affirming values: using critical reflection to explore meaning and professional practice. Reflective Practice: International and Multidisciplinary Perspectives, 10 (2)
179-190
Glaser, B.G. & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative
Research. Chicago: Aldine Publishing Company.
Hickson, H. (2011). Critical reflection: reflecting on learning to be reflective. Reflective Practice, 12 (6), 829-839.
Janssen-Noordman, A., Merrienboer, J., Van Der Vleuten, C. & Scherpbier, A. (2006). Design
of integrated practice for learning professional competences. Medical Teacher, 28 (5),
447-452.
Jick, T. D. (1979). Mixing qualitative and quantitative methods: Triangulation in action. Administrative Science Quarterly, 24, 602–611.
Lane, R., McMaster., Adnum, J, & Cavanagh, M. (2014). Quality reflective practice in teacher
education: a journey towards shared understanding. Reflective Practice: International
and Multidisciplinary Perspectives, 15:4, 481-494.
Larrivee, B. (2000). Transforming teaching practice: becoming the critically reflective teacher.
Reflective Practice, 1 (3), 293-307.
Lemaitre, D., Le Prat, R. De Graaf, E. & Bot L. (2006). Editorial: Focusing on competence.
European Journal Education 31 (1), 45 -53.
Lyotard, J. (1992). The Post-modern Condition: A Report on knowledge. Manchester: Manchester
University Press.
Mason, J. (2006). Mixing Methods in a Qualitatively-Driven Way. Qualitative Research, Vol. 6,
No. 1, 9-26.
Noddings, N. (2004). “Is teaching a practice?” In Education and Practice. Upholding the Integrity of Teaching and Learning (pp. 159-170). Oxford: Blackwell Publishing
Pennel, W.R., Fishman, B. J. Yamaguchi, R. & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation.
American Educational Research Journal, 44 (4), 921-958.
Piaget, J. (1972). Psychology and Epistemology: Towards a Theory of Knowledge. Harmondsworth:
Penguin.
19
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Regehr, G. & Norman, G. R. (1996). Issues in cognitive psychology: implications for professional education. Academic Medicine 71 (9), 988-1001.
Ritchie, J. & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A.
Bryman, & R. G. Burgess (Eds.), Analyzing qualitative data (pp.173- 194). London:
Routledge.
Schön, D. (1983). The Reflective Practitioner: how professionals think in action. London: Temple
Smith.
Srivastava, A. & Thomson, S. B. (2009). Framework Analysis: A Qualitative Methodology for
Applied Policy Research. JOAAG, Vol. 4. No. 2.
Tashakorri, A. & Teddlie, C. (2003c). Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, CA: Sage Publications.
Tashakkori, A. & Teddlie, C. (Eds). (1998). Mixed methodology: combining the qualitative and
quantitative approaches. Thousand Oaks, CA: Sage PublicationsThrelfall, S.J., (2014). Ejournals: towards critical and independent reflective practice for students in higher
education. Reflective Practice: International and Multidisciplinary Perspectives, 15:3
pp.317-332.
Threlfall, S. J., (2014). E-journals: towards critical and independent reflective practice for
students in higher education. Reflective Practice: International and Multidisciplinary Perspectives, 15:3, 317-332.
Tisani, N. (2008). Challenges in producing a portfolio for assessment: in search of underpinning educational theories. Teaching in Higher Education, 13 (5), 549-557.
Van Huizen, P., Van Oers B. & Wubbels T. (2005). A Vygotskian perspective on teacher education. Curriculum Studies, 37 (3), 267-290.
20
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
The Role of Playful Science in Developing Positive Attitudes
toward Teaching Science in a Science Teacher Preparation Program
Mızrap BULUNUZ*
Suggested Citation:
Bulunuz, M. (2015). The role of playful science in developing positive attitudes toward teaching science in a science teacher preparation program. Eurasian Journal of Educational Research, 58, 67-88.
http://dx.doi.org/10.14689/ejer.2014.55.2
Abstract
Problem Statement: Research studies indicate that teachers with negative attitudes toward science tend to use didactic approaches rather than approaches based
on students’ active participation. However, the reviews of the national academic
literature in Turkey located a few research studies on the relationship between
playful science experiences and attitudes toward science. This study examines the
following components of attitudes: a) enjoyment of learning science and b) interest and motivation toward science, the nature of the classroom environment, and
the content of group work.
Purpose of the Study: The purpose of this study was to determine preservice science teachers’ attitudes on the roles of playfulness, content of group work, and
the class atmosphere after taking a two-semester required science methods course.
Methods: Data were collected by a survey and an open-ended question to examine the role of playful science experiences and positive classroom atmosphere on
preservice science teachers’ attitudes toward learning and teaching science.
Forty-two preservice teachers participated in the study, 18 males and 24 females
with an average age of 20. The course was designed to model inquiry-based science teaching, and it focused on discrepant event demonstrations and fun and
playful hands-on activities for preservice teachers.
*Dr.
Department of Elementary Education, Uludag University, Bursa, Turkey. [email protected];
[email protected]
21
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Findings and Results: Preservice teachers’ high mean ratings and significant correlations were found on methods course variables. The best predictors of developing a positive attitude toward science learning and teaching were playful activities in the methods course made learning easier and playful activities relieved boredom. These variables explained 43% of the variance. The most frequently mentioned playful/fun activities were making a terrarium, experimenting with mirrors
and lenses, examining the effect of air pressure with a balloon in a flask, making a
hydrogen balloon, and conducting a science fair project. Preservice teachers’ evaluation of the course indicated that interesting hands-on activities, creating concepts real and visible, including novelty activities, and requiring projects that
helped with learning to collect and analyze data were the common characteristics
of the fun science experiences in the methods course.
Conclusions and Recommendations: This study focuses on the motivational aspects of the science laboratory course in developing positive attitudes toward teaching science through play. Discrepant event demonstrations and exploratory
hands-on learning activities that are fun may serve both to capture the interest of
the teachers and to model how they can make science activities more playful and
engaging for children.
Key Words: Playful science teaching and learning, attitude, positive social environment
References
Akbaş, A. (2010). Attitudes, self-efficacy and science processing skills of teaching
certificate master’s program (ofmae) students. Eurasian Journal of Educational Research, 39, 112.
Aalderen-Smeets, van, S.I., & Walma van der Molen, J.H., (2013). Investigating and stimulating primary teachers’ attitudes towards science: Summary of a large-scale research
project. Frontline Learning Research, 1(2), 3-11.
Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational
Psychology, 84 (3), 261-271.
Aydın, N., & Yılmaz, A. (2010). The effect of constructivist approach in chemistry
Education on students' higher order cognitive skills. Hacettepe University
Education Faculty Journal, (39), 57-68.
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist,
28 (2), 117-148.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning.
Educational Psychologist, 28 (2), 117-148.
Bilgin, İ., & Geban, Ö.(2004). Investigating the effects of cooperative learning strategy
22
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
and gender on preservice elementary teacher students’ attitude toward science and
achievement of science teaching class I, Hacettepe University Education Faculty Journal,
(26), 9-18.
Bulunuz, M., & Jarrett, O. S. (2008). Development of positive interest and attitudes
toward science and interest in teaching elementary science: influence of
inquiry methods course experiences. Paper was presented at the Teacher Education
Policy in Europe (TEPE), University of Ljubljana, Slovenia.
Bulunuz, M., & Jarrett, O. S. (2009). Undergraduate and masters students' understanding
about properties of air and the forms of reasoning used to explain air phenomena.
Asia-Pacific Forum on Science Learning and Teaching, 10 (2), 1-20.
Bulunuz, M., Jarrett, O. S., & Martin-Hansen, L. (2012). Level of inquiry as motivator in an
inquiry methods course for preservice elementary teachers. School Science and Mathematics, 112 (6), 330-339.
Büyüköztürk, Ş. (2005). Sosyal bilimler için veri analizi el kitabı, Ankara: Pegem Yayıncılık.
Court, D. (1993). A playful environment in a cooperative physics classroom. Clearing
House, 66 (5), 295-299.
Dewey, J. (1916). Democracy and Education: an introduction to the philosophy of
education. New York: The Free Press.
Doverborg, E., & Pramling Samuelsson, I. (1999). Apple cutting and creativity as a
mathematical beginning. Kindergarten Education: Theory, Research and Practice, 4
(2), 87-103.
Erkal, S., Kılıç, İ., & Şahin, H. (2012). Comparison of environmental attitudes of university
students determined via the new environmental paradigm scale according to the
students’ personal characteristics. Eurasian Journal of Educational Research, 49, 21-40.
Fromberg, D. P., & Bergen, D. (1998). Play from birth to twelve and beyond: Contexts,
perspectives, and meanings. New York: Garland Publishing, Inc.
Fulp, S. (2002). The status of elementary science teaching: National survey of science
and mathematics education. Chapel Hill, NC: Horizon Research, Inc. Retrieved
December
20,
2005
from,
research.com/reports/elem_science.php.
http://2000survey.horizon-
Glasser, W. (1998). Choice Theory: A new psychology of personal freedom. New York:
Harper Perennial.
Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of science
teaching and learning of science in Australian schools. A research report (Canberra:
Department of Education, Training and Youth Affairs).
Gregory, R. (1997). Science through play. In R. Levinson & J. Thomas (Eds.), Science
today: Problem or crisis? (pp. 192-205). London: Routledge.
Gündüz, Ş., & Aslanova, F. (2012). Usage of knowledge management tools: Determination of
the knowledge levels and attitudes of Azerbaijani university students about envi-
23
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
ronmental issues educating in Azerbaijan and TRNC. Eurasian Journal of Educational
Research, 49/A, 349-368.
Harlen, W., & Holroyd, C. (1997). Primary teachers’ understanding of concepts of
science: Impact on confidence and teaching. International Journal of Science Education,
19, 93–105.
Hidi, S. (2000). Motivating the academically unmotivated. Review of Educational Research, 7,
151–179.
Jarrett, O. S. (1998). Playfulness: A motivator in elementary science teacher
preparation. School Science and Mathematics, 98(4), 181–187.
Jarrett, O. S., & Burnley, P. (2007). The role of fun, playfulness, and creativity in
science: Lessons from geoscientists. In D. Sluss and O. Jarrett (Eds). Investigating play
in the 21st Century: Play and Culture Studies, Vol. 7. Lanham, MD: University Press.
Jarrett, O. S., & Burnley, P. (2010). Lessons on the role of fun/playfulness from a
geology undergraduate summer program. Journal of Geoscience Education, 58 (2), 213220.
Kanter, D., Honwad, S., Adams, J.D., & Fernandez, A. (2011). Guiding Play for
Science Learning in Middle School. Children, Youth, and Environment, 21 (2), 360-382.
Kean, E. (1998). Chemist and play. In D.P. Fromberg & D. Bergen (Eds.), Play from
birth to twelve and beyond: Context, perspectives, and meanings. (pp. 468-472). New York:
Garland Publishing.
Köseoğlu, F., & Tümay, H. (2010). The effects of learning cycle method in general
chemistry laboratory on students’ conceptual change, attitude and perception.
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11 (1), 279-295.
Laszlo, P. (2004) Science as play. American Scientist, September-October. Retrieved
January 23, 2005 from,
http://www.americanscientist.org/template/AsetDetail/assetid/.
Lindahl, M., & Pramling Samuelsson, I. (2002). Imitation and variation: reflections
on toddlers’ strategies for learning. Scandinavian Journal of Educational Research. 46 (1),
25-45.
Marton, F., & Pang, M. F. (1999). Two faces of variation. Paper presented at 8 th European
Conference for Learning and Instruction, Göteborg, Sweden.
Minger, M.A., & Simpson, P. (2006) The impact of a standards-based science course
for preservice elementary teachers on teacher attitudes toward science teaching. Journal of Elementary Science Education, 18 (2) 49-61.
Monighan-Nourot, P., Scales, B., Van Hoorn, J., & Almy, M. (1987). Looking at
children’s play: A bridge between theory and practice. New York: Teachers College Press.
24
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Murphy, C., & Smith, G. (2012). The impact of a curriculum course on preservice primary
teachers' science content knowledge and attitudes towards teaching science. Irish
Educational Studies, 31(1), 77-95.
Myers, R. E., & Fouts, J. T. (1992). A cluster analysis of high school science classroom
environments and attitude toward science. Journal of Research in Science Teaching, 29,
929–937.
Osborne, J. (2003). Attitudes towards science: A review of the literature and its implications.
International Journal of Science Education, 25 (9), 1049-1079.
Ören, Ş. F., & Tezcan, R. (2009). The effectiveness of the learning cycle approach on
learners’ attitude toward science in seventh grade science classes of elementary
school. Elementary Education Online, 8 (1), 101-113.
Özsoy, S. (2012). A survey of Turkish pre-service science teachers' attitudes toward
the environment. Eurasian Journal of Educational Research, 46, 121-140.
Palmer, D. (1999). Students’ perceptions of high quality science teaching. Australian
Science Teachers Journal, 45 (3), 41-45.
Palmer, D. (2002). Preservice elementary teachers’ perceptions after visiting an
interactive science center. An Online Journal for Teacher Research, 5(3), 1-6.
Palmer, D. (2004). Situational interest and the attitudes towards science of primary teacher
education students. International Journal of Science Education, 26(7), 895-908.
Palmer, D. (2009). Student interest generated during an inquiry skills lesson. Journal
of Research in Science Teaching, 46 (2), 147-165.
Pearce, C.R. (1999). Nurturing inquiry: real science for the elementary classroom. Portsmouth,
NH: Heinemann.
Piaget, J. (1964/2003). Development and Learning. Journal of Research in Science
Teaching, 40, Supplement. 8-18 (Original work published in 1964).
Piaget, J. (1973). How a child’s mind grows. In M. Miller, The neglected years: Early
Childhood (pp. 24-36). New York: United Nations Children’s Fund.
Pramling, N., & Pramling Samuelsson, I. (2001). “It is floating ‘cause there is a hole:” A young child’s experience of natural science. Early Years, 21 (2), 139-149.
Pramling Samuelsson, I., & Asplund Carlsson, M. (2008). The playing learning child.
Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research,
52 (6), 623-641.
Pramling Samuelsson, I. (2006). Teaching and learning in preschool and the first
years of elementary school in Sweden. In J. Einarsdottir & T. J. Wagner (Eds.), Nordic
early childhood education. International Perspectives on Educational Policy, Research and
Practice in Denmark, Finland, Iceland, Norway, and Seweeden. (pp. 101-131). Greenwich:
Information Age Publishing.
Resnick, M. (2004). Edutainment? No thanks. I prefer playful learning. Retrieved
25
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
August 12, 2002 from, http://llk.media.mit.edu/papers/abc.html.
Ryan, R. M., & Deci, E.L. (2000). Intrinsic and extrinsic: classic definitions and new
directions. Contemporary Educational Psychology, 25, 54-67.
Severeide, C.R., & Pizzini, L.E. (1984). The role of play in science. Science and Children,
21(8), 58-61.
Siraj-Blatchford. J., & MacLead-Brudenell, I. (2003). Supporting science design and
technology in early years. Buckingham: Open University Press.
Stevens, J. P. (2002). Applied multivariate statistics for the social sciences, Mahwah, New
Jersey: Lawrence Erlbaum Associates.
Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational
Research, 64 (1), 37-54.
Varelas, M., Plotnick, R., Wink, D., Fan, Q., & Harris, Y. (2008). Inquiry and connections in
integrated science content courses for elementary education majors. Journal of College
Science Teaching, 37 (5), 40-45.
Van Aalderen-Smeets, S.I., & Walma van der Molen, J.H. (2013). Measuring
Primary Teachers' Attitudes Toward Teaching Science: Development of the Dimensions of Attitude Toward Science (DAS) Instrument, International Journal of Science Education, 35(4), 577-600.
Van Horn, J. L., Nourot, P. M., Scales, B.R., &. Alward. K. R. (1999). Play at the Center
of the Curriculum (p. 4) New Jersey : Merrill Prentice Hall.
Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wassermann, S. (1998). Teaching Strategies. Play-debrief-replay: an instructional
model for science. Childhood Education, 64 (4), 232-34.
Wedoe, L. (2001). Science and play - oil and water? Paper presented at the International Council for Children’s Play, Erfurt.
Weiss, R. I. (1997). The status of science and mathematics teaching in the US: Comparing
teacher views and classroom practices to national standards. National Institute for
Science Education (NISE Brief), 1 (3).
26
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Turkish Adaptation of the Utley Geometry Attitude Scale: A Validity
and Reliability Study
Ramazan AVCU
Seher AVCU**
Suggested Citation:
Avcu, R. & Avcu, S. (2015). Turkish Adaptation of the Utley Geometry Attitude Scale: A
Validity and Reliability Study. Eurasian Journal of Educational Research, 58, 89-112.
http://dx.doi.org/10.14689/ejer.2015.58.1
Abstract
Problem Statement: Among attitude measures, attitude scales are the most common, objective, and effective in gathering attitude data and there are numerous
scales that measure various factors of attitude towards mathematics. However,
there is a need for attitude scales that are content specific such as geometry, algebra, probability and statistics. One reason for this is students’ attitudes towards
mathematics in general and their attitudes towards specific mathematical topics
might differ considerably from each other. It is not uncommon to hear a student
say they like mathematics but dislike geometry or algebra. Thus, it is thought that
it would be significant to have a scale that particularly measures learners’ attitudes towards geometry.
Purpose of the Study: Although a number of studies have developed scales with the
goal of measuring geometry attitudes of middle and secondary school students,
there is no such instrument in the accessible literature in Turkey that serves the
same purpose for undergraduate students. Therefore, the authors wanted to go
further in this direction and attempted to fill this gap by adapting the Utley Geometry Attitude Scale to Turkish.
Methods: The participants of the study consisted of 863 undergraduate students
(56% female; 44% male) from a public university in the inner part of Turkey. After
the list-wise deletion of the missing cases, the remaining sample (N = 750) was
randomly divided into two subsamples to perform factor analysis. Data from the
first subsample (n=371) were analyzed by exploratory factor analysis (EFA) to determine the factorial structure of the adapted scale. Later, the data from the second subsample (n=379) were analyzed by confirmatory factor analysis (CFA) to

Res. Assist. Department of Elementary Mathematics Education, Faculty of Education, Aksaray University, Aksaray. [email protected].
**Res. Assist. Department of Elementary Mathematics Education, Faculty of Education, Aksaray University, Aksaray. [email protected].
27
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
confirm the model obtained from EFA. In addition, item analysis was performed
to ensure that there were no problematic items in the adapted scale. Finally, reliability analysis was performed by calculating Cronbach’s alpha coefficients both
for the adapted scale and its factors.
Findings and Results: After EFA, the translated version of UGAS consisted of a
four-factor structure with 25 items. Subsequently, CFA corroborated this fourfactor structure and the goodness of fit indices were found to be appropriate for
the acceptance of the model. The item total correlations were all larger than .30
and the reliability coefficients for the overall instrument and its factors ranged
between .81 and .94.
Conclusions and Recommendations: The results showed that the translated version
of the UGAS might serve as a valuable instrument both for educators and researchers to measure undergraduate students’ attitudes towards geometry.
Keywords: Geometry, attitude scale, undergraduate students, validity and reliability
References
Aiken, L. R. (1979). Attitudes toward mathematics and science in Iranian middle schools.
School Science and Mathematics, 79(3), 229-234.
Aiken, L. R. (1985). Attitude towards mathematics. In T. Husen & T. N. Postlethwaite (Eds.),
The international encyclopedia of education: Research and studies (Vol. 6, pp.3233-3236).
Oxford: Pergamon Press.
Aiken, L. R. (1974). Two scale of attitude toward mathematics. Journal for Research in Mathematics Education, 5(2), 67-71.
Akay, H., & Boz, N. (2011). Sınıf öğretmeni adaylarının matematiğe yönelik tutumları, matematiğe karşı öz-yeterlik algıları ve öğretmen öz-yeterlik inançları arasındaki ilişkilerin incelenmesi [Examining the relationships among prospective primary
school teachers’ attitude towards mathematics, mathematics self-efficacy beliefs, teacher self-efficacy beliefs]. The Journal of Turkish Educational Sciences, 9(2), 309-312.
Barlett, M. S. (1954). A note on the multiplying factors for various chi-square approximations. Journal of the Royal Statistical Society, 16 (Series B), 296-298.
Bayram, S. (2004). The effect of instruction with concrete models on eighth grade students’ geometry
achievement and attitudes toward geometry. Unpublished master’s thesis, Middle East
Technical University, Ankara.
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of
covariance structures. Psychological Bulletin, 88, 588-606.
Bindak, R. (2004). Geometri tutum ölçeği güvenirlik geçerlik çalışması ve bir uygulama [Study of
reliability and validity with an application for geometry attitude scale]. Unpublished doctoral dissertation, Dicle University, Diyarbakır.
Brassell, A., Petry, S., & Brooks, D. M. (1980). Ability grouping, mathematics achievement,
and pupil attitudes toward mathematics. Journal for Research in Mathematics Education, 11(1), 22-28.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.
28
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Bulut, S., Ekici, C., İşeri, A. İ., & Helvacı, E. (2002). Geometriye yönelik bir tutum ölçeği [A
scale for attitudes toward geometry]. Education and Science, 27(125), 3-7.
Byrne, B. M. (1994). Structural equation modeling with EQS and EQS/Windows: Basic concepts,
applications, and programming. California: Sage Publications, Inc.
Catell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research,
1, 245-276.
Daskalogianni, K., & Simpson, A. (2000). Towards a definition of attitude: The relationship
between the affective and the cognitive in pre-university students. In Proceedings of
the 24th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp.217-224). Hiroshima, Japan.
De Bellis, V., & Goldin, G. (1999). Aspects of affect: Mathematical intimacy, mathematical
integrity. In Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp.249-256). Haifa, Israel.
DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed.). Thousand Oaks, CA:
Sage Publications, Inc.
Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs
and emotions. ZDM The International Journal on Mathematics Education, 43, 471-482.
Duatepe, A., & Ubuz, B. (2007). Development of a geometry attitude scale. Academic Exchange Quarterly, 11(2), 205-209.
Ercikan, K., McCreith, T., & Lapointe, V. (2005). Factors associated with mathematics achievement and participation in advanced mathematics courses: An examination of
gender differences from an international perspective. School Science and Mathematics, 105(1), 5-14.
Eryiğit, P. (2010). Üç boyutlu dinamik geometri yazılımı kullanımının 12. sınıf öğrencilerinin
akademik başarıları ve geometri dersine yönelik tutumlarına etkileri [The effect of
utilizing the three dimensional dynamic geometry software in geometry teaching on 12th
grade students, their academic standings, and their attitude towards geometry]. Unpublished master’s thesis, Dokuz Eylül University, İzmir.
Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324-326.
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference
(4th ed.). Boston: Allyn & Bacon.
Haladyna, T., Shaughnessy, J., & Shaughnessy, M. J. (1983). A causal analysis of attitude
toward mathematics. Journal for Research in Mathematics Education, 14(1), 19-29.
Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into
multiple languages and cultures. In R. K. Hambleton, P. F. Merenda, & C. D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment
(pp.3-38). Mahwah, NJ: Lawrence Erlbaum.
Hannula, M., Evans, J., Philippou, G., & Zan, R. (2004). Research Forum 01. Affect in mathematics education – exploring theoretical frameworks. In M. J. Høines & A. B. Fuglestad
(Eds.), Proceedings of the 28th PME International Conference (Vol. 1, pp.125-154). Bergen, Norway.
Hart, L. (1989). Describing the affective domain: Saying what we mean. In D. B. McLeod &
V. M. Adams (Eds.), Affect and mathematical problem solving (pp.37-45). New York:
Springer.
29
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modeling: Guidelines for
determining model fit. The Electronic Journal of Business Research Methods, 6(1), 5360.
Hoyle, R. H. (1995). Structural equation modeling: Concepts, issues, and applications. Thousand
Oaks, CA: Sage Publications, Inc.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis:
Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 155.
Jöreskog, K. G., & Sörbom, D. (2007). LISREL 8.8: User’s reference guide. Chicago: Scientific
Software.
Jöreskog, K., & Sörbom, D. (1993). LISREL 8: User’s reference guide. Chicago: Scientific
Software International.
Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36.
Kelloway, K. E. (1998). Using LISREL for structural equation modeling: A researcher’s guide.
London: Sage.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York:
Guilford Press.
Lim, S. Y., & Chapman, E. (2013). Development of a short form of the attitudes towards
mathematics inventory. Educational Studies in Mathematics, 82, 145-164.
Ma, X. (1997). Reciprocal relationships between attitude toward mathematics and achievement in mathematics. The Journal of Educational Research, 90(4), 221-229.
Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26-47.
Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory
factor analysis: The effect of sample size. Psychological Bulletin, 103, 391-410.
McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization.
In D. G. Grouws (Ed.), Handbook of research on mathematics teaching and learning
(pp.575-596). New York: McMillan.
Mogari, D. (2004). Attitudinal scale measures in Euclidean geometry: What do they measure? South African Journal of Education, 24(1), 1-4.
Mulaik, S. A., James, L. R., Van Altine, J., Bennett, N., Lind, S., & Stilwell, C.D. (1989). Evaluation of goodness-of-fit indices for structural equation models. Psychological Bulletin, 105, 430-445.
National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: NCTM Publications.
Nisbet, S. (1991). A new instrument to measure pre-service primary teachers’ attitudes to
teaching mathematics. Mathematics Education Research Journal, 3(2), 34-56.
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
Nunnally, J., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for windows (3rd ed.). Buckingham: Open University Press.
Quinn, B., & Jadav, A. D. (1987). Causal relationship between attitude and achievement for
elementary grade mathematics and reading. The Journal of Educational Research,
80(6), 366-372.
30
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Raykov, T., & Marcoulides, G. A. (2000). A first course in structural equation modeling.
Mahwah, NJ: Lawrence Erlbaum Associates.
Raykov, T., & Marcoulides, G. A. (2008). An introduction to applied multivariate analysis. New
York: Taylor & Francis.
Reyes, L. H. (1984). Affective variables and mathematics education. The Elementary School
Journal, 84(5), 558-581.
Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric
data. Journal of Counseling Psychology, 19, 551-554.
Samuelsson, J., & Granstrom, K. (2007). Important prerequisite for students’ mathematical
achievement. Journal of Theory and Practice in Education, 3(2), 150–170.
Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling
(2nd ed.). NJ: Lawrence Erlbaum Associates, Inc.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson
Education.
Tapia, M., & Marsh, G. E. (2004). An instrument to measure mathematics attitudes. Academic
Exchange Quarterly, 8(2), 16-21.
Thorndike, R. M. (1978). Correlational procedures for research. New York: Gardner Press.
Thurstone, L. L. (1947). Multiple-factor analysis. Chicago: University of Chicago Press.
Utley, J. (2007). Construction and validity of geometry attitude scales. School Science and
Mathematics, 107(3), 89-93.
Watkins, M. W. (2000). Monte Carlo PCA for Parallel Analysis (Computer Software). State College, PA: Ed & Psych Associate.
White, J. N. (2001). Socioeconomic, demographic, attitudinal and involvement factors associated
with math achievement in elementary school. Unpublished doctoral dissertation, East
Tennessee State University, USA.
Yücel, Z., & Koç, M. (2011). İlköğretim öğrencilerinin matematik dersine karşı tutumlarının
başarı düzeylerini yordama gücü ile cinsiyet arasındaki ilişki [The relationship
between the prediction level of elementary school students’ math achievement by
their math attitudes and gender]. Elementary Education Online, 10(1), 133-143.
Zan, R., & Di Martino, P. (2007). Attitude toward mathematics: Overcoming the positive/negative dichotomy. The Montana Mathematics Enthusiast, Monograph 3, pp. 157168.
Zan, R., Brown, L., Evans, J., & Hannula, M. S. (2006). Affect in mathematics education: An
introduction. Educational Studies in Mathematics, 63, 113-121.
Zwick, W. R., & Velicer, W. F. (1986). Comparison of five rules for determining the number
of components to retain. Psychological Bulletin, 99(3), 432-442.
31
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
How Do Personality Traits Effect Shame and Guilt?: An
Evaluation of the Turkish Culture
Seval ERDEN1
Müge AKBAĞ2
Suggested Citation
Erden, S., & Akbağ, M. (2015). How do personality traits effect shame and guilt?: An
evaluation of the Turkish culture. Eurasian Journal of Educational Research, 58, 113132
http://dx.doi.org/10.14689/ejer.2015.58.4
Abstract
Problem Statement: Feelings of shame and guilt as negative social emotions have a
deep and continuous impact throughout our lives, particularly on our behaviors
in both intrapersonal and interpersonal relationships. It was widely accepted that
these feelings originate from a person's early period of life's interpersonal experiences in the family and other key relationships. According to literature, shame
and guilt are also related to personality traits; however, research findings were
not consistent with each other. At this point, owing to the possible effect of the
culture on shame and guilt, it can be considered that the relationship between
these emotions and personality needs to be investigated in the cultural context.
Purpose of the Study: The aim of the present study is to investigate the predictive
power of the Big Five Model's personality traits on shame and guilt in Turkish
culture.
Methods: The study was designed according to the Relational Survey Model. The
sample of the study consisted of 360 (F= 183, M=177) students who studied in several faculties and departments of a city university located in the western part of
Corresponding author, Dr., Marmara University, Psychological Counseling and Guidance, [email protected]
2 Dr., Marmara University, Psychological Counseling and Guidance, [email protected]
1
32
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Turkey. The participants’ age ranged between 17–30 years (M=21.35, SD= 1.64).
The Shame-Guilt Scale and Five-Factor Personality Inventory (NEO FFI) were
used as measurements.
Findings and Results: Results showed that shame and guilt were predicted by personality traits. In terms of shame, it was found that neuroticism had the largest effect on both genders. The greater the scores were for neuroticism, the greater was
shame. Shame was also predicted by openness to experience for both genders,
negatively. Moreover, the results revealed that shame was predicted by conscientiousness and agreeableness among only women. We also determined that guilt
was predicted by agreeableness for both genders, but was predicted by conscientiousness among only men.
Conclusions and Recommendations: In conclusion, personality traits play a key role
in the formation of individuals’ shame and guilt. However, the predictive power
of personality traits were differentiated in terms of gender, and the findings should be discussed in a cultural context. The findings of the study give clear evidence that besides personality traits based on biological origins, cultural context also
has an impact on the development of these feelings. Therefore, the cultural meanings and construction of both these feelings and personality traits should be clearly defined by conducting quantitative research besides qualitative research for
further studies.
Keywords: Shame, guilt, Big Five personality traits, personality development, Turkish culture.
References
Abe, J. A. (2004). Shame, guilt, and personality judgment. Journal of Research in Personality,
38, 85–104.
Akbağ, M., & Erden-İmamoğlu, S. (2010). Cinsiyet ve bağlanma stillerinin utanç, suçluluk ve
yalnızlık duygularını yordama gücünün araştırılması. [The prediction of gender and
attachment styles on shame, guilt, and loneliness]. Educational Sciences: Theory & Practice, 10 (2), 651-682.
Barrett, K. C. (1995). A functionalist approach to shame and guilt. In J. P. Tangney & K. W.
Fischer (Eds.), Self-conscious emotions: The psychology of shame, guilt, embarrassment, and
pride (pp. 25-63). New York, NY: Guilford Press.
Baumeister, R. F., Stillwell, A. M., & Heatherton, T. F. (1995). Interpersonal aspects of guilt:
Evidence from narrative studies. In J. P. Tangney, & K. W. Fischer (Eds.), Selfconscious emotion: The psychology of shame, guilt, embarrassment, and pride (pp. 255–273).
New York, NY: Guilford Press.
33
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Bedford, O., & Hwang, K. (2003). Guilt and shame in Chinese culture: A cross-cultural framework from the perspective of morality and identity. Journal for the Theory of Social
Behavior, 33, 127-144.
Benetti-McQuoid, J., & Bursik, K. (2005). Individual differences in experiences of and responses to guilt and shame: Examining the lenses of gender and gender role. Sex Roles,
53 (1-2), 133-142.
Bybee, J., & Quiles, Z. N. (1998). Guilt and mental health. In J. Bybee (Ed.), Guilt and children
(pp. 269–291). New York, NY: Academic Press.
Costa, P. T. Jr., & McCrae. R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and
NEO Five Factor Inventory (NEO-FFI) professional manual. Odessa. FL: Psychological
Assessment Resources.
Costa, P. T., & Widiger, T. A. (1994). Personality disorders and the five-factor model of personality.
Washington, DC: American Psychological Association.
Cross, S. E., & Madson, L. (1997). Models of the self: Self-construal theory and gender. Psychological Bulletin, 122, 5-37.
Ekşi, H. (2004). Kişilik ve başaçıkma: Başaçıkma tarzlarının durumsal ve eğilimsel boyutları
üzerine çok yönlü bir araştırma. [Personality and coping: A multidimensional research on situational and dispositional coping]. Kuram ve Uygulamada Eğitim Bilimleri/
Educational Sciences: Theory & Practice, 4 (1), 94-98.
Einstein, D., & Lanning, K. (1998). Shame, guilt, ego development, and the five-factor model
of personality. Journal of Personality, 66, 555–582.
Fossum, M. A., & Mason, M. J. (1986). Facing shame: Families in recovery. New York, NY: Norton.
Gilbert, P., Pehl, J., & Allan, S. (1994). The phenomenology of shame and guilt: An empirical
investigation. British Journal of Medical Psychology, 67, 23-36.
Göktan, B., & Akbağ, M. (2010). An investigation on Turkish military school students: Are
there associations among big five personality factors, perceived family environment
and hopelessness?, Procedia - Social and Behavioral Sciences, 2 (2), 5458-5462.
Graziano, W. G., & Eisenberg, N. (1997). Agreeableness: A dimension of personality. In
R.
Hogan, J. A. Johnson, & S. R. Briggs (Eds.), Handbook of personality psychology (pp. 795824). San Diego, CA: Academic Press.
Graziano, W. G., Jensen-Campbell, L. A., & Hair, E. C. (1996). Perceiving interpersonal conflict and reacting to it: The case for agreeableness. Journal of Personality and Social Psychology, 70, 820-835.
34
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Graziano, W. G., & Ward, D. (1992). Probing the Big Five in adolescence: Personality and
adjustment during a developmental transition. Journal of Personality, 60, 425–429.
Gülgöz, S. (2002). Five-factor model and NEO-PPI in Turkey. In R.R. McCrae, & Allik, J.
(Eds.). The five factor model of personality across cultures (pp. 175-195). New York, NY:
Kluwer Academia /Plenum Publishers.
Harder, D. W. (1995). Shame and guilt assessment, and relationships of shame- and guiltproneness to psychopathology. In J. P. Tangney, & K. W. Fischer (Eds.), The selfconscious emotions (pp. 368–392). New York, NY: Guilford Press.
Harder, D. W., & Greenwald, D. F. (1999). Further validation of the shame and guilt scales of
the Harder Personal Feelings Questionnaires-2. Psychological Reports, 85, 271–281.
Hoffmann, M. L. (1998). Varieties of empathy-based guilt. In J. Bybee (Ed.), Guilt and children
(pp. 91-112). Boston, MA: Academic Press.
Hofstede, G. (1991). Cultures and organizations: Software of the mind. London: McGraw-Hill.
Izard, C. E. (1978). Guilt, conscience and morality. Human emotions (pp. 421-452). New York,
NY: Plenum Press.
Johnson, J. A., & Ostendorf. F. (1993). Clarification of the Five-factor-model with the abridged big Five dimensional circumflex. Journal of Personality and Social Psychology. 65,
563–576.
Jones, W. H., Kugler, K., & Adams, P. (1995). You always hurt the one you love: Guilt and
transgressions against relationship partners. In J. P. Tangney, & K. W. Fischer (Eds.),
Self-conscious emotions: The psychology of shame, guilt, embarrassment, and pride (pp. 274–
300). New York, NY: Guilford Press.
John, O. P., Caspi, A., Robins, R. W., Moffitt, T. E., & Stouthamer-Loeber, M. (1994). The
‘‘little five’’: Exploring the nomological network of the five-factor model of personality in adolescent boys. Child Development, 65, 160–178.
Jung, H. (2002). Shame as a mediator between parenting and psychological adjustment for Causian
and Korean students: A structural equation modeling approach (Unpublished dissertation), Biola University, USA.
Kağıtçıbaşı, Ç. (2010). Benlik, aile ve insan gelişimi: Kültürel psikoloji. [Family, self, and human:
Development across cultures]. İstanbul: Koç University Publishing.
Kağıtçıbaşı, Ç., & Ataca, B. (2005). Value of children and family change: A three decade
portrait from Turkey. Applied Psychology: International Review, 54, 317-337.
Kurt, E. (2001). Effects of religiosity, personality traits and social responsibility attitudes on nonspontaneous helping behavior in a natural disaster (Unpublished master thesis). Bosporus
University, Istanbul, Turkey.
35
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Lewis, H. B. (1971). Shame and guilt in neurosis. New York: International Universities Press.
Lewis, H. B. (1987). Introduction: Shame – The “sleeper” in psychopathology. In H. B. Lewis
(Ed.), The role of shame in symptom formation (pp. 1-28). Hillsdale, NJ: Erlbaum.
Lewis, M., Alessandri, S. M., & Sullivan, M. W. (1992). Differences in shame and pride as a
function of children’s gender and task difficulty. Child Development, 63, 630-638.
Lindsay-Hartz, J., De Riviera, J., & Mascolo, M. F. (1995). Differentiating guilt and shame
and their effects on motivation. In J. P. Tangney & K. W. Fischer (Eds.), Self conscious
emotions: The psychology of shame, guilt, embarrassment, and pride (pp.174-300). New
York, NY: Guilford Press.
McCrae, R. R. (1996). Social consequences of experiential openness. Psychological Bulletin,
120, 323-337.
McCrae, R. R. (2002). NEO-PPI data from 36 cultures: Further intercultural comparisons. In
R.R. McCrae & J. Allik (Eds.), The five factor model of personality across cultures (pp. 105125). New York, NY: Kluwer Academic/Plenum Publishers.
McCrae, R. R., & Costa, P. T. (1997). Personality trait structure as a human universal. American Psychologist, 52, 509–516.
Nathanson, D. L. (1992). Shame and pride: affect, sex, and the birth of the self (1st ed.). New
York, NY: Norton.
Niedenthal, P. M., Tangney, J. P., & Gavanski, I. (1994). “If only I weren’t” versus “If only I
hadn’t”: Distinguishing shame and guilt in counterfactual thinking. Journal of Personality and Social Psychology, 67, 585–595.
O’Connor, L. E., Berry, J. W., & Weiss, J. (1999). Interpersonal guilt, shame, and psychological problems. Journal of Social and Clinical Psychology, 18, 181–203.
Oyserman, D., Coon, H.M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128 (1), 3-72.
Penley, J.A., & Tomaka, J. (2002). Associations among the Big Five, emotional responses, and
coping with acute stress. Personality and Individual Differences, 32, 1215-1228.
Roberts, B. W., & DelVecchio, W. F. (2000). The rank-order consistency of personality traits
from childhood to old age: A quantitative review of longitudinal studies. Psychological Bulletin, 126, 3–25.
Robins, R. W., John, O. P., & Caspi, A. (1998). The typological approach to studying personality development. In R. B. Cairns, L. Bergman, & J. Kagan (Eds.), Method and models
for studying the individual (pp. 135–160). Thousand Oaks, CA: Sage.
Robins, R. W., Hendin, H. M., & Trzesniewski, K. H. (2001). Measuring global self-esteem:
Construct validation of a single item measure and the Rosenberg Self-Esteem scale.
Personality and Social Psychology Bulletin, 27, 151–161.
36
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Savaşır. I., & Şahin. N. H. (1997). Bilişsel-davranışçı terapilerde değerlendirme: Sık kullanılan ölçekler. [The evaluation of cognitive-behavioral therapy: The scales used frequently]. Ankara:
TPD Yayınları.
Sayar, K. (2003). Kültürel bakış açısından benlik ve kişilik. [Self and personality from cultural view]. Yeni Symposium, 41(2), 78-85.
Smith, B. D., Hanges, J., & Dickson, M.W. (2001). Personnel selection and Five-Factor Model:
Reexamining the effects of applicant's frame of reference. Journal of Applied Psychology, 86 (2), 304-315.
Smith, C. A., & Lazarus, R. S. (1993). Appraisal components, core relational themes, and the
emotions. Cognition and Emotion, 7, 233-269.
Schore, A. N. (1998). Early shame experiences and infant brain development. In P. Gilbert &
B. Andrews (eds.), Shame: Interpersonal behavior, psychopathology, and culture (pp. 5777). New York, NY: Oxford University Press.
Tangney, J. P. (1991). Moral affect: The good, the bad, and the ugly. Journal of Personality and
Social Psychology, 61, 598– 607.
Tangney, J. P. (1995). Shame and guilt in interpersonal relationships. In J. P. Tangney, & K.
W. Fischer (Eds.), Self-conscious emotions: Shame, guilt, embarrassment, and pride (pp.
114–139). New York, NY: Guilford Press.
Tangney, J. P., Burgraff, S. A., & Wagner, P. E. (1995). Shame-proneness, guilt-proneness,
and psychological symptoms. In J. P. Tangney, & K. W. Fischer (Eds.), The selfconscious emotions (pp.343–367). New York, NY: Guilford Press.
Tangney, J. P., & Dearing, R. L. (2002). Shame and guilt. New York, NY: Guilford Press.
Tangney, J. P., Miller, R. S., Flicker, L., & Barlow, D. H. (1996). Are shame, guilt, and embarrassment distinct emotions? Journal of Personality and Social Psychology, 6, 1256-1269.
Tangney, J. P., Wagner, P. E., Fletcher, C., & Gramzow, R. (1992). Shamed into anger? The
relation of shame and guilt to anger and self-reported aggression. Journal of Personality and Social Psychology, 62, 669–675.
Taylor, G. (1985). Pride, shame and guilt. Oxford: Oxford University Press.
Triandis, H. C. (1994). Recherches récentes sur l’individualisme et le collectivisme [Recent
research on individualism and collectivism]. Les Cahiers Internationaux de Psychologie
Sociale, 23, 14-27.
Tong, E. M., Bishop, G. D., Enkelmann, H. C., Why, Y. P., Diong, S. M., Ang, J., & Khader,
M. (2006). The role of the Big Five in appraisals. Personality and Individual Differences,
41, 513–523.
Woien, S. L., Ernst, H. A. H., Patock-Peckham, C., & Nagoshi, C. T. (2003). Validation of the
TOSCA to measure shame and guilt. Personality and Individual Differences, 35, 313-326.
Zhong, J., Li, B., & Qian, M. (2002). Esteem in the personality, shame and mental health model: Its direct and moderating effects (in Chinese). Chinese Journal of Clinical Psychology, 10, 241–245.
37
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
A Study on Detecting Differential Item Functioning of PISA 2006
Science Literacy Items in Turkish and American Samples
Seher ULUTAŞ
Nükhet DEMİRTAŞLI 
Suggested Citation:
Ulutaş, S. & Demirtaşlı, N. (2015). A study on detecting differential item functioning of pisa
2006 science literacy items in Turkish and American Samples. Eurasian Journal of Educational Research, 58, 133- 154 http://dx.doi.org/10.14689/ejer.2015.58.3
Abstract
Problem Statement: Item bias occurs when individuals from different groups
(different genders, cultural backgrounds, etc.) have different probabilities of responding correctly to a test item despite having the same skill levels. It is important that tests or items do not have bias in order to ensure the accuracy of decisions taken according to test scores. Thus, items should be tested for bias during
the process of test development and adaptation. Items used in testing programs,
such as the Program for International Student Assessment (PISA) study, whose
results inform educational policies throughout the participating countries, should
be reviewed for bias. The study examines whether item bias of the 2006 PISA science literacy test, in Turkish sample versus American sample,
Purpose of the Study: The aim of this study is to analyze the measurement
equivelance of the PISA science literacy test of 2006 in Turkish and American
groups in terms of structural invariance and also to determine whether the science literacy items include inter-cultural bias.
Methods: The study included data for 757 Turkish and 856 American 15-year-old
students. Exploratory factor analysis (EFA) and confirmatory factor analysis
(CFA) tests were performed to determine whether the PISA science literacy test
was equivalent in measurement construct in both groups; multi group confirmatory factor analysis (MCFA) was used to identify differences in the factor structure according to cultures. Differential item functioning (DIF) was detected via

Coresponding Author: Dr., Ministry of National Education, [email protected]
Prof. Dr., Department of Measurement and Evaluation, Ankara University, Ankara. [email protected]

38
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
the Mantel–Haenszel (MH), Simultaneous Item Bias Test (SIBTEST), and Item Response Theory Likelihood- Ratio Analysis (IRT-LR) procedures.
Findings and Results: : According to the MCFA results PISA 2006 science literacy
test, both Turkish and American groups showed equivalent measurement constructs. Moreover, the three analyses methods agreed at B and C levels for 15
items in the Turkish sample and 25 items in the American sample in terms of DIF.
According to expert opinions, common sources for item bias were: familiarity
with item content and differing skill levels between cultures.
Conclusions and Recommendations: The 38 items that showed DIF by each of
the three methods were accepted as having DIF. The findings of the present
study, that there is a possible source of bias in the items, will not change the average level of student performance in participating countries. However, it will be
beneficial to review item content before test administration, in order to reduce the
erroneous items with DIF across different language and cultural groups in international comparative studies.
Keywords: PISA, DIF, Mantel–Haenszel, SIBTEST, IRT-LR
References
Abbott, M.L. (2007). A Confirmatory approach to differential item functioning on an ESL
reading assessment. Language Testing. 24: 7. Retrieved January 24 2011 from
http://ltj.sagepub.com/content/24/1/7
Acar, T. (2008). Maddenin Farklı Fonksiyonlaşmasını belirlemede kullanılan genelleştirilmiş aşamalı doğrusal modelleme, lojistik
regresyon ve olabilirlik oranı tekniklerinin karsılaştırılması. [Determination of a Differential Item Functioning (DIF) Procedure Using the Hierarchical Generalized Linear Model: A Comparison
Study with Logistic Regression and Likelihood Ratio Procedure], (Doktora tezi). Hacettepe
Üniversitesi/ Sosyal Bilimler Enstitüsü, Ankara.
Angoff, W. H. (1993). Perspectives on differential item functioning methodology. In P. W.
Holland and H. Wainer (Eds.), Differentional Item Functioning. (p.3-23) NJ: Lawrence
Erlbaum.
Ateşok Deveci, N. (2008). Üniversitelerarası Kurul yabancı dil sınavının madde yanlılığı bakımından incelenmesi. [Examination of ınter-university board foreign language test in the frame of ıiem bias] (Doktora tezi). Ankara Üniversitesi/ Eğitim Bilimleri Enstitüsü, Ankara.
Bakan Kalaycıoğlu, D.(2008). Öğrenci seçme sınavı’nın madde yanlılığı açısından incelenmesi
[Item bias analysis of the university entrance examination]. (Doktora tezi). Hacettepe Üniversitesi/ Sosyal Bilimler Enstitüsü, Ankara.
Baker, F. B. (2001). The basics of item response theory. Second edition. ERIC Clearinghouse on
Assessment and Evaluation.
Bertrand, R. & Boiteau, N. (2003). Comparing the stability of IRT- Based and non IRT-based
DIF methods in different cultural contexts using TIMSS Data. Educational Resources
information center (ERIC)
39
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Benito, J.G. & Ara, M. J. N. (2000). A comporison of X2, RFA ve IRT based procedures in the
detection of DIF. Kluwer Academic Publishers. Netherlands. Quality & iquantity 34,17-31
Bolt, S.E. & Ysseldyke, J.E. (2006). Comparingd DIF acrass math and reading/language arts
tests for students receiving a read – aloud accommodation. Applied Measurement in
Education. 19(4), 329-355
Camilli, G. & Shepard, A., L., (1994). Methods for identifying biased test items. California:
SAGE Publications.
Çet, S. (2006). A multivariate analysis in detecting differentially functioning items through the use
of programme for international student assessment (PISA) 2003 Mathematics Literacy Items.
(Doktora tezi). METU, Ankara
Doğan, N. & Öğretmen, T. (2006). Madde yanlılığını belirleme teknikleri arasında bir karşılaştırma. Eurasian Journal of Educational Research, 23, pp, 94-105.
Donoghue, J.R, Holland P.W. & Thayer, D.T. (1993). A Monte Carlo Study of factors that
affect the Mantel-Haenszel and standardization measures of differential ıtem functioning. In P.W.Holland and H. Wainer (Eds) Differantial Item Functioning.NJ: Lawrence Erlbaum
Dorans. N.J. & Holland, P.W, (1993). DIF detection and desciription: Mantel-Haenszel and
standardization. In P.W.Holland and H. Wainer (Eds.). Differantial İtem Functioning.
NJ: Lawrence Erlbaum.
Ellis, B. B., & Raju, N.S.(2003). Test and item bias: what they are, what they aren’t, and how
to detect them. Educational Resources information center (ERIC)
Embretson, S.E. & Reise, S.T, (2000). Item perponse theory for psychologists. London: Lawrance
Erlbaum Associates Publishers
Ercikan, K. (2002). Disentangling sources of differential item functioning in multilanguage
assessments. International Journal of Testing, 2(3&4), 199-215.
Ercikan, K., Gierl, M. J., McCreith, T., Puhan, G., & Koh, K. (2004). Comparability of bilingual versions of assessments: sources of incomparability of English and French versions of Canada’s national achievement tests. Applied Measurement in Education, 17,
301–321.
Retrieved
August
23
2011
from
Web:
http://dx.doi.org/10.1207/s15324818ame1703_4
Ercikan, K., Mc Creith, T. & Lapointe V. (2005). Factors associated with mathematics achievement and participation in advanced mathematics courses: an examination of gender differences from an international perspective. Volume 105(1), Retrieved January 8
2007 from
http://qix.sagepub.com/ cgi/reprint/9/6/859
Ercikan, K. & Kim, K. (2005): Examining the construct comparability of the English and
French versions of TIMSS, International Journal of Testing, 5:1, 23-35. Retrieved August
19 2011 from Web: http://dx.doi.org/10.1207/s15327574ijt0501_3.
Gierl, M.J.(2000). Construct equivalance on translated achievement test. Canadian Journal of
Education 25(4), 280-296.
Gierl, M., Khaliq, S. N. & Boughton, K. (1999). Gender differential item functioning in mathematics and science: prevalence and policy implications. Paper Presented at the Symposium
40
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
entitled “Improving Large-Scale Assessment in Education” at the Annual Meeting of
the Canadian Society for the Study of Education. Sherbrooke, Québec.
Gotzmann, A.J.(2002). The effect of large ability differences on type ı error and power rates using
SIBTEST and TESTGRAF DIF detection procedures. Paper prepared at the Annual Meeting of American Educational Research Association. New Orleans. Retrieved January
20 2013 from
http://files.eric.ed.gov/fulltext/ED464108.pdf
Gotzmann, A., Wright, K. & Rodden, L.(2006). A Comparison of power rates for ıtems favoring
the reference and focal group for the Mantel-Haenszel and SIBTEST Procedures. Paper presented at the American Educational Research Association (AERA) in San Francisco,
California.
Hambleton,
R.
K.,
January
15
2013
from
http://ctb.com/ctb.com/control/assetDetailsViewAction?currentPage=1&articleId=
502&assetType=article&p=library
Hambleton, R.K ., Clauser, B. E., Mazor,K. M. & Jones, R. W. (1993). Advances in the detection of differentially functioning test items. European Journal of Psychological Assessment, 9(1), 1-18.
Hambleton, R. K., Rogers, J. (1995). İtem bias review. Practical Assessment Research & Evaluation, 4(6), Retrieved Feb 11 2013 from http:// PAREonline.net/getv.asp?v=4&=6
Hambleton, R. K., & Swaminathan, H. (1985). Item response theory: Principles and Applications.
Boston: Kluwer.
Hambleton, R.K., Swaminathan, H. & Rogers, H. J. (1991). Fundamentals of item response theory. California: SAGE Publications.
Jöreskog, K. G. & Sörbon, D. (1993). LISREL 8: Structural equation modeling with the SİMPLİS
command language. Scientific Software.
Kelloway, E. K. (1998). Using LISREL for structural equation modeling. London: Sage.
Le, L.T. (2009). Investigating gender differential item functioning across countries and test
language of PISA Science Items.International Journal of Testing, 9: 122-133.
MEB (2007). PISA 2006 ulusal ön rapor. MEB Eğitimi Araştırma ve Geliştirme Dairesi. Ankara.
MEB (2010). PISA 2006 projesi ulusal nihai rapor. MEB Eğitimi Araştırma ve Geliştirme Dairesi
Başkanlığı. Ankara.
OECD.(2005). PISA 2003 Data analysis manual . PISA 2003 Data Analysis Manual: SPSS®
Users.
Osterlind, S.J. (1983). Test item bias. California: Sage Publications.
Reynolds, C., Livingston, R.B. & Wilson, V. (2006). Measurement and assessment in education.
Boston: Pearson.
Shaughnessy, J.J. and Zechmeister, E.B. (1997). Research methods in psychology(4th Ed). NY:
McGrawHill.
Shepard, L. A., Camili, G. & Williams, D. M. (1985). Validity of approximation techniques
for detecting item bias. Journal of Educational Measurement. Volume 22, No. 2, Summer
1985, pp. 77-105.
41
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Skaggs, G. & Lissitz, R.W. (1992) The consistency of detecting item bias across different test
administrations: implications of another failure. Journal of Educational Measurement
Fall 1992,vol.29, No.3, pp 227-242
Stout, W., Bolt, D. Froelich, A. G., Habing, B, Hartz, S. ve Roussos, L. (2003). Development of a
SIBTEST bundle methodology for improving test equity with applications for GRE test development. (ETS Research report 03-06). Princeton: NJ.
Şimşek, Ö.F. (2007). Yapısal eşitlik modellemesine giriş (temel ilkeler ve LISREL uygulamaları).
Ankara: Ekinoks Yayınevi.
Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. Fifth Edition. AB: Pearson.
Thissen, D. (2001). IRTLRDIF v.2.0b: Software for the computation of the statistics involved
in item response theory likelihood-ratio tests for differential item functioning. [Computer
software
and
manual].
Retrieved
from
http//www.unc.edu/~dthissen/dl.html
Thissen, D., Steinberg, L. & Wainer, H. (1993). Detection of differential item functioning
using the parameters of item response models. In P.W.Holland and H. Wainer (Eds.).
Differantial İtem Functioning. NY: Lawrence Erlbaum.
Waller, N.G. (2005). EZDIF: A computer program for detecting uniform and nonuniform
differential item functioning with the Mantel-Haenszel and logistic regression procedures.
Retrieved
September
25
2010
from
Web:
http://www.psych.umn.edu/faculty/ waller/downloads.htm
Welkenhuysen-Gybels, J. & Billiet, J. (2002). A Comparison of techniques for detecting crosscultural inequivalence at the item level. Kluwer Academic Publishers. Netherlands.Quality & iquantity. 197–218.
Yıldırım, H. H & Berberoğlu, G. (2009). Judgmental and statistical DIF analyses of the PISA2003 mathematics literacy items. International Journal of Testing, 9: 108–121, 2009. Retrieved July 17 2011 from
http://www.informaworld.com/smpp/title~content=t775653658
Yıldırım, H., H. (2006).The differential item functioning (DIF) analysis of mathematics items in the
international assessment programs. (Doktora tezi). METU, Ankara.
Yıldırım, S. (2008). Farklı işleyen maddelerin belirlenmesinde sınırlandırılmış faktör çözümlemesinin olabilirlik–oranı ve Mantel-Haenszel yöntemleriyle karşılaştırılması [Comparison of Restricted-Factor Analysis With Likelihood Ratio and Mantel-Haenszel
Methods in DİF Analyses]. H.Ü.eğitim Fakültesi Dergisi 34, 297-307.
Zhou,j., Gierl, M. J. & Tan, X. (2005).Evaluating the performance of SIBTEST and MULTISIB
using different matching
criteria. Retrieved September 25 2010 from
www2.education.ualberta.ca/educ/psych/crame/files/ncme06_jz.pdf
Zumbo, B.D. (1999). A Handbook on the theory and methods of differential item functioning (DIF):
Logistic regression modeling as a unitary framework for binary and likert-type (ordinal) item
scores. Ottawa, ON: Directorate of Human Resources Research and Evaluation, Department of National Defense.
http://pisa2006.acer.edu.au/downloads.php
http://earged.meb.gov.tr
42
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
A Quarterly Peer-Reviewed Journal, Year: 15 Issue: 59 / 2015
Üç Ayda Bir Yayımlanan Hakemli Dergi, Yıl: 15 Sayı: 59 / 2015
FOUNDING EDITOR / Kurucu Editör
Veysel Sönmez, Hacettepe University, Ankara, TURKEY
EDITOR / Editör
Şakir Çınkır, Ankara University, Ankara, TURKEY
CO- EDITORS
Ayşe Çiftçi, Purdue University, IN, USA
Şenel Poyrazlı, Penn State University, PA, USA
Ramazan Baştürk, Pamukkale University / TURKEY
Ahmet Aypay, Eskişehir Osmangazi University, Eskişehir, TURKEY
Bülbin Sucuoğlu, Ankara University, Ankara, URKEY
Kürşad Yılmaz, Dumlupınar University, Kütahya, TURKEY
Hakan Atılgan, Ege Universty, İzmir, TURKEY
INTERNATIONAL EDITORIAL BOARD / Uluslararası Editörler Kurulu
Anita Pipere, Daugavpils University, LATVIA
Aslı Özgün Koca, Wayne State University, USA
Beatrice Adeara, West Chester University,USA
Birgit Pepin, Sor-Trondelag Univ. College / NORWAY
Gerry McNamara, Dublin City University, IRELAND
Danny Wyffels, KATHO University, Kortrijk, BELGIUM
David Bridges, Cambridge University /UK
Ekber Tomul, Mehmet Akif Ersoy University, Burdur TURKEY
Erdinç Duru, Pamukkale University, Denizli, TURKEY
Fatma Hazır Bıkmaz, Ankara University, TURKEY
Hasan Hüseyin Aksoy, Ankara University, Ankara, TURKEY
Iordanescu Eugen, Lucian Blaga University of Sibiu, ROMANIA
Joe O'Hara, Dublin City University / IRELAND
Sven Persson, Malmö University, Malmö, SWEDEN
Theo Wubbels, Univeristiy of Utrecht/ NETHERLAND
Úrsula Casanova, Arizona State University, USA
Yusif Mammadov, Azerbaijan State Pedagogy University, Baku, AZERBIJAN
SAHİBİ VE YAZI İŞLERİ MÜDÜRÜ / Publishing manager
Özer Daşcan
EDITORIAL OFFICE / Yayın Yönetim
Dilek Ertuğrul
Anı Yayıncılık, Kızılırmak Sokak 10/A
06640 Bakanlıklar Ankara, TURKEY
[email protected]
Tel: +90.312 425 81 50 pbx Fax: +90.312 425 81 11
Printing Date / Basım Tarihi: 15. 04. 2015
Printing Address / Matbaa Adresi: Sözkesen Mat. İ.O.S. Mat. Sit. 558 Sk. No: 41 Yenimahalle-Ankara
Yayın Türü: Yaygın Süreli
Cover Design / Kapak Tasarımı: Anı Yayıncılık
Typography / Dizgi: Kezban KILIÇOĞLU
The ideas published in the journal belong to the authors.
Dergide yayınlanan yazıların tüm sorumluluğu yazarlarına aittir
43
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Eurasian Journal of Educational Research (ISSN 1302-597X) is a quarterely peer-reviewed journal published by
Anı Yayıncılık
Eğitim Araştırmaları (ISSN 1302-597X) Anı Yayıncılık tarafından yılda dört kez yayımlanan hakemli bir dergidir.
© 2015 ANI Publishing. All rights reserved. © 2015 ANI Yayıncılık. Her hakkı saklıdır.
Eurasian Journal of Educational Research (EJER) is abstracted and indexed in;
The Education Resources Information Center (ERIC)
Social Scisearch,
Journal Citation Reports/ Social Sciences Editon,
Higher Education Research Data Collection (HERDC),
Educational Research Abstracts (ERA),
SCOPUS database,
EBSCO Host database, and
ULAKBİM national index.
44
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
İÇİNDEKİLER
Identifying The Relationship Of Teacher Candidates' Humor Styles With Anxiety And
Self-Compassion Levels Aydan Aydın. 1-16
The Effect of Cooperative Learning on the Learning Approaches of Students with Different Learning Styles Esma Çolak 17-34
Architectural Design Education Program for Children: Adaptation into Turkish Culture
and Analysis of its Effectiveness Göksu Gözen 35-56
Investigation of the Relationship between Learning Process and Learning Outcomes in ELearning Environments Halil Yurdugül, Nihal Menzi Çetin 57-74
The Relationship between Teachers’ Emotional Labor and Burnout Level
Kürsad Yılmaz,Yahya Altınkurt, Mustafa Güner, Bilal Şen 75-90
Use of Integrated Curriculum Model (ICM) in Social Studies: Gifted and Talented Students’ Conceptions Nihat Gürel Kahveci, Özlem Atalay 91-112
Contact Disturbances, Self-Esteem and Life Satisfaction of University Students: A Structural Equation Modelling Study Özlem Tagay 113-132
Investigating Pre-service Gifted Education Teachers’ Self-efficacy toward Science Teaching and Scientific Attitudes Sezen Camcı Erdogan 133-148
An Evaluation of the Turkish Education System outside the Conflict between Old and
New Sezgin Kızılçelik 149-164
The Relationship between Teachers’ Perception about School Managers’ Talent Management Leadership and the Level of Organizational Commitment
Tufan Aytaç 165-180
Determination the Effects of Vocational High School Students’ Logical and Critical
Thinking Skills on Mathematics Success Gökhan Aksu, Nermin Koruklu 181-206
Multi-program High School Students’ Attitudes and Self-efficacy Perceptions toward
Mathematics Hayal Yavuz Mumcu, Meral Cansız Aktaş.207-226
The Investigation of Pre-service Teachers’ Perceptions about Critical Reading SelfEfficacy Ayşegül Karabay, Bilge Kuşdemir Kayıran,Dilek Işık 227-246
45
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
58. Sayı Hakemleri
Ali Ersoy
Alim kaya
Cemal Yalçın
Cevat Elma
Ebru Oğuz
Erdinç Duru
Erten Gökçe
Gökhan Özsoy
Hakan Atılgan
Hasan Aydın
Hasan Hüseyin Aksoy
Işıl Yurdakul Kabakçı
Kamile Demir
Kayhan Delibaş
Kürşad Yılmaz
Muhammet Uşak
Murat Boysan
Murat Taşdan
Nihan Demirkasımoğlu
Ramazan Baştürk
Sait Akbaş
Selçuk Beşir Demir
Sema Ünlüer
Şenel Poyrazlı
Şükran Tok
Yılmaz Tonbul
Zülfikar Deniz
46
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Identifying The Relationship Of Teacher Candidates' Humor
Styles With Anxiety And Self-Compassion Levels
Aydan AYDIN*
Suggested Citation:
Aydan, A. (2015). Identifying the relationship of teacher candidates' humor styles with
anxiety and self-compassion levels. Eurasian Journal of Educational Research, 59, 1-16
http://dx.doi.org/10.14689/ejer.2015.59.1
Abstract
Problem Statement: Teacher candidates who will soon be responsible for educating
the future generations should possess certain characteristics. Specific teacher
candidates should have specific characteristics taken into consideration: preschool and primary teacher candidates should be seen as role models by younger
students; psychological counseling and guidance teacher candidates should guide
students in terms of choice of profession and provide counseling in case of
problems; and special education teacher candidates should be fully equipped
with the skills to handle students with special needs and characteristics.
Purpose of Study: This study aims to identify the relationship between teacher
candidates' humor styles, anxiety, and self-compassion levels, and to investigate
these levels from the perspective of gender and grade variables.
Method: In this research study, a multiple regression analysis was applied in order
to explore the relationship between candidate teachers' humor styles and their
anxiety as well as self-compassion levels. The sample of the study is comprised of
a total of 1008 students studying in the following departments of the Atatürk
Education Faculty at Marmara University: early childhood education, primary
school teaching, psychological counseling and guidance, and special education.
As data collection instruments, the Self-Compassion Scale, the Humor Styles
Questionnaire, and the State and Trait Anxiety Scale were used.
Findings and Results: According to the findings of the study, the t values
calculated to find the significance of the regression coefficients indicate that
isolation and self-judgment sub-dimensions have significant predictiveness for
affiliated humor. Self-kindness, common humanity, isolation, and overidentification sub-dimensions have significant predictiveness for self-enhancing
humor. Self-kindness, self-judgment, mindfulness, and over-identification
subdimensions have significant predictiveness for aggressive humor. Self*
Dr, Marmara University, Ataturk Faculty of Education, Special Education Department, e-mail:
[email protected]
47
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
judgment and common humanity sub-dimensions have significant predictiveness
for self-defeating humor. Other sub-dimensions do not have significant influence
on the dependent variable. Finally, the sub-dimensions of the State and Trait
Anxiety Scale have significant predictiveness for all the sub-dimensions of the
Humor Style Scale.
Recommendations: There is a need for experimental studies aiming to boost teacher
candidates’ self-compassion by developing programs indented to reduce their
anxiety levels. It is also suggested that if some aspects of such programs are
found to be positive in such studies, they should be incorporated into the
optional courses or practice-based applications in the programs of education
faculties.
Key words: Teacher candidates, humor style, self-compassion, anxiety
References
Akgün, A., Gönen, S. & Aydın, M. (2007). İlköğretim fen ve matematik öğretmenliği
öğrencilerinin kaygı düzeylerinin bazı değişkenlere göre incelenmesi [Investigation
of primary mathematics and primary science teacher education student’s anxiety
levels according to some variables]. Elektronik Sosyal Bilimler Dergisi, 6(20), 283-299.
Akın, Ü., Akın, A. & Abacı, R. (2007). Öz-duyarlık ölçeği: geçerlik ve güvenirlik çalışması
[Self-compassion scale: Validity and reliability study of the Turkish version].
Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 01-10.
Allen, A. B. & Leary, M. R. (2010). Self-Compassion, stress and coping. Social and Personality
Psychology Compass, 4(2), 107–118.
Berk, R. A. (2001). The active ingredients in humor: psychophysiological benefits and risks
for older adults. Educational Gerontology, 27, 323–339.
Bilge, F. & Saltuk, S. (2007). Humour styles, subjective well-being, trait anger and anxiety
among university students in turkey. World Applied Science Journal, 2 (5), 464-469.
Büyüköztürk, Ş. (2005). Sosyal bilimler için veri analizi el kitabı (5.baskı) [Data analysis
handbook for social sciences (5th edition)]. Ankara: Pegem.
Cüceloğlu, D. (1991). İnsan ve davranışı [Human and his behavior]. İstanbul: Remzi.
Chinery, W. (2007). Alleviating stress with humour: a literature review. Journal of
Perioperative Practice, 17, 172–182.
Çubukçu, Z. & Dönmez, A. (2011). The examination of the professional anxiety levels of
teacher candidates. Journal of Theory and Practice in Education, 7 (1), 3-25.
Dereli. E., Angın, E. & Karakuş, Ö. (2012). Okul öncesi öğretmen adaylarının akademik
başarı ve kaygı türlerinin problem çözme becerilerine etkisi [Factors that affect the
problem solving skills of preschool teacher candidates: academic achievement and
types of anxiety]. International Journal of Human Sciences, [Online]. (9)2, 731-742.
Doğan, T. & Çoban, A. E. (2009). Eğitim fakültesi öğrencilerinin öğretmenlik mesleğine
yönelik tutumları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi [The
48
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Investigation of the relations between students’ attitude toward teaching profession
and anxiety level in faculty of education]. Eğitim ve Bilim Dergisi.
Dowling, J. S. & Fain, J. A. (1999). A multidimensional sense of humor scale for school-age
children: issues of reliability and validity. Journal of Pediatric Nursing. 14 (1), 38-43
Durmuş, Y. & Tezer, E. (2001). Mizah duygusu ve stresle başa çıkma tarzları arasındaki ilişki
[The relationship between sense of humor and coping with stress]. Türk Psikolojisi
Dergisi: l6(47), 25–32.
Germer, C. K. & Neff, K. D. (2013). Self‐Compassion in clinical practice. Journal Clinical
Psychology, 69(8), 856-867. doi:10.1002/jclp.22021.
Gilbert, P. & Procter, S. (2006). Compassionate mind training for people with high shame
and self-criticism: overview and pilot study of a group therapy approach. Clinical
Psychology and Psychotherapy, 13, 353-379.
İkiz, E. & Totan, T. (2011). Üniversite öğrencilerinde öz-duyarlik ve duygusal zekânin
incelenmesi [Investigation of self-compassion and emotional intelligence of
university students]. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14 (1),
51-71ISSN: 1302-3284 E-ISSN: 1308-0911.
İskender, M. (2009). The relationship between self-compassion, self-efficacy and control
beliefs about learning in turkish university students. Social Behavior and Personality,
37, 711-720.
Kirkpatrick, K. L. (2005). Enhancing Self-Compassion Using a Gestalt Two-Chair Intervention.
Dissertation Presented to the Faculty of the Graduate School of the University of
Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of
Philosophy. ABD, Texas.
Martin, R. A. (2002). Is laughter the best medicine humor, laughter and physical health.
Current Directions in Psychological Science December (11), 6. 216-220. doi: 10.1111/14678721.00204.
Martin, R. A., Puhlik-Doris, P., Larsen, G., Gray, J. & Weir, K. (2003). Individual differences
in uses of humor and their relation to psychological well-being: development of the
humor styles questionnaire. Journal of Research in Personality, 37, 48–75.
Mireault, G., Poutre, M., Sargent-Hier, M., Dias, C., Perdue, B. & Myrick, A. (2012). Humour
perception and creation between parents and 3- to 6-month-old. Infant and Child
Development. 21 ( 4),338-347 doi: 10.1002/icd.757
Nazik, E. & Arslan, S. (2011). Hemşirelik öğrencilerinin empatik becerileri ile öz-duyarlıkları
arasındaki ilişkinin incelenmesi. [Investigation of the relationship between empathy
skills and self compassion of nursery students]. Anadolu Hemşirelik ve Sağlık Bilimleri
Dergisi, 14: 4
Neff, K. D. (2003a). The development and validation of a scale to measure self - compassion.
Self and Identity, 2(3), 223-250.
Neff, K. D., Beretvas, S. N. (2012). The role of self-compassion in romantic relationships. Self
and Identity, 12(1), 78-98. ISSN: 1529-8868 print/1529-8876 [Online]
http://dx.doi.org/10.1080/15298868.2011.63954
49
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Neff, K. D., Hseih, Y. & Dejitthirat, K. (2005). Self-Compassion, achievement goals and
coping with academic failure. Self and Identity, 4, 263–287.
Neff, K. D., Kirkpatrick, K. L., Rude, S.S. (2007). Self compassion and adaptive psychological
functioning. Journal of Research in Personality 41, 139–154.
Neff, K. D. & Vonk, R. (2009). Self compassion versus global self-esteem: two different ways
of relating to oneself. Journal of Personality, 77:1, 23-50.
Öner, N., Compte, A. (1998). Süreksiz Durumluk/ Sürekli Kaygı Envanteri El Kitabı (2. Basım)
[The State-Trait Anxiety Inventory handbook (2nd Edition)]. İstanbul: Boğaziçi
Üniversitesi.
Raes, P. (2010). Rumination and worry as mediators of the relationship between selfcompassion and depression and anxiety. Personality and Individual Differences, 48,757–
761.
Sarı, T. & Aslan, H. (2005). Mizah tarzları ve başa- çıkma stratejileri arasındaki ilişki [The
relationship between humor style and coping strategies]. VIII. Ulusal Psikolojik
Danışma ve Rehberlik Kongresi. İstanbul: Marmara Üniversitesi.
Schermer, J. A., Martin, R. A., Martin, N. G., Lynskey, M. & Vernon, P. A. (2013). The general
factor of personality and humor styles. Personality and Individual Differences, 54(8),
890-893.
Semrud-Clikeman M, Glass K. (2010). The relation of humor and child development: social,
adaptive and emotional aspects. Journal of Child Neurology. 25(10):1248- 60.
Smith W. J., Harrington K V., Neck C. P. (2000). Resolving conflict with humour in a
diversity context. Journal of Managerial Psychology; 15(6):606-625.
Soyer, U. (2010). Özel eğitim öğretmen adaylarının öz-duyarlık ve sürekli kaygı düzeylerinin
belirlenmesi [Determination of special education teacher candidates’ self compassion and
constant anxiety levels]. (Yayımlanmış yüksek lisans tezi) Marmara
Üniversitesi/Eğitim Bilimleri Enstitüsü, İstanbul.
Taşğın, Ö., (2006). Beden eğitimi ve spor yüksekokulunda okuyan öğretmen adaylarının
mesleki kaygı düzeylerinin bazı değişkenler açısından incelenmesi [Observation of
concern levels teacher candidates, who enrolled physical education and sports
college, according to some variables]. Kastamonu Eğitim Dergisi, 14 (2), 679-686.
Tekneci, E. (2010). Zihinsel engelliler öğretmenliği 1. ve 4. sınıf öğrencilerinin öğretmenlik
mesleğine yönelik tutumları ile kaygı düzeylerinin karşılaştırılması. [Comparision of attitudes
towards teaching profession and anxiety levels of first and forth year students of instruction
of mentally handicapped program]. (Yayınlanmamış yüksek lisans tezi). Marmara
Üniversitesi/Eğitim Bilimleri Enstitüsü, İstanbul.
Traş, Z., Arslan, C. & Mentiş Taş, A. (2011). Öğretmen adaylarının mizah tarzları, problem
çözme ve benlik saygısının incelenmesi [Analysis of humor styles, problem solving
and self- esteem of prospective teachers]. Uluslararası İnsan Bilimleri Dergisi, 8(2).
http://www.insanbilimleri.com
Tümerdem, R. (2007). Dicle Üniversitesi eğitim fakültesi ve fen - edebiyat fakültesi kimya
son sınıf öğrencilerinin kaygılarını etkileyen etmenler [The factors affecting Dicle
University education faculty and science faculty students’ anxiety]. Elektronik Sosyal
Bilimler Dergisi, 6 (20), 32-45
50
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Van Dam, N. T., Sheppard, S. C., Forsyth, J. P. & Earleywine, M. (2011). Self-compassion is a
better predictor than mindfulness of symptom severity and quality of life in mixed
anxiety and depression. Journal of Anxiety Disorders, 25, 123–130.
Werner, K. H., Jazaieri, H., Goldin, P. R., Ziv, M., Heimberg, R. G., Gross, J. J. (2012). SelfCompassion and social anxiety disorder. Anxiety, Stress & Coping, 25 (5), 543-558.
Yerlikaya, E. (2003). Mizah tarzı ölçeği, geçerlik güvenirlik çalışması [Humor style scale,
validty-reliability study]. VII. Ulusal Psikolojik Danışma ve Rehberlik Kongresi Bildiri
Özetleri Kitabı 09-11 Temmuz 2003. Malatya: İnönü Üniversitesi.
Yerlikaya, N. (2007). Lise Öğrencilerinin mizah tarzları ile stresle başa çıkma tarzları
arasındaki ilişkinin incelenmesi [The relationship between humor styles and coping
styles of high school students]. (Yayımlanmamış yüksek lisans tezi). Çukurova
Üniversitesi, Adana.
Ying, Y.W. (2009). Contribution of self compassion to competence and mental health in
social work students. Journal of Social Work Education, 45, 309-323
Zeigler-Hill, V., Besser, A. & Jett, S.E. (2013). Laughing at the looking glass: does humor style
serve as an interpersonal signal. Evolutionary Psychology 11(1): 201-226
51
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
The Effect of Cooperative Learning on the Learning Approaches of
Students with Different Learning Styles
Esma ÇOLAK
Suggested Citation:
Çolak, E. (2015). The effect of cooperative learning on the learning approaches of students
with different learning styles. Eurasian Journal of Educational Research, 59, 17-34
http://dx.doi.org/10.14689/ejer.2015.59.2
Abstract
Problem Statement: For this study, a cooperative learning process was designed in
which students with different learning styles could help each other in heterogeneous groups to perform teamwork-based activities. One aspect deemed important in this context was whether the instructional environment designed to reach
students with different learning styles would allow students to better engage in
deep learning.
Purpose of Study: The purpose of the study was to determine the effectiveness of
cooperative learning activities in ensuring deep learning according to students’
learning styles.
Methods: For this single-group pretest–posttest study, a purposive sampling method was used to form the sample of 39 students attending the course Special Teaching Methods as part of a pedagogical certification program at a state university in Turkey. During the study, the Grasha–Riechmann Student Learning Style
Inventory was used to determine students’ learning styles and the study process
questionnaire to determine their learning approaches. Covariance analysis was
performed for all research questions.
Findings and Results: Posttest student scores for the deep learning approach demonstrated significant differences depending on learning style. According to these scores, students with cooperative and competitive learning styles fared better
with the deep learning approach than students with avoidant, dependent, and
participative learning styles. By contrast, the students’ posttest scores for surface
learning demonstrated no significant differences regarding learning styles.
Conclusions and Recommendations: The researchers recommend increasing both the
duration of study activities and their focus on different techniques of cooperative
learning, as well as considering the basic principles of cooperative learning to en
Dr. Mimar Sinan Fine Arts University. Science and Literacy Faculty, Department of Educational Sciences, e-mail: [email protected]
52
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
sure effective designs for teamwork-based discussion activities, including those
used for research.
Keywords: Cooperative learning, learning style, deep learning, surface learning
References
Açıkgöz, K. Ü. (1992). İşbirlikli öğrenme kuram araştırma uygulama [Cooperative learning theory research and practice]. Malatya: Uğurel Matbaası.
Azmahani, A., Khairiyah, M., Amirmudin, U., & Jamaludin, M. (2013). A longitudinal study
on the ımpact of cooperative problem-based learning in ınculcating sustainable development.
The 4th International Research Symposium on Problem-Based Learning
(IRSPBL).Putrajaya: Aalborg University Press.
Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate
education.
Change,
27(6),
Retrieved
December
20,
2013,
from
http://www.ius.edu/ilte/pdf/BarrTagg.pdf
Biggs, J., Kember D., & Leung, D. Y. P. (2001). The revised two factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133–149.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. London: Open University Press & Mc Graw–Hill.
Brown, D., Sivabalan, J., & McKenzie, P. (2001). Student learning approache, conception and
contextual factors: Some evidence and ımplications for teaching cost accounting.
Working Paper Series, 49, 1–39.
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö., Karadeniz, A., & Demirel, F. (2010). Bilimsel
araştırma yöntemleri. [Scientific research methods]. Ankara: Pegema Yayınları.
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post16 learning: A systematic and critical review. London: Learning and Skills Research
Centre.
Çolak, E. (2006). İşbirliğine dayalı öğretim tasarımının öğrencilerin öğrenme yaklaşımlarına, akademik başarılarına ve öğrenmenin kalıcılığına etkisi [The effect of the cooperative instructional design on the learning approaches, academic achievement and learning retention of the students]. (Unpublished doctoral dissertation). Yıldız Teknik Üniversitesi
Sosyal Bilimler Enstitüsü, İstanbul.
Ellezi, A. M., & Sezgin, G. (2002). Öğretmen Adaylarının Öğrenme Yaklaşımları [Learning
approaches of student teachers]. Orta Doğu Teknik Üniversitesi V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. 16–18 Eylül. Ankara. Retrieved July 15, 2013,
from http://www.fedu.metu.edu.tr/ufbmek-5/ozetler/d288.pdf
R.M. Felder and R. Brent, (2007). Cooperative learning. In P. A. Mabrouk (Ed.) Active learning: models from the analytical sciences, Washington, DC: American Chemical Society,
2007.
Retrieved
August
17,
2013,
from
53
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/CLChapter.p
df
Fok, A., & Watkins, D. (2007). Does a critical constructivist learning environment encourage
a deeper approeach to learning?. The Asia Pacific Education Researcher, 16(1), Retrieved
August
17,
2013,
from
http://
www.dlsu.edu.ph
/research
/journals/taper/pdf/200706/Fok-watkins.pdf
Grasha, A. F. (2002). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning style. CA: Alliance.
Grasha, T. (1990). The naturalistic approach to learning styles. College Teaching, 38(3), 106–
113.
Hall, M., Ramsay, A., & Raven, J. (2002). Changing the learning environment to promote
deep learning approaches in first year accounting students. Accounting Education,
13(4), 489–505.
Hamidah, J. S. Sarina, M. N., & Kamaruzaman, J. (2009). The social interaction learning styles of science and social science students. Asian Social Science, 5(7), 58–64.
Hermann, K. (2013). Cooperative learning in higher education: A study of the influence of cooperative learning on students’ approaches to learning (Unpublished doctoral dissertation).
Aarhus University Faculty of Business and Social Sciences, Denmark.
Houghton, W. (2004). Deep and surface approaches to learning. In L. Willis (Ed.), Engineering subject centre guide: Learning and teaching theory for engineering academics. Loughborough: HEA Engineering Subject Centre. Retrieved May 14, 2013, from
https://dspace.lboro.ac.uk/dspace-jspui/handle/2134/9413
Jonassen, D. H., & Grabowski, B. L. (2011). Handbook of individual differences learning and instruction. New York: Routledge.
Klimovienė G.; Urbonienė J.; Barzdžiukienė R. (2006). Developing Critical Thinking through
Cooperative Learning. Straipsnis. Kalbų studijos (Language studies), 9, - 77-84. Retrieved May 14, 2013, from http://etalpykla.lituanistikadb.lt/fedora/objects/LT-LDB0001:J.04~2006~1367172734258/datastreams/DS.002.1.01.ARTIC/content
Kreke, K. Fields, A., & Towns, M.H. (1998). An action research project on student perspectives on
small-group learning in chemistry: Understanding the efficacy of small-group activities. Paper presented at the annual meeting of the National Association for Research in Science Teaching. San Diego, CA.
Kolb, A.Y., & Kolb, D.A. (2005). The Kolb Learning Style Inventory – Version 3.1: 2005 Technical
Specifications. Haygroup: Experience Based Learning Systems Inc. Retrieved May 14,
2013, from http://learningfromexperience.com/media/2010/08/tech_spec_lsi.pdf
Liddle, M., (2000). Student attitudes toward problem-based learning in law. Journal on Excellence in College Teaching, 11(2), 163–190.
54
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Macpherson, A. (2007). Cooperative learning group activities for college courses: A guide for instructors. Toronto, CA: Kwantlen University College. Retrieved May 14, 2013
fromhttp://www1.umn.edu/ohr/prod/groups/ohr/@pub/@ohr/documents/asset
/ohr_89185.pdf.
Marburger, R. M. (2005). Comparing student performance using cooperative learning. International Review of Economics Education, 4(1), 46–57.
Millis, B. J. (2010). Promoting deep learning, IDEA Paper, 47.
Mutlu, M. & Aydoğdu, M. (2003). Fen bilgisi eğitiminde kolb’un yaşantısal öğrenme kuramı.[Kolb’s experiental learning theory in science education]. Pamukkale Üniversitesi
Eğitim Fakültesi Dergisi. 13.
Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health
Services
Research,
34,
1189–1208.
Retrieved
May
14,
2013,
from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1089059/pdf/hsresearch000220112.pdf
Shimazoe, J., & Aldrich, H. (2010). Group work can be gratifying: Understanding and overcoming resistance to cooperative learning. College Teaching, 58, 52–57.
Shindler, J. (2004). Teaching for the success of all learning styles: Five principles for promoting greater teacher effectiveness and higher student achievement for all students. Retrieved May 14,
2013, from
http://www.calstatela.edu/faculty/jshindl/cm/Teachingacrosstype5Principlesv1.ht
m
Slavin R. E. (2011), Classroom Applications of Cooperative Learning. In S Graham (Ed), APA
Handbook of Educational Psychology. Washington, DC: American Psychological Assocation.
Retrieved
May
14,
2013,
from:
http://www.successforall.org/SuccessForAll/media/PDFs/ClassroomApplications-of-CL.pdf
Sonnenwald, D.H., & Li, B. (2003). Scientific collaboratories in higher education: Exploring
learning style preferences and perceptions of technology. British Journal of Educational
Technology, 34(4), 419–431.
Tuan, H., Chin, C., Tsai C., & Cheng, S. (2005). Investigating the effectiveness of inquiry instruction on the motivation of different learning styles students. International Journal of
Science and Mathematics Education, 3, 541–566.
Uysal, G. (2010). İlköğretim sosyal bilgiler dersinde işbirlikli öğrenmenin erişiye, problem çözme
becerilerine, öğrenme stillerine etkisi ve öğrenci görüşleri [The effect of cooperative learning on students’ problem-solving skills, learning styles, and achivement on elementary-school social studies and the views of students]. (Unpublished doctoral dissertation). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
55
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Watkins, C., Carnell, E., Lodge, C., Wagner, P., & Whalley, C. (2002). Effective learning. Research Matters Series. Institute of Education at the University of London (17). Retrieved May 14, 2013, from http://eprints.ioe.ac.uk/2819/1/Watkins2002Effective.pdf
Wyk, M. M. V. (2012). The effects of the STAD-cooperative learning method on student achievement, attitude and motivation in economics education. Jounal of Social Sciences,
33(2), 261–270.
Yılmaz, M. B., & Orhan, F. (2011). Ders çalışma yaklaşımı ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması [The validity and reliability study of the Turkish version
of the study process questionnaire]. Eğitim ve Bilim, 36(1599), 69–83.
Zereyak, E. (2005). Grasha–Riechmann öğrenme stilleri ölçeği öğrenci formunun Türkçeye
uyarlaması [Adaptation into Turkish of Grasha–Riechmann Student Learning Style
Inventory]. Eğitim Bilimleri ve Uygulama, 4(8), 117–138.
56
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Architectural Design Education Program for Children: Adaptation
into Turkish Culture and Analysis of its Effectiveness
Göksu GÖZEN
Suggested Citation:
Gözen, G. (2015). Architectural design education program for children: Adaptation into
Turkish culture and analysis of its effectiveness. Eurasian Journal of Educational
Research.59, 35-56
http://dx.doi.org/10.14689/ejer.2015.59.3
Abstract
Problem Statement: Design, which is a process of creating, supports individuals’
pursuit, experience and discovery, and contributes to the improvement of higherorder thinking skills. A systematic design education offered in the early years of
life boosts especially creative thinking and problem solving skills as well as
awareness of the environment and nature. Such education programs have been
implemented continuously in Europe and America. However, in Turkey, there is
no design education for children.
Purpose of the Study: This research aims to adapt into Turkish culture the Architectural Design Education Program for American preschool and primary school
children aged 6-11 and to analyze its effectiveness in improving the design skills
of Turkish children. The effectiveness of the program is examined within the subquestion if there are any statistically significant differences between the experimental groups instructed by adapted program and the control groups instructed
by conventional activities in the concept of design skills exhibited through performance-based assessments particular to each instructional session.
Method: The Architectural Design Education Program was adapted into the Turkish culture through studies carried out with expert groups. In the academic year
2011-2012, 177 children were given this education program in a primary school in
Ankara. These students constituted six experimental groups that represented all
levels of grade/age (i.e. preschool and primary education from 1 st to 5th year students/aged 6-11). On the other hand, a total of 167 children in six control groups
received a program consisting of conventional activities. Analytic rubrics were

Dr., Mimar Sinan Fine Arts University, Faculty of Science and Letters, Department of Educational Sciences, Turkey. E-mail: [email protected]
57
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
used to assess, at the end of each instructional session, the products designed by
children in line with performance tasks. With a view to comparing the design
skills of children in different programs, Mann Whitney U-test for independent
samples was used for analysis.
Findings: The analyses show that there are significant differences in the development of design skills between the experimental groups and the control groups at
all levels of grade/age, and that the difference was in favor of the experimental
groups.
Conclusion and Recommendations: The results show that all instructional activities
carried out within the scope of the Architectural Design Education Program are
effective in social, emotional and cognitive development of children aged six to
11, improving their higher-order thinking processes based on design skills. It is
recommended that this interdisciplinary program, making use of mathematics,
history, science and arts, should be integrated with basic areas of instruction in
education programs so that its effectiveness can be enhanced.
Keywords: Children, design, creativity, problem solving, education.
References
Acer, D. (2006). Anasınıfına devam eden altı yaş çocuklarının estetik yargı gelişimine estetik eğitimin etkisinin incelenmesi [A study on the effects of aesthetic education on the development of aesthetic judgement of six-year-old children]. Unpublished doctoral dissertation, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Acer, D. & Gözen, G. (2013). Çocuk ve mimarlık: Çocuklar için mimari tasarım öğretim programı.
Ankara: Anı Yayıncılık.
Bresnahan, K. (2014). Designing the creative child: Playthings and places in midcentury
America by Amy F. Ogata (review). Building & Landscapes: Journal of the Vernacular
Architecture Forum, 21(1), 156-158.
Department for Education and Employment/Qualifications and Curriculum Authority.
([DfEE/QCA], 2004). The national curriculum handbook for secondary teachers in England
– Key stages 3 and 4. London: DfEE/QCA.
European Commission (2008). Proposal for a Decision of the European Parliament and of
the Council concerning the European Year of Creativity and Innovation 2009. COM
2008-159, Brussels: European Commission.
Faizi, M., Azaria A.K., Maleki, S.N. (2013). Design guidelines of residental environments to
stimulate children's creativity. Journal of Asian Behavioural Studies, 3(8), 25-36.
Filer, A. (2000). Assessment: Social practice and social product, London: RoutledgeFalmer.
58
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Gibson, C. (1995). Critical thinking: Implications for instruction, Reference & User Services
Quarterly (RQ), 35(1), 27–35.
Gözcü, Ş. (2005). Çocuklar ve… [Children and...]. Çocuk ve Mimarlık: TMMOB Mimarlar Odası
Ankara Şubesi Çocuk ve Mimarlık Çalışma Grubu Bülteni, 1, 19.
Gözen, G., & Acer, D. (2012). Measuring the architectural design skills of children aged 6-11.
Procedia-Social and Behavioral Sciences, 46 (2012), 2225-2231.
Greek Pedagogical Institute. ([GPI], 2003). A cross thematic curriculum framework for compulsory education-Diathematikon programma. Retrieved April 6, 2012, from www.pischools.gr/programs/depps/index_eng.php
Haladyna, T.M. (1997). Writing test items to evaluate higher order thinking, USA Boston: Allyn
and Bacon.
Kampylis, P. (2010). Fostering creative thinking - The role of primary teachers. Unpublished doctoral dissertation, Faculty of Information Technology, University of Jyväskylä,
Jyväskylä.
Kinchin, J., & O'Connor, A. (2012). Century of the child: Growing by cesign 1900-2000. New
York: The Museum of Modern Art.
Krippendorff, K. (2004). Reliability in content analysis: Some common misconceptions and
recommendations. Human Communication Research, 30(3), 411-433.
Law 1566/1985: Structure and functions of primary and secondary education and other provisions.
Greek Government Gazette A 167/30-09-85.
Lindberg, T., & Meinel, C. (2010). Report of electronic colloquium on design thinking research: Design thinking in IT development. Report No. 1, Germany: Potsdam University.
Lozanovska, M., & Xu, L. (2012). Children and university students working together: A pedagogical model of children's participation in architectural design. CoDesign: International Journal of CoCreation in Design and the Arts, 9(4), 209-229.
Magnusson, D. (1967). Test theory, Reading, MA: Addison-Wesley.
Meskanen, P. (2004). Finlandiya’da çocuklar için mimarlık eğitimi [Architectural education for
children in Finland ]. In M. O. Yılmaz (Trans.), 4. Ulusal Çocuk Kültürü Kongresi:
Cumhuriyet'in 80. Yılında Disiplinlerarası Bakışla Türkiye'de Çocuk (pp. 343-346),
Turkey, Ankara: Ankara University.
Meskanen, P., & Hummelin, N. (2010). Creating the future: Ideas on architecture and design education. Arkki School of Architecture for Children and Youth, Vaasa: Oy Fram Ab
Printing.
59
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Ministerial Council for Education, Early Childhood Development and Youth Affairs.
([MCEECDYA], 2008). Melbourne declaration on educational goals for young Australians.
Retrieved
May
5,
2012,
from
www.
mceecdya.edu.au/mceecdya/melbourne_declaration,25979.html
Mitchell, A.A. (2006). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Journal of College Student Development, 47(3), 352-355.
Parsons, M.J. (1976). A suggestion concerning the development of aesthetic experience in
children. Journal of Aesthetics and Art Criticism, 34, 305-314.
Piaget, J. (1970). Piaget's theory. In P. H. Mussen (Ed.) Carmichael's handbook of child psychology, Vol. 1 (pp. 703-732). New York: Wiley.
Qualifications and Curriculum Authority. ([QCA], 2005). Creativity: Find it, promote it!Promoting pupils' creative thinking and behaviour across the curriculum at key stages 1.2
and 3-practical materials for schools. London: QCA.
Rauth, I., Köppen, E., Jobst, B., & C. Meinel (2010, November). Design thinking: An educational
model towards creative confidence. Paper presented at the 1st International Conference
on Design Creativity (ICDC2010), Japan, Kobe.
Räsänen, J. (2014). Detecting architecture: An overview to the development of children’s
architecture education in Finland. Paper presented in 6th Annual Architectural Research
Symposium: Designing and Planning the Built Environment for Human Well-Being in Oulu-Finland, October 23 to 25, 2014.
Şahin, İ.T., Tantekin-Erden, F., Akar, H. (2011). The influence of the physical environment
on early childhood education classroom management. Egitim-Arastirmalari-Eurasian
Journal of Educational Research, 44, 185-202.
Woodman, R.W., Sawyer, J.E., Griffin, R.W. (1993). Toward a theory of organizational creativity. Academy of Management Review, 18(2), 293-321.
Taylor, A.P. (1971). The effects of selected stimuli on the art products, concept formation and aesthetic judgmental decisions of four and five year old children. Unpublished doctoral dissertation, Arizona State University, USA.
Taylor, A.P. (1993). The learning environment as a three-dimensional textbook. Children’s
Environments, 10(2), 170-179.
Taylor, A.P., Aldrich, R.A., & Vlastos, G. (1988). Architecture can teach... and the lessons are
rather fundamental. Transforming Education, 18, 31. Retrieved October 15, 2012, from
http://www.context.org/iclib/ic18/taylor/
Taylor, A.P. & Helmstadter, G.C. (1971, February). A preliminary pair comparison test for measuring aesthetic judgment in young children. Paper presented at the Annual Meeting of
the American Educational Research Association, New York.
60
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Taylor, A.P. & Vlastos, G. (1983). School Zone: Learning environments for children, Corrales,
NM: School Zone, Inc.
Taylor, A.P., Vlastos, G., & Marshall, A. (1991). Architecture and children: Teachers' guide, Seattle: Architecture and Children Institute.
Tekkaya-Poursani, E. (2009). Çocukların mimarlığı için bir ortaklık: KIDS [A Partnership for
the architecture of children: KIDS]. Mimarlık Dergisi, 347, 51-55.
Ulaş-Dağlı, U., Paşaoğluları-Şahin, N., Güley, K. (2013). Inter-creative course model proposal: Teaching-learning design in secondary schools of TRNC. Egitim- ArastirmalariEurasian Journal of Educational Research, 53, 41-58.
Zeisel, J. (2006). Inquiry by design: Environment/behavior/neuroscience in architecture, interiors,
landscape, and planning, New York: W.W. Norton & Company.
61
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Investigation of the Relationship between Learning Process and
Learning Outcomes in E-Learning Environments
Halil YURDUGÜL1
Nihal MENZİ ÇETİN2
Suggested Citation:
Yurdugül, H.& Menzi Çetin, N. (2015). Investigation of the relationship between learning
process and learning outcomes in e-learning environments. Eurasian Journal of Educational Research, 59, 57-74
http://dx.doi.org/10.14689/ejer.2015.59.4
Abstract
Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella
concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of
this umbrella concept. Taking into consideration learning processes and outcomes
together, Biggs’ 3P model of learning is used as the theoretical framework. The first
P was defined as learning presage and included learning inputs such as learner variables, prior knowledge, learner readiness, personality, etc. The second P was considered the learning process, which covers learner motivation and learning strategies. The last P was suggested as learning outcomes (product) which consist of the
results of formal and informal assessment, perceived learning, self-concept, satisfaction, etc.
Purpose of Study: In this study, we especially considered the learning process and
the learning outcomes and investigated the effects of learning process on learning
outcomes. In addition, we took into consideration the two dimensions of learning
outcomes as a) perceptions of learning, and b) performances of learning, respectively. Also, we investigated the relationship between learners’ perceptions of learning and performance of learning.
Methods: Relational scanning model was used based on the 3P model. Within the
Computer Networks and Communication Course, 68 students participated in the
study. Study Process Questionnaire, Online Learning Perception Scale and performance test were used to identify student learning processes and outcomes. Asso-
1
Corresponding author: Assoc. Prof. Dr. Hacettepe University, Department of Computer Education and Instructional Technology, Ankara. [email protected]
2
Hacettepe University, Res. Asst. Department of Computer Education and Instructional Technology, Ankara,
[email protected]
62
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
ciations between these psycho-educational constructs were examined through
Structural Equation Model (SEM).
Findings and Results: According to SEM analysis, learners’ approaches to learning
have a significant effect on their perception of learning. Conversely, the effects of
surface approaches on learners’ perception of learning was not statistically significant (p>.05). Whereas deep strategy approaches have significant effects on performance of learning, the relationship between deep motivation and performance of
learning was not significant. Performance of learning was negatively affected by
surface approaches (p<.05). Interestingly, there was no significant relationship
between perceived and actual learning performance.
Conclusions and Recommendations: Results showed autonomous learners (those with
deep strategy and motivation) have better perceived learning outcomes. However,
having deep motivation and high perception of learning is not necessarily correlated with high performance. This asserts that performance in an online learning environment independent of learner’s motivation and perception about learning. One
possible reason is that assessment of perception of learning is norm- referenced,
while performance of learning is criterion referenced.
Keywords: E-learning, learning management system, perception of learning, performance of learning, learning outcomes.
References
Ausubel, D.P. (1968). Educational psychology: A cognitive view. New York, Holt: Rinehartand
Winston.
Baeten, M., Struyven, K., & Dochy, F. (2013). Student-centered teaching methods: Can they
optimize students’ approaches to learning in professional higher education?. Studies
in Educational Evaluation, 39, 14-22.
Batı, A. H., Tetik, C., & Gürpınar, E. (2010). Öğrenme yaklaşımları ölçeği yeni şeklini Türkçeye uyarlama ve geçerlilik güvenirlilik çalışması [Assessment of the validity and reliability of the Turkish adaptation of the Study Process Questionnaire (R-SPQ-2F)].
Türkiye Klinikleri Tıp Bilimleri Dergisi, 30(5), 1639-1646.
Beccaria, L., Kek, M., Huijser, H., Rose, J., & Kimmins, L. (2014). The interrelationships
between student approaches to learning and group work. Nurse Education Today,
34(7), 1094-1103.
Biggs, J. (1982). Student motivation and study strategies in university and college of advanced education populations. Higher Education Research and Development, 1(1), 33-55.
Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two‐factor study process questionnaire: R‐SPQ‐2F. British Journal of Educational Psychology, 71(1), 133-149.
Bracey, P. (2010, October). Self-directed learning vs self-regulated learning: Twins or just friends?.
In World Conference on E-Learning in Corporate, Government, Healthcare, and
Higher Education (No. 1, pp. 1600-1607).
63
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Diseth, Å., & Martinsen, Ø. (2003). Approaches to learning, cognitive style and motives as
predictors of academic achievement. Educational Psychology 23(2), 195-207.
Enwistle, N., & McCune, V. (2004). The conceptual bases of study strategy inventories. Educational Psychology Review, 16(4), 325-345.
Fritzsche, D.J. (1977). On the relationships of learning style, perceived learning, and performance in an experiential learning environment. Computer Simulation and Learning
Theory, 3, 455-462.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
Geçer, A. K. (2012). An examination of studying approaches and information literacy selfefficacy perceptions of prospective teachers. Eğitim Araştırmaları-Eurasian Journal of
Educational Research, 49, 151-172.
Gijbels, D., Van de Watering, G., Dochy, F., & Van den Bossche, P. (2005). The relationship
between students’ approaches to learning and the assessment of learning outcomes.
European Journal of Psychology of Education, 20(4), 327-341.
Haverila, M. (2012). The Biggs and Moore model in E-Learning: The role of motivation and
collaboration as moderators. Turkish Online Journal of Distance Education, 13(2), 169179.
Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: Guilford
Press.
Klinger, T. H. (2006). Learning approach, thinking style and critical inquiry: The Korean Journal of Thinking & Problem Solving, 16(1), 91-113.
Knowles, M. S. (1979). Speaking from experience: The professional organization as a learning community. Training and Development Journal, 36-42.
Köksal, N. & Çöğmen, S. (2013). Pre-service teachers as lifelong learners: University facilities
for promoting their professional development. Eğitim Araştırmaları–Eurasian Journal of
Educational Research, 53, 21-40.
Kyndt, E., Dochy, F., Struyven, K., & Cascallar, E. (2011). The direct and indirect effect of
motivation for learning on students' approaches to learning through the perceptions
of workload and task complexity. Higher Education Research & Development, 30(2), 135150.
Laird, T. F. N., Seifert, T. A., Pascarella, E. T., Mayhew, M. J., & Blaich, C. F. (2014). Deeply
affecting first-year students' thinking: Deep approaches to learning and three dimensions of cognitive development. The Journal of Higher Education, 85(3), 402-432.
Lazarević, D., & Trebješanin, B. (2013). Characteristics and factors of learning approaches of
the prospective teachers. Psihologija, 46(3), 299-314.
Lee, S. W. Y. (2013). Investigating students' learning approaches, perceptions of online discussions, and students' online and academic performance. Computers & Education, 68,
345-352.
64
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
MacCallum, R.C., Widaman, K.F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological methods, 4(1), 84-99.
Martens, R., Gulikers, J., & Bastiaens, T. (2004). The impact of intrinsic motivation on
e‐learning in authentic computer tasks. Journal of computer assisted learning, 20(5), 368376.
Moore, M. G. (1972). Learner autonomy: The second dimension of independent learning. Convergence, 5(2), 76-88.
Mutlu, A. & Eröz-Tuğa, B. (2013). The role of computer-assisted language learning (CALL)
in promoting learner autonomy. Eğitim Araştırmaları-Eurasian Journal of Educational
Research, 51, 107-122.
Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in elearning: Their relation to learning achievements and course satisfaction. Computers
& Education, 54(1), 222-229.
Parpala, A., Lindblom‐Ylänne, S., Komulainen, E., Litmanen, T., & Hirsto, L. (2010). Students' approaches to learning and their experiences of the teaching–learning environment in different disciplines. British Journal of Educational Psychology, 80(2), 269282.
Platow, M. J., Mavor, K. I. & Grace. D.M. (2013). On the role of discipline-related selfconcept in deep and surface approaches to learning among university students. Instructional Science 41(2), 271-285.
Sims, R. (2003). Promises of interactivity: Aligning learner perceptions and expectations
with strategies for flexible and online learning. Distance Education 24(1), 87-103.
Struyven, K., Dochy, F., Janssens, S., & Gielen, S. (2006). On the dynamics of students' approaches to learning: The effects of the teaching/learning environment. Learning and
Instruction, 16(4), 279-294.
Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful eLearning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th Edition). Boston:
Allynand Bacon.
Tanyeli, N., & Kuter, S. (2013). Examining learner autonomy in foreign language learning
and instruction. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 53/A, 1936.
Yeung, J.W.K., Ong, A.C. (2012). Framing and consolidating the assessment of outcomebased learning (OBL) in higher institutes in Hong Kong: An example case demonstration. Revista de Cercetare si Interventie Sociala, 37, 34-48.
Zainal, N.F.A., Shahrani, S., Yatim, N.F.M., Rahman, R.A., Rahmat, M. & Latih, R. (2012).
Students’ perception and motivation towards programming. Procedia-Social and Behavioral Sciences 59, 277-286.
65
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
The Relationship between Teachers’ Emotional Labor and Burnout
Level3
Kürsad YILMAZ
Yahya ALTINKURT
Mustafa GÜNER
Bilal ŞEN
Suggested Citation:
Yilmaz, K., Altinkurt, Y., Guner, M., & Sen, B. (2015). The relationship between teachers’
emotional labor and burnout level. Eurasian Journal of Educational Research, 59, 75-90
http://dx.doi.org/10.14689/ejer.2015.59.5
Abstract
Problem Statement: In the present educational perception, teachers are expected to
fulfill many roles, such as becoming role models for students, guiding them, teaching them to learn and instilling democratic attitudes and values within them. In
addition, teachers should be in collaboration with the school administration, colleagues, parents and other stakeholders for effective teaching and learning. While
fulfilling these roles, teachers should make a conscientious effort not to reflect
their personal problems onto their relationships in schools, and should try to behave in compliance with formal and informal norms as professionals. However, it
is possible to predict that the regulation of emotions may have a negative impact
on teachers in terms of their psychology. Burnout can be described as one of those impacts.
Purpose of the Study: The purpose of this research is to determine the relationship
between teachers’ emotional labor and burnout level.
Method: The sample for this survey study consists of 410 teachers working in the
schools located in the city center of Kütahya. The data was collected using the
Emotional Labor Scale and the Burnout Scale. Descriptive statistics, t-tests,
ANOVA and regression analysis were used for analyzing the data.
3
This is the extended version of a paper presented at the 1st Eurasian Educational Research Congress
(Istanbul University & EJER, 24-26 April, 2014).

Dr., Dumlupinar University, Faculty of Education, Department of Educational Sciences, e-mail: [email protected]

Dr., Muğla Sitki Kocman University, Faculty of Education, Department of Educational Sciences, email: [email protected]

Assistant Principal, MoNE, e-mail: [email protected]
66
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Findings: Results indicate that the teachers exhibit surface acting the least in terms
of emotional labor. This is followed by deep acting and naturally-felt emotions. In
terms of burnout, teachers have the highest burnout level when they experience
emotional exhaustion, which is followed by a lack of personal accomplishment
and depersonalization, respectively. Results of the regression analysis show that
surface acting and naturally-felt emotions are the important predictors for both
emotional exhaustion and the depersonalization of teachers. However, deep acting does not have a significant impact on emotional exhaustion and depersonalization. Teachers’ lack of personal accomplishment is predicted by all aspects of
emotional labor. Aspects of emotional labor, as a whole, explain 7% of the emotional exhaustion level of teachers, 16% of depersonalization, and 15% of the lack
of personal accomplishment.
Conclusion and Recommendations: This study considers emotional labor as a role
that should be taken by teachers as a part of their occupational professionalism.
However, it is possible that the roles expected from teachers may be based on
dominance, non-professional or unethical behaviors. Thus, it is important to reveal the reasons behind teachers’ surface acting behaviors. Therefore, designing
such studies on the basis of a qualitative approach will contribute to a deeper understanding of these behaviors.
Key Words: Burnout, emotional labor, public schools, teachers
References
Ashforth, B. E., & Humprey, R. H. (1993). Emotional labor in service roles: The influence of
identity. Academy and Management Journal, 18, 88-115.
Basim, H. N., Begenirbas, M., & Yalcin, R. (2013). Effects of teacher personalities on emotional exhaustion: mediating role of emotional labor. Educational Sciences: Theory & Practice, 13(3), 1488-1496.
Basim, N., & Begenirbas, M. (2012). Çalısma yasamında duygusal emek: Bir ölçek uyarlama
calısması Emotional labor in work life: a study of scale adaptation. Yönetim ve Ekonomi, 19(1), 77-90.
Begenirbas, M., & Meydan, C. H. (2012). Duygusal emegin örgütsel vatandaslık davranısıyla
iliskisi: Ögretmenler üzerinde bir arastırma The effects of emotional labor on organizational citizenship behavior: A study in the public sector. Gazi Üniversitesi İktisadi
ve İdari Bilimler Fakültesi Dergisi, 14(3), 159-181.
Begenirbas, M., & Yalcin, R. C. (2012). Öğretmenlerin kisilik özelliklerinin duygusal emek
gösterimlerine etkileri The effects of teachers’ personalities on their emotional labor
display. Çağ Üniversitesi Sosyal Bilimler Dergisi, 9(1), 47-65.
Brotheridge, C. M., & Grandey, A. A. (2002). Emotional labor and burnout: comparing two
perspectives of “people work”. Journal of Vocational Behavior, 60, 17-39.
Buyukozturk, S. (2005). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A.
Cemaloğlu, N., & Erdemoğlu-Sahin, D. (2007). Ögretmenlerin mesleki tükenmislik düzeylerinin farklı değiskenlere göre incelenmesi A study of the teacher’s burnout level according to various variables. Kastamonu Eğitim Dergisi, 15(2), 465-484.
67
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional
work of teachers. Educational Psychology Review, 21, 193-218.
Diefendorff, J. M., Croyle, M. H., & Gosserand, R. H. (2005). The dimensionality and antecedents of emotional labor strategies. Journal of Vocational Behavior, 66, 339-357.
Ergin, C. (1992). Doktor ve hemsirelerde tükenmislik ve Maslach Tükenmislik Ölçeğinin
uyarlanması Burnout in doctor and nurses and adaptation of Maslach Burnout Inventory. VII. Ulusal Psikoloji Kongresi Bilimsel Çalısmaları (ss. 143-154). Ankara: Türk
Psikologlar Derneği Yayını.
Erickson, R. J., & Ritter, C. (2001) Emotional labor, burnout, and inauthenticity: Does gender
matter? Social Psychology Quarterly, 64, 146-163.
Eroglu, E. (2010). Örgütsel iletisimin isgörenlerin duygu gösterimlerinin yönetimine olan
etkisi Effects of organizational communication on the management of the labors’
expressing their emotions. Selçuk İletisim, 6(3), 18-33.
Hargreaves, A. (2000). Mixed emotions: teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811-826.
Hochschild, A. R. (1983). The managed hearth: Commercialization of human feeling. Berkeley,
CA: University of California Pres.
Hülsheger, U. R., & Schewe, A. F. (2011). On the costs and benefits of emotional labor: A
meta-analysis of three decades of research. Journal of Occupational Health Psychology,
16(3), 361-389.
Isenbarger, L., & Zembylas, S. M. (2006). The emotional labor of caring in teaching. Teaching
and Teacher Education, 22, 120-134.
Kinman, G., Wray, S., & Strange, C. (2011). Emotional labour, burnout and job satisfaction in
UK teachers: the role of workplace social support, Educational Psychology: An International Journal of Experimental Educational Psychology, 31(7), 843-856.
Kose, S., Oral, L., & Türesin, H. (2011). Duygusal emek davranıslarının isgörenlerin
tükenmislik düzeyleri ile iliskisi üzerinde sağlık sektöründe bir arastırma The
relationship between emotional labour and employees’ burnout levels: A research on
health sector. Dokuz Eylül Üniversitesi İsletme Fakültesi Dergisi, 12(2), 165-185.
Lois, J. (2006). Role strain, emotion management, and burnout: Homeschooling mothers’
adjustment to the teacher role. Symbolic Interaction, 29(4), 507-530.
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of
Occupational Behavior, 2, 99-113.
Maslach, C. (1981). Burnout: A Social psychological analysis. In J. W. Jones (Ed.), The burnout
syndrome (pp. 30-53). Park Ridge, IL: London House.
Morris, J. A., & Feldman, D. C. (1996). The dimensions, antecedents and consequences of
emotional labor. Academy of Management Journal, 21, 986-1010.
Naring, G., Briet, M., & Brouwers, A. (2007). Beyond demand–control: Emotional labour and
symptoms of burnout in teachers. Work & Stress: An International Journal of Work, Health & Organisations, 20(4), 303-315.
Noor, N. M., & Zainuddin, M. (2011). Emotional labor and burnout among female teachers:
Work-family conflict as mediator. Asian Journal of Social Psychology, 14, 283-293.
Purvanova, R. K., & Muros, J. P. (2010). Gender differences in burnout: A meta-analysis.
Journal of Vocational Behavior, 77, 168-185.
68
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Rupp, D. E., McCance, A. S., Spencer, S., & Sonntag, K. (2008). Customer (in) justice and
emotional labor: The role of perspective taking, anger, and emotional regulation. Journal of Management, 34(5), 903-924.
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the
literature and directions for future research. Educational Psychology Review, 15, 327358.
Yellice-Yuksel, B., Kaner, S., & Guzeller, C. O. (2011). Öğretmenlerin mesleki yetkinlik, mesleki sosyal destek ve tükenmislik iliskisinin yapısal esitlik modeli ile incelenmesi Assessing relationships between self-efficacy, social support and burnout in teachers
with structural equation model. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 11(21), 1-25.
Yilmaz, K. (2014). The relationship between the teachers’ personality characteristics and
burnout levels. Anthropologist, 18(3), 783-792.
Zhang, Q., & Zhu, W. (2008). Exploring emotion in teaching: Emotional labor, burnout and
satisfaction in Chinese higher education. Communication Education, 57(1), 105-122.
69
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Use of Integrated Curriculum Model (ICM) in Social Studies: Gifted
and Talented Students’ Conceptions
Nihat Gürel KAHVECİ
Özlem ATALAY
Suggested Citation:
Kahveci, N. G., & Atalay, Ö. (2015). Use of Integrated Curriculum Model (ICM) in Social
Studies: Gifted and Talented Students’ Conceptions. Eurasian Journal of Educational
Research, 59, 91-112
http://dx.doi.org/10.14689/ejer.2015.59.6
Abstract
Problem Statement: There have been several studies that have investigated curricular interventions for gifted students to address their educational needs. For most
courses and disciplines, a standard curriculum may not be sufficient for the majority of gifted students. Here, among other curricular efforts in the education of
the gifted, an Integrated Curriculum Model (ICM)--which can be assumed to be
responsive because of the interrelated dimensions of its structure and its dimensions such as an epistemological concept, advanced content, and the processproduct--was assessed to address different aspects of gifted children. In literature,
propositions of social studies curricula and instruction for gifted and talented learners indicate the necessity for the implementation of programs projected in the
Integrated Curriculum Model (ICM). A review of the literature on social studies
and gifted education also indicates that it may be important to study the lack of
implementations for gifted and talented learners in the area of social studies by
highlighting students’ thoughts in an implemented curriculum unit.
Purpose of the Study: This study examines students’ thoughts on a differentiated
social studies unit based on the ICM and its instruction. The aim of the study is to
identify gifted students’ conceptions when the Integrated Curriculum Model is
used in social studies.

Dr., Istanbul University, Hasan Ali Yücel Faculty of Education, Department of Gifted and Talented
Education, e-mail: [email protected]

Dr., Istanbul University, Hasan Ali Yücel Faculty of Education, Department of Gifted and Talented
Education, e-mail: [email protected]
70
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Method: This study aims to explore individual gifted and talented student views
on a differentiated social studies curriculum unit, namely, luckily it is present
(good to have it); thus, a qualitative research design was used to enable the incorporation of views, ideas, feelings, and perceptions. Following a two-month implementation of differentiated social studies instruction, twelve students were asked about their views regarding the social studies course. A written, open-ended
questionnaire, which was developed by the researchers, was used to collect data.
The data were analyzed via a content-analysis method.
Findings: The findings of the study identified positively changing student views
on the differentiated social studies unit in terms of the Integrated Curriculum
Model and its instruction.
Conclusion and Recommendations: In this study, the thoughts and experiences of
gifted and talented students regarding the Integrated Curriculum Model’s implementation were highlighted. An examination of gifted and talented students’
thoughts in light of the ICM shed light on curricular and instructional considerations for creating a good social studies education for gifted and talented learners.
Keywords: Social Studies Education, Integrated Curriculum Model, Gifted and Talented Education
References
Ada, S., Baysal, N. Z., & Kadıoğlu, H. (2009). Projeye dayalı öğrenme yaklaşımının
öğrencilerin sosyal bilgiler dersine ilişkin tutumlarına ve görsel sunu uygulamalarına etkisi
[The effect of project-based learning approach on student’s attitude of social studies
lesson and visual presentation practices]. Ahi Evran Üniversitesi Eğitim Fakültesi
Dergisi, 10, (3) 89–96.
Anderson, L. W., & Krathwohl, D. R. (2010). Bloom’un eğitimin hedefleri ile ilgili
sınıflandırmasının güncelleştirilmiş biçimi [A Taxonomy for Learning, Teaching, and
Assesing]. (D. A. Özçelik, Çev.) Ankara: Pegem Akademi.
Banks, J. A., & Banks, C. A. M. (1999). Teaching Strategies for the social studies. New York:
Addison Wesley Longman.
Barth, J. J., & Shermis, S. S. (1970). Defining the Social Studies, An exploration of three
traditions, Social Education, 34, 743 – 751.
Bogdan, R. C., & Biklen, S. K. (1998). Qualitative Research for Education: An Introduction to
Theory and Practice. (Third Ed.). Boston: Allyn and Bacon.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. New York:
Routledge.
Cole, S. K., & Schreyer, A. C. (2007). Social Studies, Curriculum. In Encyclopedia of Giftedness,
Creativity and Talent. (pp.813-816). Thousand Oaks: California: SAGE.
71
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Creswell, J. W. (1998). Qualitative inquiry and research design. Thousand Oaks, CA: Sage.
Delisle, J. R. (1991). Gifted students and social studies. In J. P. Shaver (Ed.), Handbook of
Research on Social studies teaching and learning. New York: McMillan.
Denzin, N. K., & Lincoln, Y. S. (2000). Introduction: The discipline and practice qualitative
research. In N. K. Denzin & Y. S. Lincoln (EDs), Handbook of qualitative research (pp.128). Thousand Oaks, CA: Sage.
Deveci, H. (2002). Sosyal Bilgiler dersinde probleme dayalı öğrenmenin öğrencilerin derse
ilişkin tutumlarına, akademik başarılarına ve hatırlama düzeylerine etkisi [The effect
of problem-based learning in social studies course on course attitude, academic
achievement and remembrance levels]. Unpublished Doctoral Dissertation, Anadolu
University Educational Sciences Institute, Eskişehir.
Johnson, B., & Christensen, L. (2004). Educational research: Quantitative, qualitative, and
mixed approaches. Boston: Pearson.Karakuş, F. (2009). Sosyal bilgiler öğretiminde
oluşturmacı öğrenme ve otantik değerlendirme yaklaşımlarının öğrencilerin sosyal
bilgiler dersine yönelik tutumlarına ve kalıcılığa etkisi [ The effect of constructivist
learning an authetic assesment approaches towards students’ attitudes on social
studies and its permenance]. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3, (36),
124–141.
Little, C. A., Feng, A. X., VanTassel-Baska, Rogers, K.B., & Avery, L. D. (2007). A study of
curriculum effectiveness in social studies. Gifted Child Quarterly, 51(3), 272-284.
Maker, C. J., & Schiever, S. W. (2010). Curriculum Development and Teaching Strategies for
Gifted Learners. (3rd ed.). USA: Pro.ed an International Publisher.
Mayring, P. (2000). Qualitative Content Analysis. Qualitative Social Research Forum. Retrieved
January 3, 2014, from
http://www.qualitative-research.net/index.php/fqs/article/view/1089/2386
Merriam, S. B. (2002). Qualitative research in practice. San Francisco, CA: Josey Bass.
Ministry of National Education, Board of Education and Training, [Milli Eğitim Bakanlığı
Talim Terbiye Kurulu Başkanlığı (TTKB)]. (2012). Sosyal Bilgiler 4. – 5. Sınıf programı
[Social studies curriculum: Grades 4-5]. Ankara: Retrieved March 15, 2014, from
http://ttkb.meb.gov.tr/program2.aspx/
Öztürk, C. (Ed.) (2007). Hayat Bilgisi ve Sosyal Bilgiler Öğretimi: Yapılandırmacı birYaklaşım
[Instruction of Life Study and Socıal Studies: A constructivist Approach]. Ankara:
Pegem A.
Öztürk, C., & Baysal, N. (1999). İlköğretim 4 – 5. sınıf öğrencilerinin sosyal bilgiler dersine
yönelik tutumu [Elementary 4th and 5th grades students' attitude towards social
studies]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 6, 13–21.
Popham, D. (1971). Teaching gifted social sciences in grades ten through twelve.
Sacramento, CA: California State Department of Education.
72
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Renzulli, J. S., Gubbins, E. J., McMillen, K. S., Eckert, R. D., & Little, C. A. (2009).
Systems & models for developing programs for the gifted & talented (2nd ed.). USA: Creative
Learning Press, Inc.
Stewart, E. D. (1985). Social Studies. In R. H. Swassing (Ed.) Teaching gifted children and
adolescents (pp.232–275). Columbus, OH: Charles E. Merrill.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms. (2nd
Edition). Alexandria, VA: ASCD.
Tomlinson, C. A. (2005). The differentiated classroom: Responding to the needs of all learners.
USA: Pearson.
Troxclair, D.A. (2000). Differentiating instruction for gifted students in regular education
social studies classes, Roeper Review, 22(3), 195-198.
VanTassel-Baska, J. (2003). Curriculum planning and instructional design for gifted
Denver, CO: Love Publishing.
learners.
VanTassel-Baska, J. (2008). What works in curriculum for the gifted. Retrieved March 20, 2014,
from http://hkage.org.hk/b5/
VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for giftedlearners (3th
ed.). USA: Pearson Education Inc.
VanTassel-Baska, J. (2009a). The Integrated curriculum model. systems and models fordeveloping
programs for the gifted & talented (2nd ed.). USA: Creative Learning Press.
VanTassel-Baska, J. (2009b). Elementary school, social studies curriculum. Encyclopedia of
Giftedness, Creativity and Talent. (pp.302-304). Thousand Oaks: California: SAGE.
Wood, S. M., & VanTassel-Baska, J. (2009). The integrated curriculum model. In J. S.
Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, & C. A., Little (Eds.), Sytems and
models for developing programs for the gifted and talented (2nd ed). USA: Creative
Learning Press.
73
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Contact Disturbances, Self-Esteem and Life Satisfaction of University Students: A Structural Equation Modelling Study
Özlem TAGAY4
Suggested Citation:
Tagay, Ö. (2015). Contact disturbances, self-esteem and life satisfaction of university students: A structural equation modeling study. Eurasian Journal of Educational Research,
59, 113-132
http://dx.doi.org/10.14689/ejer.2015.59.7
Abstract
Problem Statement: A literature analysis revealed that contact disturbances, selfesteem and life satisfaction have been examined in different studies separately. In
particular, the researchers observed that the studies conducted on Gestalt contact
disturbances are limited in number. In this study, the variables of contact disturbances, self-esteem and life satisfaction have been examined all together, and
their correlations with one another will be examined though path analysis in the
structural equality model.
Purpose of Study: The aim of the study is to test the model developed in order to
determine whether there is a causal relationship among contact disturbances, selfesteem and life satisfaction of university students.
Method: This study utilised a qualitative and relational model to examine the correlations among variables. Data for the study was collected through the Gestalt
Contact Disturbances Scale, the Short Form of Coopersmith’s Self-Esteem Inventory and the Life Satisfaction Scale. The data were analysed using SPSS and
LISREL programs. Students in the research group were composed of a total of 414
students (290 females and 124 males) studying in various departments of the faculty of education of Mehmet Akif Ersoy University.
Findings: The standardised path values were found to be 0.18 and 0.75 between
the contact disturbances potential variables and self-esteem, and 0.61 between the
self-esteem potential variable and the life satisfaction potential variable. When the
model was tested it was observed that statistically significant correlations were
present between contact level and self-esteem (t = -3.42, p<.05), full contact level
and self-esteem (t = -8.96, p<.05), dependent contact level and self-esteem (t =
3.14, p<.05), post-contact level and self-esteem (t = 2.35, p<.05), and self-esteem
and life satisfaction (t = 8.81, p<.05).
4
Assist.Prof.Dr. Mehmet Akif Ersoy University Education Sciences-Guidance
and Counseling Department. E-mail [email protected]
74
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Conclusion and Suggestions: The structural model developed based on the causal
correlations between contact disturbances, self-esteem and life satisfaction was
verified. The researcher also observed that the fit indices of the structural model
developed generally met the acceptance value conditions; t values of correlations
among all values were significant. Researchers can develop models by using Gestalt contact disturbances and different concepts and can carry out comparative
studies by examining Gestalt contact disturbances of different ages and professional groups. Furthermore, psychological counsellors who apply Gestalt therapy
can use the Gestalt contact disturbances scale in their studies.
Key Words: Gestalt, contact disturbances, self-esteem, life satisfaction.
References
Bandalos, D. L., & Finney, S. J. (2001). Item parceling issues in
structural equation modeling. In M. G. A. & S. R. E. (Eds.), New developments and techniques in
structural equation modeling.
Baumeister, R.F., Campbell, J.D., Krueger,J.I. & Vohs,K.D.(2003) Does high self-esteem cause
better performance, interpersonal success,happiness, or healthier lifestyles?, American
Psychological Society, 4(1):1-44.
Brown, J. R. (2004) Conflict emotions and appreciation of differances, Gestalt review 8 (3),
323-335.
Chow, H. P. (2005). Life satisfaction among university students in a Canadian prairie city: a
multivariate analysis. Social Indicators Research, 70, 139–150.
Clarkson, P. (1994). Gestalt counselling in action. Londra: Sage Publications.
Coopersmith, S. (1974). The Antecedents of Self-esteem. San Francisco: W.H. Freeman
Diener, E., & Diener, M. (1995). Cross-cultural correlates of life satisfaction and self-esteem.
Journal of
Personality and Social Psychology, 68, 653–663.Fennell M. (1997). Low self-esteem: A cognitive perspective. Behav Cognitive Psychother, 25, 1–25.
Göregenli, M. (1997). Individualist and collectivist tendencies in a Turkish sample. Journal of
Cross-Cultural Psychology, 28, 787–794.
Güloğlu, B., Karaırmak, Ö. (2010). Üniversite öğrencilerinde yalnızlığın yordayıcısı olarak
benlik saygısı ve psikolojik sağlamlık [Self Esteem and Psychological Resilience as Predicting of Loneliness in University Students ], Aegean Educational Sciences Journal, 11(2):
73-88.
Hagtvet, K. A., & Nasser, F. M. (2004). How Well Do Item Parcels Represent Conceptually
Defined Latent Constructs? A Two-Facet Approach. Structural Equation Modeling: A
Multidisciplinary Journal, 11(2), 168-193. doi: 10.1207/s15328007sem1102_2.
Hamarta, E., Arslan, Ç., Saygın, Y. & Özyeşil, Z. (2009) Benlik saygısı ve akılcı olmayan inançlar bakımından üniversite öğrencilerinin stresle başa çıkma yaklaşımlarının analizi.
75
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
[An analysis of approaches for overcoming stress in university students from the perspective of self-esteem and irrational beliefs]. Values Education Journal, 7 (18): 25-42.
Hortaçsu, N. (1997). Cross-cultural comparison of need importance and need satisfaction
during adolescents: Turkey and the United States. Journal of Genetic Psychology, 158,
287-297.
Jacobs, S. (2007). The implementation of Humour as deflective technique in contact boundary disturbance. Master of Diaconiologh, Universty of South Africa
Kahriman, İ. (2005). Karadeniz teknik üniversitesi Trabzon sağlık yüksekokulu öğrencilerinin
benlik saygıları ve atılganlık düzeylerinin bazı değişkenler açısından incelenmesi, C.Ü
Sağlık Meslek Yüksekokulu Dergisi, 9(1):24-32.
Kapıkıran, Ş. (2013). Loneliness and life satisfaction in Turkish early adolescents: the mediating role of self esteem and social support, Soc Indic Res, 111:617–632.
Kepner, J.I (1982) Questionnaire measurement of personality styles from the theory of gestalt therapy. Unpublished doctoral dissertation, Kent State University , Ohio.
Kirchner, M. (2000). Gestalt therapy theory: An overwiew. Journal of Gestalt Therapy 4, (3).
Kirkpatric, K.L.(2005). Enhancing self compassion using a Gestalt two-chair intervention Doctor of
philosopy, the University of Texas at Austin.
Kong, F., Zhao, J., You, X. (2013). Self-esteem as mediator and moderator of the relationship
between social support and subjective well-being among chinese university students,
Soc Indic Res, 112:151–161
Köker, S.(1991). [Normal ve sorunlu ergenlerin yaşam doyumu düzeyinin karşılaştırılması]. A comparison of life satisfaction levels of normal and problematic adolescents. Unpublished Master’s Thesis, Ankara University, Institute of Social Sciences, Ankara.
Latner, J. (1992). The theory of gestalt therapy. Gestalt Institute of Cleveland Pres.
Perls, F.S. (1973). Gestalt approach eye witness to therapy science and behaviour. United States of
America Books:Inc.
Pişkin, M. (1996). Self- esteem and locus of control of secondary school children both in England and
Turkey. Unpublished doctoral disertation, University of Leicester, Leicester.
Rey, L., Extremera, N., Pena, M. (2011). Perceived emotional intelligence, self-esteem and life
satisfaction in adolescents, Psychosocial Intervention, 20 (2), p. 227-234
Rosenberg, M. (1965). Society and the adolescent: Self-image. Princeton: Princeton University
Press.
Sam, N., Sam, R. & Öngen, B. (2010) Üniversite öğrencilerinin çevresel tutumlarının yeni
çevresel paradigma ve benlik saygısı ölçeği ile incelenmesi. [An analysis of environmental attitudes of university students with a new environmental paradigm and a
self-esteem scale]. Academic Perspective Journal, No 21.
Savi-Çakar, F. & Karataş, Z. (2012) Ergenlerin benlik saygısı, algıladıkları sosyal destek ve
umutsuzluk düzeyleri: bir yapısal eşitlik modeli çalışması. [The self-esteem, per-
76
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
ceived social support and hopelessness in adolescents: the structural equation modeling]. Educational Sciences: Theory & Practice - 12(4), 2397-2412.
Sills, C., Finch, S., ve Lapworth, P. (1998). Gestalt counselling. United Kingdom: Winslow
Press Limited.
Spagnuolo-Lobb, S. M. (2005) Classical gestalt therapy theory (Ed:
Woldt & Toman) Gestalt therapy history theory and practise (pp 21-41), California: Sage Publications.
Sümer, N. (2000). Yapısal eşitlik modelleri (Structural equality models: Basic Concepts and
Practical Samples). Turkish Psychology Lectures, 3 (6) 49–74.
Şimşek, Ö. F. (2007). Introduction to Structural Equality Modelling, Basic Principles and LISREL
Applications. Ankara: Ekinoks Publications.
Tagay, Ö. (2010a). Üniversite öğrencilerinin temas engellerinin bazı değişkenler açısından
incelenmesi [Studying of the gestalt contact disturbances of university students according to some variables]. Journal of Mehmet Akif Ersoy University Education Faculty,
10 (9), 71-86.
Tagay, Ö. (2010b). Gestalt temas engelleri ölçeğinin geliştirilmesi ve üniversite öğrencilerinin temas
engellerinin incelenmesi. [Developing gestalt contact disturbances scale and studying
of the gestalt contact disturbances of university students], Doctoral Dissertation, Hacettepe University, Institute of Social Sciences.
Tagay, Ö., Voltan-Acar, N. (2012a). Gestalt temas engelleri ölçeğinin geliştirilmesi. [Developing gestalt contact disturbances scale]. Turkish Journal of Psychology Counseling and
Guidance, 4 (37), 61-72.
Tagay, Ö., Voltan-Acar, N. (2012b) Contact disturbances and the contact cycle in gestalt therapy according to Turkish culture, Gestalt Journal of Australia and New Zealand 9 (1):
20-32.
Tatlıdil, H. (1992). Uygulamalı Çok Değişkenli İstatistik. [Applied Multi-Variable Statistic]. Academy Printing House, Ankara 85- 89
Wilson, M.S., Peterson, W.G., (1988). Life satisfaction among young adults from rural families. Family Relations, 37, 84-91.
Veenhoven, R. (1996). Is happiness relative? Social Indicators Research, 24, 1-34.
Voltan-Acar, N. (2006). Ne kadar farkındayım? [How much am I
aware]? Gestalt therapy. Ankara: Nobel Pres.
Zhang, L. (2005). Prediction of Chinese life satisfaction: contribution of collective selfesteem. International Journal of Psychology, 40(3), 189–200
77
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Investigating Pre-service Gifted Education Teachers’ Self-efficacy
toward Science Teaching and Scientific Attitudes
Sezen CAMCI ERDOGAN*
Suggested Citation:
Camcı-Erdogan, S. (2015). Investigating pre-service gifted education teachers’ self-efficacy
toward science teaching and scientific attitudes. Eurasian Journal of Educational Research, 59, 133-148
http://dx.doi.org/10.14689/ejer.2015.59.8
Abstract
Problem Statement: Education of gifted has attracted attention for a few decades.
Components of gifted education environments like identification, differentiation
of teaching processes, social-emotional characteristics of gifted students and educating teachers of gifted students etc. have been studied in different studies. Gifted students have different learning needs apart from their pers. So teachers of
gifted students should master on characteristics of gifted students and learning
needs of them. Gifted students have intrinsic interest and motivation toward science and these students need their teachers to guide them effectively. So their teachers should have positive viewpoint and attitudes about science.
Purpose of the Study: The purpose of this study is to explore the pre-service gifted
education teachers’ self-efficacy toward science teaching and scientific attitudes
based on different variables (gender, grade level, etc.) and to assert the relationship between self-efficacy and scientific attitude.
Method: The general model of the research was a quantitative study, and ninety
undergraduate students in the Gifted Education program were voluntarily participated in this study. The data were collected by the use of Scientific Attitude Inventory and the Science Teaching Efficacy Belief Instrument. The researcher used
an unpaired t-test, analysis of variance and a correlation method to analyze the
data.
Findings and Results:: The results indicated that there were significantly positive
correlations between grade level and scientific attitude and participants’ selfefficacy skills for science teaching. In other words, students in higher grade levels
show better self-efficacy and scientific attitudes for science teaching than students
in lower grades. Additionally, even though the total of self-efficacy points toward
*
Dr. Department of Gifted Education, Istanbul University, Istanbul, Turkey.
email: [email protected]; [email protected]
78
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
science teaching were increased, the outcome expectancy points toward science
teaching were not significantly increased.
Conclusions and Recommendations: It is concluded that pre-service gifted teachers’
scientific attitudes and self-efficacy toward scince teaching affect each other and
correlate positively. In this regard, educational settings that provide effective opportunities to positively increase students’ both self-efficacy beliefs toward science teaching and scientific attitudes should be organized.
Keywords: Gifted student, pre-service teacher, scientific attitude, self-efficacy
References
Altınok, H. (2004). Öğretmenlerin fen öğretimine yönelik tutumlarına ilişkin öğrenci algıları
ve öğrencilerin fen bilgisi dersine yönelik tutum ve güdüleri [Teacher candidates’
evaluation of their teaching competencies]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 1-8.
Appleton, K. (2008). Developing science pedagogical content knowledge through mentoring
elementary teachers. Journal of Science Teacher Education, 19(6), 523-545.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological
Review, 84, 191-215. doi: 10.1037/0033-295X.84.2.191
Demirbaş, M., & Yağbasan, R. (2006). Fen bilgisi öğretiminde bilimsel tutumların işlevsel
önemi ve bilimsel tutum ölçeğinin Türkçe’ye uyarlanma çalışması [The functional
importance of scientific attitudes in science teaching and adaptation of scientific attitude scale into Turkish]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 271-299.
Demirel, Ö. (1993). Eğitim Terimleri Sözlüğü [Dictionary for educational terms] (10th ed.). Ankara:
Usem Yayınlar.
Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching
efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706. doi: 10.1111/j.1949-8594.1990.tb12048.x
Enochs, L. G., Scharman, L. C., & Riggs, I. M. (1995). The relationship of pupil control to
preservice elementary science teacher self-efficacy and outcome expectancy. Science
Education, 79(1), 63-75.
Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582. doi:10.1037/0022-0663.76.4.569
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343-356.
Karasar, N. (2005). Bilimsel araştırma yöntemi: Kavramlar-İlkeler-Teknikler[Scientific research
method: Concepts-principles-tecniques].Ankara: Nobel Yayınevi.
Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.doi:
10.1016/j.edurev.2014.06.001
79
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Koballa, T. R., Bradbury, L. U., Glynn, S. M., & Deaton, C. M. (2008). Conceptions of science
teacher mentoring and mentoring practice in an alternative certification program. Journal of Science Teacher Education, 19(4), 391-411.
Mattern, N., & Schau, C. (2002). Gender differences in science attitude-achievement relationships over time among white middle-school students. Journal of Research in Science
Teaching, 39(4), 324-340. doi: 10.1002/tea.10024
Moore, R. W., & Foy, R. L. H. (1997). The scientific attitude inventory: A revision (SAI II),
Journal of Research in Science Teaching, 34(4), 327–336.
Morell, P. D., & Lederman N.G. (1998). Students’ attitudes towards school and classroom
science. School Science and Mathematics, 98(2), 76-83. doi: 10.1111/j.19498594.1998.tb17396.x
Özkan,Ö., Tekkaya, C., & Çakıroğlu, J. (2002). Fen bilgisi aday öğretmenlerin fen kavramlarını anlama düzeyleri, fen öğretimine yönelik tutum ve öz yeterlik inançları [Science
pre-service teachers’ understand levels of scientific concepts, attitudes toward science teaching and self-efficacy believes]. Paper was presented in 5 th Science and Mathematics Congress, Ankara.
Palmer, D. H. (2001). Factors contrubuting to attitude exchange amongs preservice elementary teachers. Science Education, 86, 122-138. doi: 10.1002/sce.10007
Renzulli, J. S. (1968). Identifying key features in programs for the gifted. Exceptional Children,
35, 217-221.
She, C. H., & Fisher, D. (2002). Teacher communication behavior and its association with
students' cognitive and attitudinal outcomes in science in Taiwan. Journal of Research
in Science Teaching, 39(1), 63-78. doi: 10.1002/tea.10009
Shoffner, M. (2009). The place of the personal: Exploring the affective domain through reflection in teacher preparation. Teaching and Teacher Education, 25(8), 783-789.
Sisk, D. (1989). Creative teaching of the gifted. New York, NY: McGraw-Hill.
Strip, C. A., & Hirsch, G. (2000). Helping Gifted Children Soar. AZ: Great Potential Press
Smutny, J., & Von Fremd, S. E. (2004). Differentiating for the young child. Thousand Oaks:
Corwin Press .
Soprano, K., & Yang, L. (2013). Inquiring into my science teaching through action research:
A case study on one pre-service teacher’s inquiry-based science teaching and selfefficacy. International Journal of Science and Mathematics Education, 11, 1351-1368. doi:
10.1007/s10763-012-9380-x
Sönmez, S. (2007). Preschool teachers’ attitudes toward science and science teaching, Unpublished
doctoral dissertation, Middle East Technical University, Ankara.
Tschanen-Moran, M., & Woolfolk-Hoy A. (1998). Teacher efficacy: Its meaning and measure.
Review of Educational Research, 68, 202-248. doi: 10.3102/00346543068002202
80
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Tschanen-Moran, M., & Woolfolk-Hoy A. (2001). Teacher efficacy: Capturing an elusive
construct. Teaching and Teacher Education, 17, 783-805. doi: 10.1016/S0742051X(01)00036-1
Tekin, H. (1993). Eğitimde Ölçme ve Değerlendirme [Measurement and evaluation in education].
Ankara: Yargı Yayınevi.
Washton, E. S. (1971). Improving Elementary Teacher Education in Science. New York: Macmillan.
Uluçınar-Sağır, Ş. (2012). The primary school students' attitude and anxiety toward science.
Journal of Baltic Science Education, 11(2), 127-140.
VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners. Boston, MA: Pearson Education.
81
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
An Evaluation of the Turkish Education System outside the Conflict between Old and New
Sezgin KIZILÇELİK*
Suggested Citation:
Kızılçelik, S. (2015). An evaluation of the Turkish education system outside the conflict
between old and new. Eurasian Journal of Educational Research, 59, 149-164
http://dx.doi.org/10.14689/ejer.2015.59.9
Abstract
Basis of the Study: Education is considered to be a system that provides solutions to
communal problems, developing individual skills, bringing enlightenment and peace
to people. However, the situation is somewhat different in Turkey, for education,
which is regarded as a problem-solving activity, has itself become a problem. The
Turkish education system has become one of our most serious social problems.
This problem essentially stems from discussions over which civilization Turkey
belongs to: the Eastern or the Western. The conflict between old and new in the
Turkish education system is essentially a struggle between those who claim that
“Turkish society is an Eastern society” (anti-Westerners) and those who claim that
“It is a Western society” (pro-Westerners). This dispute is directly related to the
ongoing process of Westernization that started in the 19 th century. The Turkish
education system is suffering from the conflict between old and new. The article is
based on the premise that both parties, in effect, have an understanding of education that produces similar results.
Purpose of the Study: The aim of this article is to reveal the fact that the conflict between
old and new afflicting the Turkish education system is a fruitless discussion by
showing that both pro- and anti-Westerners have an understanding of education that
inhibits students’ creative skills, puts the teacher at the center, furnishes students with
unnecessary information, prioritizes rote learning, defends discipline and makes students restless and unhappy. Some suggestions shall be offered for a new education
system without taking sides with either of the disputing parties.
Source of Evidence: This article takes its cue from the following observations: i) The Turkish education system is not up to par due to the conflict between old and new; ii) It is
afflicted by the inconsistencies as its targets are constantly changed and it is often left
without targets; iii) It is constantly (re)structured by the governments alternating
between the anti-Westerner conservatives and the pro-Westerners. The point of departure for this article is that the Turkish education system fails to produce happy,
joyful, lively, free, talented, skilled, knowledgeable, honest and virtuous individuals.
*
Prof. Dr., İnönü University, Faculty of Science and Letters, the Department of Sociology, email: [email protected]
82
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Main Argument and Conclusions: This article focuses on the shortcomings and deficiencies of the Turkish education system. It negates the age-old conflict between old
and new, and pursues the ideal education system where students are happy, discovering and improving their skills. It is a critique of the understanding that prioritizes the teacher and curriculum, encourages rote learning and defends oppression
and discipline. It seeks the ways in which we can produce virtuous, happy and skilled individuals with free spirits and critical thinking skills, and who are at peace
with themselves, their history and society. The article also emphasizes the urgency
to find new solutions for our education system exempt from those voiced by the
parties in the conflict between old and new.
Keywords: the Turkish education system, rote learning, oppressive education, free
education, playful education, the ideal education system.
References
Althusser, L. (2003). İdeoloji ve devletin ideolojik aygıtları [Ideology and ideological state apparatus]. Translator: A. Tümertekin. İstanbul: İthaki Yayınları.
Aygün, M. (2014). “Yeni” neyi temsil ediyor? yeni fetişizmi ve “yeni Türkiye” mitleri [What does
“new” stand for? fetishizing new and the myths of “new Turkey”]. Sosyologca. 8, 55-66.
Baker, C. (2013). Zorunlu eğitime hayır! [Insoumission a l'ecole obligatoire]. Translator: A. Sönmezay. İstanbul: Ayrıntı Yayınları.
Bloom, B. S. (1995). İnsan nitelikleri ve okulda öğrenme [Human characteristics and school learning].
Translator: D. A. Özçelik. İstanbul: Milli Eğitim Bakanlığı Yayınları.
Bourdieu, P. (1995). Pratik nedenler: eylem kuramı üzerine [Practical reason: on the theory of
action]. Translator: H. Tufan. İstanbul: Kesit Yayıncılık.
Bourdieu, P., & Passeron, J. C. (2014). Vârisler: öğrenciler ve kültür [The inheritors: students and
culture]. Translator: L. Ünsaldı ve A. Sümer. Ankara: Heretik Yayınları.
Çınar, İ. (2012). Neden ve nasıl mankurtlaştırılıyoruz? [Why and how we are enslaved?]. İstanbul: IQ
Kültür Sanat Yayıncılık.
Dewey, J. (1996). Demokrasi ve eğitim: eğitim felsefesine giriş [Democracy and education: an introduction to the philosophy of education]. Translator: T. Yılmaz. İzmir: Ege Üniversitesi
Edebiyat Fakültesi Yayınları.
Dewey, J. (2007). Deneyim ve eğitim [Experience and education]. Translator: S. Akıllı. Ankara:
ODTÜ Yayıncılık.
Ergun, D. (1987). Sosyoloji ve eğitim: Türkiye’de eğitimin niteliği nedir ve nasıl olmalıdır? [Sociology
and education: the quality of Turkish education and how should it be?]. Ankara: V Yayınları.
Ferrer, F. (2014). Özgür eğitim: modern okulun kökenleri [The origin and ideals of the modern
school]. Translator: H. Şahin. İstanbul: Pales Yayınları.
83
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Freire, P. (2005). Education for critical consciousness. London: Continuum.
Freire, P. (2014a). Ezilenlerin pedagojisi [Pedagogy of the oppressed]. Translator: D. Hattatoğlu &
E. Özbek. İstanbul: Ayrıntı Yayınları.
Freire, P. (2014b). Yüreğin pedagojisi [Pedagogy of the heart]. Translator: Ö. Orhangazi. Ankara:
Ütopya Yayınları.
Foucault, M. (2003). Seçme yazılar 4: iktidarın gözü [Selected essays 4: the eye of the power].
Translator: I. Ergüden. İstanbul: Ayrıntı Yayınları.
Foucault, M. (2004). Marx’tan sonra [After Marx]. Translator: G. Aksay. İstanbul: Çiviyazıları
Yayınevi.
Fromm, E. (1995). Sevme sanatı [Art of loving]. Translator: Y. Salman. İstanbul: Payel Yayınevi.
Fromm, E. (2003). Sahip olmak ya da olmak [To have or to be]. Translator: A. Arıtan. İstanbul: Arıtan Yayınevi.
Fromm, E. (2004). Hayatı sevmek [For the love of life]. Translator: A. Köse. İstanbul: Arıtan Yayınevi.
Giroux, H. A. (2011). Antonio Gramsci’nin eserinde kültür politikalarını ve radikal pedagojiyi yeniden düşünmek [Rethinking Cultural Politics and Radical Pedagogy in the Work of Antonio Gramsci]. Gramsci and education. Editör: C. Borg, J. Buttigieg & P. Mayo. Editor:
H. Tanıttıran. İstanbul: Kalkedon Yayınları, 67-102.
Gökalp, Z. (1997). Terbiyenin sosyal ve kültürel temelleri I [Social and cultural origins of education I].
Editor: R. Kardaş. İstanbul: Milli Eğitim Bakanlığı Yayınları.
Gökalp, Z. (2005). Türk terbiyesi [Turkish education]. Editor: Y. Toker. İstanbul: Toker Yayınları.
Gramsci, A. (2012). Hapishane defterleri, cilt 2 [Prison notebooks, vol 2]. Editor: J. A. Buttigieg.
Translator: B. Baysal. İstanbul: Kalkedon Yayınları.
Hazlitt, W. (2011). Okumuşların cehaletine dair [On the ignorance of the learned]. A. Schopenhauer, Okumaya ve Okumuşlara Dair [On Reading and Books]. Translator: M. S. Erer. İstanbul: Say Yayınları, 9-18.
Illich, I. D. (1998). Okulsuz toplum [Deschooling society]. Translator: M. Özay. İstanbul: Şûle
Yayınları.
İbni Haldun. (1989). Mukaddime III [The Muqaddimah III]. Translator: Z. K. Ugan. İstanbul:
Milli Eğitim Bakanlığı Yayınları.
İnal, K. (1996). Eğitimde ideolojik boyut -yazılar- [The ideological dimension of education essays]. Ankara: Doruk Yayıncılık.
Kant, I. (2007). Eğitim üzerine [On education]. Translator: A. Aydoğan. İstanbul: Say Yayınları.
Machiavelli, N. (2000). Seçme yazılar [Selected essays]. Translator: H. Köse. Ankara: Öteki
Yayınevi.
84
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Marx, K., & Engels, F. (1992). Alman ideolojisi -Feuerbach [The German Ideology -Feuerbach].
Translator: S. Belli. Ankara: Sol Yayınları.
Mayo, P. (2011). Gramsci, Freire ve yetişkin eğitimi: dönüştürücü eylem fırsatları [Gramsci, Freire, and adult education: possibilities for transformative action]. Translator: A. Duman. Ankara: Ütopya Yayınevi.
Nietzsche, F. (2003). Öğretim kurumlarımızın geleceği üzerine [On the future of our educational
institutions]. Translator: G. Aytaç. İstanbul: Say Yayınları.
Nietzsche, F. (2004). İnsanca, pek insanca 2: karışık kanılar ve özdeyişler [Human, all too human:
a book for free spirits. Translator: M. Tüzel. İstanbul: İthaki Yayınları.
Paul, R. (2014). Okul devrimi: “eğitim sistemine yeni bir öneri” [The school revolution: a new
answer for our broken education system]. Translator: T. Çolak. İstanbul: Zodyak Kitap.
Rousseau, J. J. (1966). Emil yahut terbiyeye dair [Emil, or on education]. Translator: H. Z. Ülken ve Diğerleri. İstanbul: Türkiye Yayınevi.
Rousseau, J. J. (1990). Toplum sözleşmesi [The social contract]. Translator: V. Günyol. İstanbul:
Adam Yayınları.
Rousseau, J. J. (2000). Emile ya da çocuk eğitimi üzerine [Emile, or on education]. Translator: M.
Baştürk & Y. Kızılçim. Erzurum: Babil Yayınları.
Rousseau, J. J. (2003). Emile: bir çocuk büyüyor [Emile: or on education]. Editor: Ü. Akagündüz. İstanbul: Selis Kitaplar.
Russell, B. (1981). Eğitim ve toplum düzeni [Education and the social order]. Translator: N.
Bezel. İstanbul: Varlık Yayınları.
Sabahaddin, P. (2013). İttihat ve Terakki’ye açık mektuplar, Türkiye nasıl kurtarılabilir? [Letters to İttihat and Terakki: How can Turkey be saved]. Editor: A. Z. İzgöer, İstanbul: Dün Bugün
Yarın Yayınları.
Schopenhauer, A. (2011). Okumaya ve okumuşlara dair [On reading and books]. Translator: A.
Aydoğan, İstanbul: Say Yayınları.
Sönmez, V. (1997). Sevgi eğitimi [The education of love]. Ankara: Anı Yayınları.
Sönmez, V. (1998). Eğitim felsefesi [The philosophy of education]. Ankara: Anı Yayınları.
Sönmez, V. (2014). Bilge anadan saçmalıklar [Nonsense from a wise woman]. Ankara: Anı Yayınları.
Spencer, H. (2013). Zihin, ahlak ve beden eğitimi [Education: intellectual, moral, and physical].
Translator: M. Münir (Ertegün). Simplified by İ. Balcı ve Diğerleri. Ankara: Pegem Akademi.
Spinoza, B. (2011). Ethica: geometrik yöntemle kanıtlanmış ve beş bölüme ayrılmış ahlâk [Ethics:
demonstrated in geometrical order]. Translator: Ç. Dürüşken. İstanbul: Kabalcı Yayınevi.
85
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Spring, J. (2014). Özgür eğitim [A primer of libertarian education]. Translator: A. Ekmekçi. İstanbul: Ayrıntı Yayınları.
Swartz, D. (2011). Kültür ve iktidar: Pierre Bourdieu’nün sosyolojisi [Culture and power: the sociology of Pierre Bourdieu]. Translator: E. Gen. İstanbul: İletişim Yayınları.
Tezcan, M. (2005). Sosyolojik kuramlarda eğitim [Education in sociological theories]. Ankara:
Anı Yayınları.
Topçu, N. (2006). Türkiye’nin maarif dâvası [The problem of education in Turkey]. Editor: E.
Erverdi & İ. Kara. İstanbul: Dergâh Yayınları.
Zweig, S. (2011). Kendileri ile savaşanlar: Kleist, Nietzsche, Hölderlin [The struggle with the daemon: Holderlin, Kleist, Nietzsche]. Translator: G. Aytaç. Ankara: Doğu Batı Yayınları.
86
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
The Relationship between Teachers’ Perception about School
Managers’ Talent Management Leadership and the Level of
Organizational Commitment
Tufan AYTAÇ5
Suggested Citation:
Aytaç, T. (2015). The relationship between teachers’ perception about school managers’
talent management leadership and the level of organizational commitment. Eurasian
Journal of Educational Research, 59, 165-180
http://dx.doi.org/10.14689/ejer.2015.59.10
Abstract
Problem statement: Talent Management (TM) has been recently seen as a critical
success factor in the development of educational organizations. The problem this
study addresses is whether there is a relationship between teacher perceptions
about school managers’ TM leadership and their level of organizational
commitment (OC). The level of school managers’ TM leadership characteristics
could influence the teachers’ OC either positively or negatively. Within this
context, in this study, great importance is attached to the determination of the
way teachers perceive the school leaders’ TM behaviors and to the examination of
whether these behaviors have a relationship with teachers’ OC.
Purpose of Study: The purpose of this study is to determine the relationships
between the school managers’ Talent Management Leadership and teachers’
organizational commitment based on the perception of teachers who are
working for Anatolian High Schools.
Method: For the calculation of the relationships between the variables, Pearson
moments two-way correlation analysis (r) was used. Pearson relationship
coefficient and multiple linear regressions have been used for data analysis. A
total of 402 teachers participated in the study. During this study, the “Talent
Management Leadership Scale” developed by Davies and Davies has been used
to determine the school managers’ talent management leadership level, and the

Assist. Prof. Dr., Bozok University, Faculty of Education, Department of Primary Education, Yozgat,
Turkey, e-mail: [email protected]
87
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
“Organizational Commitment Scale” developed by Meyer and Alien has been
used to determine the teachers’ OC levels.
Findings and Results: Analyzing the data, a significant, high-level relationship in a
positive direction between TM Leadership and OC is observed (r=0.80, p<.01).
Findings show that teachers’ perception about school leaders’ talent management
leadership is a significant variable predicting their organizational commitment.
Based on the regression analysis results, the regression equation (mathematical
model) for the prediction of organizational commitment is as follows:
OC=0.64+0.44 Strategic acumen+ 0.31 Interoperability+ 0.05 Values+ -0.01
Personal qualities.
Conclusions and Recommendations: The TM leadership of the school managers as
observed by the teachers has been found to be a significant variable which
predicts teachers’ organizational commitment. The efficiency of school managers
in strategic acumen and interoperability seems to be a significant predictor of
teachers’ OC. Within the context of the results of this study, it may be suggested
that various qualitative and quantitative research should be undertaken to raise
consciousness about the TM leadership approach and to determine the school
managers’ and teachers’ views on this issue in terms of different variables.
Keywords: Talent management leadership, organizational commitment, teacher.
References
Allen, N. J., & Meyer, J. P. (1990). The measurement and antecedents of affective,
continuance, and normative commitment to the organization. Journal of Occupational
Psychology, 63(1), 1-18.
Axelroad, B., Michaels, E., & Hanfield-Jones, H. (2001). The War of Talent. McKinsey
Quarterly, number 3, 44-57.
Balay, R. (2001). Özel ve Resmi Liselerde Örgütsel Bağlılık [Organizational Commitment at
Public and Private High Schools]. Eurasian Journal of Educational Research, Vol: 3-4, p.
92-99.
Büyüköztürk, Ş. (2008). Bilimsel araştırma yöntemleri [Scientific Research Methods]. Ankara;
PegemA Yayıncılık.
Cheese, P., Thomas, R.T.,& Craig, E. (2008). The talent powered organization: Strategies for
globalization, talent management and high performance. Kogan Page, London.
Cross, A. (2007) talent management pocketbook. Alresford, Hants: Management Pocketbooks
Ltd.
Çınkır, Ş. (2010). İlköğretim Okulu Müdürlerinin Sorunları: Sorun Kaynakları ve Destek
Stratejileri [Problems of Primary School Headteachers: Problem Sources and Support
Strategies]. Elementary Education Online, 9(3), 1027-1036.
88
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Çoban, D., & Demirtaş, H. (2011). Okulların Akademik İyimserlik Düzeyi ile Öğretmenlerin
Örgütsel Bağlılığı Arasındaki İlişki [The Relationship Between the Level of Schools’
Academic Optimism and Teachers’ Organisational Commitment]. Educational
Administration: Theory and Practice, 17(3), 317-348.
Davis, T. (2007). Talent assesment: a new strategy for talent management. GBR: Gower
Publishing Limited.
Davies, B., & Davies, B. J. (2011). Talent management in education. London; Sage Publications.
Demirkıran, T. (2004). Özel Eğitim Okullarında Çalışan Öğretmenlerin Örgütsel Bağlılıkları
ile İşten Doyumları Arasındaki İlişkinin İncelenmesi [The analysis of the relation
between job satisfaction and organizational commitment of the teachers work at special
education schools]. Unpublished Master’s Thesis, Marmara University, İstanbul.
Unpublished.
Dumay, X.,& Galand, B. (2012). The multilevel impact of transformational leadership on
teacher commitment: cognitive and motivational pathways. British Educational
Research Journal, Vol 38, Issue 5, p. 703-729.
Garrow, V., & Hirsch, W. (2008). Talent management: Issues of focus and fit. Public Personel
Management, 37(4): 389-402.
Hair, J. F., Anderson, R. E., Tahtam, R. L., & Black, W. C. (1998). Multivariate data analysis
(5th ed.). New Jersey: Pearson Education Upper Saddle River.
Iqbal, S., Qureshi, T. M., Khan, M. A., &Hijazi, S. T. (2013). Talent management is not an old
wine in a new bottle. African Journal of Business Management, Vol. 7 (35), pp. 36093619.
Lewis, R. E., &Heckman, R. J. (2006). Talent management: A critical review. Human Resource
Management Review, 16, 139-154.
Meyer, J. P., & Allen, N. J. (1990). Affective and continuance commitment to the
organization: Evaluation of measures and analysis of concurrent and time-lagged
relations. Journal of Applied Psychology, 75(6): 710-720.
Mowday, R. T., Steers, R. M., & Porter, L. W. (1979). The measurement of organizational
commitment. Journal of Vocational Behavior, 14(2), 224-247.
Nayir, F. (2012). Öğretmenlerin örgütsel destek algısı ile örgütsel bağlılık düzeyi arasındaki
ilişki [The Relationship between Teachers’ perception of Organizational Support and
Organizational Commitment Levels]. Eurasian Journal of Educational Research, Vol: 48,
p. 97-106.
Rhodes, C. (2012). Should leadership talent management in schools also include the
management of self-belief?. School Leadership & Management: Formerly School
Organisation, 32:5, 439-451.
Riehl, C., & Sipple, J. (1996). Making the most of time and talent: Secondary school
organizational climates, teaching task environments, and teacher commitment.
American Educational Research Journal, 33(4), 873-901.
89
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Sezgin, F. (2010). Öğretmenlerin örgütsel bağlılığının bir yordayıcısı olarak okul kültürü
[School Culture as a Predictor of Teachers Organizational Commitment]. Eğitim ve
Bilim, Cilt. 35, Sayı 156, p.142-159.
Stairs, M., Galpin, M., Page, N., & Linley, A. (2006). Retention on a knife edge: The role of
employee engagement in talent management. Selection&Development Review. 22(5):19.
Tabachnick, B. G.,& Fidell, I. S. (2001). Using multivariate statistics (4th ed.) Boston: Ally and
Bacon.
Yörük, S., & Sağban, Ş. (2012). Okul müdürlerinin kültürel liderlik rollerinin öğretmenlerin
örgütsel bağlılık düzeyine etkisi [The Effects of School Administrators’ Cultural Leadership Roles on Organizational Commitment Level of Teachers]. Turkish StudiesInternational Periodical for The Languages, Literature and History of Turkish or Turkic, Volume 7/3, p. 2795-2813.
90
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Determination the Effects of Vocational High School Students’ Logical and Critical Thinking Skills on Mathematics Success
Gökhan AKSU
Nermin KORUKLU
Suggested Citation:
Aksu, G. & Koruklu, N. (2015). Determination the effects of vocational high school students’
logical and critical thinking skills on mathematic success. Eurasian Journal of Educational Research, 59, 181-206
http://dx.doi.org/10.14689/ejer.2015.59.11
Abstract
Problem Statement: One of the main goals of education is to nurture individuals
who know and improve themselves; who is well educated and have scientific
perspective; who have developed communal coherency level; who are active,
democratic and respectful to human rights.At the present time, according to an
up to date mentality in mathematics education which is agreed on, the idea of learning mathematics by doing and experiencing rather than learning pure mathematical knowledge has come into prominence. In this process, there are many
significant skills such as how to generate mathematical formulas, how to reach
generalizations, how to reason will be developed
Purpose of the Study: In this study the direct and indirect relationships between
Mathematics success of vocational high school students and their attitudes
towards the course, critical thinking tendencies and logical thinking skills were
analyzed.
Method: The research was conducted with 479 first grade students who study at
various departments of Aydın Vocational High School at Adnan Menderes University. SPSS 19.0 and AMOS 16.0 packaged softwares were used for the analysis
of the gathered data in the study.
Findings: According to the test which analyses the direct relations among the variables, it was concluded that there was a positive and significant relation
between students’ critical thinking tendencies and Mathematics course success

Öğr. Gör.,Adnan Menderes University, Vocational High School, Department of Computer Programming, e-mail: [email protected]

Yrd. Doç. Dr. Adnan Menderes University, Faculty of Education, Department of Psychological Counseling and Guidance, e-mail: [email protected]
91
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
grades; positive, medium level significant relation between their attitudes
towards Mathematics course and Mathematics course success; positive, medium
level significant relation between students’ critical thinking tendencies and their
attitudes towards Mathematics course; positive, low level significant relation
between their critical thinking tendencies and logical thinking skills. The results
also showed that according to the test which analyses indirect effects among the
variables, it was found that although the direct effect (.014) of critical thinking on
success was not statistically significant, the indirect effect (.305) formed from the
attitudes toward the course was significant. This result indicates that attitudes
towards the course had an exact mediation role between critical thinking and
Mathematics success. Moreover, the direct effect (.793) of logical thinking upon
success was statistically significant. Besides, indirect effect(.031) formed from attitudes was also statistically significant. However, the intensity of this indirect effect decreased according to the first situation. This indicated that attitudes had a
partial mediation role between logical thinking and success.
Conclusion and Recommendations: The results showed that the students’ attitudes
towards to the course have to be positive in order to be successful in Mathematics
course. Success grades in Mathematics can be increased by using methods which
direct students to think critical and develop these thinking strategies. Improvement in Critical thinking tendencies and logical thinking skills which will enable
the students to look at everything from different aspects and will give them opportunity to discover where the formulas and rules came from and how they
emerged, can improve the academic success rates of Mathematics which is regarded as a difficult and scary course.
Keywords: Mathematics success, attitude, critical thinking, logical thinking
References
Akbıyık, C. (2002). Eleştirel Düşünme Eğilimleri ve Akademik Başarı. (Yayınlanmış Yüksek LisansTezi). Hacettepe Üniversitesi/ Sosyal Bilimler Enstitüsü, Ankara.
Akkaya, N. (2009). Öğretmen Adaylarının Öğretmenlik Mesleğine Yönelik Tutumlarının
Bazı Değişkenlere Göre İncelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi
Dergisi, 25, 35-42.
Alkan, H. ve Bukova Güzel, E. (2005). “Öğretmen Adaylarında Matematiksel Düşünmenin
Gelişimi”. Gazi Eğitim Fakültesi Dergisi, 25 (3), 221-236.
Altıparmak, K. & Öziş, T. (2005). “Matematiksel İspat ve Matematiksel Muhakemenin
Gelişimi Üzerine Bir Araştırma”. Ege Eğitim Dergisi, 1, 25-37.
Anderson, L. W. (1988). Attitudes and Their Measurement: Methodology and Measurement, New
York: Pergamon.
Baloğlu, M. (2001). “Matematik Korkusunu Yenmek”. Kuram ve Uygulamada Eğitim
Bilimleri Dergisi, 1 (1), 59–76.
92
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Bandura, A. (1997). Self-Efficacy: The Exercise of Control, New York: W. H. Freeman.
Baron, R. M. & Kenny, D. A. (1986). The Moderator-Mediator Variable Distinction In Social
Psychological Research: Conceptual, Strategic And Statistical Considerations. Journal
of Personality & Social Psychology, 51, 1173-1182.
Bassham, G., Irwin, W., Nardone, H. & Wallace, J.M. (2002). Critical Thinking A Student’s
Introduction, United States of America: McGraw Hill.
Başer, N ve Yavuz, G. (2003). Öğretmen Adaylarının Matematik Dersine Yönelik Tutumları. Retrieved from http://www.matder.org.tr
Baykul, Y. (1993). İlköğretimde Matematik Öğretimi. Ankara: Pegem.
Bümen, N. T. (Derl.) (2010). Çoklu Zeka: Eğitimde Yeni Yönelimler. Ankara: Pegem Akademi.
Büyüköztürk, Ş. (2010). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: Pegem Akademi.
Cheung, K. C. (1988). Outcomes of Schooling: Mathematics Achievement and Attitudes
towards Mathematics Learning in Hong Kong. Educational Studies in Mathematics, 19,
209-219.
Cottrell, S. (2005). Critical Thinking Skills Developing Effective Analysis and Argument. Great
Britain: Palgra & Macmillan.
Demirel, Ö. (2009). Öğretme Sanatı: Öğretim İlke ve Yöntemleri. Ankara: Pegem Akademi.
Duatepe, A. ve Çilesiz, Ş. (1999). Matematik Tutum Ölçeği Geliştirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 16 (17), 45–52.
Emir, S. (2003). Sağlık Meslek Lisesi Öğrencilerinin Meslek Derslerindeki Akademik Başarıları ve Mesleğe İlişkin Tutumları ile Uygulama Alanlarındaki Mesleki Performansları
Arasındaki İlişki. AİBÜ Sosyal Bilimler Dergisi,1 (1), 111-122.
Erktin, E. (1993). The Relationship Between Math Anxiety Attitudes Toward Mathematics And
Classroom Environment. 14. International Conference or Stress and Anxiety
Research Society (STAR),April 5-7, Cairo Egypt.
Ethington, C. A. and Wolfle, L. M. (1986). A Structural Model Of Mathematics Achievement
For Men And Women. American Educational Research Journal, 23 (1), 65-75.
Eymen, U. E. (2007). SPSS Kullanma Klavuzu (E-Baskı). İstatistik Merkezi Yayın No:1.
Geban, O., Askar, P. & Ozkan, I. (1992). Effects Of Computer Simulations And ProblemSolving Approaches On High School Students. Journal of Educational Research, 86, 5–
10.
Güler, Z. (2010). İlköğretim Öğrencilerinin SBS Puanları ile Ders Başarıları, Bilimsel Süreç Becerileri ve Mantıksal Düşünme Yetenekleri Arasındaki İlişki. (Yayımlanmış Yüksek Lisans
Tezi), Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü, Bolu.
Gürsul, F. (2008). “Çevrimiçi ve Yüzyüze Problem Tabanlı Öğrenme Yaklaşımlarının
Öğrencilerin Matematiğe Yönelik Tutumlarına Etkisi”. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5 (1), 1-19.
93
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical Mediation Analysis In The New
Millennium. Communication Monographs, 76 (4), 408–420.
Henn, H. W. (2007). “Modelling in School-Chances and Obstacles”. The Montana Mathematics
Enthusiast, 3, 125-138.
Howe, A. & Jones, L. (1993). Engaging Children in Science. New York: Macmillan.
Johnson, M. A. & Lawson, A.E. (1998). “What Are The Relative Effects of Reasoning Ability
and Prior Knowledge on Biology Achievement In Expository and Inquiry Classes?”.
Journal of Research in Science Teaching, 35 (1), 89-103.
Kahramaner, Y. (2002). “Üniversite Eğitiminde Matematik Düşüncenin Önemi”. İstanbul
Ticaret Üniversitesi Dergisi, 2, 15-25.
Kalaycı, N. (2008). Sosyal Bilgilerde Problem Çözme ve Uygulamalar. Ankara: Gazi Kitabevi.
Kanbay, Y., Işık, E., Aslan, Ö. & Özdemir, H. (2012). Akademik Personelde Eleştirel
Düşünme Eğiliminin İncelenmesi. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 1
(3), 189-201.
Karasar, N. (2009). Bilimsel Araştırma Yöntemi. Ankara: Nobel.
Kazancı, O. (1989). Öğretimde Eleştirici Düşünme ve Öğretimi. Ankara: Kazancı Kitap.
Kılıç, D. (2009). Öğrencilerin Genetik Kavramları Anlama Düzeyleri ile Mantıksal Düşünme Yetenekleri ve Öğrenme Yaklaşımları Arasındaki İlişki. (Yayımlanmış Doktora Tezi). Hacettepe Üniversitesi/ Fen Bilimleri Enstitüsü, Ankara.
Kırkız, Y. A. (2010). Öğrencilerin İngilizce Derslerine Ait Tutumları ile Akademik Başarıları Arasındaki İlişki. (Yayınlanmış Yüksek Lisans Tezi). Trakya Üniversitesi/ Sosyal Bilimler
Enstitüsü, Edirne.
Korkmaz, B. (2002). Fen Eğitiminde Proje Tabanlı Öğrenmenin Yaratıcı Düşünme, Problem Çözme ve Akademik Risk Alma Düzeylerine Etkisi. (Yayımlanmamış Doktora Tezi). Hacettepe Üniversitesi/ Sosyal Bilimler Enstitüsü, Ankara.
Korkmaz, Ö. (2009). Öğretmenlerin Eleştirel Düşünme Eğilim ve Düzeyleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD) , 10 (1), 1-13.
Kökdemir, D. (2003). Belirsizlik Durumlarında Karar Verme ve Problem Çözme. (Yayınlanmış
Doktora Tezi). Ankara Üniversitesi/Sosyal Bilimler Enstitüsü, Ankara.
Kurbanoğlu, N. İ. & Takunyacı, M. (2012). Lise Öğrencilerinin Matematik Dersine Yönelik
Kaygı, Tutum ve Özyeterlilik İnançlarının Cinsiyet, Okul Türü ve Sınıf Düzeyi Açısından İncelenmesi. Uluslararası İnsan Bilimleri Dergisi, 9 (1), 111-130.
Küçükgüçlü, Ö. & Kanbay, Y.(2011). Hemşirelik Öğrencilerinin Eleştirel Düşünme Eğilimleri
ile Klinik Başarıları Arasındaki İlişkinin İncelenmesi. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 14 (3), 21-25.
Lawson, A. E., Banks, D. L. & Logvin, M. (2006). “Self-efficacy, Reasoning Ability and Achievement in College Biology”. Journal of Research in Science Teaching,
doi:10.1002/tea.20172.
94
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Logical
Thinking Helping Children to Become Smarter
http://logizspark.com/general-logics/logical-thinking.
(2010).
Retrieved
from
Marcut, I. (2005). Critical Thinking Applied to the Methodology of Teaching Mathematics.
Educatia Matematica, 1( 1), 57–66.
Martin, C. (2002). The Theory of Critical Thinking of Nursing. Nursing Education Perspectives,
23 (5), 243-247.
MEB, (2008). İlköğretim okullarında Görev Yapan Matematik Öğretmenlerinin Hizmet İçi
İhtiyaçları. Ankara: Milli Eğitim Yayınları.
Eğitim
Minato, S. & Yanase, S. (1984). On The Relationship Between Students’ Attitudes Toward
School Mathematics And Their Levels Of Intelligence. Educational Studies in Mathematics, 15, 313-320.
Olkun, S. &Toluk, Z. (2007). İlköğretimde Etkinlik Temelli Matematik Öğretimi. Ankara: Anı.
Paul, R. W. (1990). Critical Thinking: How To Prepare Students For A Rapidly Changing World.
California: Dillon Beach.
Paul, R. W. (1993). Critical Thinking, What Every Person Needs To Survive In A Rapidly Changing World. Santa Rosa, CA: Foundation for Critical thinking.
Paul, R.W.& Elder, L. (2006). Critical Thinking: Tools for Taking Charge of Your Learning and
Your Life. Upper Saddle River, NJ: Prentice Hall.
Peker, M. & Mirasyedioğlu, Ş. (2003). Lise 2. Sınıf Öğrencilerinin Matematik Dersine
Yönelik Tutumları Ve Başarıları Arasındaki Ilişki. Pamukkale Üniversitesi Eğitim
Fakültesi Dergisi, 2 (14), 157–166.
Preacher, K.J. & Hayes, A. F. (2008). Asymptotic And Resampling Strategies For Assessing
And Comparing Indirect Effects In Multiple Mediator Models. Behavior Research Methods, 40 (3), 879–891.
Pykett, J. (2004). Using Debate to Promote Critical Thinking in Citizenship Education. A report
commissioned by the Training and Development Agency for Schools (TDA), available at: www.citized.info/pdf/commarticles/Jessica_Pykett.pdf
Pehlivan, H. (2010). Ankara Fen Lisesi Öğrencilerinin Matematik Dersine Yönelik Tutumları
ile Akademik Benlik Tasarımlarının Bazı Ailesel Faktörler Açısından İncelenmesi.
Kastamonu Eğitim Dergisi, 18 (3), 805-818.
Reyes, L. (1984). Affective Variables And Mathematics Education. Elementary School Journal,
84 (5), 558.
Ross, K. A. (1998). Doing and Proving: The place of Algorithms and Proofs in School
Mathematics. American Mathematical Monthly, March, 252-255.
Saracaloğlu, A. S., Serin, O. & Bozkurt, N. (2002). Öğretmen Adaylarının Fen Bilimlerine
Yönelik Tutumları ile Başarıları Arasındaki İlişki. Ege Eğitim Dergisi, 1 (2), 76-85.
Semerci, N. (2000). Kritik Düşünme Geliştirilebilir mi?. Yaşadıkça Eğitim Dergisi, s. 66, 30-34.
Senemoğlu, N. (2004). Gelişim Öğrenme ve Öğretim, Ankara: Gazi Kitabevi.
Serin, O. (2004). Öğretmen Adaylarının Problem Çözme Becerisi ve Fene Yönelik Tutum İle Başarıları Arasındaki İlişki. XIII. Ulusal Eğitim Bilimleri Kurultayı (6-9 Temmuz 2004), İnönü
Üniversitesi, Eğitim Fakültesi, Malatya.
Sternberg, R. J. (Ed.). (1999). Handbook Of Creativity. New York: Cambridge University Press.
95
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Taşdemir, A. (2008). Matematiksel Düşünme Becerilerinin İlköğretim Öğrencilerinin Fen ve Teknoloji Dersindeki Akademik Başarıları, Problem Çözme Becerileri ve Tutumları Üzerine Etkileri. (Yayımlanmış Doktora Tezi). Gazi Üniversitesi/Eğitim Bilimleri Enstitüsü, Ankara.
TDK (1983). Matematik Nedir?, Matematik Terimleri Sözlüğü (1. Baskı), Ankara: Türk Dil Kurumu Yayınları.
Tezcan, C. (2008). Yapısal Eşitlik Modelleri. (Yayımlanmamış Yüksek Lisans Tezi). Hacettepe
Üniversitesi/Fen Bilimleri Enstitüsü, Ankara.
Tobin, K. G. & Capie, W. (1981). The Development and Validation of a Group Test of
Logical Thinking. Educational and Psychological Measurement, 41, 413-423.
Trawers, R. M. W. (1982). Essentials of Learning: The New Cognitive Learning for Students of
Education. New York: Macmillan Co.
Umay, A. (2002). Öteki Matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 275-281.
Umay, A. (2003). Matematiksel Muhakeme Yeteneği. Hacettepe Üniversitesi Eğitim Fakültesi
Dergisi, 24, 234-243.
Yıldızlar, M. (2001). Matematik Problemlerini Çözebilme Yöntemleri. Ankara: Eylül Kitap ve
Yayınevi.
Yüksel, O. & Ertaş, H. (2013). Ortaöğretim ÖğrencilerinFizikDersinde Problem ÇözmeyeYönelik
Tutumları. I.Ulusal Fizik Eğitimi Kongresi, 12-14 Eylül 2013, HacettepeÜniversitesi,
Ankara.
96
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Multi-program High School Students’ Attitudes and
Self-efficacy Perceptions toward Mathematics
Hayal YAVUZ MUMCU1
Meral CANSIZ AKTAŞ2
Suggested Citation:
Yavuz Mumcu, H., & Cansiz Aktas, M. (2015). Multi-program high school students’ attitudes and self-efficacy perceptions toward mathematics. Eurasian Journal of Educational
Research, 59, 207-226
http://dx.doi.org/10.14689/ejer.2015.59.12
Abstract
Problem Statement: So far, there have been many problems in maths education in
the world; negative attitudes and low self-efficacy perceptions towards mathematics are the two important reasons for these problems. Though there are several
studies regarding the topic, choosing random students from secondary school for
the sample group of the study creates problems as the students have to go through different programs. Therefore, this study aims to cover this gap in the field.
Purpose of Study: The purpose of this study is to determine the students’ attitudes
and self-efficacy perceptions towards mathematics in terms of education programs, gender, grade level and mathematics performance, it also aims to see the
relationship between attitudes and self-efficacy perceptions towards mathematics
themselves.
Method: The study was designed as a descriptive study in survey method. İn this
paper, “Maths Attitude Scale” and “Self-Efficacy towards Mathematics Scale”
were applied to the sample group, which consists of 212 students from different
departments in a multi- program high school. İndependent t-test, one way
ANOVA and correlation were used as the statistical techniques.
Findings and Results: At the end of the study, it is found that students’ scores for
attitudes and self-efficacy perceptions tend to be uncertain. The students enrolled
in regular school programs show higher self-efficacy perceptions and attitudes
than those attending vocational programs. Though the difference between female
1
Corresponding Author: Dr. Ordu University, Faculty of Education, Department of Primary Education, E-Mail:
[email protected]
2
Dr. Ordu University, Faculty of Education, Department of Primary Education, E-Mail: [email protected]
97
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
and male students’ attitudes is not meaningful, it is seen that male students’ selfefficacy perceptions are higher than females’. Also, the grades they are studying
are not effective on their attitudes or perceptions. When one of the tested variables mathematics achievement –students’ marks- is taken into consideration it is found
out that students with higher marks (85-100) have also higher self- efficacy perception points than the ones whose marks are lower (45-54 and 55-69). Besides, at
the end of the study, a strong and positive correlation was found between students’ attitudes and self-efficacy perceptions towards mathematics.
Conclusions and Recommendations: With the aim of increasing vocational students’
attitudes towards mathematics, these students’ inabilities and weaknesses in
mathematics should be determined and teaching activities should be planned to
overcome these weaknesses.
Key words: Attitude towards mathematics, self-efficacy perceptions, education
program, multi program high school
References
Adeyemo, D. A., & Adeleye, A. T. (2008). Emotional intelligence, religiosity and self-efficacy
as predictors of psychological well-being among secondary school adolescents in
Ogbomoso, Nigeria. Europe’s Journal of Psychology, 4(1): 51-67.
Adeyemo, D. A, & Torubeli, V. A. (2008). Self-efficacy, self-concept and peers influence as
correlates of achievement among secondary school students in transition. Pakistan Journal of Social Sciences, 5(1): 10-16.
Akdag, M. (2014). Sinif ogretmeni adaylarinin ustbilissel farkindalik ve matematik kaygi duzeyleri
arasindaki iliski [The relationship between preservice elementary teachers' math anxiety levels
and their metacognitive awareness]. Unpublished master’s thesis, Gaziosmanpasa University, Tokat.
Alacaci, C., & Erbas, A. K. (2010). Unpacking the inequality among Turkish schools: Findings from PİSA 2006. International Journal of Educational Development, 30(2): 182-192.
Arkonac, G. (2009). Meslek liselerinde matematik dersinde karsilasilan sorunlar [Problems with
teaching mathematics in vocational schools]. Unpublished master’s thesis, Beykent Universitesi, İstanbul.
Avci, E., Ozenir, O. S., Coskuntuncel, O., Ozcihan, H. G., & Su, G. (2014). Ortaogretim ogrencilerinin geometri dersine yonelik tutumlari, Turkish Journal of Computer and Mathematics Education, 5(3): 304-317.
Avci, E., Coskuntuncel, O., & İnandi, Y. (2011). Ortaogretim on ikinci sinif ogrencilerinin
matematik dersine karsi tutumlari [Middle Secondary School Student’s attitudes
towards mathematic], Mersin Universitesi Egitim Fakultesi Dergisi, 7(1): 50-58.
Ayotola, A., & Adedeji, T. (2009). The relationship between gender, age, mental ability, anxiety, mathematics self-efficacy and achievement in mathematics. Cypriot Journal of
Educational Science, 4(2): 113-124.
98
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Baki, A., Kosa, T., & Berigel, M. (2007, May). Bilgisayar destekli materyal kullaniminin
ogrencilerin matematik tutumlarina etkisi. Paper presented at the meeting of The
Proceedings of 7th İnternational Educational Technology Conference, Near East University, North Cyprus.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2): 191-215.
Baykul, Y. (2000). Egitimde ve psikolojide olcme: Klasik test teorisi ve uygulamasi (Measurement in
education and psychology: Classical test theory and it’s applications]. Ankara: OSYM Yayinlari.
Belbase, S. (2010). Images, anxieties and attitudes toward mathematics. Online Submission.
Retrieved on 5 February 2015, from ,
< http://eric.ed.gov/?id=ED513587>
Berberoglu, G., & Kalender, İ. (2005). Ogrenci basarisinin yillara, okul turlerine, bolgelere
gore incelenmesi: OSS ve PISA analizi [Investigation of student achievement across
years, school types and regions: The SSE and PİSA analyses]. Egitim Bilimleri ve Uygulama, 4(7): 21-35.
Briley, J. S. (2012). The relationships among mathematics teaching efficacy, mathematics selfefficacy and mathematical beliefs for elementary pre-service teachers. İssues in the
Undergraduate Mathematics Preparation of School Teachers: The Journal, 5: 1-13.
Carr, D. (2014). Relationship between classroom climate, student self-efficacy, and achievement in the high school math classroom. Honors Projects in Mathematics. Paper 16.
Retrieved on 3 January, 2015, from,
<http://digitalcommons.bryant.edu/honors_mathematics/16> (Retrieved on 3 January
2015)
Cleary, T. J., & Chen, P. P. (2009). Self-regulation, motivation and math achievement in
middle school: Variations across grade level and math context. Journal of School Psychology, 47: 291–314.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. 2nd Edition. Hillsdale, NJ:
Erlbaum.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1): 155-159.
Cakiroglu, E., & Isiksal, M. (2009). Pre-service elementary teachers’ attitudes and selfefficacy belief toward mathematics. Education and Science, 34 (151): 132-139.
Devine, A., Fawcett, K., Szűcs, D., & Dowker, A. (2012). Gender differences in mathematics
anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8, 33.
Dowker, A. (2005). Individual differences in arithmetic: Implications for psychology, neuroscience
and education. USA, Hove: Psychology Press.
Duatepe, A., & Cilesiz, S. (1999). Matematik tutum olcegi gelistirilmesi [Developing mathematics attitude scale]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 16-17: 45-52.
Ekizoglu, N., & Tezer, M. (2007). İlkogretim ogrencilerinin matematik dersine yonelik tutumlari ile matematik basari puanlari arasindaki iliski [The relationship between the
attitudes towards mathematics and the success marks of primary school students].
Cypriot Journal of Educational Sciences, 2(1): 43-57.
99
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Ergun, D. (2012). Motivation of students towards mathematics in trade vocational high schools in
Ankara: An Exploratory Study. Unpublisehed master’s thesis, Bilkent University, Ankara.
Ernest, P. (2004). Images of mathematics, values and gender: A philosophical perspective.
İn: B Allen, S Johnston-Wilder (Eds.): Mathematics Education: Exploring the Culture of
Learning. London: Routledge.
Escalera-Chávez, M., García-Santillán, A., & Venegas-Martínez, F. (2014). Confirmatory factorial analysis to validity a theoretical model to measure attitude toward statistics.
Mediterranean Journal of Social Science, 5(1): 569-577.
Evans, B. R. (2010). Determining quality teachers: Mathematical content knowledge, perceptions of teaching self-efficacy, and attitudes toward mathematics among a teacher for
America cohort. Journal of the National Association for Alternative Certification, 5(2): 2335.
Faulkner, G., & Reeves, C. (2009). Primary school student teachers’ physical self-perceptions
and attitudes towards teaching physical education. Journal of Teaching in Physical Education, 19 (3): 311-324.
Hatisaru, V., & Erbas, A.K. (2012). Matematik egitiminde endustri meslek liselerinde yasanan sorunlar ve cozum onerileri [The problems for mathematics education in industrial vocational high schools and suggestions for solution]. Paper presented at X. National Science and Mathematics Congress, Nigde, Turkey.
Hoffman, B. (2010). I think I can, but I'm afraid to try: The role of self-efficacy beliefs and
mathematics anxiety in mathematics problem-solving efficiency. Journal of Learning
and İndividual Differences, 20: 276–283.
Jameson, J. J. (2013). Contextual factors related to math anxiety in second-grade children. The
Journal of Experimental Education, 82(4): 519-536.
Kan, A. (2009). Olcme sonuclari uzerinde istatistiksel islemler [Measurement results on the
statistical procedures], in: H Atilgan (Ed.): Egitimde Olcme ve Degerlendirme. Ankara:
Ani Yayinlari, pp. 397-456.
Karadeniz, İ. (2014). Kirsal kesimdeki ortaokul ogrencilerinin matematige iliskin kaygilari ile matematik tutumlari arasindaki iliski [The relationship between rural secondary school students'
respecting of math anxiety and their attitude towards math]. Unpublished master’s thesis,
Eskisehir Osmangazi Universitesi, Eskisehir.
Karasar, N. (2005). Bilimsel arastirma yontemi [Scientific research method]. Ankara: Nobel Yayinlari.
Kayir, O., Karaca, S., & Senyuz, Y. (2004). Meslek liseleri arastirmasinda ortaya cikan temel
bazi bulgular [Some basic findings of vocational high school research). Paper presented at 4th Democratic Education Conference, Ankara, Turkey.
Klassen, R. (2004). A cross-cultural investigation of the efficacy beliefs of South Asian immigrant and Anglo Canadian non-immigrant early adolescents. Journal of Educational
Psychology, 96(4): 731–742.
Krinzinger, H., Kaufmann, L., & Willmes, K. (2009). Math anxiety and math ability in early
primary school years. Journal of Psychoeducational Assessment, 27: 206-225.
Kurbanoglu, N. İ., & Takunyaci, M. (2012). Lise ogrencilerinin matematik dersine yonelik
kaygi, tutum ve oz-yeterlik inanclarinin cinsiyet, okul turu ve sinif duzeyi acisindan
100
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
incelenmesi [An investigation of the attitudes, anxieties and self-efficacy beliefs
towards mathematics lessons high school students’ in terms of gender, types of
school, and students’ grades]. Uluslararasi İnsan Bilimleri Dergisi, 9(1): 110–130.
Kuzgun, Y. (2003). Meslek rehberligi ve danismanligina giris [Introduction to vocational guidance
and counseling]. Ankara: Nobel Yayinlari.
Kose, M. R. (1996). Universiteye giris ve liselerimiz. Hacettepe Universitesi Egitim Fakultesi
Dergisi, 15: 51-60.
LaRocque, M. (2008). Assessing perceptions of the environment in elementary classrooms:
The link with achievement. Educational Psychology in Practice, 24(4): 289-305.
Louis, R.A., & Mistele, J. M. (2012). The differences in scores and self-efficacy by student
gender in mathematics and science. International Journal of Science and Mathematics
Education, 10(5): 1163–1190.
Luzzo, D. A., Hasper, P., Albert, K. A., Bibby, M. A., & Martinelli, E. A., Jr. (1999). Effects of
self‐ efficacy‐enhancing interventions on the math/science self‐efficacy and career interests, goals, and actions of career undecided college students. Journal of Counseling
Psychology, 46 (2): 233‐243.
Ma, X., & Kishor, N. (1997). .Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1): 26-47.
MoNE (2002). Milli Egitim Bakanligi Cok Programli Lise Yonergesi [Guidelines of Ministry
of National Education]. Retrieved on 8 October 2012, from,
<http://mevzuat.meb.gov.tr/html/3052_0.html>
MoNE 2013. PİSA 2012 Ulusal On Raporu. (Retrieved on 12 March 2014, from,
<http://pisa.meb.gov.tr/?page_id=22&lang=tr>
National Research Council Staff, & Mathematical Scinces Educational Board (1998). High
school mathematics at work: Essays and examples for the education of all students. Washington DC: National Academy Press.
Nicolaidou, M., & Philippou, G. (2003). Attitudes towards mathematics, self-efficacy and
achievement in problem solving. İn: MA Mariotti (Ed.): European Research in Mathematics Education III. University of Pisa, Italy, February 28-March 3, 2003.
Peker, M., & Mirasyedioglu, S. (2003). Lise 2. sinif ogrencilerinin matematik dersine yonelik
tutumlari ve basarilari arasindaki iliski [The relationship between second grade students’ attitudes towards mathematics and achievements]. Pamukkale Universitesi Egitim Fakultesi Dergisi, 14(2): 157-166.
Peters, M. L. (2013). Examining the relationships among classroom climate, self-efficacy, and
achievement in undergraduate mathematics: A multi-level analysis. International Journal of Science and Mathematics Education, 11(2): 459–480.
Sahranavard, M., Hassan, S. A, Elias, H., & Abdullah, M. C. (2012). The comparison of İranian school children performance in self-concept, self-efficacy, self-esteem and anxiety. Life Science Journal, 9(4): 1046-1052.
Sartawi, A., Alsawaie, O., Dodeen, H., Alghazo, I., & Tibi, S. (2012). Predicting mathematics
achievement by motivation and self-efficacy across gender and achievement levels.
Interdisciplinary Journal of Teaching and Learning, 2(2): 59-77.
101
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Schwarzer, R., Fuchs, R. (2009). Self-efficacy and health behaviors. in: M Conner, P Norman
(Eds.): Predicting Health Behavior: Research and Practice in Social Cognition Models.
Buckingham: Open University Press. Retrieved on 15 February 2012, from,
http://web.fu-berlin.de/gesund/publicat/conner9.htm>
Tasdemir, C. (2012). Lise son sinif ogrencilerinin matematik oz-yeterlik duzeylerinin bazi
degiskenler acisindan incelenmesi (Bitlis İli Ornegi) [Evaluating the mathematics selfefficacay levels of high school senior students in terms of some variables (The case of
Bitlis) ]. Karadeniz Fen Bilimleri Dergisi, 2(6), 39- 50.
Umay, A. (2001). İlkogretim matematik ogretmenligi programinin matematige karsi ozyeterlik algisina etkisi [The effect of the primary school mathematics teaching program on the mathematics self-efficacy of students]. Journal of Qafqaz University, 8(1).
Retrieved on 17 February 2012, from,
<http://journal.qu.edu.az/article_pdf/1027_328.pdf>
Usher, L. E. (2008). Sources of middle school student's self-efficacy in mathematics a qualitative investigation. American Educational Research Journal, 46(1): 275–314.
Van de Gaer, E., Pustjens, H., Van Damme, J., & De Munter, A. (2008). Mathematics participation and mathematics achievement across secondary school: The role of gender.
Sex Roles, 59(7-8): 568-585.
Wang, M. T. (2012). Educational and career interests in math: A longitudinal examination of
the links between classroom environment, motivational beliefs, and interests. Developmental Psychology, 48: 1643-1657.
Watt, H. M. G. (2000). Measuring attitudinal change in mathematics and English over the 1st
year of junior high school: A multidimensional analysis. Journal of Experimental Education, 68(4): 331–361.
Watts, B. K. (2011). Relationships of mathematics anxiety, mathematics self-efficacy and mathematics performance of adult basic education students. PhD Thesis, Unpublished. Minneapolis: Capella University.
Williams, T., & Williams, K. (2010). Self-efficacy and performance in mathematics: Reciprocal determinism in 33 nations. Journal of Educational Psychology, 102(2): 453–466.
Yenilmez, K., & Ozbey, N. (2006). Ozel okul ve devlet okulu ogrencilerinin matematik kaygi
duzeyleri uzerine bir arastirma [Research on mathematics anxiety levels of the students of private school and the other schools]. Uludag Universitesi Egitim Fakultesi
Dergisi, 19(2): 431–448.
102
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
The Investigation of Pre-service Teachers’ Perceptions about
Critical Reading Self-Efficacy
Ayşegül KARABAY*
Bilge KUŞDEMİR KAYIRAN**
Dilek IŞIK***
Suggested Citation:
Karabay, A., Kuşdemir Kayıran, B., & Işık, D. (2015). The investigation of pre-service teachers’ perceptions about critical reading self-efficacy. Eurasian Journal of Educational Research, 59, 227-246
http://dx.doi.org/10.14689/ejer.2015.59.12
Abstract
Problem Statement: Teachers have important roles in teaching critical reading skills
that already exist in the curriculum. Teachers themselves should have critical
reading skills and be able to identify them so as to be able to teach these skills to
their students. Therefore, it becomes necessary to determine the extent to which
pre-service teachers have acquired knowledge and skills regarding critical
reading and the training of teachers. Determining pre-service teachers’ critical
reading skill is significant since it may provide ideas for the teacher training
institutions as to how to train more qualified teachers. While some studies about
the critical thinking and reading skills of teachers exist in the literature, no study
investigating the critical reading self-efficacy perceptions of pre-service teachers
was found. Therefore, this study is important in revealing the critical reading
self-efficacy perceptions of pre-service teachers.
Purpose of the Study: The main objective of this study is to determine teachers’
perceptions about their self-efficacy on critical reading. In this respect, the present
study seeks answers to such questions as “What is the level of pre-service
teachers’ sense of self-efficacy on critical reading?” and “Do teachers’ senses of
self-efficacy on critical reading differ according to their graduation programs,
grade levels, genders and academic achievements?”
Method: This study designed according to the cross-sectional survey model was
*
Corresponding author: Dr., Cukurova University, Faculty of Education, Department of Elementary
Education, e-mail: [email protected]
** Assist. Prof. Dr., Gaziantep University, Faculty of Education, Department of Elementary Education, email: [email protected]
*** Teacher, Bahcesehir Collage, Adana-Turkey, e-mail: [email protected]
103
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
conducted with 594 pre-service teachers from different departments and grade
levels of the faculty of education at a state university in southeast region of
Turkey during the 2012-2013 academic year. The quantitative data was analysed
using independent samples and a t-test and one-way analysis of variance
(ANOVA).
Findings and Results: In this study, it was found out that the pre-service teachers
have a sense of self-efficacy on critical reading above the intermediate level and
their self-efficacy beliefs differ according to their genders and graduate programs.
However, the same is not true across different grade levels.
Conclusions and Recommendations: The critical reading self-efficacy perceptions of
pre-service teachers differed across gender, departments and academic
achievements, while they did not differ across grade levels. Based on these
findings, it can be concluded that necessary regulations in the curriculum of all
departments of the faculty of education should be done as teaching the critical
thinking and reading skills to teachers are prerequisite for teaching them to
students.
Key words: Critical reading, pre-service teachers, self-efficacy perception, teacher
training
References
Akbiyik, C. (2002). Eleştirel düşünme eğilimleri ve akademik başarı [Critical thinking tendencies
and academic achievement] (Unpublished master's thesis). Hacettepe University, Ankara.
Akyol, A. (2011). 2005 İlköğretim ikinci kademe Türkçe dersi öğretim programında eleştirel okuma
[Critical reading in 2005 curriculum of Turkish course in secondary stage of elementary education] (Unpublished master's thesis). Afyon Kocatepe University, Afyon.
Andrew, S. (1998). Self-efficacy as a predictor of academic performance in science, Journal of
Advanced Nursing, 14(6), 436-442.
Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood
Cliffs, NJ: Prentice Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning, Educational Psychologist, 28(2), 117-148.
Bandura, A. (1997). Self effıcacy: The exercise of control. New York: W.H. Freeman and Company.
Bardakci, M. (2010). Muhakeme yanlışları hakkında farkındalık yaratmanın eleştirel okuma
gelişimi üzerine etkisi [The effect of awareness raising about judgement errors on the improvement of critical reading] (Unpublished doctoral thesis). Gazi University, Ankara
104
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Barry J., Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs, Contemporary Educational Psychology, 30(4), 397-417.
Besoluk, S., & Onder, I. (2010). Öğretmen adaylarının öğrenme yaklaşımları, öğrenme stilleri
ve eleştirel düşünme eğilimlerinin incelenmesi [The investigation of pre-service teachers’ learning approaches, learning styles and critical thinking tendencies]. İlköğretim
Online, 9(2), 679- 693.
Bikmaz, H. F. (2004). Sınıf öğretmenlerinin fen öğretiminde öz yeterlilik inancı ölçeğinin
geçerlik ve güvenirlik çalışması [The validity and reliability of self-efficacy belief scale in the science education of elementary education teachers]. Milli Eğitim Dergisi,161.
Buyukozturk, S., Kilic-Cakmak, E., Akgun, O. E., Karadeniz, S., & Demirel, F. (2009). Bilimsel
araştırma yöntemleri [Scientific research method]. Ankara: Pegem Akademi.
Cadiero Kaplan, K., & Smith, K. (2002). Literacy ideologies: critically engaging the language
arts curriculum, Language Arts, 79, 372-381.
Cam, B. (2006). İlköğretim öğrencilerinin görsel okuma düzeyleri ile okuduğunu anlama, eleştirel
okuma ve Türkçe dersi akademik başarıları arasındaki ilişki [The relationship of elementary
school students’ between their visual reading levels, reading comprehension, critical reading
and academic achievements at Turkish course] (Unpublished master's thesis). Eskişehir
Osmangazi University, Eskişehir.
Cetin, A. (2008). Sınıf öğretmeni adayların eleştirel düşünme gücü [The critical thinking power of
pre-service elementary education teachers] (Unpublished master's thesis). Uludağ University, Bursa.
Decker, N. C. (1993). Teaching critical reading through literature. ERIC Document Reproduction Service, No: ED363869
Demirel, O., & Sahinel, S. (1999). Çoklu zeka kuramı ve düşünme becerileri ile ilköğretim
dördüncü sınıf Türkçe Dersinde tümleşik dil becerilerinin geliştirilmesi [The development of integrated language skills in elementary 4th grade Turkish course through multiple intelligence theory and thinking skills]. Dil Dergisi, 80, 19-31.
Doganay, A., Tas, M.A., & Erden, S. (2007). Üniversite öğrencilerinin bir güncel tartışmalı
konu bağlamında eleştirel düşünme becerilerinin değerlendirilmesi [The evaluation
of critical thinking skills of university students about a current controversial topic].
Kuram ve Uygulamada Eğitim Yönetimi, 52, 511-546.
Flemming, L. E. (2011). Reading for thinking (sevent edition). Boston: Houghton Mifflin Company
Gelen, I. (1999). İlköğretim okulları dördüncü sınıf öğretmenlerinin sosyal bilgiler dersinde düşünme becerilerini kazandırma yeterliliklerinin değerlendirilmesi [The evaluation of the teaching
efficacies of elementary education teachers at 4th grade level about teaching thinking skills in
105
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
social studies course] (Unpublished master's thesis). Çukurova University, Adana.
Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: its meaning, measure, and effect on student achievement. American Education Research Journal, 37, 479–507.
Gurcan, A. (2005). Bilgisayar özyeterliği algısı ile bilişsel öğrenme stratejileri arasındaki ilişki
[Relationship between computer self-efficacy and cognitive learning strategies]. Eğitim Araştırmaları Dergisi, 19, 179-193.
Hayran, I. (2000). İlköğretim öğretmenlerinin düşünme beceri ve işlemlerine ilişkin görüşleri [The
opinions of elementary education teachers about thinking skills and operations] (Unpublished master's thesis). Afyon Kocatepe University , Afyon.
Haahr, J. H., & Hansen, M. E. (2006). Adult skills assessment in Europe: Feasibility study.
Policy and business analysis final report. Copenhagen: Danish Technological Institute.
Hoy, A. W., & Spero, R. H. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343356.
Isik, H. (2010). Lise öğrencilerinin eleştirel okuma seviyeleri ve eleştirel okuma seviyeleri ile eleştirel
düşünme eğilimleri ve okuma sıklıkları arasındaki ilişki [The relationship between high school
students’ critical reading levels, critical thinking levels and reading frequencies] (Unpublished master's thesis). Eskişehir Osmangazi University, Eskişehir.
Ipsiroglu, Z. (1989). Düşünmeyi öğrenme ve öğretme [Learning and teaching how to think]. İstanbul: Afa Yayıncılık
Karabay, A. (2012). Eleştirel okuma-yazma eğitiminin Türkçe öğretmeni adaylarının akademik başarılarına ve eleştirel okuma- yazma düzeylerine etkisi [The effect of critical reading-writing
education on pre-service teachers of Turkish of academic achievements and reading-writing
levels] (Unpublished doctoral thesis). Çukurova University, Adana.
Karabay, A. (2013). Eleştirel okuma öz-yeterlik algı ölçeğinin geliştirilmesi [The
development of critical reading self-efficacy perceptions scale]. Çukurova
Üniversitesi Bilimsel Araştırma Projesi, Proje No: EF2012BAP16.
Karakus, K. E. (2007). İlköğretim beşinci ve sekizinci sınıf öğrencilerinin hikâye ve deneme türü
metinlerindeki okuduğunu anlama becerilerinin karşılaştırılması (Kütahya ili örneği) [The
comparison of elementary education fifth and eighth graders’ reading comprehension in story
and essay texts (sample of the province of Kütahya)] (Unpublished master's thesis). Gazi
University, Ankara.
Karasakaloglu, N., Saracaloglu, S. A., & Yilmaz Ozelci, S. (2012). Sınıf öğretmeni adaylarının
eleştirel okuma öz-yeterliklerine ilişkin algıları [Primary school teachers' critical
reading self-efficacy perceptions]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü
Dergisi , 9(19), 405- 422.
106
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Karasar, N. (2006). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Yayın
Dağıtım.
Kokdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme [Decision-making
and problem-solving in ambiguous situations]. (Unpublished doctoral thesis). Ankara
University, Ankara.
Kucukoglu, H. (2008). İngilizce öğretmen adaylarının eleştirel okumaya yönelik özyeterlik algıları
[The critical reading self-efficacy perceptions of English Language Teaching pre-service
teachers] (Unpublished master's thesis). Dicle University, Diyarbakır.
Kucukyilmaz, A., & Duban, N. (2006). Sınıf öğretmeni adaylarının fen öğretimi öz- yeterlik
inançlarının arttırılabilmesi için alınacak önlemlere ilişkin görüşleri [The views of
elementary education pre-service teachers’ about the precautions that can be taken
to improve the science education self-efficacy beliefs]. Yüzüncü Yıl Üniversitesi Eğitim
Fakültesi Dergisi, 3(2), 1-23.
Kurum, D. (2002). Öğretmen adaylarının eleştirel düşünme gücü [The critical thinking power of
pre-service teachers] (Unpublished master's thesis). Anadolu University, Eskişehir.
Kurum, D. (2003). Eleştirel düşünme ve öğretimi [Critical thinking and training]. Anadolu
Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 141-158.
Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of self-efficacy expectations to
academic achievement and persistence. Journal of Counseling Psychology, 31, 356-362.
McDaniel, C. (2004). Critical literacy: A questioning stance and the possibility for change.
International Reading Association, 472-481.
Ozcelik, H. (2006). İlköğretimde çalışan öğretmenlerin bilgisayar özyeterlikleri: Balıkesir ili örneği
[Self-efficacies of elementary school teachers about computers: Sample of the province of Balıkesir] (Unpublished master's thesis). Anadolu University, Eskişehir.
Ozcinar, H. N. (1996). Enhancing critical thinking skills of preparatory university students of english at intermediate level [Enhancing critical thinking skills of preparatory university students of english at intermediate level] (Unpublished doctoral thesis). Middle East Technical University, Ankara.
Ozensoy, A. U. (2011). Eleştirel okumaya göre düzenlenmiş sosyal bilgiler dersinin eleştirel düşünme becerisine etkisi [The effect of social studies course arranged according to critical reading on the critical thinking skill] (Unpublished doctoral thesis). Gazi University, Ankara.
Ozişik, A. (1997). İlköğretim altıncı sınıflarda Türkçe öğretiminde yeni teknikler kullanarak metin
anlamayı geliştirme [Imporving the reading comprehension by using new new techniques in
elementary school sixth grade Turkish education] (Unpublished master's thesis). Marmara
University, İstanbul.
107
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Ross, J. A. (1994). Beliefs that make a difference: the origins and impacts of teacher efficacy.
Paper presented at the Annual Meeting of the Canadian Association for Curriculum
Studies, June.
Sadioglu, O., & Bilgin, A. (2008). The relationship between critical reading skills of elementary school students and their gender and the educational level of their parents. Elementary Education Online, 7(3), 814-822.
Senemoglu, N. (2007). Learning improvement and teaching. Ankara: Gönül Publication.
Sahinel, S. (2001). Eleştirel düşünme becerileri ile tümdeşik dil becerilerinin geliştirilmesi [The improvement of critical reading skills and integrated language skills]. (Unpublished doctoral
thesis). Hacettepe University, Ankara.
Topcuoglu Unal, F., & Sever, A. (2013). Türkçe öğretmeni adaylarının eleştirel okumaya
yönelik özyeterlik algıları[Sense-efficacy perceptions of Turkish teacher candidates'
for critical reading]. Dil ve Edebiyat Eğitimi Dergisi, 6, 33-42.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: its meaning
and measure. Review of Educational Research, 68, 202–248.
Tumkaya, S., Aybek, B., & Aldag, H. (2009). An investigation of university students' critical
thinking disposition and perceived problem solving skills. Eurasian Journal of Educational Research, 36, 57-54.
Ulgen, G. (1997). Educational Psychology, concepts principles, methods, theories and applications.
Ankara: Kurtiş Printing Press.
Unal, E. (2006). İlköğretim öğrencilerinin eleştirel okuma becerileri ile okuduğunu anlama ve okumaya ilişkin tutumları arasındaki ilişki [The relationship between the critical reading skills of
elementary school students and their reading comprehension and attitudes towards reading].
(Unpublished master's thesis). Eskişehir Osmangazi University, Eskişehir.
Yesilpinar, M. (2011). Sınıf öğretmenlerinin ve öğretmen adaylarının eleştirel düşünmenin öğretimine yönelik yeterliklerine ilişkin görüşleri [The views of elementary education teachers and
pre-service teachers about the efficacies of critical thinking instruction] (Unpublished master's thesis). Çukurova University, Adana.
Yildirim, C. A. (2005). Türkçe ve Türk dili ve edebiyatı öğretmenlerinin eleştirel düşünme becerilerinin incelenmesi [The investigation of Turkish and Turkish language and literature education teachers’ critical thinking skills] (Unpublished master's thesis). Zonguldak Karaelmas University, Zonguldak.
Zayif, K. (2008). Öğretmen adaylarının eleştirel düşünme eğilimleri [The critical thinking tendencies of pre-service teachers] (Unpublished master's thesis). Abant İzzet Baysal University, Bolu.
108
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Selfefficacy in changing societies (pp. 202-231). New York: Cambridge University Press.
Zusho, A., & Pintrich, P. R. (2003). Skill and will: the role of motivation and cognition in the
learning of college chemistry. International Journal Of Science Education, 25(9), 10811094.
109
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
A Quarterly Peer-Reviewed Journal, Year: 15 Issue: 60 / 2015
Üç Ayda Bir Yayımlanan Hakemli Dergi, Yıl: 15 Sayı: 60 / 2015
FOUNDING EDITOR / Kurucu Editör
Veysel Sönmez, Hacettepe University, Ankara, TURKEY
EDITOR / Editör
Şakir Çınkır, Ankara University, Ankara, TURKEY
CO- EDITORS
Ayşe Çiftçi, Purdue University, IN, USA
Şenel Poyrazlı, Penn State University, PA, USA
Ramazan Baştürk, Pamukkale University / TURKEY
Ahmet Aypay, Eskişehir Osmangazi University, Eskişehir, TURKEY
Bülbin Sucuoğlu, Ankara University, Ankara, URKEY
Kürşad Yılmaz, Dumlupınar University, Kütahya, TURKEY
Hakan Atılgan, Ege Universty, İzmir, TURKEY
INTERNATIONAL EDITORIAL BOARD / Uluslararası Editörler Kurulu
Anita Pipere, Daugavpils University, LATVIA
Aslı Özgün Koca, Wayne State University, USA
Beatrice Adeara, West Chester University,USA
Birgit Pepin, Sor-Trondelag Univ. College / NORWAY
Gerry McNamara, Dublin City University, IRELAND
Danny Wyffels, KATHO University, Kortrijk, BELGIUM
David Bridges, Cambridge University /UK
Ekber Tomul, Mehmet Akif Ersoy University, Burdur TURKEY
Erdinç Duru, Pamukkale University, Denizli, TURKEY
Fatma Hazır Bıkmaz, Ankara University, TURKEY
Hasan Hüseyin Aksoy, Ankara University, Ankara, TURKEY
Iordanescu Eugen, Lucian Blaga University of Sibiu, ROMANIA
Joe O'Hara, Dublin City University / IRELAND
Sven Persson, Malmö University, Malmö, SWEDEN
Theo Wubbels, Univeristiy of Utrecht/ NETHERLAND
Úrsula Casanova, Arizona State University, USA
Yusif Mammadov, Azerbaijan State Pedagogy University, Baku, AZERBIJAN
SAHİBİ VE YAZI İŞLERİ MÜDÜRÜ / Publishing manager
Özer Daşcan
EDITORIAL OFFICE / Yayın Yönetim
Dilek Ertuğrul
Anı Yayıncılık, Kızılırmak Sokak 10/A
06640 Bakanlıklar Ankara, TURKEY
[email protected]
Tel: +90.312 425 81 50 pbx Fax: +90.312 425 81 11
Printing Date / Basım Tarihi: 15. 08. 2015
Printing Address / Matbaa Adresi: Sözkesen Mat. İ.O.S. Mat. Sit. 558 Sk. No: 41 Yenimahalle-Ankara
Yayın Türü: Yaygın Süreli
Cover Design / Kapak Tasarımı: Anı Yayıncılık
Typography / Dizgi: Kezban KILIÇOĞLU
The ideas published in the journal belong to the authors.
Dergide yayınlanan yazıların tüm sorumluluğu yazarlarına aittir
110
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Eurasian Journal of Educational Research (ISSN 1302-597X) is a bimonthly (6 issues per year) peer-reviewed
journal published by Anı Yayıncılık (ISSN 1302-597X) Anı Yayıncılık tarafından yılda dört kez yayımlanan
hakemli bir dergidir.
© 2015 ANI Publishing. All rights reserved. © 2015 ANI Yayıncılık. Her hakkı saklıdır.
Eurasian Journal of Educational Research (EJER) is abstracted and indexed in;
The Education Resources Information Center (ERIC)
Social Scisearch,
Journal Citation Reports/ Social Sciences Editon,
Higher Education Research Data Collection (HERDC),
Educational Research Abstracts (ERA),
SCOPUS database,
EBSCO Host database, and
ULAKBİM national index.
111
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
İÇİNDEKİLER
Turkish Version of the Principals’ Sense of Efficacy Scale: Validity and Reliability Study
Ayşe Negiş Işık, Deniz Derinbay 1-16
Teachers’ Expectations and School Administration: Keys of Better Communication in
Schools Engin Aslanargun 17-34
Purposes, Causes and Consequences of Excessive Internet Use among Turkish Adolescents Filiz Akar 35-56
Preschool Teacher Candidates’ Research Qualifications and Anxiety Level towards Research Gamze Yavuz Konokman, Tuğba Yelken, Gürol Yokuş .57-74
Re-Thinking Assessment: Self- and Peer-Assessment as Drivers of Self-Direction in Learning Kathy Harrison, Joe O’hara, Gerry Mcnamara 75-88
Self-Awareness and Personal Growth: Theory and Application of Bloom’s Taxonomy
Hasan Ugur, Petru-Madalin Constantinescu, Michael J. Stevens. 89-110
Perceived Social Support, Depression and Life Satisfaction as the Predictor of the Resilience of Secondary School Students: The Case of Burdur
Hülya Şahin Baltacı, Zeynep Karataş 111-130
The Effect of Organizational Justice and Perceived Organizational Support on Organizational Citizenship Behaviors: The Mediating Role of Organizational Identification
Kamile Demir 131-148
Transformational Leadership and Innovative Climate: An Examination of the Mediating
Effect of Psychological Empowerment
Mesut Sağnak, Mehmet Kuruöz,Betül Polat, Ayşe Soyl .149-162
Active Listening Strategies of Academically Successful University Students
Murat Canpolat, Sekvan kuzu, Bilal Yıldırım,Sevilay Canpolat 163-180
The Regression Level of Constructivist Learning Environment Characteristics on Classroom Environment Characteristics Supporting Critical Thinking
Nihal Tunca 181-200
Teachers’ Withdrawal Behaviors and their Relationship with Work Ethic
Özge Erdemli .201-220
112
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education Engin Karahan,Sedef Canbazoğlu Bilici, Aycin Ünal 221-240
The Extent to Which the Characteristics of a Metacognitive Oriented Learning Environment Predict the Characteristics of a Thinking-Friendly Classroom
Senar Alkın-Şahin 241-260
The Effect of Multimedia-Based Learning on the Concept Learning Levels and Attitudes
of Students H. Ömer Beydoğan,Zeynel Hayran 261-280
A Metaphor Analysis of Elementary Student Teachers’ Conceptions of Teachers in Student- and Teacher-Centered Contexts Sibel Duru 281-310
113
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
60. Sayı Hakemleri
Ali Ersoy
Arzu Yükselen
Ayşe Çiftçi
Baki Duy
Banu Yüceltoy
Berna Arslan
Cevat Elma
Erdinç Duru
Kadriye Funda Nayir
Gökhan Atik
Güliz Aydın
Gülşen Ünver
Hakan Atılgan
Hasan Aydın
Işıl Yurdakul Kabakçı
Kamile Demir
Kerim Gündoğdu
Kürşad Yılmaz
Mediha Sarı
Oktay Cem Adıgüzel
Ramazan Baştürk
Sadi Seferoğlu
Sema Ünlüer
Sibel Güneysu
Şenel Poyrazlı
Tuğba Yanpar Yelken
114
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Turkish Version of the Principals’ Sense of Efficacy Scale: Validity
and Reliability Study6
Ayşe Negiş IŞIK *
Deniz DERİNBAY **
Suggested Citation:
Negiş-Işık, A., & Derinbay, D. (2015). Principals’ sense of efficacy scale: Validity and reliability study. Eurasian Journal of Educational Research, 60, 1-16
Doi: 10.14689/ejer.2015.60.1
Abstract
Problem Statement: Principals are known as important actors in effective schools.
So it is important to know which variables influence principals’ success. One of
these predictors can be self-efficacy. However, there is very few research about
principals' sense of efficacy.
Purpose of the Study: The purpose of this research was to test the psychometric
properties of the Turkish version of the Principal Sense of Efficacy Scale (PSES-T).
Method: Confirmatory and Exploratory factor analysis were conducted in order to
determine the factor structure of the scale. Two independent samples of school
administrators were used for this analysis. The relationship between social support and PSES-T were also examined in order to test the concurrent validity of the
scale. Finally, internal consistency of scale was tested by using Cronbach alpha.
Findings: Confirmatory factor analyses (CFA) were performed using maximum
likelihood estimations, in order to assess the structural validity of the Turkish
version of PSES. The model indices were χ2/df= 2,80, CFI=.873, TLI=.87,
RMSEA= .100, SRMR=.064, suggesting an unacceptable fit of the model to the data. Concluding that 3 factor 18-item PSES did not fit the data obtained from a
Turkish sample, an exploratory factor analysis (EFA) was conducted to further
explore the factor structure of the 18-item PSES that better represented the sample
data. EFA results showed strong evidence for a single factor structure of scale.
Total variance explained by a single factor was 41% and factor loadings ranged
from .50-.74 (M=.64). Based on the results of the EFA, the single factor model with
6
The summary of this paper was presented at the International Counseling and Education conference
in Istanbul, 3-5 May, 2012
*
Corresponding author: Assist. Prof. Dr., Mevlana University, Faculty of Education, Department of
Educational Sciences, Konya, Turkey, [email protected]
**
Res. Assist., Necmettin Erbakan University, Faculty of Education, Department of Educational Sciences, [email protected]
115
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
18 items was tested on a second sample by using CFA with the maximum likelihood method. Results indicated that single factor PSES met goodness-of-fit criteria; χ2/df= 1.6, CFI=.95, TLI= .94, RMSEA= .06, and SRMR=.04. As to the reliability results, Cronbach's Alpha was calculated as .94 for the whole scale. Also, low
to moderate correlations were found between social support, and PSES was evidence for concurrent validity of scale.
Conclusion and Recommendations: The overall findings of the present study provide
evidence for the validity and reliability of the PSES with a Turkish sample. Validation and reliability studies of the PSES within different cultural contexts and
samples are crucial for the generalizability of the scale. The current study is important in terms of bringing this scale into Turkish literature.
Keywords: Principals’ sense of efficacy, self-efficacy, validity, reliability.
References
Allinder, R.M. (1995). An examination of the relationship between teacher efficacy and curriculum based measurement and student achievement. Remedial and Special Education,
16, 247-254. doi: 10.1177/074193259501600408
Altun, S., & Aykoç, B. (2009, May). Lise öğrencilerinin İngilizceye yönelik algı puanlarının
cinsiyete, alanlara ve farklı düzeylere göre İngilizce başarısını yordama gücü [Prediction of high school students’ perceptions of English to their English proficiency with
respect to gender and field]. Paper presented at the I. International Congress of Educational Research, Çanakkale, Turkey.
Anderson, D.W., Krajewski, H.T., Goffin, R.D., & Jackson, D.N. (2008). A leadership selfefficacy taxonomy and its relation to effective leadership. The Leadership Quarterly, 19,
595-608.doi:10.1016/j.leaqua.2008.07.003
Babaoğlan, E., & Korkut, K. (2010). The correlation between level of classroom teachers’ selfefficacy beliefs and classroom management ability perceptions. İnonu University Journal of the Faculty of Education, 11, 1-19. Retrieved from
https://pegem.net/dosyalar/dokuman/121556-2011062918401-11101.pdf
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122147.
Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood
Cliffs, NJ: Prentice Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.doi:10.1207/s15326985ep2802_3
Bandura, A. (1994). Self-efficacy. In V.S. Ramachoudran (Ed.). Encyclopedia of Human Behavior. (Vol. 4, pp. 71-81). New York: Academic Press.
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
116
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal
of Management, 38, 9-44. DOI: 10.1177/0149206311410606
Bower, G.H., & Hilgard, E.R. (1981).Theories of learning. Englewood Cliffs, NJ: Prentice Hall.
Brown, S. (2010). An exploration of the relationship between principal leadership efficacy, principal
computer self-efficacy, and student achievement. Unpublished doctoral dissertation. University of North Texas.
Chemers, M. M., Watson, C. B., & May, S. T. (2000). Dispositional affect and leadership effectiveness: A comparison of self-esteem, optimism, and efficacy. Personality and Social
Psychology Bulletin, 26, 267-277.doi: 10.1177/0146167200265001
Copraro, G.V., Barbaranelli, C., Steca, P., & Malone, P.S. (2006). Teachers’ self-efficacy beliefs
as determinants of job satisfaction and student achievement: A study of the school
level. Journal of School Psychology, 44, 473-490.doi:10.1016/j.jsp.2006.09.001
Costa-Hernandez, D. (2010).Principal self-efficacy beliefs and student achievement. Unpublished
doctoral dissertation. San Diego State University
Çokluk, Ö.,Şekercioğlu, G., & Büyüköztürk, S. (2010). Sosyal bilimler icin cok değişkenli istatistik: SPSS ve LISREL uygulamaları[Multi-dimensional statistic for social sciences: Applications of SPSS and LISREL]. Ankara: Pegem
Dede, Y. (2008). Matematik öğretmenlerinin öğretimlerine yönelik özyeterlik inançları [Teaching self-efficacy of maths teachers for their teaching performance]. Türk Eğitim Bilimleri
Dergisi,
6,
741-757.
Retrieved
from
http://www.tebd.gazi.edu.tr/index.php/tebd/article/download/179/165
Dimmock, C., & Hattie, J. (1996). School principals' self-efficacy and its measurement in a
context of restructuring. School Effectiveness and School Improvement, 7, 62-75.
doi:10.1080/0924345960070103
Federici, R. A., & Skaalvik, E. M. (2011). Principal self-efficacy and work engagement: Assessing a Norwegian principal self-efficacy scale. Soc Psychol Educ, 14, 575-600. doi:
10.1007/s11218-011-9160-4
Gaddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher self-efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-507.doi: 10.3102/00028312037002479
Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its determinants
and malleability. The Academy of Management Review, 17, 183-211.doi:
10.5465/AMR.1992.4279530
Hannah, S. T., Avolio, B. J., Luthans, F., & Harms, P.D. (2008). Leadership efficacy: Review
and
future
directions.
The
Leadership
Quarterly,
19,
669692.doi:10.1016/j.leaqua.2008.09.007
Hamurcu, H. (2006). Class teacher candidates’ self efficacy beliefs towards science education. Eurasian Journal of Educational Research, 24, 112-122.
117
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis:
Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 155.doi:10.1080/10705519909540118
Işınsal, M. (2002). The effect of spreadsheet and dynamic geometry software on the mathematics achievement and mathematics self- efficacy of 7th grade students. Unpublished master dissertation. Middle East Technical University
Judge, T.A., Bono, J.E. (2001). Relationship of core self-evaluations traits- self-esteem, generalized self-efficacy, locus of control, and emotional stability- with job satisfaction
and job performance: A meta-analysis. Journal of Applied Psychology, 86, 80-92.
doi:10.1037//0021-9010.86.1.80
Kruger, L. J. (1997). Social support and self- efficacy in problem solving among teacher assistance teams and school staff. The Journal of Educational Research, 90, 164168.doi:10.1080/00220671.1997.10543772
Külekçi, G. (2011). A study on pre-service English teachers’ self-efficacy beliefs depending
on some variables. Journal of Educational Sciences, 3, 245-260. Retrieved from
http://www.iojes.net/userfiles/Article/IOJES_394.pdf
Lehman, R. (2007). The relationship of elementary school principals’ perception of self-efficacy and
student achievement. Unpublished doctoral dissertation. The University of Wisconsin.
Lockard, S. A. (2013).An analysis of the relationship between elementary principal self-efficacy and
5th grade reading achievement. Unpublished doctoral dissertation. University of Maryland.
McCullers, J. F., & Bozeman, W. (2010). Principal self-efficacy: The effects of no child left
behind and Florida school grades. NASSP Bulletin, 94, 53-74. doi:
10.1177/0192636510371976
Milner, H., & Hoy, A. (2003). A case study of an African American teacher’s self-efficacy,
stereotype threat, and persistence. Teaching and Teacher Education, 19, 263-276.
doi:10.1016/S0742-051X(02)00099-9
Moak, J. (2010). The self-perception of leadership efficacy of elementary principals and the effects on
student achievement. Unpublished doctoral dissertation. University of MissouriColumbia.
Nye, G.D. (2008). Principals’ leadership beliefs: Are personal and environmental influences related
to self-efficacy? Unpublished doctoral dissertation. University of North Texas.
Orhan, F. (2005). Bilgisayar öğretmen adaylarının, bilgisayar kullanma özyeterlik inancı ile
bilgisayar öğretmenligi özyeterlik inancı üzerine bir araştırma [An investigation on
computer teacher candidates’ computer use self-efficacy and teaching computer selfefficacy]. Eurasian Journal of Educational Research, 21, 173-186. Retrieved from
http://www.ejer.com.tr/0download/pdfler/tr/1406042041.pdf
Özdemir, A. (2010).İlköğretim okullarında algılanan örgütsel desteğin öğretmenlerin kişiler
arası öz yeterlik inançları ile ilişkisinin incelenmesi [Relationship between perceived
organizational support and teachers’ interpersonal self-efficacy among primary
118
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
schools]. Gazi Eğitim Fakültesi Dergisi, 30, 127-146. Retrieved from
http://www.gefad.gazi.edu.tr/window/dosyapdf/2010/1/2010-1-127-146-8
GEF%201004.pdf
Pajares, F. (1996). Self-efficacy beliefs in academic setting. Review of Educational Researh,
66, 543-578.doi: 10.3102/00346543066004543
Pati, S. P., & Kumar, P. (2010). Employee engagement: Role of self-efficacy, organizational
support & supervisor support. The Indian Journal of Industrial Relations, 46, 126-136.
Retrieved from http://www.jstor.org/stable/25741102
Ramchunder, Y., & Martins, N. (2014). The role of self-efficacy, emotional intelligence and
leadership style as attributes of leadership effectiveness.SA Journal of Industrial Psychology, 40,1-11. http://dx.doi.org/10.4102/sajip.v40i1.1100
Rossow, L. F. (1990). The principalship: Dimensions in instructional leadership. Englewood
Cliffs. NJ: Prentice Hall.
Santamaría, A. P. (2008). A principal’s sense of efficacy in an age of accountability. Unpublished
doctoral dissertation. San Diego State University
Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural
equation modeling and confirmatory factor analysis results: a review. The Journal of
Educational Research, 99, 323-337.doi:10.3200/JOER.99.6.323-338
Schunk, D. H. (1989).Self-efficacy and achievement behaviors. Educational Psychology Review,
1, 173-208.doi: 10.1007/BF01320134
Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: the relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3,
189-209.doi: 10.1080/15700760490503706
Tschannen-Moran, M., & Gareis, C. R. (2004).Principals’ sense of efficacy. Assessing a promising construct. Journal of Educational Administration, 42, 573-585.doi:
10.1108/09578230410554070
Tschannen-Moran, M., & Gareis, C. R. (2007). Cultivating principals’ self-efficacy: Supports
that matter. Journal of School Leadership, 17, 89-114. Retrieved from
http://eric.ed.gov/?id=EJ807374
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning
and measure. Review of Educational Research, 68, 202-248. Retrieved from
http://mxtsch.people.wm.edu/Scholarship/RER_TeacherEfficacy.pdf
Versland, T. M. (2009).Self-efficacy development of aspiring principals in education leadership preparation programs. Unpublished doctoral dissertation. Montana State University
Watts, L., Kolsun, C., Cline, V., & Williams, L. (2011, September 27). Principals’ sense of efficacy and cultural factors in rural West Virginia schools. Retrieved from the Connexions
Web site: http://cnx.org/content/m41135/1.3/
119
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Williams, J. C. (2012). Examining the relationship between Louisiana principals' self-efficacy beliefs
and student achievement. Unpublished doctoral dissertation. University of New Orleans.
Wood, R. E., & Bandura, A. (1989). Impact of conceptions of ability on self- regulatory mechanisms and complex decision making. Journal of Personality and Social Pyschology, 56,
407-415. Retrieved from
http://web.stanford.edu/dept/psychology/bandura/pajares/Bandura1989JPSP.pdf
Yalçın, F. A. (2011).Investigation of science teacher candidates’ self-efficacy beliefs of sciences teaching with respect to some variables. International Journal of Educational Sciences, 3, 1046-1063. Retrieved from http://asosindex.com/journal-articlefulltext?id=29583&part=1
120
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Teachers’ Expectations and School Administration:
Keys of Better Communication in Schools
Engin ASLANARGUN*
Suggested Citation:
Aslanargun, E. (2015). Teachers’ expectations and school administration: Keys of better
communication in schools. Eurasian Journal of Educational Research, 60, 17-34
Doi: 10.14689/ejer.2015.60.2
Abstract
Problem Statement: The quality of education carried out in schools depends largely
on the performance of teachers and school principals in cooperation. İt is possible
to say that a qualified education of students depends on the performance and
compliance degree of these two groups. İn this process, teachers’ having the primary responsibility for teaching in compliance with school administration and
supported by administration is very critical. For a more qualified education/teaching school, principals should support their teachers as an institutional
leader responding to their expectations and needs.
Purpose of the Study: The aim of this study is to determine teachers’ expectations
from school principals so that they can do their jobs better. Teachers included in
the study were asked what they have expected and hoped from principals while
they were teaching.
Method: A qualitative research methodology was employed, using phenomenology to collect and analyze the interpretations and meanings of teachers’ expectations as drawn from their responses to open ended semi structured questions.
The research group consists of volunteer teachers who were employed in the district and province of Duzce city in Turkey.
Teachers were invited to fill out the open ended form consisting of a single question via e-mail. A total of 677 volunteer teachers participated in this study: some
of whom gave more than a single response, whereas some preferred short responses.

Dr. Aslanargun, Duzce University, Faculty of Education, Department of Educational Sciences, [email protected]
121
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Findings and Results: In the finding section of the study, which aimed to investigate and analyse the teachers’ expectations and opinions, a major category and eight
subcategories were identified. When analyzing the expectations of teachers from
principals, it was evident that nearly one-fourth of the expectations were centered
on the subcategories of comprehension and support (25 percent). Subsequently,
satisfaction with the current administration (21 percent), leadership (13 percent),
justice and equality (12 percent), communication (11 percent), physical equipment
(9 percent), school development (9 percent) and no expectation (2 percent) followed. Consequently, value based informal behaviors such as appreciation, cooperation, consulting, respecting, fairness, confidence, and motivation were emphasized most often by the teachers.
Conclusions and Recommendations: The concepts and themes generally focused on
human relationships, meaning that behaviors of principals should be shaped by
considerations of leadership and communication. Communication, empathy, and
initiative are the concepts teachers paid the most attention to throughout the
study, and these are the psychological characteristics that principals need to
adapt most whatever their preferred leadership style has been. Having a considerate style of administration and providing support for teachers were the core recommendations of the research.
Keywords: Principal, instructional leadership, school improvement, justice and
equality
References
Aslanargun, E., & Bozkurt, S. (2012). Okul Mudurlerinin Yonetimde Karsilastigi Sorunlar
[Administrative Problems Principals Face in Schools], Gaziantep Universitesi Sosyal Bilimler Dergisi, 11 (2), 349-368.
Bas, G. (2012). Correlation between School Principals’ Instructional Leadership Behaviours
and Teachers’ Organisational Trust Perceptions, Middle Eastern & African Journal of
Educational Research, (1), 5-18.
Bilge, B. (2015). Okul Mudurlerinin Ogretmenlerin Mesleki Gelisimine Katkisi [Principals’ Contributions to Teachers’ Professional Developments], Yayinlanmamis Yuksek Lisans Tezi,
Toplam Kalite Yonetimi Anabilim Dali, Sosyal Bilimler Enstitusu, Duzce.
Blase, J., & Blase, J. (2000). Effective İnstructional Leadership, Teachers' perspectives on how
principals promote teaching and learning in schools, Journal of Educational Administration, 38 (2), 130-141.
Cherian, F., & Daniel, Y. (2008). Principal leadership in new teacher induction: Becoming
agents of change. İnternational Journal of Education Policy and Leadership 3(2).
Corbin, J., & Strauss, A. (2008). Basics of qualitative research, techniques and procedures for developing grounded theory (3rd Ed.). Los Angeles: Sage.
122
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Cuban, L. (1995). The hidden variable: How organizations influence teacher responses to
secondary science curriculum reform, Theory into Practice, 34, (1), 4-11.
Edmonds, R.R. (1982). Program of School Improvement: An Overview, Educational Leadership, December, 1-11.
Eres, F. (2011). Relationship between teacher motivation and transformational leadership
characteristics of school principals, İnternational Journal of Education, 3 (2), 1-17. DOİ:
10.5296/ije.v3i2.798.
Glatter, R., & Kydd, L. (2003). Best practice' in educational leadership and management: can
we identify it and learn from it? Educational Management Administration Leadership,
31(3) 231–243, DOİ: 10.1177/0263211X03031003002.
Gaziel, H. H. (2007). Re-examining the relationship between principals instructional / educational leadership and student achievement, Journal of Social Science, 15 (1), 17-24.
Glasman, N. S., & Glasman, L. D. (1997): Connecting the preparation of school leaders to the
practice of school leadership, Peabody Journal of Education, 72 (2), 3-20.
Goleman, D. (2000). Leaders that get results, Harward Business Review, March-April, 78-90.
Goleman, D, Boyatzis, R., & Mc Kee, A. (2001). Primal leadership: the hidden drive of great
performance, Harward Business Review, December, 42-51.
Hallinger, P. (2012). Instructional Leadership in East Asia, Asia Leadership Roundtable 2012.
Hallinger, P. (2009). Leadership for 21st century schools: from instructional leadership to leadership
for learning, The Hong Kong Institute of Education, Hong Kong.
Hallinger, P. (2005). Instructional leadership and the school principal: a passing fancy that
refuses to fade away, Leadership and Policy in Schools, 4 (3), 221-239.
Hausman, C. S, Crow, G. M., & Sperry, D. J. (2000). Portrait of the ''İdeal principal'': context
and self, National Association of Secondary School Principals Bulletin 2000 84 (5), 5-14.
DOİ: 10.1177/019263650008461701.
Henderson, J.G. & Slattery, P. (2007). Understanding curriculum and pedagogy in relation to
concepts of curriculum leadership, Journal of Curriculum and Pedagogy, 4 (2), 1-5
Hoy, W. K., & Miskel, C. G. (2012). Egitim yonetimi: teori, arastirma ve uygulama [educational
administration, theory, research and application],okul etkililigi, hesap verebilirlik ve gelistirme, (Ceviren A. Aypay, Editor. S. Turan) (ss.270-298). Ankara: Nobel.
Kilinc, A. C., Cemaloglu, N., & Savas, G. (2015). The relationship between teacher leadership, teacher professionalism, and perceived stress. Eurasian Journal of Educational Research, 58, 1-26. http://dx.doi.org/10.14689/ejer.2015.58.5
Krug, S. E. (1992). İnstructional Leadership: A constructivist perspective, Educational Administration Quarterly, 28 (3), 430-443.
Leithwood, K, Steinbach R. & Jantzi, D. (2002). School leadership and teachers’ motivation to
implement accountability policies, Educational Administration Quarterly, 38 (1), 94-119.
123
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Leithwood K., & Jantzi, D. (2005). A review of transformational school leadership research
1996–2005, Leadership and Policy in Schools, 4 (3), 177-199.
MacNeill, N, Cavanagh, R., & Silcox, S. (2003). Beyond instructional leadership: towards pedagogic leadership, Paper submitted for presentation at the 2003 Annual conference for the
Australian Association for Research in Education: Auckland.
Marshall, C., & Rossman, G. (1999). Designing qualitative research (3rd ed.). Thousand Oaks,
CA: Sage
Nettles, S. M., & Herrington, C. (2007). Revisiting the importance of the direct effects of
school leadership on student achievement: The Implications for School Improvement
Policy, Peabody Journal of Education, 82 (4), 724-736
Palmer, B, Walls, M, Burgess, Z., & Stough, C. (2001). Emotional Intelligence and Effective
Leadership, Leadership and Organisational Developmen Journal, 22 (1), 5-10.
Peariso, J. F. (2011). A Study of principals‘ ınstructional leadership behaviors and beliefs of good
pedagogical practice among effective California high schools serving socioeconomically disadvantaged and English Learners, A Dissertation Presented in Partial Fulfillment Of the
Requirements for the Degree Doctor of Education, Liberty University.
Podsakoff, P. M, MacKenzie, S. B, Paine, J. B., & Bachrach, D. G. (2002). organizational citizenship behaviors: a critical review of the theoretical and empirical literature and
suggestions for future research, Journal of Management, 26 (3), 513–563.
Robinson, V. M. J, Lloyd, C. A. & Rowe, K.J. (2008). The impact of leadership on student
outcomes: an analysis of the differential effects of leadership types, Educational Administration Quarterly, 44 ( 5), 635-674.
SJEC. (2015). School improvement education plan 2015 be a consfield middle school, Saint John
Educationa Centre, Anglophone School District, South.
Schleicher, A. (2015), Schools for 21st-century learners: strong leaders, confident teachers, innovative approaches, International Summit on the teaching profession, OECD publishing.
http://dx.doi.org/10.1787/9789264231191-en
Sharma, S. (2012). Instructional leadership model through Asian principals’ perspectives,
International Conference on Education and Management Innovation İPEDR, 30, Singapore.
Sisman, M. (2011). Ogretim liderligi [Instructional Leadership]. 3.Baski. Ankara: Pegem Akademi.
Willis, J. W. (2007). Foundation of qualitative research: interpretive and critical approach, USA:
Sage.
Yildirim, A., &Simsek, H. (2008). Sosyal bilimlerde nitel arastirma yontemleri [qualitative research methods in social sciences]. 7. Baski. Ankara: Seckin Yayinlari.
124
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Purposes, Causes and Consequences of Excessive Internet Use
among Turkish Adolescents
Filiz AKAR*
Suggested Citation:
Akar, F. (2015). Purposes, causes and consequences of excessive internet use among Turkish
adolescents. Eurasian Journal of Educational Research, 60, 35-56
Doi: 10.14689/ejer.2015.60.3
Abstract
Problem Statement: Excessive internet use, particularly problematic and negative
consequences of internet use, is rapidly increasing among children and adolescents throughout the World and in Turkey. While the internet provides potential
advantages for users in terms of the academic support, sharing ideas & feelings,
and freedom of expression, it also has some adverse effects such as wasting time,
exhibiting antisocial behaviors, and causing relationship problems. Excessive use
could also be manifested as absenteeism, academic failure and problems in interpersonal relationships with other students. In this context, determining the motivations behind the excessive use of the internet could be beneficial in an educational setting.
Purpose of the Study: The purpose of this study is to determine the aims, causes
and consequences of excessive internet use among adolescents and examine the
aims of excessive internet use in terms of gender and grade level.
Method: In this study, a quantitative method was used as the research design. As
the research aims require in-depth opinions, data triangulation was also used.
The study group consisted of 91 high school students who use the internet excessively. The study group were selected by screening 1,587 students living in the Istanbul province during the 2012–2013 Academic year who were internet users for
“41 hours or more a week.” Data was collected by the Internet Use Purposes Scale
(IPUS) and a semi-structured questionnaire.
Findings: The purposes of excessive internet use among these adolescents were
socialization, learning and general culture, meeting psychological needs, entertainment, and education. There are a significant differences between the opinions of
the adolescents in the entertainment and learning & general culture sub*
Dr., Bozok University, Faculty of Education, Department of Educational Sciences, E-mail: [email protected]
125
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
dimensions in terms of gender and in the psychological needs sub-dimension in
terms of grade level. Causes of excessive internet use are grouped under the main
categories of learning and development needs, socialization need, psychological
reasons and seeking entertainment. Consequences of excessive internet use fall
under the main categories of social, physical health, psychological and mental
problems.
Conclusions and Recommendations: In view of the purposes, causes and consequences of excessive internet use in adolescents, the need to socialize and learn are
emphasized in terms of purposes and causes. Boys use internet excessively more
often than girls for the aims of entertainment and information gathering. Psychological needs are prevalent in 9 and 12 grades; excessive use causes multifaceted
adverse effects on adolescents, including social, physical, academic, psychological
and mental problems. In this context, meaning of “knowledge” and “socialization” for the adolescents should be researched by the academia. Programmes
should be designed to meet the students’ learning and psycho-social developmental needs at schools and in real life. Artistic, sports and cultural activities
must be increased in real life and school settings.
Keywords: Internet addiction, adolescent, guidance and psychological counseling,
school psychology
References
Aydın, Y. (2011). Liselerde bilgisayar ve internet kullanımının eğitim ve ögretimdeki
olumsuz etkileri [Negative effects of computer and internet usage in education and
training at high schools]. (Unpublished Masters Thesis). Marmara University, İstanbul, Turkey.
Balta, Ö., Ç. & Horzum, M. B. (2008). Web tabanlı öğretim ortamındaki öğrencilerin
internet bağımlılığını etkileyen faktörler [The factors that affect internet addiction of
students in a web based learning environment]. Ankara University, Faculty of Educational Sciences Journal, 41(1), 187-205.
Bargh, J. A. & McKenna, K. Y. A. (2004). The Internet and Social Life. Annual Review
of Psychology, 55, 1-23.
Baso, C. (2008). Cyber bullying:A resource for parents and educators. (Unpublished
Research Paper), University of Wisconsin-Stout, USA.
Brey, P. (2006). Evaluating the social and cultural implications of the internet. SIGCAS Computers and Society, 36(3), 41-48.
Chou, C., & Hsiao, M. C. (2000). Internet addiction, usage, gratification, and pleasure
experience: The Taiwan college student’s case. Computers and Education, 35(1), 65-80.
Çelik, S., Atak, H. & Eguzen, A. (2012). Kişilik özelliklerinin siber zorbalık üzerine
etkisi [The effect of personality on cyberbullying among university students
in Turkey]. Eurasian Journal of Educational Research, 49, 129-150.
126
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Deniz, L. (2010). Excessive internet use and loneliness among secondary school students.
Journal of Instructional Psychology. 4 (36), 20-23.
Donoso, V. & Roe, K. (2006). Are they really learning online? The impact of the internet on
Chilean adolescents’ learning experiences. In Pearson, E. (Ed.), Bohman, P. (Ed.),
Proceedings of World Conference on Educational Multimedia,Hypermedia and Telecommunications 2006. World conference on educational Multimedia, Hypermedia
and Telecommunications (EDMEDIA). Orlando, Florida, 1679-1686. Retrieved April
2014, from http://www.researchgate.net/publication/228504781
Fılıpovıć, J. (2013). The attractiveness of different online formats motives and frequencies of
use. Digiworld Economic Journal, 89(1), 105-115.
Griffiths, M. (2000) Does internet and computer “addiction” exist? Some case study
evidence. CyberPsychology & Behavior, 3 (2), 211–218.
Griffiths, M., King, D. & Delfabbro, P.(2009). Adolescent gambling-like experiences:
Are they a cause for concern? Education and Health, 27 (2), 27-30.
Hansen, S. (2002). Excessive internet usage or ‘internet addiction’? The implications of diagnostic categories for student users. Journal of Computer Assisted Learning, 18, 232-236.
Hazelhurst, S., Johnson, Y. & Sanders, I. (2011). An empirical analysis of the relationship
between web usage and academic performance in undergraduate students. Proceedings of the Annual Conference of the South African Computer Lecturer’s Association, Ballito, South Africa, 29-37.
Hinić, D.(2011). Problems With ‘Internet Addiction’ Diagnosis and Classification. Psychiatria
Danubina, 23(2), 145–151.
Karaman, G. N. (2013). Ergenlerde problem davranışı yordayan değişkenlerin incelenmesi
[Predicting the problem behavior in adolescents]. Egitim Arastırmaları, Eurasian Journal of Educational Research, 52, 137-154.
Kurulgan, M. & Argan, M. (2007). Anadolu Üniversitesi öğrencilerinin ınternet üzerinden
bilgi arama davranışları [Anadolu University Students’ seeking information behaviors on internet]. Atatürk University, Journal of Social Sciences, 9 (1), 291-304.
Ling, C.S., Ramadass, S., Altaher, A. & Arjuman, N. C. (2011). Malaysian internet
surfing addiction (MISA): Factors affecting the internet use and its consequences. International Conference on Computer Applications and Industries Electronics, 585-590.
Livingstone, S. & Bober, M. (2004). Taking up opportunities? Children uses of internet for
education, communication, participation [online] London: LSE Research Online.
Retrieved May 2014 from,
http://eprints.lse.ac.uk/418/
Livingstone, S. Haddon, L., Görzig, A.& Olafsson, K (2012). Risks and safety on the
internet: the perspective of European children: full findings and policy implications
from the EU Kids Online survey of 9-16 year olds and their parents in 25 countries.
EU Kids Online, London, UK. Retrieved February 2012from
http://eprints.lse.ac.uk/33731/
127
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Lobe, B., Livingstone, S., Olaffson, K. & Vodeb, H. (2011). Cross-national comparison of
risks and safety on the internet: Initial analysis from the EU Kids Online survey of European children. EU Kids Online, London, UK. Retrieved August 2012 from
http://eprints.lse.ac.uk/39608/
Mehroof, M. & Griffiths, M. D. (2010). Online gaming addiction: The role of sensation
Seeking, self-control, neuroticism, aggression, state anxiety and trait anxiety. Cyberpsychology, Behavior and Social Networking, 13(3), 313–316.
Myers, J. J., McCaw, D. S. & Hemphill, L. S. (2011). Responding to cyberbullying: An
action tool for school leader. California: A Sage Company.
Öztürk, Ö., Odabaşıoğlu, G., Eraslan, D., Genç, Y., & Kalyoncu, A. (2007). Internet Bagımlılıgı: Klinigi ve tedavisi : Clinical aspects and treatment strategies [Internet addiction:
Clinical aspects and treatment strategies]. Bagimlilik Dergisi, 8, 36-41.
Smahel, D., Helpsher, E., Green, L., Kalmus, V., Blinka, L. & Olafsson, K. (2012).
Excessive Internet Use among European Children. EU Kids Online, London
School of Economics & Political Science, London, UK.
Senyuva, E. & Kaya, H. (2013). Türkiye’de hemşirelik öğrencilerinin internete ilişkin
metaforları:Kalitatif bir çalışma [Metaphors for the ınternet used by nursing
students in Turkey: A qualitative research]. Eurasian Journal of Educational Research,
50, 87-106.
Stevens, S. P. & Morris, T. L. (2007). College dating and social anxiety: Using the internet as
a means of connecting to others. Cyber Psychology & Behavior, 10, 680-688.
Tam, P. &Walter, G. (2013). Problematic internet use in childhood and youth: evolution of
a 21st century affliction. Australas Psychiatry, 21, 533-536.
Wanajak, K. (2011). Internet use and its impact on secondary school students in
Chang Mai Thailand. (Unpublished doctoral thesis), Edith Cowan University,
Austuralia.
Watson, J. C.(2005). Internet Addiction diagnosis and assessment: Implications for
counselors. Journal of Professional Counseling: Practice, Theory, & Research, 33(2), 17-30.
Weinstein, A., Lejoyeux, M. (2010). Internet addiction or excessive internet use. The American Journal of Drug & Alcohol Abuse. 36 (5), 277-283.
Xiong, J. (2011). Excessive internet use and major learning embarrassment of
tes. Advances in Biomedical Engineering, 3(5), 280-284.
Young, K. S. (1998). Caught in the Net. New York: John Wiley & Sons
128
undergradua-
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Preschool Teacher Candidates’ Research Qualifications and
Anxiety Level towards Research
Gamze YAVUZ KONOKMAN*
Tuğba YELKEN**
Gürol YOKUŞ***
Suggested Citation:
Konokman, G.; Yelken, T. & Yokus, G. (2015).Preschool teacher candidates’ research qualifications and their anxiety level towards research. Eurasian Journal of Educational Research, 60, 57-74
Doi: 10.14689/ejer.2015.60.4
Abstract
Problem Statement
Acquisition of research qualifications are one of the most demanded learning outcomes of education faculties. There is great emphasis on building a research identity by developing the skills of students in the department of education faculties.
However, very few surveys analyze the current situation of university students in
the department of Early Childhood Education concerning research qualifications
and anxiety level towards research.
Purpose of Study
This paper attempts to reveal the relationship between research qualifications of
preschool teacher candidates and their anxiety towards research and whether or
not the research qualifications of preschool teacher candidates and their anxiety
level differ according to numerous variables.
Methods
A correlational survey model is used. One hundred and eighty teacher candidates
were reached during their education as freshmen, sophomores, juniors, and seniors in the department of early childhood education at Mersin University. “The
Anxiety towards Research Scale” and “The Research Qualifications Scale” were
implemented. Descriptive statistics, Pearson Correlation Coefficient and difference of means tests were implemented in order to determine findings.
Findings and Results
This study indicates preschool teacher candidates possess high research qualifications and low levels of anxiety towards research. The results show gender makes
no significant difference in their research qualifications and their level of anxiety
towards research. When analyzed at class level, preschool teacher candidates in
the 4th year of study possessed the highest research qualifications and fairly low
research anxiety. In terms of research anxiety, undergraduates in the 3 rd year of
study possessed the highest level of anxiety towards research, and 2 nd year un*
Dr. Mersin University, Faculty of Education, Mersin, Turkey, [email protected]
**
Prof. Dr. Mersin University, Faculty of Education, Mersin, Turkey, [email protected]
***
Mersin University, Faculty of Education, Mersin, Turkey, [email protected]
129
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
dergraduates possessed the lowest level of anxiety. Also, individuals who had research experience were aware of the scientific research process.
Conclusions and Recommendations
It is suggested that instructors of these courses should identify the current
knowledge of undergraduates about the class topic and should attempt to correct
student misconceptions about research. The scientific research methods course is
suggested to be taken in the first year of the early childhood education program.
Also, for research experience, undergraduates should be given more opportunities to participate in research environments, spend more time there, have easy access to necessary materials, and be given guidance. Also, undergraduates should
be supplied with previous research project samples so they can examine them in
detail, which will probably decrease their anxiety and apprehension levels.
Lastly, it is a good idea to create a web portal about their own authentic research
projects.
Keywords: Research qualifications, anxiety toward research
References
Artvinli, E. (2010). Cografya derslerini yapılandırmak, aksiyon (eylem) araştırmasına dayalı
bir ders tasarımı [Constructing geography courses, A lesson design which is based
on action research]. Marmara Cografya Dergisi. 21, 184-218.
Auger, W. and Wideman, R. (2000). Using action research to open the door to lifelong professional learning. Education. 121, 1.
Australian Psychological Society (n.d.). Understanding and managing anxiety. Retrieved
November 20, 2014, from http://www.psychology.org.au/ publications/tip_sheets/anxiety/.
Bagcı-Kılıc, G. (2003). Üçüncü Uluslararası Matematik ve Fen Araştırması TIMMS: fen öğretimi, bilimsel araştırma ve bilimin doğası [Third International Mathematics and Science Study TIMMS; science teaching, scientific research, nature of science]. İlköğretim
Online, 2(1), 42-51.
Bennett, C. K. (1994). Promoting teacher reflection through action research: What do teachers think? Journal of Staff Development, 15(1), 34-38.
Bulus Kirikkaya, E., Bozkurt, E. and Ozturk, N. (2012). Fen ve teknoloji öğretmenleri eğitim
araştırmaları ile ilgili ne düşünüyorlar? [What do science and technology teachers
think about educational studies?] Çağdaş Eğitim Dergisi Akademik,1(1), 63-75.
Buyukozturk, S. (1997). Araştırmaya yönelik kaygı ölçeği geliştirilmesi [A scale development of anxiety towards research ]. Eğitim Yönetimi Dergisi, 3, 453-464.
Buyukozturk, S (1999). İlköğretim okulu öğretmenlerinin araştırma yeterlikleri [Research
qualifications of primary school teachers]. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, (18)(257-269).
Ekiz, D. (2006). Primary school teachers’ attitudes towards educational research. Educational Sciences: Theory and Practice, 6(2), 395-402.
130
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Elliott, J. (1991). Action research for educational change. Milton Keynes & Philadelphia:
Open University Press.
Kara, R. (2013). Niğde Üniversitesi Bilimsel Araştırma Yöntemleri Ders Notları [Nigde University Scientific Research Methods Lecture Notes].
Retrieved 15 April 2014 from
http://www.nigde.edu.tr/ckfinder_portal/userfiles/files/bilimsel%20ara%C5%9Ft
%C4%B1rma%20y%C3%B6ntemleri-1.pdf
Karasar, N. (1974). Araştırma egitimi [Research Education]. Ankara Üniversitesi Eğitim Fakültesi Dergisi, 7, 14, 263-274.
Kemmis, S. and McTaggart, R. (1992). The action research planner (3rd edition). Australia: Deakin University Press.
Korkmaz, O., Sahin, A. and Yesil, R. (2011). Ogretmenlerin bilimsel arastirmalara ve arastirmacilara iliskin düsünceleri. Kuramsal Egitimbilim, 4(2), 109-127.
Kucuk, M. (2002). Hizmetici aksiyon araştirmasi kurs programının fen bilgisi ogretmenlerine uygulanması: Bir örnek olay çalisması. Yayinlanmamis Yüksek Lisans Tezi [Application of
in-service action research course programme to science teachers: A case study. Unpublished Master Thesis] Trabzon: Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü.
Lei, S. A. (2008). Factors affecting attitudes of graduate school students toward an introductory research methodology course. Education, June, 22.
Ministry of National Education. (2008). Ogretmen yeterlikleri: Ogretmenlik meslegi genel ve ozel
alan yeterlikleri [Teacher qualifications: General qualifications and specific area qualifications]. Ogretmen Yetistirme ve Egitimi Genel Mudurlugu. Ankara: Milli Egitim
Mudurlugu Devlet Kitapları Mudurlugu.
Ministry of National Education. (2013). Mesleki gelisim bilgiye ulaşma ve veri toplama [Vocational development access to knowledge and data collection]. Ankara.
Murtonen, M. (2005). Learning of quantitative research methods – university students’views, motivation, and difficulties in learning. Dissertation. University of Turku.132p.
Onwuegbuzie, A. J. and Wilson, V. A. (2003). Statistics anxiety: Nature, etiology, antecendents, effects, and treatments: A comprehensive review of the literature. Teaching in
Higher Education, 8, 195-209.
Onwuegbuzie, A. J. (2004). Academic procrastination and statistics anxiety. Assessment And
Evaluation In Higher Education, 29 (1), 3-19.
Quarton, B. (2003). Research skills and the new undergraduate. Journal of Instructional Psychology. 30 (2), ProQuest Education Journals, p.120
Papanastasiou, E. and Zembylas, M. (2006). Anxiety in undergraduate research methods
courses: its nature and implications. Paper presented at the annual meeting of the
American Educational Research Association, San Francisco, CA.
Roney, S. A. (2011). Bilimsel arastırma nedir? [What is scientific research?]. Anatolia: Turizm
Araştırmaları Dergisi, 22(2), 211-215.
Saracaloglu, A. S. (2008). Lisansustu ogrencilerin akademik gudulenme duzeyleri, arastirma
kaygiları ve tutumlari ile arastirma yeterlikleri arasindaki iliski. [The relationship
between postgraduate students’ academical motivation levels, research anxiety, atti-
131
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
tude and research qualifications] Yuzuncu Yil Universitesi Egitim Fakultesi Dergisi, 2(5),
179-208.
Saracaloglu, A. S., Varol, S. R. and Ercan, İ. E. (2005). Lisansüstü eğitim öğrencilerinin bilimsel araştırma kaygıları araştırma ve istatistiğe yönelik tutumları ile araştırma
yetenekleri arasındaki ilişki [The relationship between scientific research anxiety of
postgraduate students, their attitude towards research and statistics and research qualifications]. Buca Eğitim Fakültesi Dergisi. 17, 187-199.
Stenhouse, L. (1985). A note on case study and educational practice. In G. Burges (ed.), Field
methods in the study of education (pp.263-271). London: The Falmer Press.
Tavsancil, T. E. (1995). Arastirmaya yonelik tutumlar ve likert tutum olcegi. [attitudes towards
research and Likert attitude scale] Egitim Bilimleri I. Ulusal Kongresi, 1169-1178,
Adana: Cukurova Universitesi Yayinlari.
TED. (2009). Öğretmen yeterlikleri – özet rapor (1. baskı) [Teacher qualifications- Abstract Report (First Edition)]. Ankara: Adım Okan Matbaacılık Basım Yayın
Toy, B. Y. and Tosunoglu, N. G. (2007). Sosyal bilimler alanındaki arastirmalarda bilimsel
arastirma süreci, istatistiksel teknikler ve yapılan hatalar [Scientific research process, statistical techniques and mistakes in social science studies]. Gazi Universitesi Ticaret ve Turizm Egitim Fakültesi Dergisi, 1, 1-20.
Van Der Linden, W., Bakx, A., Ros, A., Beijaard, D. and Van Den Bergh, L. (2015). The development of student teachers’ research knowledge, beliefs and attitude. Journal of Education for Teaching, 41(1), 4-18.
Walker, C. A. and Cousins, J. B. (1994). Influences on teachers’ attitudes toward applied
educational research. Paper presented at the Annual Meeting of the American Evaluation Association. Boston, MA, 1994.
Williams, S.A. (2010). Statistics Anxiety and Instructor Immediacy. Journal of Statistics Education, 18 (2), 1-18.
Yavuz Konokman, G. (2015). Araştirma temelli ogrenme yaklasimina dayali dijital oyku olusturmanin ogretmen adaylarının direnc davranıslarına ve ogrenme yaklasimlarina etkisi. [The effect of digital story preparation through inquiry based learning approach on prospective teachers’ resistance behaviors and learning approaches]. Yayınlanmamis Doktora Tezi, Mersin Universitesi Egitim Bilimleri Enstitusu, Mersin.
Yavuz Konokman, G., Tanriseven, I. and Karasolak, K. (2013). Ogretmen adaylarının egitim
arastirmalarina iliskin tutumlarinin cesitli degiskenlere göre incelenmesi. [Analysis
of attitudes of prospective teachers towards educational research depending on various variables] Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 14(1), 141-158.
132
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Re-Thinking Assessment: Self- and Peer-Assessment as Drivers of SelfDirection in Learning
Kathy HARRISON,
Joe O’HARA,
Gerry McNAMARA
Suggested Citation:
Harrison, K., O’Hara, J. & McNamara, G. (2015). Re-thinking assessment: self- and peerassessment as drivers of self-direction in learning. Eurasian Journal of Educational Research, 60, 75-88
Doi: 10.14689/ejer.2015.60.5
Abstract
Problem Statement: This paper focuses on assessment in Irish education, which,
despite best intentions, shepherds students through the process to an extent that
the individual is prone to undervalue her/his ability to trust in the self as a rational, self-thinking individual. In Ireland’s assessment system lies the paradox
whereby from childhood the learner develops the habit of depending on ‘authority’ (teacher/examiner) to assess their work, with the expectation that the learner
will graduate a self-reliant, achieving person.
Purpose: This paper shows how a step away from the traditional form of assessment, beginning at elementary school, can help redress this incongruity. Selfand peer-assessment, in a study with 523 students and their teachers, is shown to
be more congruent with developing skills, attitudes and behaviour necessary to
help students graduate as self-reliant and self-directed individuals.
Methods: These were from the post-positivist / phenomenological / interpretive
family. The study used Action Research from the emancipatory paradigm. Concerned with experience, phenomenological analysis emerged from the interpretive paradigm. Throughout, the quantitative element added a positivist dimension which was a constant aspect, strengthening the research. In accordance with
phenomenological philosophy, attention was paid to minority viewpoints, ensuring the study was inclusive and culturally sensitive.
Results and Findings: A sociological phenomenon, learning applies to all, and any
theory of learning must embrace all learners, in accordance with social justice.

Dr., Dublin City University, School of Education Studies, [email protected]
Prof. Dr., Dublin City University, School of Education Studies, [email protected]

Prof. Dr., Dublin City University, School of Education Studies, [email protected]

133
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
During self- and peer-assessment, students developed skills as critical, creative
thinkers, effective communicators, collaborative team workers, becoming more
personally productive and effective. Their self-awareness and self-reflection increased significantly. All of these aspects are essential components of selfdirection.
Conclusions and Recommendations: Self- and peer-assessment, a culturally responsive student-teacher partnership approach, serves all ages in any learning context.
It is a step toward redressing the balance from dependence on the teacher/examiner to self-direction. Self- and peer-assessment is a sustainable lifelong
learning methodology and needs implementing urgently at all levels of the curriculum. This will lead to a reconstruction of boundaries as learners take more
control of their assessment and learning. The focus is on ‘self’, learning control
and self-direction through the practice of assessing own and peer performance.
Ultimately, this creative form of assessment influences, self, community and
greater society.
Key Words: Self-assessment, peer-assessment, self-reliance, self-direction, culturally responsive.
References
Biggs, J. (1999). Teaching for quality learning at university: What the student does. Buckingham:
Society for Research into Higher Education; Open University Press
Boud, D. (1995). Enhancing learning through self assessment. New York: Routledge Falmer
Boud, D. (2000) Sustainable Assessment: Rethinking Assessment for the Learning Society.
Studies in Continuing Education. 22 (2) 151-167
Boud, D., Cohen, R. and Sampson, J. (1999) Peer learning and assessment. Assessment and
Evaluation in Higher Education Dec99, 24, (4) 413-427
Chansarkar, B. A. and Raut-Roy, U. (1987) Student performance under different assessment
situations. Assessment and Evaluation in Higher Education 12, (2) 115-122
Cowan, J. (1981) Struggling with Self-assessment. In Boud, D. (ed.) Developing student
autonomy in learning. London: Kogan Page
Department of Education and Science (1995). Charting our education future: White paper on
education. Dublin: The Stationery Office
Department of Education and Science (2000) Learning for life: White paper on adult education.
Dublin: The Stationery Office
Dewey, J. (1916). Democracy and Education: An introduction to the philosophy of education
(reprinted 1944). New York: The Free Press
Elliott, J. (1991) Action research for educational change. Buckingham: Open University Press
134
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Fautley, M. and Savage, J. (2008). Achieving QTS:Assessment for learning and teaching in
secondary schools. Exeter: Learning Matters
Glaser, B. and Strauss, A. (1967) The discovery of grounded theory. Chicago: Aldine
Knowles, M. S. (1990) The Adult Learner: A Neglected Species (4th Ed.) Houston, Texas: Gulf
Publishing
Lejk, M. and Wyvill, M. (2002). Peer assessment and contributions to a group project.
Assessment and Evaluation in Higher Education 27, (6) 569-577
Lewin, K. (1948) Resolving social conflicts: selected papers on group dynamics. Lewin G. W. (ed.)
Collected Edition (1997). New York: American Psychological Association
Maykut, P. and Morehouse, R. (1994). Beginning qualitative research: A philosophic and practical
guide. London: The Falmer Press
McNiff, J. and Whitehead, J. (2002) Action Research: Principles and Practice. (2nd Ed.) London:
Routledge Falmer
Patton, M. Q. (1990). Qualitative evaluation and research methods. (2nd Ed.) Thousand Oaks,
California: Sage
Race, P., Brown, S. and Smith, B. (2005). 500 tips on assessment.
Routledge Falmer
(2nd Ed.) New York:
Rogers, A. (2002) Teaching Adults (3rd Ed.) Maidenhead: Open University Press
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York:
Basic Books
Seligman, M. E. P. (1975). Helplessness: On depression, development and death. San Francisco:
Freeman
Stefani, L. A. J., (1998). Assessment in Partnership with Learners. Assessment & Evaluation in
Higher Education, 23, (4) 339-350
Taylor, B.(1998). Accountability: a practical guide. In Cashdan, A. and Overall, L. (eds.)
Teaching in primary schools. London: Cassell
135
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Self-Awareness and Personal Growth: Theory and Application of
Bloom’s Taxonomy
Hasan UGUR*
Petru-Madalin CONSTANTINESCU**
Michael J. STEVENS***
Suggested Citation:
Ugur, H., Constantinescu, P.M., & Stevens, M.J. (2015). Self-awareness and personal growth:
Theory and application of Bloom’s Taxonomy. Eurasian Journal of Educational Research, 60, 89-110
Doi: 10.14689/ejer.2015.60.6
Abstract
Problem Statement: In this article, we summarize a group-based, self-development
curriculum based on humanistic principles, framed by contemporary selfdetermination theory (SDT), and designed in accordance with Bloom’s Taxonomy. The processes of awareness and integration are common to SDT and
Bloom’s Taxonomy, and to our knowledge, have not been applied together with
the practical goal of promoting the student self-development in an educational
setting.
Purpose of the Study: The underlying assumptions of our curriculum hold that (1)
the self functions as the psychological agent responsible for regulating personal
behavior, and that (2) personal growth is an outcome of the motivation to fulfill
intrinsic goals coupled with the integration of learning through an awareness of
personal limitations and potentialities. We describe the design and implementation of a school-based curriculum that integrates core elements of SDT with the
sequential levels of cognitive and affective learning articulated by Bloom’s Taxonomy and that is intended to facilitate the student self-development.
Method: Three distinct theoretical and empirical ingredients of SDT form the basis
of our curriculum: goals and values, organismic integration, and mindful action.
These core components of SDT are rooted in the humanistic tradition but can be
transformed into a sequence of practical learning goals and activities when viewed through the lens of Bloom’s Taxonomy. We demonstrate how Bloom’s
*
Corresponding author: Dr. Hasan Ugur, Fatih University, [email protected]
**
Lucian Blaga University, [email protected]
***
Prof. Dr. The Chicago School of Professional Psychology,
[email protected]
136
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Taxonomy provides the architecture needed to implement the elements of SDT in
such a way that students are able to engage in a programmatic process of selfdevelopment. In other words, the levels of Bloom Taxonomy are used to structure
the application of the broad SDT/humanistic principles on which personal
growth is founded.
Findings: Combined with the anecdotal reactions of group members and facilitators, our impressions suggest that the consistent expression of personally selected
values and characteristics requires that these aspects first become internalized as
meaningful guides for living, second, motivate behavior that is consistent with
the chosen values and characteristics, and third, contribute to a sense of wellbeing and personal growth.
Conclusion and Recommendations: The process of self-development can be facilitated by the internalization of cognitive learning and is supported by affective processes that, together, yield favorable developmental outcomes for students. Although we did not subject our group-based curriculum to rigorous empirical evaluation, we encourage efforts to establish its effectiveness through qualitative and
quantitative research.
Keywords: Self-awareness, motivation, personal growth, Bloom’s Taxonomy
References
Allen, K., & Friedman, B. (2010). Affective learning: A taxonomy for teaching social work
values. Journal of Social Work Values & Ethics, 7(2). Retrieved August 5, 2013, from
http://www.socialworker.com/jswve/fall2010/f10neuman.pdf
Alloy, L. B., & Abramson, L. Y. (1979). Judgment of contingency in depressed and nondepressed students: Sadder but wiser? Journal of Experimental Psychology: General, 108,
441–485. doi:10.1037/0096-3445.108.4.441
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Bauer, J. J., & McAdams, D. P. (2004). Growth goals, maturity, and well-being. Developmental
Psychology, 40, 114–127. doi:10.1037/0012-1649.40.1.114
Bauer, J. J., Park, S. W., Montoya, R. M., & Wayment, H. A. (2015). Growth motivation
toward two paths of eudaimonic self-development. Journal of Happiness Studies, 16,
185-210. doi:10.1007/s10902-014-9504-9
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem
cause better performance, interpersonal success, happiness, or healthier lifestyles?
Psychological Science in the Public Interest, 4, 1-44. doi:10.1111/1529-1006.01431
Berndt, T. J. (1999). Friends' influence on students' adjustment to school. Educational Psychologist, 34, 15-28. doi:10.1207/s15326985ep3401_2
Bloom, B. S. (1956). Taxonomy of educational objectives, Handbook I: The cognitive domain. New
York, NY: David McKay.
137
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy
of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: David McKay.
Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundation and
evidence for its salutary effects. Psychological Inquiry, 18, 211-237.
doi:10.1080/10478400701598298
Burton, K. D., Lydon, J. E., D’Alessandro, D. U., & Koestner, R. (2006). The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental, and implicit approaches to self-determination theory. Journal of
Personality & Social Psychology, 91, 750-762. doi:10.1037/0022-3514.91.4.750
Buss, D. M. (2000). The evolution of happiness. American Psychologist, 55, 15-23.
doi:10.1037/0003-066X.55.1.15
Deci, E. L., & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and
the self-determination of behavior. Psychological Inquiry, 11, 227-268.
doi:10.1207/S15327965PLI1104_01
Fox, E., & Riconscente, M. (2008). Metacognition and self-regulation in James, Piaget, and
Vygotsky. Educational Psychology Review, 20, 373-389.doi:10.1007/s10648-008-9079-2
Frankl, V. E. (1969). Man’s search for meaning: An introduction to logotherapy. London, UK:
Hodder & Stoughton.
Frost, K. M., & Frost, C. J. (2000). Romanian and American life aspirations in relation to
psychological well-being. Journal of Cross-Cultural Psychology, 31, 726–751.
doi:10.1177/0022022100031006004
Inzlicht, M., Bartholow. B. D., & Hirsh, J. B. (2015). Opinion: Emotional foundations of cognitive control. Trends in Cognitive Sciences, 19, 26-132. doi:10.1016/j.tics.2015.01.004
Jahoda, M. (1953). The meaning of psychological health. Social Casework, 34, 349-354.
Kasser, T., & Ryan, R. M. (1993). A dark side of the American dream: Correlates of financial
success as a central life aspiration. Journal of Personality & Social Psychology, 65, 410422. doi:10.1037/0022-3514.65.2.410
Kiaci, Y. A., & Reico, T. G., Jr. (2014). Goal pursuit and eudaimonic well-being among university students: Metacognition as the mediator. Behavioral Development Bulletin,
19(4), 91-104. doi:10.1037/h0101085
Kidder, R. M. (1994a). Shared values for a troubled world: Conversations with men and women of
conscience. San Francisco, CA: Jossey-Bass.
Kidder, R. M. (1994b). Universal human values. Futurist, 28(4), 8-13.
Kinnier, R. T., Kernes, J. L., & Dautheribes, T. M. (2000). A short list of universal moral values. Counseling & Values, 45, 4-17. doi:10.1002/j.2161-007X.2000.tb00178.x
138
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Krathwohl, D. R. (2002). A revision of Bloom's Taxonomy: An overview. Theory into Practice,
41, 212-264. doi:10.1207/s15430421tip4104_2
Krathwohl, D. R., & Anderson, W. L. (2010). Merlin C. Wittrock and the revision of Bloom's
Taxonomy. Educational Psychologist, 45,64-65. doi:10.1080/00461520903433562
Levesque, C., & Brown, K. W. (2007). Mindfulness as a moderator of the effect of implicit
motivational self-concept on day-to-day behavioral motivation. Motivation & Emotion,
31, 284-299. doi:10.1007/s11031-007-9075-8
Levesque, C., Copeland, K. J., & Sutcliffe, R. A. (2008). Conscious and nonconscious processes: Implications for self-determination theory. Canadian Psychology, 49, 218-224.
doi:10.1037/a0012756
Maslow, A. H. (1950). Self-actualizing people: A study of psychological health. PersonalitySymposium, 1, 11-34.
Maslow, A. H. (1968). Toward a psychology of being (2nd ed.). New York, NY: Van Nostrand.
Newman, R. S. (2000). Social influences on the development of children's adaptive help seeking: The role of parents, teachers, and peers. Developmental Review, 20, 350-404.
doi:10.1006/drev.1999.0502
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
doi:10.1037/0022-0663.82.1.33
Régner, I., Loose, F., & Dumas, F. (2009). Students' perceptions of parental and teacher academic involvement: Consequences on achievement goals. European Journal of Psychology of Education, 24, 263-277. doi:10.1007/BF03173016d
Robins, R. W., & Beer, J. S. (2001). Positive illusions about the self: Short-term benefits and
long-term costs. Journal of Personality & Social Psychology, 80, 340-352.
doi:10.1037/0022-3514.80.2.340
Roeser, R. W., & Peck, S. C. (2009). An education in awareness: Self, motivation, and selfregulated learning in contemplative perspective. Educational Psychologist, 44, 119-136.
doi:10.1080/00461520902832376
Rogers, C. R. (1961). On becoming a person: A therapist's view of psychotherapy. London, UK:
Constable.
Rogers, C. R. (1964). Toward a modern approach to values: The valuing process in the mature person. Journal of Abnormal & Social Psychology, 68, 160-167. doi:10.1037/h0046419
Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents' motivation,
engagement, and achievement in school. Educational Psychologist, 35, 101-111.
doi:10.1207/S15326985EP3502_4
Ryan, R. M., Chirkov, V. I., Little, T. D., Sheldon, K. M., Timoshina, E., & Deci, E. L. (1999).
The American dream in Russia: Extrinsic aspirations and well-being in two cultures.
Personality & Social Psychology Bulletin, 25, 1509-1524. doi:10.1177/01461672992510007
139
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Ryan, R. M., & Deci, E. L. (2000). The darker and brighter sides of human existence: Basic
psychological needs as a unifying concept. Psychological Inquiry, 11, 319-338.
doi:10.1207/S15327965PLI1104_03
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research
on hedonic and eudaimonic well-being. In S. Fiske (Ed.), Annual review of psychology
(Vol. 52, pp. 141-166). Palo Alto, CA: Annual Reviews.
Ryan, R. M., Huta, V., & Deci, E. L. (2008). Living well: A self-determination theory perspective on eudaimonia. Journal of Happiness Studies, 9, 139-170. doi:10.1007/s10902-0069023-4
Schmuck, P., Kasser, T., & Ryan, R. M. (2000). The relationship of well-being to intrinsic and
extrinsic goals in Germany and the U.S. Social Indicators Research, 50, 225-241.
doi:10.1023/A:1007084005278
Schneider, K. (2011). Toward a humanistic positive psychology: Why can’t we just get along.
Journal of the Society for Existential Analysis, 22, 32-38.
Schueller, S. M., & Seligman, M. E. (2010). Pursuit of pleasure, engagement, and meaning:
Relationships to subjective and objective measures of well-being. Journal of Positive
Psychology, 5, 253-263. doi:10.1080/17439761003794130
Schunk, D. H. (1999). Social-self interaction and achievement behavior. Educational Psychologist, 34, 219-227. doi:10.1207/s15326985ep3404_3
Schwartz, S. H. (2006). Les valeurs de base de la personne: Théorie, mesures et applications
[Basic human values: Theory, measurement, and applications]. Revue Francaise
deSociologie, 42, 249-288.
Seligman, M. E. P. (2007). Coaching and positive psychology. Australian Psychologist, 42, 266267. doi:10.1080/00050060701648233
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.
American Psychologist, 55, 5-14. doi:10.1037/0003-066X.55.1.5
Sheldon, K., Joiner, T., Pettit, J., & Williams, G. (2003). Reconciling humanistic ideals and
scientific clinical practice. Clinical Psychology: Science & Practice, 10, 302-315.
doi:10.1093/clipsy.bpg026
Shoda, Y., Wilson, N. L., Whitsett, D. D., Lee-Dussud, J., & Zayas, V. (2015). The person as a
cognitive-affective processing system: Quantitative ideography as an integral
component of cumulative science. In M. Mikulincer, P. R. Shaver, M. L. Cooper, & R.
J. Larsen (Eds.), APA handbook of personality and social psychology, Volume 4: Personality
processes and individual differences (pp. 491-513). Washington, DC: American
Psychological Association.
Stevens, M. J., Constantinescu, P-M., & Butucescu, A. (2011). Aspirations and well-being in
Romanian and U.S. undergraduates. International Journal of Psychology, 46, 436-445.
doi:10.1080/00207594.2011.565344
Stevens, M. J., Constantinescu, P-M., Ugur, H., & Constantinescu, I. (2015). Causality orientations and psychological well-being in young European and Eurasian adults. Inter-
140
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
national Perspectives in Psychology: Research, Practice, Consultation, 4, 37-50.
doi:10.1037/ipp0000028
Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being: A social psychological perspective on mental health. Psychological Bulletin, 103, 93–210. doi:10.1037/00332909.103.2.193
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goalorientations and subjective well-being: A person-centered analysis. Learning &Instruction, 18,
251–266. doi:10.1016/j.learninstruc.2007.05.003
Ugur, H., Tanrikulu, T., & Tosun, U. (2015). Personal awareness and emotional reactions: A
study of content analysis. The Journal of Academic Social Science Studies, 34(2), 237-248.
doi:10.9761/JASSS2846
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in
self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19-31. doi:10.1207/s15326985ep4101_4
Vansteenkiste, M., Niemiec, C. P., & Soenens, B. (2010). The development of the five minitheories of self-determination theory: An historical overview, emerging trends, and
future directions. In T. C. Urdan & S. A. Karabenick (Eds.), Advances in motivation and
achievement: The decade ahead. Theoretical perspectives on motivation and achievement (Vol.
16A, pp. 105-165). London, UK: Emerald Group Publishing.
Waterman, A. S. (2008). Reconsidering happiness: A eudaimonist's perspective. Journal of
Positive Psychology, 3, 234-252. doi:10.1080/17439760802303002
Wentzel, K. R., & Wigfield, A. (2007). Motivational interventions that work: Themes and
remaining issues. Educational Psychologist, 42, 261-271. doi:10.1080/00461520701621103
White, M. A., & Murray, A. S. (Eds.). (2015). Evidence-based approaches in positive education:
Implementing a strategic framework for well-being in schools. New York, NY: Springer
Science + Business Media. doi:10.1007/978-94-017-9667-5
Williams, W. M., & Blythe, T. (2002). Practical intelligence for school: Developing metacognitive sources of achievement in adolescence. Developmental Review, 22, 162-210. doi:
10.1006/drev.2002.0544
Wolbert, L. S., de Ruyter, D. J., & Schinkel, A. (2015). Formal criteria for the concept of human flourishing: The first step in defending flourishing as an ideal aim of education.
Ethics and Education, 10, 188-129. doi:10.1080/17449642.2014.998032
Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of
self-regulated
learning.
Educational
Psychologist,
38,
189-205.
doi:10.1207/S15326985EP38041
141
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Perceived Social Support, Depression and Life Satisfaction as
the Predictor of the Resilience of Secondary School Students: The
Case of Burdur
Hülya ŞAHİN BALTACI*
Zeynep KARATAŞ**
Suggested Citation:
Sahin-Baltaci, H., & Karatas, Z. (2015). Perceived social support, depression and life satisfaction as the predictor of the resilience of secondary school students: The case of Burdur. Eurasian Journal of Educational Research, 60, 111-130
10.14689/ejer.2015.60.7
Abstract
Problem statement: It has been observed that there are a limited number of studies
on the resilience of primary and secondary school students in Turkey. However,
it is acknowledged that secondary school students with difficult conditions of life
also have to cope with rapid physical, psychological and social changes brought
about by adolescence. For this reason, conducting research on the resilience characteristics of students within this age range would be an opportunity to enable
them to acquire the abilities that will increase their resilience level. Moreover, the
findings obtained from this research would contribute to the acknowledgement
of protective factors, especially crisis response studies in the fields of psychological counseling and guidance services.
Purpose of the Study: The general purpose of this research is to analyze perceived
social support, depression and life satisfaction as predictors of the resilience of secondary school students of low socioeconomic levels. The examination of students’ levels of resilience was based on gender, who they lived with, and whether
their parents were together/separated and were alive/not alive.
Method: The study group of the research consists of 386secondary school students.
Of the students in the sample, 202 (52%) are girls, and 184 (48%) are boys. Of these students, 130 (34%) attend sixth-grade, 138 (36%) attend seventh-grade, and
*
Corresponding author: Dr. Pamukkale Üniversitesi, Department of Educational Sciences. PDR.ABD email: [email protected],
** Dr. Mehmet Akif Ersoy Üniversitesi. , Department of Educational Sciences, PDR.ABD. eMail:[email protected]
142
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
118 (30%) attend eighth-grade. In this research used the relational screening method. To obtain the data for the Resilience Scale for Secondary School Students,
The Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS), Social
Support Appraisal Scale for Children and Adolescents and Depression Scale for
Children were used. A t-test, one-way analysis of variance, and multi-standard
linear regression analysis were used for data analysis in the research.
Findings and Results: The results obtained from the research indicate that perceived social support and life satisfaction significantly predict resilience, whereas
depression is not a significant predictor of resilience. Moreover, the resilience of
students does not express a significant difference based on gender. The resilience
levels of students who live with their parents and whose parents are together was
found to be higher when compared to other students.
Conclusions and Recommendation: First of all, in order to increase their resilience
abilities, psychological training can be provided through counseling in schools
for students who live with only one of their parents or their relatives. Within the
scope of student personality services, various social support resources can be allocated for secondary school students whose parents have separated and the father/mother is/are not alive. Since social support and life satisfaction are important variables in regard to resilience, an appropriate education-teaching environment can be provided for such studies to be conducted at schools. İn considering
schools as important social support elements, increasing school services that meet
the needs of the students and transforming the school into an important living
area that encourages students to love school can be useful. This can be achieved
through sports activities, functional clubs, and creating environments where students can comfortably express themselves. İn order to increase resilience levels,
psycho-training program start getting risk groups can be developed, and these
programs can be experimentally tested. The most important restriction of this
study is that the sample group consisted of students living in Burdur, a small city
that does not receive many immigrants.
Keywords: Well-being, gender, stressful life events, adolescents
References
Ahern, N.R., Ark, P., & Byers, J. (2008). Resilience and coping strategies in adolescents. Pediatric Nursing, 20 (10), 32–36.
Barrera, M., Fleming, C. F.,& Khan, F. S. (2004). The role of emotional social support in the
psychological adjustment of siblings of children with cancer. ChildCare Health and Development, 30(2), 103–111.
Bayrakli, H. (2010). Zihinsel engelli ve engelli olmayan cocuga sahip annelerde yilmazliga etki eden
degiskenlerin incelenmesi [Investigating the factors affecting resiliency in mothers of mentally retarded and nondisabled children]. (Yayinlanmamis yuksek lisans tezi). Ankara
Universitesi, Egitim Bilimleri Enstitusu, Ankara.
143
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Benard, B. (1991). Fostering resiliency in kids: Protective factors in the family, school and community. National Resilience Resource Center, University of Minnesota, İSBN: 0-30912675-4,USA.
Buyukozturk, S. (2010). Sosyal bilimler icin veri analizi el kitabi [Manuel data analysis for the social sciences]. Pegem Akademi, Ankara.
Callaghan, P., & Morrissey, J. (1993). Social support and health: A review. Journal Adv Nurs,
18, 203–210.
Cicchetti, D., & Toth, S. (1998). The development of depression in children and adolescents.
American Psychologist, 53, 221–24.
Clinton,J. (2008). Resilience and recovery. International Journal of Children’s Spirituality, 13(3),
213–222.
Cobb, S. (1976). Social support as a moderator of life stress. Psychosom Med, 38, 300–314.
Coleman, N. (2015). Promoting resilience through adversity: Increasing positive outcomes
for expelled students. Educational Studies, 41(1–2), 171–187.
Celikel-Cam, F., & Erkorkmaz, U. (2008). Universite ogrencilerinde depresif belirtiler ve
umutsuzluk duzeyleri ile iliskili etmenler [Factors related to depressive symptoms
and hopelessness among university students]. Noropsikiyatri Arsivi, 45, 122–129.
Davis, M.C., Luecken, L., & Lemery-Chalfant, K. (2009). Resilience in common life: Introduction to the special issue. Journal of Personality 77(6), 1637–1644.
Dayioglu, B. (2008). Universite giris sinavina hazirlanan adaylarda psikolojik saglamlik: ogrenilmis
gucluluk, algilanan sosyal destek ve cinsiyetin rolu [Resilience in university entrance examination applicants: The role of learned resourcefulness, perceived social support, and gender].
(Yayinlanmamis yuksek lisans tezi).Ortadogu Universitesi, Sosyal Bilimler Enstitusu,
Ankara.
Eminagaoglu, N. (2006). Guc kosullarda yasayan sokak cocuklarinda dayaniklilik (saglamlik) [Resilience (hardiness) of street children living in difficult conditions]. (Yayinlanmamis doktora
tezi). Ege Universitesi, Sosyal Bilimler Enstitusu, İzmir.
Erdogan, G. (2006). İlkogretim 8. Sinif (14-15 yas) Ogrencilerinin depresif belirti ve ozkavram duzeylerine yaratici drama calismalarinin etkililiginin incelenmesi [The effects of creative drama
on the self-concept and depressive symptoms of 8th grade (ages 14-15) students with depressive symptoms]. (Yayinlanmamis yuksek lisans tezi). Gazi Universitesi, Egitim Bilimleri Enstitusu Ankara.
Gokler, İ. (2007). The standardization study of social support assessment scale for child and
adolescent: factoral structure, validity and reliability. Journal of Child and Adolescent
Mental Health, 12(2), 83–91.
Fergus, S., & Zimmerman, M.A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annu. Rev. Public Health, 26, 399–419.
Gizir, C. A. (2004). Akademik saglamlik: Yoksulluk icindeki sekizinci sinif ogrencilerinin akademik
basarilarina katkida bulunan koruyucu faktorlerin incelenmesi [Academic resilience: an
investigation of protective factors contributing to the academic achievement of eight
144
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
grade students in poverty]. (Yayinlanmamis doktora tezi). Orta Dogu Teknik Universitesi, Sosyal Bilimler Enstitusu, Ankara.
Goldsteine, S., & Brooks, R.B. (2006).Handbook of resilience in children. United States of
America: Springer.
Gokden-Kaya, N. (2007). Yatili ilkogretim bolge okulu ikinci kademe ogrencilerinde saglamligin
icsel faktorlerini yordamada benlik saygisi, umut ve dissal faktorlerin rolu[The role of selfesteem, hope and external factors in predicting resilience among regional boarding
elementary school students]. (Yayinlanmamis yuksek lisans tezi).Ortadogu Teknik
Universitesi, Sosyal Bilimler Enstitusu, Ankara.
Greene, R. (2002). Human behavior theory: A resilience orientation. In R. Greene (Ed.), Resiliency: An integrated approach to practice, policy, and research.Washington, DC: NASW
Press.
Guloglu, B.,& Karairmak, O. (2010). Universite ogrencilerinde yalnizligin yordayicisi olarak
benlik saygisi ve psikolojik saglamlik [Self-esteem and resilience as the predictors of
loneliness among university students].Ege Egitim Dergisi, 11(2),73–88.
Hand, M.P. (2008). Psychological resilience. Saarbrucken, Germany: VDM Verlag Dr. Muller
Aktien Gesellschaft & Co. KG.
Hanewald, R. (2011). Reviewing the literature on “at-risk” and resilient children and young
people.Australian Journal of Teacher Education, 36(2), 16–29.
Joshanloo, M. (2013). The influence of fear of happiness beliefs on responses to the satisfaction with life scale. Personality and Individual Differences, 54, 647–651.
Kagitcibasi,C. (2006). İnsan ve insanlar [New people and people]. Evrim yayincilik, İstanbul.
Kaner, S., Bayrakli, H.,& Guzeller, C.O. (2011). Anne-babalarin yilmazlik algilarinin bazi
degiskenler acisindan incelenmesi [Investigating perception of parental resilience in
terms of some variables]. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 12(2) 63–78.
Karairmak, O. V., & Sivis-Cetinkaya, R. (2011). Benlik saygisinin ve denetim odaginin psikolojik saglamlik uzerine etkisi: duygularin araci rolu. [The effect of self-esteem and locus of control on resilience: The mediating role of affects].Turk Psikolojik Danisma ve
Rehberlik Dergisi, 4 (35), 30–43.
Karairmak, O. (2006). Resilience, risk and protective factors.Turkish Psychological Counseling
and Guidance Journal, 3(26), 129–142.
Karasar, N. (2007). Bilimsel arastirma yontemleri[Research methods].Nobel Yayin Dagitim. Ankara.
Karatas, Z., & Savi Cakar, F. (2011). Self-esteem and hopelessness, and resiliency: An exploratory study of adolescents in Turkey. International Education Studies, 4(4), 84–91.
Kirimoglu, H., Yildirim, Y., & Temiz, A. (2010). İlk ve ortaogretim okullarinda gorev yapan
beden egitimi ve spor ogretmenlerinin yilmazlik duzeylerinin incelenmesi (Hatay ili
ornegi) [A research on resiliency of physical education and sports teachers that work
145
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
in primary and secondary education schools (Example of hatay province)].Nigde Universitesi Beden Egitimi ve Spor Bilimleri Dergisi,4(1),88–97.
Lara, M. E., Leader, J., & Klein, D. N. (1998). What is social support? Harvard Mental Health
Letter, 14(12), 6–8.
Luthar, S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation
and guidelines for future work. Child Development, 71(3), 543–562.
Malkoc, A. & Yalcin, I. (2015). Universite Ogrencilerinde Psikolojik Dayaniklilik, Sosyal Destek,Basa Cikma ve İyi-Olus Arasindaki İliskiler[Relationships among resilience, social support, coping, and psychological well-being among university students]. Turk
Psikolojik Danisma ve Rehberlik Dergisi, 5(43), 35-43.
Masten, A. S. (1994). Resilience in individual development: Successful adaptation despite
risk and adversity. In M.C. Wang E.W. Gordon (Eds.), Educational resilience in innercity America: Challenges and Prospects (3–25). Hillsdale, NJ: Lawrance Erlbaum.
Masten, A. S. (2001). Ordinary magic: resilience processes in development. American Psychologist, 56(3), 227–238.
McDowell, İ. (2010). Measures of self-perceived well-being. Journal of Psychosomatic, 69, 69–
76.
Oktan, V. (2008). Universite sinavina hazirlanan ergenlerin psikolojik saglamliklarinin cesitli degiskenlere gore incelenmesi [Investigate resilience of adolescents who are getting prepared for the
university entrance exam]. (Yayinlanmamisdoktora tezi). Karadeniz Teknik Universitesi, Sosyal Bilimler Enstitusu, Trabzon.
Ogulmus, S. (2001, Mart).Bir kisilik ozelligi olarak yilmazlik [Resilience as a personality trait] İ.
Ulusal Cocuk ve Suc Sempozyumu: Nedenler ve Onleme Calismalari, Sozlu bildiri
olarak sunulmustur, Ankara.
Onder,A.,&Gulay, H. (2008). Ilkogretim 8. sinif ogrencilerinin psikolojik saglamliginin cesitli
degiskenler acisindan incelenmesi [Resilience of 8. Grade students in relation to various variables]. Dokuz Eylul Universitesi Buca Egitim Fakultesi Dergisi, 23, 192–197.
Oy, B. (1991). Cocuklar icin depresyon olcegi gecerlik ve guvenirlik calismasi [Validity and
reliability studies of depression scale for children]. Turk Psikiyatri Dergisi, 2, 132–136.
Oz, F., & Bahadir-Yilmaz, E. (2009). Ruh sagliginin korunmasinda onemli bir kavram: psikolojik saglamlik [A significant concept in protecting mental health: Resilience]Hacettepe
Universitesi Saglik Bilimleri Fakultesi Hemsirelik Dergisi, 82–89.
Reich, J.W., Zautra, A.J., & Hall, J.S. (2010).Handbook of adult resilience. New York, London:
The Guilford Press.
Rose, J., & Steen, S. (2015). The achieving success everyday group counseling model: Fostering resiliency in middle school students. Professional School Counseling, 18(1), 28–37.
Salami, S.O. (2010). Moderating effects of resilience, self-esteem and social support on adolescents’ reactions to violence. Asian Social Science, 6(12), 101–110.
146
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Savi-Cakar, F.,& Karatas, Z. (2011). Ergenlerin yilmazlik duzeyleri ile algiladiklari sosyal
destek arasindaki iliski [The relationship between the resilience level of adolescents
and perceived social support]. Cagdas Egitim Dergisi, 36(387), 12–20.
Savi-Cakar, F. Karatas, Z., &, Cakir, M.A. (2014).Yetiskin yilmazlik olcegi: Turk
kulturune uyarlanmasi[An adaptation the resilience in midlife scale to Turkish adults].
Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi, 32, 22–39.
Shonkoff, J. P. (1984). Social support and the development of vulnerable children. Am. Journal Public Health, 74 (4), 310–312.
Sipahioglu, O. (2008). Farkli risk gruplarindaki ergenlerin psikolojik saglamliklarinin incelenmesi
[Investigating resilience of adoloscents’in different risk groups]. (Yayinlanmamisyuksek lisans tezi). Selcuk Universitesi, Sosyal Bilimler Enstitusu, Konya.
Siyez, D. M.,& Kaya, A. (2008). Validity and Reliability of the Brief Multidimensional Students’ Life Satisfaction Scale with Turkish Children. Journal of Psychoeducational Assessment, 26 (2), 139–147.
Smith, P.R. (2009). Resilience: Resistance factor for depressive symptom. Journal of Psychiatric
and Mental Health Nursing, 16, 829–837.
Soest, T., Mossige, S., Stefansen, K., & Hjemdal, O. (2009). A validation study of the resilience scale for adolescents (READ). Journal of Psychopathology and Behavioral Assessment,
32 (2), 215–225.
Steinberg, L. (2002). Adolescence. (Sixth Edition). Boston: Mc Graw Hill, 444–452.
Sahin-Baltaci, H. (2013). Turkish 6 th -8th grade students' social emotional learning skills
and life satisfaction. International Journal on New Trends in Education and Their İmplications, 4 (2), 1–14.
Sahin-Baltaci, H.,& Karatas, Z. (2014). Validity and reliability of the resilience scale for early
adolescents.Procedia - Social and Behavioral Sciences, 131, 458–464.
Tabachnick, B. G., & Fidell, L.S. (2007). Using Multivariate Statistics, (5th Ed.). Needham Heights, MA: Allyn and Bacon Publishers.
Terzi, S. (2008). Universite ogrencilerinde kendini toparlama gucunun icsel koruyucu faktorlerle iliskisi [The relationships between resilience and internal protective factors in
university students]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 35, 297–306.
Werner, E. E.,& Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient
children and youth. New York: McGraw-Hill.
Wilks, S.E., & Spivey, C.A. (2010). Resilience in undergraduate social work students: Social
support and adjustment to academic stress. Social Work Education, 29(3), 276–288.
Yilmaz, H., & Sipahioglu, O. (2012). Farkli risk gruplarindaki ergenlerin psikolojik saglamliklarinin incelenmesi [İnvestigating resilience of adolescents in different risk groups]. İlkogretim Online, 11(4), 927–944.
147
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
The Effect of Organizational Justice and Perceived Organizational
Support on Organizational Citizenship Behaviors: The Mediating
Role of Organizational Identification
Kamile DEMİR
Suggested Citation:
Demir, K. (2015). The effect of organizational justice and perceived organizational support
on organizational citizenship behaviors: The mediating role of organizational ıdentification. Eurasian Journal of Educational Research, 60, 131-148. Doi:
10.14689/ejer.2015.60.8
Abstract
Problem of Study: Research on social exchange relationships does not take into
account another vital component of organizational life—namely an individual’s
sense of belonging and identity. Organizational identification is one of the most
crucial factors holding employees together and keeping them committed to the
organization. Many studies demonstrated that organizational identification is
positively related to organizational citizenship behavior. Some researchers have
suggested that organizational identification also might play an important role
in social exchange processes. In recent years, the dominant approach has been
to conceptualize the relationship among perceived organizational justice or perceived organizational support and organizational identification in terms of social identity as well as social exchange processes.
Purpose of Study: The purpose of the present study was to investigate how the
organizational identification mediates the impact of perceptions of organizational justice and organizational support on organizational citizenship behaviors
in the context of Turkish preschool teachers.
Methods: Data for this study were collected via a survey of 169 preschool teachers who completed measures of organizational citizenship behavior, organizational identification, organizational justice, and perceived organizational support. In analyzing the collected data, a two-step approach was adopted to test
measured variables describing four latent constructs.
Findings and Results: The model was specified and tested using structural equation modeling and was found to fit the data reasonably. The study findings
show that the model was found to be effective in explaining the variance of organizational citizenship behaviors. Perceived organizational justice and organi
Dr, Mehmet Akif Ersoy University, e-mail:[email protected]
148
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
zational support together explained 70% of the variance in teachers’ organizational identifications. Organizational identification explained 79% of the variance
in teachers’ organizational citizenship behaviors.
Conclusions and Recommendations: As an overall conclusion, the results of the
study demonstrate that teachers’ identification with the school play a significant
role in promoting organizational citizenship behaviors. Furthermore, this
study’s findings also suggest that organizational identification serves as an integral mediating mechanism among teachers’ organizational citizenship behaviors, perceived organizational justice, and organizational support based on
exchange and identity theories. Because teachers’ organizational citizenship behavior improves school effectiveness, principals should understand the antecedents of these behaviors and be able to make use of them.
Keywords: Social exchange theory, social identity theory, preschool.
References
Ashforth, B.E., & Mael, F. (1989). Social identity and the organization. Academy of Management Review, 1, 20–39.
Bogler, R., & Somech, A. (2005). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior
in schools. Teaching and Teacher Education, 20(3), 277–289.
Bolino, M.C., Hsiung, H., Harvey, J., & LePine, J. A. (2015). “Well, I’m tired of tryin’!” Organizational citizenship behavior and citizenship fatigue. Journal of Applied Psychology,
100(1), 56–74.
Cheung, M. F. Y. & Law, M. C. C. (2008). Relationships of organizational justice and organizational identification: The mediating effects of perceived organizational support in
Hong Kong. Asia Pacific Business Review, 14(2), 213–231.
Cho, J., & Treadway, D. C. (2010). Organizational identification and perceived organizational support as mediators of the procedural justice–citizenship behaviour relationship: A cross-cultural constructive replication. European Journal of Work and Organizational Psychology, 20(5), 631–653.
Colquitt, J. A., Greenberg, J., & Zapata-Phelan, C. P. (2005). What is organizational justice?:
A historical overview. In J. Greenberg & J. A. Colquitt (Eds.), The handbook of organizational justice(pp. 3–56). Mahwah, NJ: Lawrence Erlbaum Associates.
DiPaola, M. F., Tarter, C. J., & Hoy, W. K. (2005). Measuring organizational citizenship in
schools: The OCB scale. In W. K. Hoy & C. Miskel (Eds.), Educational leadership and reform, 319–342. Greenwich, CT: Information Age.
Dukerich, J.M., Golden, B.R., & Shortell, S.M. (2002). Beauty is in the eye of the beholder: the
impact of organizational identification, identity, and image on the cooperative behaviors of physicians. Administrative Science Quarterly, 3, 507–533.
149
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Dutton, J.E., Dukerich, J.M., & Harquail, C.V. (1994) Organizational images and member
identification. Administrative Science Quarterly, 2, 239–263.
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational
support. Journal of Applied Psychology, 71, 500–507.
Elma, C. (2013). The predictive value of teachers’ perception of organizational justice on job
satisfaction. Eurasian Journal of Educational Research, 13 (51), 157–176.
Fassina, N. E., Jones, D. A., & Uggerslev, K. L. (2008). Meta-analytic tests of relationships
between organizational justice and citizenship behavior: Testing agent-system and
shared-variance models. Journal of Organizational Behaviors, 29, 805–828.
Hoy, W. K., & Tarter, C. J. (2004). Organizational justice in schools: No justice without trust.
International Journal of Educational Management, 18, 250–259.
Kane, R.E., Magnusen, M. J., & Perrewe, P.L. (2012). Differential effects of identification on
extra-role behavior. Career Development International, 17, 25–42.
Karriker, J., & Williams, M. (2009). Organizational Justice and Organizational Citizenship
Behavior: A Mediated Multifoci Model. Journal of Management, 35(1), 112–134.
Lavelle, J., Rupp, D. E., & Brockner, J. (2007). Taking a multifoci approach to the study of
justice, social exchange, and citizenship behavior: The target similarity model. Journal
of Management, 33, 841–866.
Li, N., Liang, J., & Crant, J. M. (2010). The role of proactive personality in job satisfaction and
organizational citizenship behavior: A relational perspective. Journal of Applied Psychology, 95(2), 395–404.
Lilly, J. (2015). The ımpact of justice type on organizational citizenship behavior: Do outcome favorability and leader behavior matter? Current Psychology, 34 (1), 26–49.
Lipponen, J., Olkkonen, M.E., & Moilanen, M. (2004). Perceived procedural justice and employee responses to an organizational merger. European Journal of Work and Organizational Psychology, 13, 391–413.
Liu, Y. (2009). Perceived organizational support and expatriate organizational citizenship
behavior: The mediating role of affective commitment towards the parent company.
Personnel Review, 38(3), 307–319.
Mael, F., & Ashforth, B.E. (1992). Alumni and their alma mater: a partial test of the reformulated model of organizational identification. Journal of Organizational Behavior, 2, 103123.
Moorman, R.H., Blakely, G.L., & Niehoff, B.P. (1998). Does perceived organizational support
mediate the relationship between procedural justice and organizational citizenship
behavior? Academy of Management Journal, 41, 351–357.
Nayir, F. (2012). The relationship between perceived organizational support and teachers’
organizational commitment. Eurasian Journal of Educational Research, 12 (48), 97–116.
150
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Olkkonen, M., & Lipponen, J. (2006). Relationships between organizational justice, identification with organization and work unit, and group-related outcomes. Organizational
Behavior and Human Decision Processes, 100, 202–215.
Organ, D. W. (1988).Organizational citizenship behavior: The good soldier syndrome. Lexington,
MA: Lexington Books.
Organ, D. W. (1990). The motivational basis of organizational citizenship behavior. In B. M.
Staw & L. L. Cummings (Eds.), Research in organizational behavior, 12, 43–72.
Greenwich, CT: JAI Press.
Organ, D. W., Podsakoff, P. M., & MacKenzie, S. B. (2006). Organizational citizenship behavior:
Its nature, antecedents, and consequences. Thousand Oaks, CA: Sage.
Podsakoff, P. M., & MacKenzie, S. B. (1997). Impact of organizational citizenship behavior
on organizational performance: A review and suggestions for future research. Human
Performance, 10 (2), 133–151.
Podsakoff, N. P., Podsakoff, P. M., MacKenzie, S. B., Maynes, T. D., & Spoelma, T. M. (2014).
Consequences of unit-level organizational citizenship behaviors: A review and recommendations for future research. Journal of Organizational Behavior, 35, 87–119.
Randall, M. L., Cropanzano, R., Bormann, C. A., & Birjulin, A. (1999). Organizational politics
and organizational support as predictors of work attitudes, job performance, and organizational citizenship behavior. Journal of Organizational Behaviors, 20, 159–174.
Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support: A review of the
literature. Journal of Applied Psychology, 87(4), 698–714.
Rhoades, L., Eisenberger, R., & Armeli, S. (2001). Affective commitment to the organization:
The contribution of perceived organizational support. Journal of Applied Psychology,
86, 825–836.
Riketta, M. (2005). Organizational identification: a meta-analysis. Journal of Vocational Behavior, 2, 358–84.
Roch, S. G., & Shanock, L. R. (2006). Organizational justice in an exchange framework: Clarifying organizational justice distinctions. Journal of Management, 32, 299–322.
Rousseau, D.M. (1998). Why workers still identify with organizations. Journal of Organizational Behavior, 19, 217–233.
Schnake, M. E., & Dumler, M. P. (2003). Levels of measurement and analysis issues in organizational citizenship behaviour research. Journal of Occupational and Organizational
Psychology, 76, 283–301.
Sluss, D.M., Klimchak, M., & Holmes, J.J. (2008). Perceived organizational support as a mediator between relational exchange and organizational identification. Journal of Vocational Behavior, 73, 457–464.
Somech, A., & Drach-Zahavy, A. (2000). Understanding extra-role behavior in schools: The
relationships between job satisfactions, sense of efficacy, and teachers’ extra-role behavior. Teaching and Teacher Education, 16, 649-659.
151
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Somech, A., & Ron, I. (2007). Promoting organizational citizenship behavior in schools: The
impact of individual and organizational characteristics. Educational Administration
Quarterly, 5, 1–29.
Stoner, J., Perrewé, P.L., & Hofacker, C. (2011). The development and validation of the multi-dimensional identification scale (MDIS). Journal of Applied Social Psychology, 41(7),
1632–1658.
Tak, B., & Aydemir, B.A. (2004). Orgutsel ozdeslesme üzerine iki gorgul calısma. (Two empirical studies on organizational identification), 12. Ulusal Yonetim ve Organizasyon
Kongresi, Bursa: Uludağ Universitesi.
Tasdan, M,. & Yilmaz, K. (2008). Organizational citizenship and organizational justice scales’
adaptation to Turkish. TED Egitim ve Bilim Dergisi, 33(150), 87–96.
van Knippenberg, D., van Prooijenb, J., & Sleebos, E. (2015). Beyond social exchange: Collectivism’s moderating role in the relationship between perceived organizational support and organizational citizenship behaviour. European Journal of Work and Organizational Psychology, 24 (1), 152–160.
Walumbwa, F. O.; Hartnell, C. A., & Oke, A. (2010). Servant leadership, procedural justice
climate, service climate, employee attitudes, and organizational citizenship behavior:
A cross-level investigation. Journal of Applied Psychology, 95(3), 517–529.
Wat, D., & Shaffer, M.A. (2005). Equity and relationship quality influences on organizational
citizenship behavior. Personnel Review. 34(4), 406–422.
Yılmaz, K. (2010). Devlet ortaöğretim okullarında görev yapan öğretmenlerin örgütsel adalet
algıları (Secondary Public School Teachers’ Perceptions about Organizational Justice). Kuram ve Uygulamada Eğitim Bilimleri, 10(1), 579–616.
152
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Transformational Leadership and Innovative Climate: An
Examination of the Mediating Effect of Psychological Empowerment7
Mesut SAĞNAK
Mehmet KURUÖZ
Betül POLAT
Ayşe SOYLU
Suggested Citation:
Sagnak, M., Kuruoz, M., Polat, B, & Soylu, A. (2015). Transformational leadership and innovative climate: An examination of the mediating effect of psychological empowerment. Eurasian Journal of Educational Research. 60, 149-162
Doi: 10.14689/ejer.2015.60.9
Abstract
Problem Statement: The most important characteristic of today’s organizations is
too much change. The demand of organizations to fulfill objectives within dynamic environmental aspects has required strong leadership. Organizations’ accommodation to changes, generating new ideas, adapting these ideas to organizations, and also the individual and intellectual development of employees have
revealed the transformational leadership concept. Transformational leaders empower participants independently from supervision and control of leadership;
they create an environment free from punishment, so that participants feel themselves as empowered, and this leads to their behaving in an innovative manner.
Transformational leaders empower employees and generate a climate that supports innovation. Research about transformational leadership, psychological empowerment, and innovative climate is generally conducted within a business organization, and there are so few studies about these variables within schools.
7This
study was presented IInd International Eurasian Educational Research Congress (Hacettepe University & EJER, 08-10 June 2015).

Dr., Nigde University, Faculty of Education, Department of Educational Sciences, e-mail: [email protected]

PhD Student, Anadolu University, Faculty of Education, Department of Educational Sciences, e-mail:
[email protected]

Res. Asst. Nigde University, Faculty of Education, Department of Educational Sciences, e-mail: [email protected]

Res. Asst. Ankara University, Faculty of Educational Sciences, Department of Cultural Foundations
of Education, e-mail: [email protected]
153
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Purpose of The Study: The purpose of this study is to examine the mediating effect
of psychological empowerment on the relationship between transformational leadership and innovative climate.
Method: The survey model was used in this study. 303 teachers working in Eskisehir Central Secondary School participated in this research. However, outlier values were examined, and the values of two participants including improper data
sets were deleted; therefore, the number of participants was determined to be 301.
Three different scales were used in this research. The validity and reliability of
the scales were examined. Mean, standard deviation, Pearson correlation and
stepwise regression analysis techniques were used.
Findings: It was found that there was a significant positive relationship between
transformational leadership and psychological empowerment. A significant positive relationship was found between psychological empowerment and innovative
climate, as well. The stepwise regression analysis showed a significant relationship between transformational leadership and innovative climate. According to
the Sobel test results, the relationship between transformational leadership and
innovative climate was decreasing but significant (z=2.43, p<0.05). Therefore, it
has been determined that psychological empowerment partially mediated the relationship between transformational leadership and innovative climate.
Conclusion and Recommendations: Transformational leadership affects innovative
climate both directly and indirectly through psychological empowerment.
However, research about psychological empowerment in educational organizations and innovation and creativity at schools is very limited. In relation to this
study, the effect of the leadership roles of principals, on the level of the psychological empowerment of teachers on their innovative and creative behaviors, can be
examined.
Key Words: Transformational leadership, empowerment, innovation, innovative
climate
References
Amabile, T. M., Conti, R., Coon, H., Lazenby, J., & Herron, M. (1996). Assessing the work
environment for creativity. Academy of Management Journal, 39 (5), 1154-1184.
Avolio, B. J., Zhu, W., Koh, W., & Bhatia, P. (2004). Transformational leadership and organizational commitment: Mediating role of psychological empowerment and moderating role of structural distance. Journal of Organizational Behavior, 25, 951-968.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social
psychological research: Conceptual, strategic, and statistical considerations. Journal of
Personality and Social Psychology, 51 (6), 1173-1182.
Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press.
Bass, B. M. (1999). Two decades of research and development in transformational leadership. European Journal of Work and Organizational Psychology, 8 (1), 9-32.
154
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Bass, B. M. & Avolio, B. J. (1993). Transformational leadership and organizational culture.
Public Administration Quarterly, 17, 112-121.
Bass, B. M. & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behavior. Leadership Quarterly, 10 (2), 181-217.
Burns, J. M. (1978). Leadership. New York: Harper & Row Publishers.
Carlson, D. S., & Perrewe, P. L. (1995). Institutionalization of organizational ethics through
transformational leadership. Journal of Business Ethics, 14, 829-838.
Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theory and
practice. Academy of Management Review, 13 (3), 471-482.
Davis, J., & Wilson, S. M. (2000). Principals’ efforts to empower teachers: Effect on teacher
motivation and job satisfaction and stress. The Clearing House, 73 (6), 349-353.
Dee, J. R., Henkin, A. B., & Duemer, L. (2003). Structural antecedents and psychological correlates of teacher empowerment. Journal of Educational Administration, 41 (3), 257-277.
Doğan, N. & Başokçu, T. O. (2010). İstatistik tutum ölçeği için uygulanan faktör analizi ve
aşamalı kümeleme analizi sonuçlarının karşılaştırılması. [Comparing the results of
the exploratory factor analysis and hierarchical cluster analysis for the scale of statistical attitude] Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 1(2), 65-71.
Edwards, J. L., Green, K. E., & Lyons, C. A. (2002). Personal empowerment, efficacy, and
environmental characteristics. Journal of Educational Administration, 40 (1), 67-86.
Geijsel, F. P., Sleegers, P .J. C., Stoel, R. D., & Krüger, M. L. (2009). The effect of teacher psychological and school organizational and leadership factors on teachers’ professional
learning in Dutch schools. The Elementary School Journal, 109 (4), 406-427.
Gumusluoglu, L., & Ilsev, A. (2007). Transformational leadership, creativity, and organizational innovation. Journal of Business Research, 62, 461-473.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis. New
Jersey: Pearson Prentice Hall.
Jung, D. I. (2001). Transformational and transactional leadership and their effects on creativity in groups. Creativity Research Journal, 13 (2), 185-195.
Jung, D. I., Chow, C., & Wu, A. (2003). The role transformational leadership in enhancing
organizational innovation: Hypotheses and some preliminary findings. The Leadership
Quarterly, 14, 525-544.
Jung, D. I., & Sosik, J. J. (2002). Transformational leadership in work groups. The role of empowerment, cohesiveness, and collective-efficacy on perceived group performance.
Small Group Research, 33 (3), 313-336.
Kanungo, R. N. (2001). Ethical values of transactional and transformational leaders. Canadian
Journal of Administrative Sciences, 18(4), 257-265.
155
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Keedy, J. L., & Finch, A. M. (1994). Examining teacher-principal empowerment: An analysis
of power. The Journal of Research and Development in Education, 27 (3), 162-175.
Krishnan, V. R. (2012). Transformational leadership and personal outcomes: empowerment
as mediator. Leadership & Organization Development Journal, 33 (6), 550-563.
Moolenaar, N. M., Daly, A. J., & Sleegers, P. J. C. (2010). Occupying the principal position:
Examining relationships between transformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46 (5), 623670.
Moye, M. J., Henkin, A. B., & Egley, R. J. (2005). Teacher-principal relationships: Exploring
linkages between empowerment and interpersonal trust. Journal of Educational Administration, 43 (3), 260-277.
Mumford, M. D., & Gustafson, S. B. (1988). Creativity syndrome: Integration, application,
and innovation. Psychological Bulletin, 103 (1), 27-43.
Mumford, M. D., Scott, G. M., Gaddis, B., & Strange, J. M. (2002). Leading creative people:
Orchestrating expertise and relationship. The Leadership Quarterly, 13, 705-750.
Quinn, R. E., & Spreitzer, G. M. (1997). The road to empowerment: Seven questions every
leader
Rinehart, J. S., & Short, P. M. (1994). Job satisfaction and empowerment among teacher leaders, reading recovery teachers and regular classroom teachers. Education, 114 (4),
570-580.
Sagnak, M. (2012). The Empowering Leadership and Teachers’ Innovative Behavior: The
Mediating Role of Innovative Climate. African Journal of Business Management, 6 (4),
1635-1641.
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural
equation models: Tests of significance and descriptive goodness-of-fit measures.
Methods of Psychological Research Online, 8 (2), 23-74.
Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling.
New Jersey: Lawrence Erlbaum Associates, Inc.
Scott, S. G., & Bruce, R. A. (1994). Determinants of innovative behavior: A path model of
individual innovation in the workplace. Academy of Management Journal, 37 (3), 580607.
Shin, S. J., & Zhou, J. (2003). Transformational leadership, conservation, and creativity: Evidence from Korea. Academy of Management Journal, 46 (6), 703-714.
Spreitzer, G. M. (1995) Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of Management Journal, 38 (5), 1442-1465.
Thomas, K. W., & Velthouse, B. A. (1990). Cognitive elements of empowerment: An interpretive model of intrinsic task motivation. Academy of Management Review, 15 (4), 666681.
156
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Tierney, P., Farmer, S. M., & Graen, G. B. (1999). An examination of leadership and employee creativity: The relevance of traits and relationship. Personnel Psychology, 52 (3),
591-620.
Trevino, L. K., Butterfield, K. D., & McCabe, D. L. (1998). The ethical context in organizations: Influences on employee attitudes and behaviors. Business Ethics Quarterly, 8 (3),
447-476.
Wan, E. (2005). Teacher empowerment: Concepts, strategies, and implications for schools in
Hon Kong. Teachers College Record, 107 (4), 842-861.
Woodman, R. W., Sawyer, J. E., & Griffin, R. W. (1993). Toward a theory of organizational
creativity. Academy of Management Review, 18 (2), 293-321.
Yılmaz, V. & Çelik, H. E. (2009). Lisrel ile yapısal eşitlik modellemesi. [Structural Equating Modelling with Lisrel]Ankara: Pegem A Yayınları.
Zhou, J., & George, J. M. (2003). Awakening employee creativity: the role of leader emotional intelligence. The leadership Quarterly, 14, 545-568.
157
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Active Listening Strategies of Academically Successful University
Students
Murat CANPOLAT8
Sekvan KUZU9
Bilal YILDIRIM10
Sevilay CANPOLAT11
Suggested Citation:
Canpolat, M., Kuzu, S., Yıldırım, B.,& Canpolat, S. (2015). Active listening strategies of academically successful university students. Eurasian Journal of Educational Research,
60,163-180
Doi: 10.14689/ejer.2015.60.10
Abstract
Problem Statement: In formal educational environments, the quality of student listening affects learning considerably. Students who are uninterested in a lesson
listen reluctantly, wanting time to pass quickly and the class to end as soon as
possible. In such situations, students become passive and, though appearing to be
listening, will not use listening strategies that promote productive and permanent
learning. By contrast, when students willingly participate in lessons by listening
to instructors, asking questions, and holding discussions, they practice active listening that allows them to achieve more productive and more permanent learning.
Purpose of Study: The aim of this study was to identify active listening skills that
academically successful university students use in classes and to analyze these
students’ opinions on active listening skills.
Methods: This qualitative research involved a case study by which academically
successful university students were observed in a classroom environment and
their thoughts on active listening skills examined. According to the model, parti-
8Lecturer,
Mustafa Kemal University, Faculty of Education, Department of Educational Sciences, [email protected]
9Lecturer, Mustafa Kemal University, Faculty of Education, Department of Educational Sciences, [email protected]
10Research Assistant, Mustafa Kemal University, Faculty of Education, Department of Primary Education, [email protected]
11Teacher, Ministry of Education, [email protected]
158
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
cipants were evaluated without any intervention by researchers in the classroom
environment.
Findings: Findings from observations and interviews were organized under three
subheadings: cognitive, affective, and psychomotor-based strategies. Cognitive
strategies included paying attention, taking notes, making associations and analogies, asking questions, integrating information, making inferences, getting the
main idea, and setting an objective; affective strategies included attending class
on time, being motivated, staying calm, and enjoying the lesson; and psychomotor-based strategies included being close to the board, following along with both
the head and eyes, making eye contact, generating feedback, sitting up straight,
and paying attention to gestures, facial expressions, tone of voice, and stresses in
speech.
Conclusion and Recommendations: According to data collected during the study,
academically successful university students used different cognitive, affective,
and psychomotor-based strategies in practicing active listening.
Keywords: Active listening, university students, academic success, listening strategy
References
Akyol, H. (2006). Yeni programa uygun türkçe öğretim yöntemleri [Turkish teaching methods
appropriateto the new program]. Ankara: Kök Yayıncılık.
Akyol, H. (2012). Programa uygun türkçe öğretim yöntemleri[Turkish teaching methods appropriate to the program]. Ankara: Pegem Akademi Yayıncılılık.
Devito, J. A. (1995). The interpersonal communication book. New York, NY: Harper Collins CollegePublishers.
Doğan, Y. (2008). İlköğretim yedinci sınıf öğrencilerinin dinleme becerilerini geliştirmede
etkinlik temelli çalışmaların etkililiği [Efficacy of activity-based studies on improvıng
the listening skills of seventh-grade students].Türk Eğitim BilimleriDergisi, 6(2), 261–
286.
Ergin, A.,& Birol, C. (2005). Eğitimde iletişim [Communicationin education]. Ankara: Anı
Yayıncılık.
Güneş, F. (2007). Türkçe öğretimi ve zihinsel yapılandırma[Turkish education and mental configuration]. Ankara: Nobel Yayınları.
Hunsaker,R.A.(1990).Understandinganddevelopingtheskillsoforalcommunication:Speakingandlis
tening(2nded.). Englewood, CO: J. Morton Press.
Karadüz, A. (2010). Türkçe ve sınıf öğretmeni adaylarının dinleme stratejilerinin değerlendirilmesi [The evaluation of listening strategies of Turkish-language and primary student teachers].Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 29, 39–55.
159
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Karasar, N. (2000). Bilimsel araştırma yöntemi[Research methodology](12th ed.). Ankara: Nobel Yayın Dağıtım.
Moore, K. D.(1999). Öğretim becerileri [Classroom Teaching Skills](Ersin Altıntaş,Ed., N. Kaya,Trans.). Ankara: Nobel Yayıncılık.
Omololu, C.B. (1984). Communication behaviours of undergraduate medical students before
and after training. British Journal of Medical Psychology, 57, 97–100.
Özbay, M. (2001). Türkçe öğretiminde dinleme becerisini geliştirme yolları [Ways to improve listening skills in teaching Turkish]. Türk Dili Dergisi, 589, s. 9–15.
Özbay, M. (2005). Bir dil becerisi olarak dinleme eğitimi [Listening training as a language
skill]Ankara: Akçağ Yayınları.
Petress,C.K.(1999). Listening: A vital skill. Journal of Instructional Psychology, 26(4), 261–262.
Stone, J. (1994).Cooperative learning and language arts. San Clemente, CA: Kagan.
Strauss, A.,& Corbin, J. (1990). Basics of qualitative research: grounded theory procedures and
technique. London: Sage.
Umagan, S. (2007). Dinleme eğitimi [Listening training].H. Akyol& H. Kırkkılıç (Eds.), İlköğretimde Türkçe öğretimi[Teaching Turkish in elementary school]. Ankara: Pegema Yayıncılık.
Worthington,D.(2008).Exploring the relationship between listening style and need for cognition. International Journal of Listening, 22, 46–58.
Yıldırım, A.,&Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methodsin the social sciences] (8th ed.).Ankara: Seçkin Yayınevi.
Yıldız, C., Okur, A., Arı, G.,&Yılmaz, Y.(2008). Yeni öğretim programına göre kuramdan uygulamaya türkçe öğretimi [Turkish education from theory into practice according to the
new curriculum]. Ankara: Pegema Yayınları.
160
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
The Regression Level of Constructivist Learning Environment
Characteristics on Classroom Environment Characteristics Supporting Critical Thinking
Nihal TUNCA*
Suggested Citation:
Tunca, N. (2015). The regression level of constructivist learning environment characteristics
on classroom environment characteristics supporting critical thinking. Eurasian Journal of Educational Research, 60, 181- 200
Doi: 10.14689/ejer.2015.60.11
Abstract
Problem Statement: One of the main aims of constructivism is to improve critical
thinking skills/tendencies via experiences. In this sense, it is believed that the
more the constructivist-learning environment is improved, the more the appropriateness of supporting critical thinking is improved. However, no study has yet
statistically tested this belief.
Purpose of the Study: The aim of this study is to determine the regression level of
constructivist learning environment characteristics on classroom environment
characteristics supporting critical thinking according to the teachers participating
in the study.
Method: The study is a regression study at relational screening model. The sample
of the study consists of 351 teachers working at primary and secondary schools in
Kutahya city center and surrounding villages. The Constructivist Learning Environments Questionnaire and Critical Thinking Supportive Teachers’ Behaviors
Inventory were used as data collection tools. During the data analysis, the Pearson correlation test was conducted to determine the relation between the two variables. To determine the regression level of constructivist learning environment
characteristics on classroom environment characteristics supporting critical thinking, multiple regression analysis was conducted.
Findings and Results: The results of the regression analysis revealed that constructivist learning environment characteristics explain the 44% of the total variance of
classroom environment characteristics supporting Open Mindedness; 50% of the
total variance of classroom environment characteristics supporting High-Level
Questioning; 40% of the total variance of classroom environment characteristics
supporting Questioning of the Accuracy and Reliability of Information; 47% of
the total variance of classroom environment characteristics supporting Seeking
*
Dr. Dumlupinar University Faculty of Education Department of C&I, E-mail: [email protected]
161
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Causes and Evidence; 48% of the total variance of classroom environment characteristics supporting Openness.
Conclusion and Recommendations: In general, a medium-level, positive and significant relation was found between the sub-dimensions of the Constructivist Learning Environments Questionnaire and the sub-dimensions of the Critical Thinking Supportive Teachers’ Behaviors Inventory. Furthermore, it was found that
the constructivist learning environment characteristics could explain nearly half
of the total variance in classroom environment characteristics supporting critical
thinking. These results show that the belief expressed in the existing literature
that aligning the classroom environment with constructivist learning environment characteristics is also effective in supporting critical thinking is true to a
great extent.
Keywords: Constructivism, critical thinking, learning environment, constructivist
learning environments, classroom environment supporting critical thinking.
References
Alkin, S. (2012).Evaluation of elementary school teachers’ behaviors of supporting critical thinking.
Unpublished doctoral thesis, Ankara University Institute of Education Sciences, Ankara.
Allodi, M. W. (2007). Assessing the quality of learning environments in Swedish schools:
Development and analysis of a theory-based instrument. Learning Environments Research,10, 157–175.
Aybek, B., & Aglagül, D. (2011). Beşinci sınıf sosyal bilgiler dersinde sınıf öğretmenlerinin
yapılandırmacı öğrenme ortamı düzenleme becerilerinin değerlendirilmesi. [The evaluation of the class teachers’ skills to organize constructivist learning environment in
the fifth grade of social studies]. Cukurova University Journal of Education, 40, 1–18.
Bal, A. P., & Doganay, A. (2009). İlköğretim beşinci sınıf öğrencilerinin matematik dersinde
yapılandırmacı öğrenme ortamına bakış açıları [The perspectives of fifth grade students about constructivist learning environment in the math lesson]. Journal of Cukurova University Institute of Social Sciences, 18(2), 156–171.
Balcı, A. (2010) Sosyal Bilimlerde Araştırma [Research in social sciences]. (8.baskı). Ankara:
Pegem Akademi.
Bas, G. (2013). Students’ views on the constructivist learning environment in elementary
schools: A qualitative inquiry. Cukurova University Faculty of Education Journal, 42(2),
64–86.
Boghossian, P. (2012). Critical thinking and constructivism: Mambo Dog Fish to the Banana
Patch. Journal of Philosophy of Education, 46, 1.
Brooks, J. G., & Brooks, M. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: ASCD.
162
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Busbea, S. D. (2006). The effect of constructivist learning environments on student learning in an
undergraduate art appreciation course. Unpublished doctoral thesis, University of North
Texas.
Buyukozturk, S. (2005). Sosyal bilimler için veri analizi el kitabı. [Manual data analysis for the
social sciences]. Ankara: Pegem Akademi Yayınları.
Crawford, A., Saul, W., Mathews, S. R. & Makinster, J. (2009). Düşünen sınıf için öğretme ve
öğrenme yöntemleri. [Teaching and learning strategies for the thinking classroom]. P. Atasoy, E. U. Oğuz and S. Gülgöz (çev.). İstanbul: Biltur Basın Yayın ve Hizmet A. S.
Dindar, A, C., Kirbulut, Z. D., & Boz, Y. (2014). Modelling between epistemological beliefs
and constructivist learning environment. European Journal of Teacher Education, 37(4),
479–496.
Doganay, A., & Sarı, M. (2012). Prediction level of the constructivist learning environment
on the characteristics of thinking-friendly classroom. Journal of Cukurova University
Institute of Social Sciences, 21(1), 21–36.
Driscoll, M. P. (2005). Psychology of learning for instruction. Toronto: Allyn and Bacon.
Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and
delivery of instruction. In D. H. Jonassen. (Ed.), Handbook of research for educational
communications and technology (pp. 170–199). NY: Macmillan Library Reference USA.
Ernst, J., & Monroe, M. (2006). The effects of environment-based education on students’ critical thinking skills and disposition toward critical thinking. Environmental Education
Research, 12, 429–443.
Fer, S., & Cirik, I. (2006). Öğretmenlerde ve öğrencilerde, yapılandırmacı öğrenme ortamı
ölçeğinin geçerlik ve güvenirlik çalışması nedir? [What is the reliability and validity
of constructivist learning environment scale study for teachers and students?]. Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 1–27.
Fraenkel, J. R., & Wallen, N.E. (2005). How to design and evaluate research in education. New
York: McGraw-Hill.
Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7–33.
Fosnot, C. T. (1996). Constructivism: A psychological theory of learning. In Fosnot, C. T.
(Ed.), Constructivism: Theory, perspectives and practice (pp. 8–33). New York: Teachers
College Press.
Honebein, P. (1996). Seven goals for the design of constructivist learning environments. In
Wilson, B. (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 11–24). New Jersey: Educational Technology Publications.
Innabi, H. (2003). Aspects of Critical Thinking in Classroom Instruction of Secondary School Mathematics Teachers in Jordan. Paper presented at The Mathematics Education into the
21st Century Project Proceedings of the International Conference, Czech Republic.
Kaya, H. I. (2010). Yapılandırmacı öğrenmeye dayalı uygulamaların öğretmen adaylarının
eleştirel düşünme eğilimlerine etkileri. [Effects of the practices based on constructivist learning in teacher education on teacher candidates’ tendencies of critical thin-
163
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
king].
Retrieved
December
5,
2014,
http://dokuman.tsadergisi.org/dergiler_pdf/2010/2010-Aralik/8.pdf.
from
Kirbulut, Z. D., & Gokalp, M. S. (2014). The relationship between pre-service elementary
school teachers’ metacognitive science learning orientations and their use of constructivist learning environment. International Journal of Innovation in Science and Mathematics Education, 22(6), 1–10.
Koc, C. (2013). An investigation into elementary school teachers' self-efficacy beliefs and
skills for creating constructivist learning environments. Hacettepe University Journal of
Education, Special issue (1), 240–255.
Kwan, Y. W., & Wong, A. F. L. (2014). The constructivist classroom learning environment
and its associations with critical thinking ability of secondary school students in liberal studies. Learning Environments Research, 17, 191–207.
Marra, R. (2005). Teacher beliefs: The impact of the design of constructivist learning environments on instructor epistemologies. Learning Environments Research, 8, 135–155.
Nix, R. K., Fraser, B. J., & Ledbetter E. C. (2005). Evaluating an integrated science learning
environment using the constructivist learning environment survey. Learning Environments Research, 8, 109–133.
Ocak, G. (2012). An evaluation of teachers’ success in building constructivist learning environments by pre-service and in-service teachers. Education and Science, 37, 166.
Paul, R., & Scriven, M. (1987). Critical thinking as defined by the national council for excellence
in
critical
thinking.
Retrieved
December
1,
2014,
from
http://www.criticalthinking.org/aboutct/defineİcriticalİthinking.cfm
Petegem, P. V., Donche, V., & Vanhoof, J. (2005). Relating pre-service teachers’ approaches
to learning and preferences for constructivist learning environments. Learning Environments Research, 8, 309–332.
Schunk, D. (2008). Learning theories: An educational perspective. Upper Saddle River, NJ: Pearson Education.
Tenenbaum, G., Naidu, S., Jegede, O., & Austin, J. (2001). Constructivist pedagogy in conventional on campus and distance learning practice: An exploratory investigation.
Learning and Instruction, 11, 87–111.
Terhart, E. (2003). Constructivism and teaching: A new paradigm in general didactics? Journal of Curriculum Studies, 35(1), 25–44.
Tynjala, P. (1999). Towards expert knowledge?A comparison between constructivist and a
traditional learning environment in university. International Journal of Educational Research, 31(5), 357–442.
Uredi, L. (2013). The relationship between the classroom teachers’ level of establishing a
constructivist learning environment and their attitudes towards the constructivist
approach. International Journal of Academic Research, 5(4), 50–55.
Wilson, B. G. (1996). Introduction: What is a constructivist learning environment? In B. G.
Smith (Ed.), Constructivist learning environments (pp. 3–8). Englewood Cliffs, NJ: Educational Technology Publications.
164
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Teachers’ Withdrawal Behaviors and their Relationship with Work
Ethic
Özge ERDEMLİ
Suggested Citation:
Erdemli, Ö. (2015). Teachers’ withdrawal behaviors and their relationship with work ethic.
Eurasian Journal of Educational Research, 60, 201-220
Doi: 10.14689/ejer.2015.60.12
Abstract
Problem Situation: People experience ups and downs in their job satisfaction and motivation levels at different points of their work lives for various reasons. One of the
outputs of low job satisfaction and motivation is defined as “withdrawal behaviors”
in the literature. Withdrawal behaviors are any employee behavior of withdrawal
from duties and responsibilities as a result of a distance that grows between the employee and the organization. It is an important necessity to investigate such behaviors
at educational institutions. Determining teachers’ withdrawal behaviors will be useful in enabling more effective and successful performance of their job. Also, considering that their withdrawal behaviors adversely affect the students’ success, investigation of such behaviors is an important necessity in respect to the quality of education.
Purpose: This study aims to identify teachers’ withdrawal behaviors and the relationship between such behaviors and work ethics based on the views of teachers and
school administrators serving in public elementary schools.
Method: Designed in single and relational screening models, the study was conducted
using a mixed research method. The study sample in quantitative dimension is
comprised of 381 elementary school teachers and 198 elementary school administrators. Under the quantitative dimension of the study, 15 elementary school teachers
and 15 school administrators were interviewed. Teachers’ withdrawal behaviors were studied using the “Withdrawal Behaviors Scale” and their views on work ethics
were studied using the “Work Ethics Scale.” The quantitative data was collected
using a semi-structured form.
Findings: According the results attained, teachers believe that they seldom exhibit
physical and psychological withdrawal behaviors at school. School administrators,
similarly, also believe that teachers seldom exhibit physical and psychological
withdrawal behaviors. Of the physical withdrawal behaviors exhibited by the public

This article has been produced from the graduate thesis supervised by Professor Dr. İnayet Aydın at
the Department of Education Management and Policy, Faculty of Educational Sciences, Ankara University.

Research Assistant, Ankara University, Faculty of Educational Sciences, [email protected]
165
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
elementary schools in Ankara, prolonging intermissions between the class sessions is
the most common. This behavior is followed by not participating in in-service trainings, seminars, and symposia. As a psychological withdrawal behavior, the most
common, according to the teachers, is expressing the intent to leave the school or profession at every opportunity, and the most common, according to the school administrators, is chatting with colleagues during work hours. There is a significant negative relationship between the physical and psychological withdrawal behaviors and
the work-oriented sub-dimensions, which are dedication to work and commitment to
duty. While there is a low level of significant positive relationship between the physical withdrawal behaviors and the delight-oriented dimension of attributing success
to external factors, there is a low level of significant positive relationship between
psychological withdrawal behaviors and the delight-oriented sub-dimensions of attributing success to external factors and utilitarianism.
Results and Recommendations: A decrease in teachers’ ethical values such as dedication
to work and commitment to duty leads to an increase in physical and psychological
withdrawal behaviors. Therefore, to decrease the teachers’ physical and psychological withdrawal behaviors, it must be ensured that they adopt puritan ethical values,
including dedication to work and commitment to duty. With this in mind, in order
for teachers to care more for their profession and fulfill their duties with care, school
administrators must ensure that teachers feel trusted and valued, and must pay attention to allow them to take more initiative in school activities.
Keywords. Physical withdrawal, psychological withdrawal, work ethics, job satisfaction, motivation, teachers.
References
Balci, A. (2010). Sosyal bilimlerde arastırma yontem, teknik ve ilkeler [Research methods, techniques and principles in social science]. (8. Baski). Ankara: PegemA Yayincilik.
Bayram, L. (2005). Yonetimde yeni bir paradigma: Orgütsel baglilik [A new paradigm in management: Organizational commitment]. Sayistay Dergisi, 59, 125 – 139.
Bozkurt, V. (2000). Puritanizmden hedonizme yeni calisma etigi[New work ethic from püritanizm to hedonism]. Bursa: ALESTA Basim Yayim Dagitim.
Brauchle, P. E., & Azam, M. S. (2003). Supervisor’s perceptions of the work attitudes of two
groups of employees. Journal of Technology Studies, 29 (2), 65-68.
Carmeli, A. (2004). The relationship between organizational culture and withdrawal intentions and behavior. International Journal of Manpower, 26 (2), 177-195.
Fisher, A. (2004). Turning clock-watchers into stars. Fortune, 149 (6), 60.
Hudspeth, N. A. (2003). Examining the MWEP: Further validation of the multidimensional work
ethic profile (Master Thesis).Texas A&M University. Retrieved from
http://repository.tamu.edu/bitstream/handle/1969.1/130/etd-tamu-2003A2003032616-Huds-1.pdf?sequence=1.
Judge, T. A., & Martocchio, J. J. (1996). Dispositional influences on attributions concerning
absenteeism. Journal of Management, 22(6), 837-861.
166
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Lehman, W. E. K., & Simpson, D. D. (1992).Employee Substance Use and On-the Job Behaviors.Journal of Applied Psychology, 77 (3), 309-321.
MoE. (2014a). Milli Egitim Bakanligina Bagli Egitim Kurumlari Yoneticilerinin Gorevlendirilmelerine İliskin Yonetmelik. T. C. Resmi Gazete, Sayi: 29026, 10 Haziran 2014.
MoE. (2014b). Milli Egitim Bakanligi Okul Oncesi Egitim ve Ilkögretim Kurumlari Yonetmeligi. T. C. Resmi Gazete, Sayi: 29072, 26 Temmuz 2014.
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. Sage Publication, London.
Miller, M. J., Woehr, D. J., & Hudspeth, N. (2001). The meaning and measurement of work
ethic: Construction and initial validation of a multidimensional inventory. Journal of
Vocational Behavior, 59, 1–39.
Mirsepasi, N., Memarzadeh G., Alipour H., & Feizi M. (2012).Citizenship and withdrawal
behaviors in contingency cultures. Journal of Basic and Applied Scientific Research, 2 (9),
9398-9406.
Oh, K. H. (1995). The impact of job satisfaction and organizational commitment on
withdrawal: A cross-cultural approach (Doctoral dissertation). University of Illinois,
California.
Ratnasingam, P. (2012). Do employees mirror their supervisors’ work withdrawal behaviors? Examining the supervisor-to-subordinate work withdrawal contagion phenomenon (Doctoral dissertation).Houston Üniversitesi. Available from ProQuest Dissertations and Theses database. (UMI No. 3536538).
Redmond, B. F. (2014). Withdrawal behaviors. Penn State WikiSpaces. Retrieved from
https://wikispaces.psu.edu/display/PSYCH484/13.+Withdrawal+Behaviors
Sehbaradar, S., Ebrahimpour, H., & Hasanzadeh, M. (2013). Investigating the relationship
between organizational justice and withdrawal behaviour among the employees of
ardabil technical & vocational training organization. International Journal of Management and Social Sciences Research (IJMSSR), 2 (3), 93-99.
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003).Evaluating the fit of Structural
Equation Models: Tests of Significance and Descriptive Goodness-Of-Fit Measures.
Methods of Psychological Research-Online, 8 (2), 23-74.
Shockley, K. (2012). Factors influencing teacher absenteeism in a Middle Tennessee school
system. (Doctoral dissertation).Tennessee State University. Paper AAI3552863.
Spendolini, M. J. (1985). Employee withdrawal behavior: Expanding the concept (Turnover,
Absenteeism) (Doctoral dissertation). California Üniversitesi, Irvine. Available from
ProQuest Dissertations and Theses database. (UMI No. 8516557).
Yousef, D. A. (2001).Islamic work ethic – A moderator between organizational commitment
and job satisfaction in a cross#cultural context. Personnel Review, 30 (2), 152 – 169.
167
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education
Engin KARAHAN*
Sedef CANBAZOGLU BILICI**
Aycin UNAL***
Suggested Citation:
Karahan, E., Canbazoglu-Bilici, S., & Unal, A. (2015). Integration of media design processes in
science, technology, engineering, and mathematics (STEM) education. Eurasian Journal of Educational Research, 60, 221-240
Doi: 10.14689/ejer.2015.60.15
Abstract
Problem Statement: Science, technology, engineering and mathematics (STEM)
education aims at improving students’ knowledge and skills in science and math,
and thus their attitudes and career choices in these areas. The ultimate goal in
STEM education is to create scientifically literate individuals who can survive in
the global economy. The identification of new learning outcomes, curriculum
programs, and teaching practices needs to be clarified by the STEM education
community. Media design processes are a potential teaching method in STEM
education that requires learners to design digital media artifacts using a variety of
technological tools.
Purpose of the Study: This study investigates the impact of science, technology, engineering, and mathematics (STEM) integrated media design processes on 8th
grade students’ attitudes toward science and technology classes, as well as their
views about these design processes in after-school science activities. In addition,
it demonstrates the opinions of the classroom teacher regarding the integration of
media design processes in science classes.
Method: Using an action research design, 21 secondary students from a public
school participated in this 14-week study. The quantitative data that was collected from the student attitude survey for science and technology classes was
analyzed using the Wilcoxon signed-rank test, while the qualitative data (student
artifacts, PSA forms, semi-structured interviews, and field notes) was analyzed
through open coding and thematic analysis respectively.
*
Corresponding author: Dr., Eskisehir Osmangazi University, [email protected]
**
Dr. Aksaray University, [email protected]
***
Science Teacher, Ciftlik Middle School, [email protected]
168
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Findings and Results: The findings indicated that STEM-integrated media design
processes positively impacted the participating students’ attitudes toward science
and media design activities. In addition, students were more motivated and engaged in the media design processes, which improved their learning of science
content and participation in class discussions.
Conclusion and Recommendations: The literature in STEM education calls for new
curricular activities and teaching practices as well as the integration of art in
STEM. In addition, the visual technology industry in this century creates a job
market for the STEM-literate people who are able to apply their knowledge of
STEM fields in visual technologies and art. In response to these demands, the positive outcomes of media design processes used in this study offer an encouraging premise in meeting the objectives of STEM education.
Keywords: science, technology, engineering, and mathematics (STEM) education,
media design, public service announcements (PSAs), action research, after-school
activities
References
Aydeniz, M., Cakmakcı, G., Cavas, B., Ozdemir, S., Akgunduz, D., Corlu, M. S., & Oner, T.
(2015). STEM eğitimi Türkiye raporu: Günün modası mı yoksa gereksinim mi? [A report
on STEM Education in Turkey: A provisional agenda or a necessity?] [White Paper].
İstanbul, Turkey: Aydın Üniversitesi. Retrieved May 31, 2015, from
http://www.aydin.edu.tr/belgeler/IAU-STEM-Egitimi-Turkiye-Raporu-2015.pdf
Bates, A. W. (2000). Managing technological change. San Francisco: Jossey-Bass.
Bybee, R. W. (2013). The case for STEMe: Challenges and opportunities. National Science Teachers Association.
Bruckman, A., & Resnick, M. (1995). The MediaMOO project. Convergence: The International
Journal of Research into New Media Technologies, 1(1), 94-109.
Cavas, B., Bulut, C., Holbrook, J., & Rannikmae, M. (2013). Fen eğitimine mühendislik odaklı
bir yaklaşım: ENGINNER projesi ve uygulamaları [An engineering-focused approach to science education : ENGINNER projects and applications]. Fen Bilimleri Öğretimi Dergisi, 1(1), 12-22.
Delpech, R. (2002) Why are school students bored with science? Journal of Biological Education, 36(4) 156-157.
Gibbons, M. T. (2011). Engineering by the numbers. American Society for Engineering Education. Washington DC.
Harel, I. (1991). Children designers: Interdisciplinary constructions for learning and knowing mathematics in a computer-rich school. Norwood, NJ: Ablex Publishing.
Kafai, Y. B. (2005). The classroom as living laboratory: design-based research for understanding, comparing, and evaluating learning science through design. Educational Technology, 45(1), 28-34.
169
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Karahan, E., & Roehrig, G. (2014). Constructing Media Artifacts in a Social Constructivist
Environment to Enhance Students’ Environmental Awareness and Activism. Journal
of Science Education and Technology, 24(1), 1-16.
Lambert, N. M., & McCombs, B. J. (1998). Introduction: Learner-centered schools and classrooms as a direction for school reform. In N.M. Lambert, & B. L. McCombs (Eds.),
How students learn: Reforming schools through learner-centered education (pp. 1-22), Washington, DC: American Psychological Association.
LeCompte, M. D., & Preissle, J. (1993). Ethnography and qualitative design in educational research (2nd ed.). San Diego, CA: Academic Press.
Lester, B. T., Ma, L., Lee, O., & Lambert, J. (2006). Social activism in elementary science education: A science, technology, and society approach to teach global warming. International Journal of Science Education, 28(4), 315-339.
Liu, M. (2003). Enhancing learners' cognitive skills through multimedia design. Interactive
Learning Environments, 11(1), 23-39.
Margolis J., & Fisher A. (2001). Unlocking the clubhouse: women in computing. The MIT Press,
Cambridge.
Marulcu, I., & Sungur, K. (2012). Fen bilgisi öğretmen adaylarının mühendis ve mühendislik
algılarının ve yöntem olarak mühendislik dizayna bakış açılarının incelenmesi [Investigating pre-service science teachers’ perspectives on engineers, engineering and
engineering design as context]. Afyon Kocatepe Üniversitesi Fen Bilimleri Dergisi, 12, 1323.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book,
2nd edition. Thousand Oaks, CA: Sage.
Milgram, D. (2011). How to recruit women and girls to the science, technology, engineering,
and math (STEM) classroom. Technology and Engineering Teacher, 71(3), 4-8.
Mills, G. E (2003). Action research: A guide for the teacher researcher (2nd ed.), New Jersey:
Merrill Prentice Hall, 2003.
Ministry of National Education (MNE) (2013). İlköğretim kurumları (ilk okullar ve orta okullar)
fen bilimleri dersi (3, 4, 5, 6, 7, ve 8.sınıflar) öğretim programı. [Elementary education
(primary and middle schools) science lessons (3, 4, 5, 6, 7, and 8th grade) curriculum]. Retrieved May, 2, 2015, from
http://ttkb.meb.gov.tr/www/guncellenen-ogretim-programlari-ve-kurul-kararlari/icerik/150
National Academy of Engineering (NAE) (2009). Engineering in K–12 education: Understanding the status and improving the prospects. Washington, DC: National Academies
Press.
National Academy of Sciences (NAS) (2006). Rising above the gathering storm: Energizing and
employing America for a brighter economic future. Washington, DC: National Academies
Press.
Newstetter, W. (2000). Guest editor’s introduction. The Journal of Learning Sciences, 9(3). 243246.
170
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Nuhoglu, H. (2008). İlköğretim fen ve teknoloji dersine yönelik bir tutum ölceğinin geliştirilmesi [The development of an attitude scale for science and technology course]. İlköğretim online, 7(3), 627-639.
Pallant, J. (2005). SPSS survival manual. A step-by-step guide to data analyses using SPSS for windows. Philadelphia, PA: Open University Press.
Papert, S. (1991). Situating constructionism. In I. Harel, & S. Papert (Eds.), Constructionism
(pp. 1 - 12). Norwood, NJ: Ablex Publishing.
Platz, J. (2007). How do you turn STEM into STEAM? Add the arts. Retrieved April, 9, 2012,
from,
http://www.ikzadvisors.com/wp-content/uploads/2009/09/STEM-%2B-ARTS-STEAM.pdf
Robelen, E. W. (2011). New science framework paves way for standards. Education Week,
30(37). Retrieved August 9, 2014, from,
http://www.edweek.org/ew/articles/2011/07/19/37science.h30.html?tkn=NXLF8
4%2BGWb96XT8cVTiWy9AqtICk76XPN0FL&cmp=clp-edweek
Roehrig, G. H., Moore, T. J., Wang, H.-H., & Park, M. S. (2012). Is adding the E enough? Investigating the impact of K-12 engineering standards on the implementation of
STEM integration. School Science and Mathematics, 112(1), 31–44.
Sagor, R. (2005). The action research guidebook: A four step process for educators and teams. Thousand Oaks, CA: Corwin.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and
technique. Newbury Park, CA: Sage.
Sungur Gul, K., & Marulcu, I. (2014). Yöntem olarak mühendislik- dizayna ve ders materyali
olarak logolara öğretmen ile öğretmen adaylarının bakış açılarının incelenmesi [Investigation of in service and pre service science teachers’ perspectives about engineering-design as an instructional method and legos as an instructional material].Turkish
Studies-International periodical for the languages, literature and history of Turkish or Turkic,
9(2), 761-786.
TUSIAD (2014).Fen, teknoloji, mühendislik ve matematik alanında eğitim almış iş gücüne yönelik
talep ve beklentiler araştırması [Demands and expectations toward labour force educated on Science, technology, engineering and mathematics]. Retrieved May, 2, 2015,
from http://www.tusiad.org.tr/__rsc/shared/file/STEM-ipsos-rapor.pdf
Williams, C., Stanisstreet, M., Spall, K., Boyes, E., & Dickson, D. (2003). Why aren’t secondary students interested in physics? Physics Education, 38(4) 324-329.
Zollman, A. (2012). Learning for STEM literacy: STEM literacy for learning. School Science
and Mathematics, 112(1), 12-19.
171
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
The Extent to Which the Characteristics of a Metacognitive Oriented Learning Environment Predict the Characteristics of a Thinking-Friendly Classroom
Senar ALKIN-ŞAHİN*
Suggested Citation:
Alkın-Şahin, S. (2015). The extent to which the characteristics of a metacognitive oriented
learning environment predict the characteristics of a thinking-friendly classroom. Eurasian Journal of Educational Research, 60, 241-260
Doi: 10.14689/ejer.2015.60.13
Abstract
Problem Statement: Based on information presented in previous literature, that the
characteristics of learning environments foster metacognition and thinking, it is
believed that metacognitive oriented classrooms can contribute to the formation
of environments needed to teach thinking, and when metacognitive oriented learning environment characteristics of classrooms are developed, their suitability
for thinking education will be enhanced. However, in literature, there is no research looking at the predictive relationship between the characteristics of a metacognitive oriented learning environment and the characteristics of a thinkingfriendly classroom.
Purpose of the Study: The purpose of the current study is to investigate the predictive relationships between the characteristics of a metacognitive oriented learning
environment in science classes and the characteristics of a thinking-friendly classroom based on the opinions of secondary school students.
Method: The study is a predictive study designed in the relational survey model.
The sampling of the study consists of 378 students attending secondary schools in
the city of Kutahya. In the study, The Metacognitive Orientation Learning Environment Scale–Science (MOLES-S) and Thinking-Friendly Classroom Scale
(TFCS) were employed as data collection instruments. In the analysis of the data,
Pearson correlation analysis and multi-linear regression were used.
Findings and Results: The results of the regression analysis revealed that all the
predictive variables together can meaningfully explain 53% of the total variance
in TFCS total score: 57% of the variance in teacher behaviors promote thinking;
*
Dr. Dumlupinar University Faculty of Education, Department of C&I, Turkey. E-mail: [email protected]
172
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
39% of the variance in student behaviors promote thinking; and 6% of the variance in behaviors prevent thinking.
Conclusion and Recommendations: In light of the findings of the study, it can be argued that the characteristics of a metacognitive oriented learning environment
can account for nearly half of the characteristics of thinking-friendly classrooms
(in total score) and for the student and teacher behaviors that are part of these
characteristics. Thus, theoretical explanations of metacognitive oriented learning
environments and thinking-friendly classrooms have been confirmed to a great
extent in actual classroom environments. Strong predictive relationships found in
the study indicate a need to establish metacognitive oriented learning environments to inculcate students’ thinking skills.
Keywords: Metacognition, thinking, metacognitive oriented learning environment,
thinking-friendly classroom environment, secondary school students
References
Alkin, S. (2012). Evaluation of elementary school teachers’ “behaviors of supporting critical
thinking”. Unpublished Doctoral Thesis. Ankara University Institute of Education
Sciences. Ankara.
Alkin-Sahin, S., Tunca, N., & Oguz, A. (2015). Classroom teachers’ supportive behaviors for
learner autonomy and critical thinking. Route Educational and Social Science Journal,
2(1), 161-178.
Berman, S. (2001). Thinking in context: Teaching for open-mindedness and critical understanding. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking
(pp. 417-424). Alexandria,VI: ASCD.
Beyer, B. (2001). Putting it all together to improve student thinking. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking. Alexandria, VA: ASCD.
Blakey, E., & Spence, S. (1999). Thinking for the future. Emergency Librarian, 17, 11-13.
Butler, D. L. (1998). The Strategic content learning approach to promoting self-regulated
learning: A report of three studies. Journal of Educational Psychology, 90, 682-697.
Buyukozturk, S. (2005). Sosyal bilimler icin very analizi el kitabi [Handbook of data analysis for
social sciences]. Ankara: Pegem Akademi Yayınları.
Costa, A. L. (1991). Teacher behaviors that enable student thinking. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking (pp. 194-206). Alexandria,VI:
ASCD.
Crick, F. (2000). Şaşırtan varsayım [The astonishing hypothesis the scientific search for the soul].
(Cev. Sabit Say). Ankara: TÜBİTAK.
173
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Cuceloglu, D. (1994). İyi düşün dogru karar ver [Think good and decide truth]. İstanbul: Sistem
Yayıncılık.
Doganay, A., & Sari, M. (2012a). A study of developing the thinking-friendly classroom scale
(TFCS). Elementary Education Online, 11(1), 214-229.
Doganay, A., & Sari, M. (2012b). Prediction level of the constructivist learning environment
on the characteristics of thinking-friendly classroom. Journal of Cukurova University
Institute of Social Sciences, 21(1), 21-36.
Duffy, G. G., Miller, S., Parsons, S., & Meloth, M. (2009). Teachers as metacognitive professionals. In Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.), Handbook of metacognition in education (pp. 240-256). New York: Routledge Taylor & Francis Group.
Dunlop, J. C., & Grabinger, R. S. (1996). Rich environment for the active learning in the higher education. In B. G. Wilson (Ed.), Constructing learning environments: Case studies in
instructional design (pp. 65-82). Englewood Cliffs, NJ: Educational Technology Publications.
El-Hindi, A. E. (1996). Enhancing metacognitive awareness of college learners. Reading Horizons, 37, 214-230.
Fraenkel, J. R., & Wallen N. E. (1990). How to design and evaluate research in education. San
Francisco: McGraw-Hill Publishing Company.
Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34, 906911.
Flavell, J. H. (1985). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall.
French N. J., & Rhoder, C. (2011). Teaching thinking skills theory and practice. Newyork: Routledge Publication.
Hacker, D. J. (1998). Metacognition: Definitions and empirical foundations. In D. J. Hacker, J.
Dunlosky, & A.C. Graesser (Eds.), Metacognition in educational theory and practice.
Hilssdale.
Huitt, W. (1997). Metacognition. Educational psychology interactive. Valdosta, GA: Valdosta
State University.
Innabi, H. (2003). Aspects of critical thinking in classroom instruction of secondary school mathematics teachers in Jordan. Paper presented at The Mathematics Education into the 21st
Century Project Proceedings of the International Conference, Czech Republic.
Jager, B., Jansen, M., & Reezigt, G. (2005). The development of metacognition in primary
school learning environments. School Effectiveness and School Improvement, 16, 179-196.
174
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Karakelle, S. (2012). Interrelations between metacognitive awareness, perceived problem
solving, intelligence and need for cognition. Education and Science, 37(164), 237-250.
Kirbulut, Z. D., & Gokalp, M. S. (2014). The relationship between pre-service elementary
school teachers’ metacognitive science learning orientations and their use of constructivist learning environment. International Journal of Innovation in Science and Mathematics Education, 22(6), 1-10.
Kiremitci, O. (2011). Examination of the relationship between metacognitive awareness and
problem solving skills of physical education teacher candidates. Journal of Physical
Education and Sport Science, 13(1), 92–99.
Klausmeier, H. J. (1985). Educational psychology. New York: Harper and Row.
Kline, N. (2002). Time to think: Listening to ignite the human mind. Kwinana, WA: Gracwood
Business.
Kuiper, R. (2002). Enhancing metacognition through the reflective use of self-regulated learning strategies. The Journal of Continuing Education in Nursing, 33(2), 78-87.
Lin, X. (2001). Designing metacognitive activities. Educational Technology Research and Development, 49(2), 23-40.
Lin, X. D., Schwartz, D. L., & Hatano, G. (2005). Towards teachers’ adaptive metacognition.
Educational Psychologist, 40(4), 245-255.
Livingston, J. A. (1997). Metacognition: An overview. Retrieved 01.01.2015, from
http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm.
Mclneryney, D. M., & Mclnerney, V. (2002). Educational psychology-constructing learning.
Prentice Hall: Pearson Education Australia.
Newmann, F. M. (1991). Classroom thoughtfulness and students' higher order thinking:
Common indicators and diverse social studies courses. Theory and Research in Social
Education, 19(4), 409-431.
Palincsar, A. S., & Brown, D. A. (1987). Enhancing instructional time through attention to
metacognition. Journal of Learning Disabilities, 20, 66-75.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice 41(4), 219-225.
Pressley, M., & Woloshyn, V. (1995). Cognitive strategy instruction that really improves children’s academic performance. Cambridge MA: Brookline.
Reeve, R. A., & Brown, A. L. (1985). Metacognition reconsidered: Implications for intervention research. Journal of Abnormal Child Psychology, 13, 343-356.
175
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Ritchhart, R., & Perkins, D. N. (2008). Making thinking visible. Educational Leadership, 65(5),
57-61
Ritchhart, R. (2002). Intellectual character: What it is, why it matters, how to get it. San Francisco:
Jossey-Bass.
Roberts, M. J., & Erdos, G. (1993). Strategy selection and metacognition. Educational Psychology, 13, 259-266.
Robinson, A., Shore, B. M., & Enersen, D. L. (2007). Best practices in gifted education: An evidence-based guide. Waco, TX: Prufrock Press.
Santrock, J. W. (2004). Educational psychology. New York: Mc Graw-Hill Higher Education.
Schoenfeld, A. H. (1985). Mathematical problem solving. San Diego, CA: Academic pres.
Schraw, G., & Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-470.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113125.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7,
351-371.
Thomas, G. P. (2003). Conceptualisation, development and validation of an instrument for
investigating the metacognitive orientation of science classroom learning environments: The metacognitive orientation learning environment scale-Science (MOLES S). Learning Environments Research, 6, 175-197.
Thomas, G. P. (2013). Changing the metacognitive orientation of a classroom environment to
stimulate metacognitive reflection regarding the nature of physics learning. International Journal of Science Education, 35(7), 1183-1207.
Yildiz, E., & Ergin, O. (2007). The adaptation of metacognitive orientation of learning environment scale-Science (MOLES-S) into Turkish: The study of validity and reliability.
Eurasian Journal of Educational Research, 28, 123-133.
Yildirim, S., & Ersozlu, Z. N. (2013).The relationship between students’ metacognitive
awareness and their solutions to similar types of mathematical problems. Eurasia Journal of Mathematics, Science & Technology Education, 9(4), 411-415.
Yurdakul, B., & Demirel, O. (2011). Contributions of constructivist learning approach to learners’ metacognitive awareness. International Journal of Curriculum and Instructional
Studies, 1, 71-85.
176
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
The Effect of Multimedia-Based Learning on the Concept Learning Levels and Attitudes of Students12
H. Ömer BEYDOĞAN13
Zeynel HAYRAN14
Suggested Citation:
Beydogan, H. Ö. & Hayran, Z. (2015). The effect of multimedia-based learning on the concept learning levels and attitudes of students. Eurasian Journal of Educational Research,
60, 261-280
Doi: 10.14689/ejer.2015.60.14
Abstract
Problem Statement: Rich stimuli received by sensory organs such as vision, hearing, and touch are important elements that affect an individual’s perception,
identification, classification, and conceptualization of the external world. In primary education, since students perform conceptual abstraction based upon concrete characteristics, when they lack sufficient knowledge of and experience with
these characteristics, they encounter serious difficulty with performing conceptual abstraction and using concepts according to their functions.
Purpose of the Study: This study examined the impact of teaching based on rich
stimuli upon students’ effective use of conceptualization processes and whether
multimedia-based learning can change the attitudes of students toward learning.
Methods: A 28-item concept test (r.703) and 28-item attitude scale (r.87) were developed for a unit titled “Let’s Get Acquainted with Our Region” of a social studies
course. The levels of students’ learning concepts covered in the unit and their use
in accordance with their functions were examined via a pretest–posttest model.
Students in the experimental group were taught 24 concepts covered in the unit
through multimedia-based teaching activities for 6 weeks. In the control group,
the same concepts were taught with teaching activities already established for the
unit. Students in the experimental group subjected to multimedia-based teaching
were compared with the control group students in terms of how they perceived,
distinguished, classified, generalized, and functionally used concepts. An attitude
12
This study was supported within the framework of Ahi Evran University Scientific Research Projects,
no. SBA-11-08.
13
Corresponding author: Ahi Evran University, Faculty of Education, Department of Educational Sciences, [email protected]
14
Ahi Evran University, Faculty of Education, Department of Teaching Turkish, [email protected]
177
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
scale was also administered both before and after teaching to determine whether
any change occurred in the attitudes of students toward their respective courses.
Data analysis involved calculating means and standard deviations, as well as t
tests and one-way analysis of variance.
Finding and Results: In terms of identifying and classifying concepts and making
inferences through generalization, students in the experimental group showed a
significantly positive change in attitude toward the social studies course.
Conclusions and Recommendations: This study highlighted the importance of a balanced use of information channels and the critical role of contextual arrangements in multimedia-based teaching concerning how students use concepts according to their functions at the end of concept-teaching processes. Based on the
findings, some recommendations can be made regarding the concept-teaching
process, the teaching materials used in the teaching process, and the elimination
of deficiencies about concept teaching.
Keywords: Classification, conceptualization, functional use, generalization,
identification, rich stimuli
References
Ahn, W., Brewer, W. F., & Mooney, R. J. (1992). Schema acquisition from a single example.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 391–412.
Altınısık, S., & Orhan, F. (2002). Sosyal bilgiler dersinde çoklu ortamın ogrencilerin akademik basarıları ve derse karsı tutumları üzerine etkisi [The effects of multimedia learning environments on students’ attitudes and achievement in social studies]. Hacettepe Universitesi, Egitim Fakultesi Dergisi, 23, 4–49.
Barsalou, L. W. (1999). Perceptual symbol system. Behavioral and Brain Sciences, 22, 577–660.
Barsalou, L. W., & Wiemer–Hastings, K. (2005). Situating abstract concepts. In D. Pecher &
R. A. Zwaan (Eds.), The grounding of cognition: The role of perception and action in memory, language, and thinking (pp. 129–163). Cambridge: Cambridge University Press.
Bayram, S. (2004). The effect of instruction with concrete models on eighth grade students’ geometry
achievement and attitudes toward geometry (Unpublished doctoral thesis). Middle East
Technical University, Ankara, Turkey.
Berman, B., & Friederwitzer, F. J. (1983). Teaching fractions without numbers. School Science
and Mathematics, 83(1), 77–82.
Bulut, P. T. (2006). Kavram gelistirme yonteminin 5. sınıf ögrencilerinin kelime hazinelerini
geliştirmeye etkisi [The effects of concept developing method on improving the vocabulary of 5th-grade students]. Yayımlanmamis yuksek lisans tezi, Gazi Universitesi,
Egitim Bilimleri Enstitusu, Ankara.
Bundy, A., Lane, S., & Murray, E. (2002). Sensory integration (2nd ed.). Philadelphia: PA: F. A.
Davis.
178
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Cakmak, E. K. (2007). Çoklu ortamlarda dar bogaz: Asırı bilissel yuklenme. [The bottleneck
in multimedia: Cognitive overload]. Gazi Üniversitesi Gazi Egitim Fakultesi Dergisi,
27(2), 1–24.
Cengelci, B. N. (1996). Gelisimsel olarak kavram ve kategori yapılarının incelenmesi
[Examination of developmental concepts and category structure]. Yayımlanmamış
doktora tezi, Ege Universitesi Sosyal Bilimler Enstitusu, Izmir.
Driscoll, M. (1984). What research says? Arithmetic Teacher, 31(6), 34–35.
Geban, O., Ertepınar, H., Yılmaz, G., Altın, A., & Sahbaz, F. (1994). Bilgisayar destekli egitimin öğrencilerin fen bilgisi basarılarına ve fen bilgisi ilgilerine etkisi [The effect of
computer-aided instruction on student achievement and attitudes toward science].
Birinci Ulusal Fen Bilimleri Egitimi Sempozyumu Bildiri Ozetleri Kitabı. Izmir: Dokuz Eylul Üniversitesi.
Gelder, B., & Vroomen, J. (1997). Modality effects in immediate recall of verbal and nonverbal information. Psychology Press, 9(1), 97–110.
Goldstone, R. L., & Steyvers, M. (2001). The sensitization and differentiation of dimensions during
category learning. Journal of Experimental Psychology: General, 130, 116–139.
Goldstone, R. L. (2000). Unitization during category learning. Journal of Experimental Psychology:
Human Perception and Performance, 26, 86–112.
Hartshorn, R., & Boren, S. (1990). Experimental learning of mathematics: Using manipulatives. ERIC Digest. (ED 321967).
Heddens, J. W. (1986). Bridging the gap between the concrete and the abstract. Arithmetic
Teacher, 33(6), 14–17.
Issa R. R. A., Cox, R. F., & Killingsworth, C. F. (1999). Impact of multimedia-based instruction on learning and retention. Journal of Computing in Civil Engineering, 13, 281–290.
Klausmeier, H. J. (1975). Conceptual development during the school years. Paper presented
at the conference of the American Educational Reserach Association, Washington,
DC.
Klausmeier, H. J. (1976). Individually guided education: 1966–1980. Journal of Teacher Education, 27, 199–205.
Merrill, M. D., & Tennyson, R. D. (1992). Teaching concepts: An instructional design guide. Englewood Cliffs, NJ: Educational Technology.
Manocha, A., & Narang, D. (2004). Concept development status of rural preschoolers. Journal of Human Ecology, 16(2), 113–118.
Richards, D. D., Goldfarb, J., Richards A. L., & Hassen, P. (1989). The role of the functionality rule in the categorization of well-defined concepts. Journal of Exerimental Child
Psychology, 4(7), 97–115.
Sarı, I. F. (1993). Interaktif multimedya [Interactive multimedia]. Macintosh Dünyası, 34–39.
179
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Sebastian J. C., & Elizabeth K. (2005). Warrington abstract and concrete concepts have structurally different presentational frame works, Oxford Journals Medicine Brain, 128(3),
615–627. doi:10.1093/brain/awh349
Senemoglu, N. (2015). Gelisim ögrenme ve ögretim kuramdan uygulamaya [Development, learning, and teaching from theory to practice]. Ankara: Yargı Yayınları.
Smeets, G., & Mooij, T. (2000). Modelling and supporting ICT implementation in secondary
schools. Journal of Computers and Education, 36, 265–281.
Sowell, E. (1974). Another look at materials in elementary school mathematics. School Science
and Mathematics, 74(3), 207–211.
Sowell, E. (1989). Effects of manipulative materials in mathematics instruction. Journal for
Research in Mathematics Education, 20, 498–505.
Sprinthall, R. C., & Sprinthall, N. A. (1977). Educational psychology: A developmental approach.
Boston, MA: Addison–Wesley.
Stanic, G. M. A., & McKillip, W. D. (1989). Developmental algorithms have place in elementary school mathematics instruction. Arithmetic Teacher, 36(5), 14–16.
Stephenson, J. (2002). Characterization of multisensory environments: Why do teachers use
them? Journal of Applied Research in Intellectual Disabilities, 15, 73–90.
Tabbers, H. K., Martens, R. L., & van Merriënboer, J. J. G. (2001). The modality effect in multimedia instructions. In J. D. Moore., & K. Stenning (Eds.), Proceedings of the 23rd annual conference of the Cognitive Science Society (pp. 1024–1029). Mahwah, NJ: Lawrence
Erlbaum Associates.
Tennyson, R. D. (1980). Instructional control strategies and content structure as design variables in concept acquisition using computer–based ınstruction. Journal of Educational
Psychology, 72, 525–532.
Willis, J. (2008). How your child learns best: Brain-friendly strategies you can use to ignite your
child’s learning and increase school success. Naperville, IL: Sourcebooks.
Woodrow, J., Mayer–Smith, J., & Pedretti, E. (2000). Closing of the gender gap in technology
enriched science education: a case study. Computers & Education, 35(1), 51–63.
180
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
A Metaphor Analysis of Elementary Student Teachers’ Conceptions of Teachers in Student- and Teacher-Centered Contexts
Sibel DURU
Suggested Citation:
Duru, S. (2015). A metaphor analysis of elementary student teachers’ conceptions of teachers
in student- and teacher-centered contexts, Eurasian Journal of Educational Research, 60,
281-300
Doi: 10.14689/ejer.2015.60.16
Abstract
Problem Statement: Student teachers’ beliefs and conceptions affect not only what
and how they learn in teacher education programs, but also their future professional development in their teaching careers. Examining and understanding student teachers’ beliefs and conceptions is therefore crucial to improving their professional preparation and development, as well as the effectiveness of teacher
education.
Purpose of the study: The purpose of this study was to explore elementary student
teachers’ beliefs and conceptions about teaching in the contexts of student- and
teacher-centered educational perspectives.
Method: This study employed qualitative research methodologies by asking 267
prospective teachers to provide a metaphor characterizing teachers. Both quantitative and qualitative data analyses were used for the study.
Findings and results: The results of analysis represented 113 metaphors made by
student teachers about teachers—for example, they are gardeners. Results of
descriptive analysis show that of the 267 student teachers, 227 (85.7%) had teacher-centered beliefs, 11 (4.1%) had student-centered beliefs, and 29 (10.1%) had
mixed beliefs. The student teachers had no misconceptions about teachercenteredness, meaning that all misconceptions and poorly structured beliefs were
related to student-centeredness.
Conclusions and recommendations: The study showed that the teacher-centered
approach is quite common among student teachers in Turkey. As a result, teacher
educators should provide various opportunities for and model student-centered
approaches so that student teachers can critically examine their beliefs and realize
other educational possibilities. Furthermore, most participants lacked a consistent
cognitive structure about teaching, largely due to misconceptions related to guidance and active learning, which require more in-depth research. Student teac
Dr. Pamukkale University, Denizli, Turkey; [email protected]
181
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
hers also described teachers’ and students’ roles with stereotypical metaphors,
including teachers as knowledge givers who know everything and teachers as social controllers who disseminate dominant cultural values. Acknowledging these
misconceptions can allow teacher educators to better design courses, classroom
discussions, and assignments to help student teachers develop new pedagogical
knowledge and beliefs.
Keywords: Teacher education, student teachers’ beliefs, teaching metaphors, educational approach
References
Akkuş, H. (2013). Pre-service secondary science teachers’ images about themselves as science teachers. Journal of Baltic Science Education, 12(2), 249–260.
Britzman, D. P. (1986). Cultural myths in the making of a teacher: Biography and social
structure in teacher education. Harvard Educational Review, 56(4), 442–456.
Brooks, J. G., & Brooks, M. G. (1999). In search for understanding: The case for constructivist
classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Chan, J. K. S. (1999). Student teachers’ beliefs: What have they brought to the initial
teacher training? (ERIC Document Reproduction Service no. ED435607).
de Leon–Carillo, C. (2007). Filipino pre-service education students’ preconceptions of teacher roles viewed through a metaphorical lens. Asia–Pacific Journal of Teacher Education, 35(2), 197–217.
Draaisma, D. (2007). Bellek Metaforları [Memory Metaphors] İstanbul: Metis Yayıncılık.
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). Boston, MA: Allyn and
Bacon.
Duru, S. (2006). Pre-service elementary education teachers’ beliefs about teaching and learning in
Turkey (Unpublished doctoral dissertation). Indiana University, Bloomington, IN.
Eisenhart, M. A., Shrum, J. L., Harding, J. R., & Cuthbert, A. M. (1988). Teacher beliefs: Definitions, findings, and directions. Educational Policy, 2(1), 51–69.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research,
38(1), 47–65.
Fasko, D. J., & Grubb, D. J. (1997). Implications of the learner-centered psychological principles and self-assessment tools for teacher education reform. Educational Research Journal, 26(2), 160–189.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory
and research. Boston, MA: Addison–Wesley.
182
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Fosnot, C. T., & Perry, R. S. (2005). Constructivism: A psychological theory of learning. In C.
T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 9–31), New York,
NY: Teacher College Press.
Green, T. F. (1971). The activities of teaching. New York, NY: McGraw–Hill.
Greene, M. W., & Zimmerman, S. O. (2000). The effects of fifth dimension on preservice teachers
beliefs. Paper presented at the Society for Information Technology and Teacher Education International Conference, San Diego, CA.
Hein, G. E. (2002). The challenge of constructivist teaching. In E. Mirochnik, & D. C. Sherman (Eds.), Passion and pedagogy: Relation, creation, and transformation in teaching (pp.
197–214). New York, NY: Peter Lang.
Joram, E., & Gabrielle, A. (1997). Preservice teachers’ prior beliefs: Transforming obstacles into
opportunities. Paper presented at the Annual Meeting of the American Educational
Research Association, Chicago, IL.
Leavy, A. M., McSorley, F. & Boté, L. A. (2007). An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning. Teaching and Teacher Education, 23(7), 1217–1233.
Löfström, E., & Poom–Valickis, K. (2013). Beliefs about teaching: persistent or
malleable? A longitudinal study of prospective teachers’ beliefs. Teaching and Teacher Education, 35, 104–113.
Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E., & James, T. L. (2002). Preservice teachers’
educational beliefs and their perceptions of characteristics of effective teachers. The
Journal of Educational Research, 96(2), 116–127.
Nikitina, L., & Furuoka, F. (2008). A language teacher is like…: Examining Malaysian students’ perceptions of language teachers through metaphor analysis. Electronic Journal
of Foreign Language Teaching, 5(2), 192–205.
Noble, A., & Smith M. L. (1994). Old and new beliefs about measurement-driven reform: “The
more things change, the more they stay the same”(ERIC Document Reproduction Service
no. ED 378 228).
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.),
Handbook of research on teacher education (pp. 102–119). New York, NY: Simon & Shuster MacMillan.
Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco, CA: Jossey–Bass.
Saban, A., Koçbekir, B. N., & Saban, A. (2006). An investigation of the concept of teacher
among prospective teachers through metaphor analysis. Educational Sciences: Theory
& Practice, 6(2), 509–522.
183
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Seung, E., Park, S., & Narayan, R. (2011). Exploring elementary preservice teachers’ beliefs
about science teaching and learning as revealed in their metaphor writing. Journal of
Science Education and Technology, 20, 703–714.
Shaw, D. M., & Mahlıos, M. (2008). Pre-service teachers’ metaphors of teaching and literacy.
Reading Psychology, 29, 31–60.
Sinatra, G. M., & Kardash, C. M. (2004). Teacher candidates’ epistemological beliefs, dispositions, and views on teaching as persuasion. Contemporary Educational Psychology, 29,
483–498
Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities
through metaphor. Teaching and Teacher Education, 27(4), 762–769.
von Glasersfeld, E. (1998). Why constructivism must be radical. In M. Larochelle, N. Bednarz, & J. Garrison (Eds.), Constructivism and education (pp. 23–28). Cambridge:
Cambridge University Press.
Weber, S., & Mitchell, C. (1995). “That’s funny, you don’t look like a teacher”: Interrogating images and identity in popular culture. London: Falmer Press.
Zeichner, K. M., &Tabachnick, B. R. (1981). Are the effects of university teacher education
“washed out” by school experience? Journal of Teacher Education, 32(3), 7–11.
184
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
A Quarterly Peer-Reviewed Journal, Year: 15 Issue: 61 / 2015
Üç Ayda Bir Yayımlanan Hakemli Dergi, Yıl: 15 Sayı: 61/ 2015
FOUNDING EDITOR / Kurucu Editör
Veysel Sönmez, Hacettepe University, Ankara, TURKEY
EDITOR / Editör
Şakir Çınkır, Ankara University, Ankara, TURKEY
CO- EDITORS
Ayşe Çiftçi, Purdue University, IN, USA
Şenel Poyrazlı, Penn State University, PA, USA
Ramazan Baştürk, Pamukkale University / TURKEY
Ahmet Aypay, Eskişehir Osmangazi University, Eskişehir, TURKEY
Bülbin Sucuoğlu, Ankara University, Ankara, URKEY
Kürşad Yılmaz, Dumlupınar University, Kütahya, TURKEY
Hakan Atılgan, Ege Universty, İzmir, TURKEY
INTERNATIONAL EDITORIAL BOARD / Uluslararası Editörler Kurulu
Anita Pipere, Daugavpils University, LATVIA
Aslı Özgün Koca, Wayne State University, USA
Beatrice Adeara, West Chester University,USA
Birgit Pepin, Sor-Trondelag Univ. College / NORWAY
Gerry McNamara, Dublin City University, IRELAND
Danny Wyffels, KATHO University, Kortrijk, BELGIUM
David Bridges, Cambridge University /UK
Ekber Tomul, Mehmet Akif Ersoy University, Burdur TURKEY
Erdinç Duru, Pamukkale University, Denizli, TURKEY
Fatma Hazır Bıkmaz, Ankara University, TURKEY
Hasan Hüseyin Aksoy, Ankara University, Ankara, TURKEY
Iordanescu Eugen, Lucian Blaga University of Sibiu, ROMANIA
Joe O'Hara, Dublin City University / IRELAND
Sven Persson, Malmö University, Malmö, SWEDEN
Theo Wubbels, Univeristiy of Utrecht/ NETHERLAND
Úrsula Casanova, Arizona State University, USA
Yusif Mammadov, Azerbaijan State Pedagogy University, Baku, AZERBIJAN
SAHİBİ VE YAZI İŞLERİ MÜDÜRÜ / Publishing manager
Özer Daşcan
EDITORIAL OFFICE / Yayın Yönetim
Dilek Ertuğrul
Anı Yayıncılık, Kızılırmak Sokak 10/A
06640 Bakanlıklar Ankara, TURKEY
[email protected]
Tel: +90.312 425 81 50 pbx Fax: +90.312 425 81 11
Printing Date / Basım Tarihi: 15. 11. 2015
Printing Address / Matbaa Adresi: Sözkesen Mat. İ.O.S. Mat. Sit. 558 Sk. No: 41 Yenimahalle-Ankara
Yayın Türü: Yaygın Süreli
Cover Design / Kapak Tasarımı: Anı Yayıncılık
Typography / Dizgi: Kezban KILIÇOĞLU
185
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
The ideas published in the journal belong to the authors.
Dergide yayınlanan yazıların tüm sorumluluğu yazarlarına aittir
Eurasian Journal of Educational Research (ISSN 1302-597X) is a bimonthly (6 issues per year) peer-reviewed journal published by Anı Yayıncılık (ISSN 1302-597X) Anı Yayıncılık tarafından yılda dört kez yayımlanan hakemli bir dergidir.
© 2015 ANI Publishing. All rights reserved. © 2015 ANI Yayıncılık. Her hakkı saklıdır.
Eurasian Journal of Educational Research (EJER) is abstracted and indexed in;
The Education Resources Information Center (ERIC)
Social Scisearch,
Journal Citation Reports/ Social Sciences Editon,
Higher Education Research Data Collection (HERDC),
Educational Research Abstracts (ERA),
SCOPUS database,
EBSCO Host database, and
ULAKBİM national index.
186
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
61. Sayı Hakemleri
Ahmet Özpolat
Ali Ersoy
Arif Sarıçoban
Ayşe Çiftçi
Ayşegül Bayraktar
Baki Duy
Bircan Başak
Bülent Çetinkaya
Canan Aslan
Canani Kaygusuz
Deha Doğan
Erkan Tabancalı
Esma Çolak
Gökhan Atik
Hakan Atılgan
Hasan Aydın
Hasan Hüseyin Aksoy
Hasan Hüseyin Aksu
Hasan Ünal
Kamile Demir
Kürşad Yılmaz
Kürşat Yenilmez
M. Ertuğrul Uçar
Mehmet Güven
Ramazan Baştürk
Şebnem Türktan
Şenel Poyrazlı
187
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
A Comparative Study on the Teaching Profession in Turkey and
South Korea: Secondary Analysis of TALIS 2008 Data in Relation
to Teacher Self-Efficacy
Berna ASLAN*
Suggested Citation:
Aslan, B. (2015). A comparative study on the teaching profession in Turkey and South Korea: Secondary analysis of TALIS 2008 data in relation to teacher self-efficacy. Eurasian Journal of Educational Research, 61, 1-22 http://dx.doi.org/10.14689/ejer.2015.61.1
Abstract
Problem Statement: Teacher self-efficacy is important factor for school and student
success. This study investigates the variables that explain teacher self-efficacy in
Turkey and South Korea according to TALIS 2008 data. A detailed comparison
was conducted and the state of the teaching profession in both countries is discussed.
Purpose of the Study: The study aims to compare the teaching profession in Turkey
and South Korea in relation to teacher self-efficacy.
Method: Data relating to a total of 6194 teachers participating in TALIS 2008 from
Turkey and South Korea were re-analyzed and evaluated in relation to teacher
self-efficacy. For this purpose TALIS 2008 data were taken from the OECD official
web page and subjected to stepwise multiple regression analysis in relation to the
variables that can explain teacher self-efficacy.
Findings: Results indicated that in both countries, the variable that best explains
the teacher self-efficacy is teacher-student relations in the school environment
(TSRELAT). The second variable that best explains the teacher self-efficacy is the
classroom disciplinary climate (CCLIMATE) for Turkish teachers, it is professional collaboration (TCCOLLAB) for South Korean teachers. Third variable is
professional collaboration for Turkish teachers, while it is classroom disciplinary
climate and teacher's job satisfaction in South Korean teachers. Job satisfaction is
the fourth variable that explains the teacher perception of self-efficacy in Turkey.
Lastly, while the respect given for the teaching profession within the society appears to be a weak variable for explaining self-efficacy level of Turkish teachers; it
appears to be a more effective variable for South Korean teachers. All the variables together explain 22% of the variance in Turkey and 28% of the variance in
Korea in relation to teacher self-efficacy.
*
Assist. Prof. Dr., Ankara University, Faculty of Educational Sciences, [email protected]
188
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Conclusion and Recommendations: The variable that best explains the teacher selfefficacy in both countries was found to be teacher-student relations in the school.
Results were discussed by supporting the literature.
Keywords: Teacher self-efficacy, teaching profession, TALIS, comparative education.
References
Anderson, R. S., & Speck, B. W. (1998). Oh what a difference a team makes: Why team
teaching makes a difference. Teaching and Teacher Education, 14(7), 671-686. doi:
http://dx.doi.org/10.1016/S0742-051X(98)00021-3
Angrist, J. D., & Lavy, V. (1998). Does Teacher Training Affect Pupil Learning? Evidence from
Matched Comparisons in Jerusalem Public Schools. National Bureau of Economic
Research, Inc.
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student
achievement. New York: Longman.
Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: W.H. Freeman and
Company.
Blackwell, R. (1996). Peer observation of teaching & staff development. Higher Education
Quarterly, 50(2), 156-171. doi: 10.1111/j.1468-2273.1996.tb01697.x
Boyd, D., Grossman, P. L., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation
and student achievement. Education Evaluation and Policy Analysis, 31(4).
Caprara, G.V., Barbaranelli, C., Steca, P.& Malone, P.S. (2006). Teachers’ self-efficacy beliefs
as determinants of job satisfaction and students’ academic achievement: A study at
the school level. Journal of School Psychology, 44, 473-490.
Chan, D.W. (2005). Teacher self-efficacy research and teacher education. Educational Research
Journal, Vol. 20 No:2, p. 149- 164.
CIEB (Center on International Benchmarking) (2015). South Korea teacher and principle
quality. Retrieved on 12 January 2015 from: http://www.ncee.org/programsaffiliates/center-on-international-education-benchmarking/top-performing-countries/southkorea-overview/south-korea-teacher-and-principal-quality/ ).
Cosh, J. (1999). Peer observation: A reflective model. ELT Journal, 53(1), 22-27. doi:
10.1093/elt/53.1.22
Calisir, M. & Gulmez, A. (2010). Economic development within the frame of technology
policies: Turkey - South Korea comparison. Academic Review Journal, 5(1), 23-55.
Deniz, S., & Sahin, N. (2006). The restructuring process of teacher training system in Turkey:
A model of teacher training based on Post-Graduate Education (PGCE). Journal of
Social Sciences, 2(1), 21-26.
189
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Kang, N.-H., & Hong, M. (2008). Achieving excellence in teacher workforce and equity in
learning opportunities in South Korea. Educational Researcher, 37(4), 200-207. doi:
10.3102/0013189x08319571
Keith, T. (2006). Multiple regression and beyond. PEARSON Allyn & Bacon.
Kim, H. S. (2000). Towards achieving high quality pre-service teacher training in Korea. Asia
Pacific Journal of Teacher Education & Development, 3(1), 55-77.
Kim, T. (2009). Confucianism, modernities and knowledge: China, South Korea and Japan.
In R. Cowen & A. Kazamias (Eds.), International Handbook of Comparative Education
(Vol. 22, pp. 857-872). Netherlands: Springer.
Kuzgun, Y., Sevim, S. A. & Hamamci, Z. (1999). Development of a job satisfaction scale.
Turkish Psychological Counseling and Guidance Journal, II(11), 14-18.
Kwon, O., & Ju, M.-K. (2012). Standards for professionalization of mathematics teachers:
policy, curricula, and national teacher employment test in Korea. ZDM, 44(2), 211222. doi: 10.1007/s11858-012-0384-3
Lee, C. J., Kim, Y., & Byun, S. (2012). The rise of Korean education from the ashes of the
Korean War. Prospects, 42(3), 303-318. doi: 10.1007/s11125-012-9239-5
Lee, J., & Yoo, G. (2000). The political economy of the linear earnings profile for teachers in
Korea. Korea Development Institute. Retrieved on 15 March 2015 from:
http://cid.kdi.re.kr/cid_eng/public/report_read05.jsp?1=1&pub_no=994
MOE (Korean Ministry of Education) (2008). Special act on enhancement of teachers' status,
8890 C.F.R.
MOE (2015a). The development of education. Retrieved on 12 January 2015 from:
http://english.moe.go.kr/web/1692/site/contents/en/en_0203.jsp
MOE
(2015b). Secondary education. Retrieved on 12
http://english.moe.go.kr/web/1696/site/contents/en/en_0206.jsp
January
2015
from:
Mojavezi, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, Vol. 2, No. 3, pp.
483-491.
OECD (2009a). Creating effective teaching and learning environments: First results from TALIS.
OECD Publishing.
OECD (2009b). TALIS user guide for the international database. OECD Publishing
OECD (2010). TALIS 2008 technical report: OECD Publishing.
OECD. (2013a). Education at a glance OECD Publishing.
OECD. (2013b). OECD factbook 2013: OECD Publishing.
OECD. (2013c). Teachers' salaries 2013/1. OECD Publishing.
190
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Olafsson, R.F. & Macdonald, A. (2012). Teacher efficacy and country clusters: Some findings
from the TALIS 2008 survey. Raostefnurit Netlu- Menntakvika. Retrieved on 07-062014 from: http://netla.hi.is/menntakvika2012/011.pdf
Oettingen, G. (1995). Cross-cultural perspectives on self-efficacy. In A. Bandura (Eds.),SelfEfficacy in Changing Societies (pp. 149-177). United Kingdom: Cambridge University
Press.
Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17, 51-65.
Scheerens, J. & R.J. Bosker (1997). The foundations of educational effectiveness. Oxford: Pergamon.
Shin, S., & Koh, M.-S. (2005). Korean education in cultural context. Retrieved on 01.09.2015
from: http://usca.edu/essays/vol142005/koh.pdf
Sorensen, C. W. (1994). Success in education in South Korea. Comparative Education Review,
38(1).
Tajino, A., & Walker, L. (1998). Perspectives on team teaching by students and teachers:
Exploring foundations for team learning. Language, Culture and Curriculum, 11(1),
113-131. doi: 10.1080/07908319808666544
Welch, M. (2000). Descriptive analysis of team teaching in two elementary classrooms: A
formative experimental approach. Remedial and Special Education, 21(6), 366-376. doi:
10.1177/074193250002100606
191
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Psychometric Characteristics of the Social Justice Scale’s Turkish
Form and A Structural Equation Modeling15
İlker CIRIK*
Suggested Citation:
Cirik, I. (2015). Psychometric characteristics of the social justice scale’s Turkish form and a
structural equation modeling. Eurasian Journal of Educational Research, 61, 23-44.
http://dx.doi.org/10.14689/ejer.2015.61.2
Abstract
Problem Statement: In order to provide equal educational opportunities for students, teachers should encourage their students to have an effective voice concerning social justice. Studies reveal that teachers face trouble when transferring
from the concept of social justice as theory to social justice as practice. A scale
which will be developed on social justice may enable teachers to better comprehend the process of movement from attitude to action. Moreover, examining
which factors affect teachers’ behaviors towards social justice will contribute to
the arrangement of social justice studies in learning environments.
Purpose of the Study: The primary aim of the study is to analyze the psychometric
characteristics of the Social Justice Scale’s Turkish form. The secondary aim is to
determine the effects of social justice attitudes, subjective norms and perceived
behavioral control on behavioral intentions.
Method: The scale adaptation process was conducted with 515 participants (376
female, 139 male), and structural equation modeling was conducted with 410 (313
female, 97 male) participants. The data were collected through the Social Justice
Scale. In analyzing the data, Pearson Correlation Coefficients, confirmatory factor
analysis and Cronbach Alpha coefficients were utilized. The effects of social justice attitudes, subjective norms and perceived behavioral control on behavioral intentions were analyzed through structural equation modeling.
Findings and Results: Linguistic equivalence of the scale was obtained p=.00, p<.01.
After confirmatory factor analysis, the fit indices χ2=671.15, df=246, χ2/df=2.72,
GFI=.90, AGFI=.88 were found to be at an acceptable level; RMSEA=.05, NFI=.96,
NNFI=.97, CFI=.97, SRMR=.04 indices demonstrated good fit. The internal and
external consistency coefficients and corrected item-total correlations of the scale
were found to be high. After the model test, the values of χ2=570.93, df=246,
15
This study was presented at the 2nd Eurasian Educational Research Congress in Ankara, 8-10 June,
2015
*
Dr. Mimar Sinan Fine Arts University, Faculty of Arts and Sciences, E-mail: [email protected]
192
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
χ2/df=2.32, GFI=.90, AGFI=.87 showed that model data consistency was at an acceptable level; the values of RMSEA=.05, NFI=.95, NNFI=.97, CFI=.97, SRMR=.05
demonstrated a good fit.
Conclusion and Recommendations: It was determined that the Turkish form of the
scale has 24 items that fall under four factors. The reliability coefficients of the
scale were found to be high. It was revealed that the effects of attitudes towards
social justice, perceived behavioral control and subjective norms on behavioral intentions were significant. It is concluded that the Turkish form of the scale will
help measure prospective teachers’ views about social justice and thus will contribute to filling a gap in the field. Further researches are recommended to provide
evidence for the concurrent validity of the scale.
Keywords: Equality, educational opportunity, confirmatory factor analysis, teacher
education
193
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
References
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision
Processes, 50, 179-211.
Anderson, J.C., & Gerbing, D.W. (1988). Structural equation modeling in practice: A review
and recommended two-step approach. Psychological Bulletin, 103(3), 411-423.
Aydin, H., & Tonbuloglu, B. (2014). Graduate students perceptions’ on multicultural education: A qualitative case study. Eurasian Journal of Educational Research, 57, 29-50.
Banks, J.A. (2009). Human rights, diversity, and citizenship education. The Educational Forum, 73, 100-110.
Bell, L.A. (2007). Theoretical foundations for social justice education. In M. Adams, L.A. Bell,
& P. Griffin (Eds.), Teaching for diversity and social justice (pp. 1-14). NY: Taylor &
Francis.
Bentler, P.M., & Bonett, D.G. (1980). Significance tests and goodness of fit in the analysis of
covariance structures. Psychological Bulletin, 88(3), 588-606.
Bradley, J.M., Werth, J.L., & Hastings, S.L. (2012). Social justice advocacy in rural communities: Practical issues and implications. The Counseling Psychologist, 40, 363-384.
Brown, K.D., & Brown, A.L. (2011). Teaching k-8 students about race: African Americans,
racism, and the struggle for social justice in the U.S. Multicultural Education, 19(1),
9-13.
Brown, T.A. (2015). Confirmatory factor analysis for applied research. NY: The Guilford Press.
Capper, C.A., & Young, M.D. (2014). Ironies and limitations of educational leadership for
social justice: A call to social justice educators. Theory Into Practice, 53, 158-164.
Colquitt, J. (2001). On the dimensionality of organizational justice: A construct validation of
a measure. Journal of Applied Psychology, 86(3), 386-400.
Constantine, M.G., Hage, S.M., Kindaichi, M.M., & Bryant, R.M. (2007). Social justice and
multicultural issues: Implications for the practice and training of counselors and
counseling psychologists. Journal of Counseling & Development, 85, 24-29.
Ersoy, A.F. (2014). Active and democratic citizenship education and its challenges in social
studies classrooms. Eurasian Journal of Educational Research, 55, 1-20.
Fouad, N.A., Gerstein, L.H., & Toporek, R.L. (2006). Social justice and counseling psychology in context. In R.L. Toporek, L.H. Gerstein, N.A. Fouad, G. Roysircar, & T. Israel (Eds.), Handbook for social justice in counseling psychology: Leadership, vision, and
action (pp. 1-16). London: Sage Publications.
Fraenkel, J.R., & Wallen, N.E. (2009). How to design and evaluate research in education. NY:
McGraw-Hill.
194
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Frazier, P.A., Tix, A.P., & Barron, K.E. (2004). Testing moderator and mediator effects in
counseling psychology. Research Journal of Counseling Psychology, 51(1), 115-134.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage (P. Clarke, Trans.).
Lanham: Rowan & Littlefield Publishers.
Fuentes, R., Chanthongthip, L., & Rios, F. (2010).Teaching and learning social justice as an
“intellectual community” requirement: Pedagogical opportunities and student understandings. Equity & Excellence in Education, 43, 357-374.
Garii, B., & Rule, A.C. (2009). Integrating social justice with mathematics and science: An
analysis of student teacher lessons. Teaching and Teacher Education, 25(3), 490-499.
Goodman, L.A., Liang, B., Helms, J.E., Latta, R.E., Sparks, E., & Weintraub, S.R. (2004). Training counseling psychologists as social justice agents: Feminist and multicultural
principles in action. The Counseling Psychologist, 32, 793-837.
Goodman, R., & Burton, D. (2012). What is the nature of the achievement gap, why does it
persist and are government goals sufficient to create social justice in the education
system? Education, 40, 500-514.
Goulet, L.M., & Goulet, K.N. (2014). Teaching each other: Nehinuw concepts and indigenous pedagogies. Vancouver: UBC Press.
Hoyle, R.H., & Smith, G.T. (1994). Formulating clinical research hypotheses as structural
equation models: A conceptual overview. Journal of Consulting and Clinical Psychology, 62(3), 429-440.
Hu, L., & Bentler, P.M. (1998). Fit indices in covariance structure modeling: Sensitivity to
underparameterized model misspecification. Psychological Methods, 3(4), 424-453.
Kline, R.B. (2011). Principles and practice of structural equation modeling. NY: The Guilford
Press.
Lalas, J. (2007). Teaching for social justice in multicultural urban schools: Conceptualization
and classroom implication. Multicultural Education, 14(3), 17-21.
Lemley, C.K. (2014). Social justice in teacher education: Naming discrimination to promote
transformative action. Critical Questions in Education, 5(1), 26-51.
Leonard, J., & Moore, C.M. (2014). Learning to enact social justice pedagogy in mathematics
classrooms. Action in Teacher Education, 36, 76-95.
Littenberg-Tobias, J. (2014). Does how students serve matter? What characteristics of service
programs predict students’ social justice attitudes? Journal of College & Character,
15(4), 219-233.
Page, M. (2009). Pedagogy of privilege: White preservice teachers learn about whiteness.
Teaching & Learning: The Journal of Natural Inquiry & Reflective Practice, 24(1), 3-21.
195
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Prilleltensky, I. (2001). Value-based praxis in community psychology: Moving towards social justice and social action. American Journal of Community Psychology, 29(5), 747778.
Rasinski, K.A. (1987). What’s fair is fair-or is it? Value differences underlying public views
about social justice. Journal of Personality and Social Psychology, 53(1), 201-211.
Rios, F., & Montecinos, C. (1999). Advocating social justice and cultural affirmation: Ethnically diverse preservice teachers’ perspectives on multicultural education. Equity &
Excellence in Education, 32(3), 66-76.
Schermelleh-Engel, K., Moosbrugger, H., & Muller, H. (2003). Evaluating the fit of structural
equation models: Tests of significance and descriptive goodness-of-fit measures.
Methods of Psychological Research Online, 8(2), 23-74.
Speight, S.L., & Vera, E.M. (2009). The challenge of social justice for school psychology. Journal of Educational and Psychological Consultation, 19, 82-92.
Thomas, A.B. (2007). Supporting new visions for social justice teaching: The potential for
professional development networks. Penn GSE Perspectives on Urban Education, 5(1),
1-18.
Tinkler, B., Hannah, C., Tinkler, A., & Miller, E. (2015). The impact of a social justice servicelearning field experience in a social foundations course. Critical Questions in Education, 6(1), 16-29.
Tomul, E., Celik, K., & Tas, A. (2012). Justice in the classroom: Evaluation of teacher behaviours according to students’ perceptions. Eurasian Journal of Educational Research, 48,
59-72.
Torres-Harding, S.R., Siers, B., & Olson, B.D. (2012). Development and psychometric evaluation of the social justice scale (SJS). Am J Community Psychol, 50, 77-88.
Torres-Harding, S.R., Diaz, E., Schamberger, A., & Carollo, O. (2015). Psychological sense of
community and university mission as predictors of student social justice engagement. Journal of Higher Education Outreach and Engagement, 19(3), 89-112.
Vera, E.M., & Speight, S.L. (2003). Multicultural competence, social justice, and counseling
psychology: Expanding our roles. The Counseling Psychologist, 31, 253-272.
Villegas, A.M. (2007). Dispositions in teacher education a look at social justice. Journal of Teacher Education, 58, 370-380.
Wade, R. (2004). Citizenship for social justice. Kappa Delta Pi Record, 40, 64-68.
196
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Multimodal Literacy Scale:
A Study of Validity and Reliability16
Berker BULUT*
Hacer ULU**
Adnan KAN***
Suggested Citation:
Bulut, B., Ulu, H. & Kan, A. (2015). Multimodal literacy scale: A study of validity and reliability.
Eurasian
Journal
of
Educational
Research,
61,
45-60.
http://dx.doi.org/10.14689/ejer.2015.61.3
Abstract
Problem Statement: Most structures of the texts individuals encounter today are
multimodal, in which written, visual, and auditory elements are used together.
Students who spend most of their time on social networks or playing various
computer games gain experience in multimodal environments. As a part of
teacher training, it is important that teachers who prepare students for life and set
an example have multimodal literacy skills by keeping up with advancing technology.
Purpose of Study: The study, carried out in Turkey, researches whether or not the
multimodal literacy skills within the formal training prospective teachers receive
are limited. A scale that aims to measure the multimodal literacy skills of teachers
is developed.
Method: Designed in a survey model, the scale aimed to develop a multimodal literacy scale for prospective teachers. The validity and reliability studies of the
scale were conducted on 392 prospective teachers.
Findings and Results: At the end of EFA, we identified that the scale had a 3 factored structure, which explains 52.63% of the total variance. As a result of the
CFA conducted, consistency index values were identified and the 3 factor structured scale, recognized as made up of 17 items, was verified as a model. In order
to determine the reliability of the scale, we calculated the Cronbach Alpha interThe summary of this paper was presented at the Ith Eurasian Educational Research Congress in Istanbul, 24-26 April, 2014.
* Corresponding author: Res. Assist., Adnan Menderes University, Faculty of Education, Department of
Elementary Education, [email protected].
** Form Master, Afyonkarahisar Provincial Directorate of National Education, [email protected].
*** Prof. Dr., Gazi University, Faculty of Education, Department of Educational Sciences, [email protected].
16
197
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
nal consistency and test-retest reliability coefficients. In light of the values obtained, the scale was concluded as reliable and valid. During the studies of item
analysis, corrected item-total correlation of the items within 3 factors was calculated and the t-test was used to determine if these items discriminate the 27 % of
the upper groups and the 27 % the lower groups. These results can indicate that
the items in the scale have a high validity rate, and it can discriminate between
students with regard to their capabilities of multimodal literacy.
Conclusions and Recommendations: A scale designed to measure the multimodal literacy skills of teachers who will play a big part in the education of upcoming
generations was developed. With this, we can identify multimodal literacy skills
during their undergraduate education, whereby we can identify the prospective
teachers who do not have such skills and they can then be trained in this respect.
Keywords: Multimodal literacy, scale development, validity, reliability
198
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
References
Bearne, E. & Wolstencroft, H. (2007). Visual approaches to teaching writing: Multimodal literacy
5-11. London: Sage Publications.
Bowen, T. & Whithous, C. (2013). ‘‘What else is possible’’ multimodal composing and genre
in the teaching of writing. In T. Bowen & C. Whithous (Eds.), Multimodal literacies and
emerging genres (pp. 1-15). Pittsburg: Pittsburg Press.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: The Guilford
Press.
Comrey, A. L. & Lee, H. B. (1992). A first course in factor analysis (2. edition). New Jersey:
Lawrence Erlbaum Associates.
DeVellis, R. F. (2003) Scale development (2. edition). California: Sage Publication Inc.
Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme-I: Temel kavramlar ve işlemler [Measurement and scale development in psychology-I: Basic concepts and processes]. Ankara:
Pegem Akademi Yayıncılık.
Jewitt, C. (2006). Technology, literacy and learning: A multimodal approach. New York:
Routledge.
Jöreskog, K. G. & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the simplis
command language. Lincolnwood: Scientific Software International, Inc.
Karasar, N. (2013). Bilimsel araştırma yöntemi [Scientific method of research] (25. baskı). Ankara: Nobel Yayın Dağıtım.
Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational
and Psychological Measurement, 20, 141-151.
Kellner, D. (2000). New technologies/new literacies: reconstructing education for the new
millennium. Teacher Education, 11(3), 245-265.
Kline, P. (1986). A handbook of test construction: Introduction to psychometric design. New York,
NY, US: Methuen.
Klein, R. K. & & Shinas, V. H. (2012). 21st Century literacies in teacher education: Investigating multimodal texts in the context of an online graduate-level literacy and technology course. Mid-South Educational Research Association, 19(1), 60-74.
Kress, G. (2003). Literacy in the new media age. London: Routledge.
Kurudayıoğlu M. & Tüzel, S. (2010). 21. Yüzyıl okuryazarlık türleri, değişen metin algısı ve
Türkçe öğretimi [The types of literacy of the 21st century, changing text comprehension and Turkish teaching]. Türklük Bilimi Araştırmaları,28 283-289. Retrieved from
http://dergipark.ulakbim.gov.tr/tubar/article/view/5000073085/500006730
McKee, L. (2013). Print litercy opportunities for young children in a multimodal literacy ensemble.
Unpublished Master of Education Thesis, The University of Western Ontario, London.
Narey, M. J. (2009). Introduction. In M.J. Narey (Ed.), Making meaning construction multimodal
perspectives of language, literacy and learning through arts-based early childhood education
(pp. 1-6). New York: Springer.
199
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Neville, M. (2006). Teaching multimodal literacy using the learning by design approach to pedagogy: Case studies from selected queensland schools. Unpublished Master of Education
Thesis, Royal Melbourne Institute of Technology University, Melbourne.
Özçelik, D. A. (2010). Test hazırlama kılavuzu [Test preparation guide] (4. baskı). Ankara:
Pegem Akademi Yayıncılık.
Pahl, K. & Rowsell, J. (2006). Introduction. In K. Pahl & J. Rowsell (Eds.), Travel notes from the
new literacy studies instances of practice (pp. 1-39). Ontario: Cromwell Press.
Raykov, T. & Marcoulides, G. A. (2008). An introduction to applied multivariate analysis. New
York: Routledge Taylor &Francis Group.
Rowsell, J. & Walsh, M. (2011). Rethinking literacy education in new times: Multimodality,
multiliteracies & new literacies. Brock Education, 21(1), 53-62.
Sümer, N. (2000). Yapısal Eşitlik Modelleri: Temel Kavramlar ve Örnek Uygulamalar [Structural equation models: Basic concepts and model implementations]. Türk Psikoloji
Yazıları, 3(6), 49-74.
Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5. edition). Boston: Allyn
and Bacon.
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi [Measurement of attitudes
and data analysis with SPSS] (4. baskı). Ankara: Nobel Yayın Dağıtım.
Tüzel, S. (2012). İlköğretim ikinci kademe türkçe derslerinde medya okuryazarlığı: Bir eylem
araştırması [Media literacy education in primary school second grade Turkish lessons:
An action research]. Yayınlanmamış doktora tezi, Çanakkale Onsekiz Mart Üniversitesi, Eğitim Bilimleri Enstitüsü, Çanakkale.
Tüzel, S. (2013). Çok katmanlı okuryazarlık öğretimine ilişkin Türkçe öğretmen adaylarının
görüşlerinin incelenmesi [An investigation of prospective Turkish teachers’ views regarding multimodal literacy teaching]. Eğitimde Kuram ve Uygulama, 9(2), 133-151.
Tüzel, S. ve Tok, M. (2013). Öğretmen adaylarının dijital yazma deneyimlerinin incelenmesi
[Investigation of teacher candidates’ experiences in digital writing]. Tarih Okulu
Dergisi, 6(15), 577-596. Retrieved from http://dx.doi.org/10.14225/Joh292
Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian
Journal of Language and Literacy, 33(3), 211-239.
Wolfe, S. & Flewitt, R. (2010). New technologies, new multimodal literacy practices and
young children’s metacognitive development. Cambridge Journal of Education, 40(4),
387-399.
200
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
Learning Environments Designed According to Learning Styles
and Its Effects on Mathematics Achievement*
Ayşen ÖZEREM**
Buket AKKOYUNLU***
Suggested Citation:
Ozerem, A., & Akkoyunlu, B. (2015). Learning environments designed according to learning
styles and its effects on mathematics achievement. Eurasian Journal of Educational Research, 61, 61-80. http://dx.doi.org/10.14689/ejer.2015.61.4
Abstract
Problem Statement: While designing a learning environment it is vital to think
about learner characteristics (learning styles, approaches, motivation, interests…
etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level, but rather designed by giving thought to students’ existing learning styles.
Purpose of the Study: The aim of this study is to examine primary students’ and
inspectors’ opinions on different learning environments designed according to
students’ learning styles and its effects on students’ achievement.
Method: Fifty-five seventh grade students and seven inspectors constituted the research sample. The data were collected through an open-ended questionnaire; a
mathematics achievement test and the Pat Wyman Personal Learning Style Inventory were used as data collection tools in the research. Since the group consisted
of less than 30 participants, the Wilcoxon Signed Rank Test for Paired Samples
was used.
Findings and Results: The difference of pre-post test results of visual auditory learners, auditory-kinesthetic learners, and visual-auditory learners are statistically
significant. When the ranked average of different grades and their sums are considered, the observed difference is in positive ranking, meaning it is in favor of
post-test results. According to these results, different learning environments designed for visual-auditory-kinesthetic learners have a positive effect on student
* This article has been produced from the doctorate thesis supervised by Prof. Dr. Buket Akkoyunlu at
the Division of Educational Administration, Supervision, Planning and Economics, Graduate School of
Educational Sciences, Near East University.
** Dr., Near East University, [email protected]
*** Corresponding Author: Prof. Dr., Hacettepe University, Faculty of Education, Department of Computer Education and Instructional Technology, [email protected]
201
Anı Yayıncılık EJER ATIF BÜLTENİ 2015
grades. The majority of the students stated that the aforementioned activities
used in the mathematics lesson could also be used in other school subjects.
Conclusions and Recommendations: Student responses emphasized that learning
environments should be designed according to student learning styles. Inspectors
underlined that learning styles designed according to students’ individual learning styles may increase student success. In addition, inspectors thought that some of the advantages of designing learning environments according to students’
learning styles included an opportunity to learn fairly, an increase in student motivation towards the lesson, and enabling students to learn at their own pace. In
the upcoming studies, student behaviors and motivations towards environments
designed according to students’ learning styles will be analyzed.
Keywords: Learning styles, achievement, students' opinions
202
Anı Yayıncılık ATIF BÜLTENİ 2015
References
Boatman, K., Courtney, R., & Lee, W. (2008). “See how they learn”: The impact of faculty
and student learning styles on student performance in introductory economics. The
American Economist, 52(1), 39-48.
Bolliger, D. (2004). Investigating student learning in a constructivist multimedia-rich learning environment. Association for Educational Communications and Technology, 27th,
Chicago, IL, October 19-23.
Boydak, A. (2001). Ogrenme stilleri [Learning styles]. Istanbul: Beyaz Publications.
Bozkurt, N. (2013). The relation between the history teacher candidates’ learning styles and
metacognitive levels. Anthropologist, 16(3), 585-594.
Cano-Garcia, F., & Hughes, E. H. (2000). Learning and thinking styles: An analysis of their
interrelationship and influence on academic achievement. Educational Psychology,
20(4), 413-430. doi: 10.1080/713663755
Cela, K., Sicilia, M.-Á., & Sánchez-Alonso, S. (2015). Influence of learning styles on social
structures in online learning environments. British Journal of Educational Technology.
doi: 10.1111/bjet.12267
Chen, C.-M., & Duh, L.-J. (2008). Personalized web-based tutoring system based on fuzzy
item response theory. Expert Systems with Applications, 34(4), 2298-2315. doi:
10.1016/j.eswa.2007.03.010
Chesebro, J. L., & McCroskey, J. C. (2002). Communication for teachers. Boston, MA: Allyn &
Bacon.
Claxton, C. S., & Murrell, P. H. (1987). Learning styles: Implications for improving educational practices, ASHE-ERIC Higher Education Report, 4. Washington: Association for the
study of Higher Education, 79.
Collison, E. (2000). A survey of elementary students’ learning style preferences and academic success. Contemporary Education, 71(4), 42-49.
Dascalu, M.-I., Bodea, C.-N., Moldoveanu, A., Mohora, A., Lytras, M., & de Pablos, P. O.
(2015). A recommender agent based on learning styles for better virtual collaborative
learning experiences. Computers in Human Behavior, 45(April 2015), 243-253. doi:
10.1016/j.chb.2014.12.027
Dunn, R., & Dunn, K. (1993). Teaching secondary students through their individual learning styles
practical approaches for grades 7-12. Massachusetts: Allyn and Bacon.
Dwyer, J. (1996). Learning differences and teaching styles. Retrieved May 22, 2011, from
http://www.yorku.ca/admin/cst/learndifs.html
Erden, M., & Altun, S. (2006). Ogrenme stilleri [Learning styles]. Istanbul: Morpa Publication.
Felder, R. M. (1996). Matters of style. ASEE American Society of Engineering Education,
ASEE Prism, 6(4), 18-23.
199
Anı Yayıncılık ATIF BÜLTENİ 2015
Flanagan, K. (2001). High school students’ understandings of geometric transformations in the context of a technological environment. Ph.D Thesis, Pennsylvania State University.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
Fulkerth, R. (2002). Managing for course and program quality in the online environment. Paper
presented at the 2002 Teaching Online in Higher Education Conference, Fort Wayne.
Gay, L. R. (1987). Educational Research: Competencies for Analysis and Application (3rd edition).
New York: Merrill.
Grasha, A., & Yangarber-Hicks, N. (2000). Integrating teaching styles and learning styles
with instructional technology. College Teaching, 48(1), 2-10.
Hannafin, R. D., Truxaw, M. P., Vermillion, J. R., & Liu, Y. (2008). Effects of spatial ability
and instructional program on geometry achievement. The Journal of Educational Research, 101(3), 148-157.
Henderson, D., Fisher, D. L., & Fraser, B. J. (2000). Interpersonal behavior, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37, 26-43.
Hood, K. (1995). Exploring learning styles and instruction. Retrieved September, 29, 2012, from
http://jwilson.coe.uga.edu/EMT705/EMT705.Hood.html
Jensen, E. (1998). Introduction to brain-compatible learning. San Diego, CA: The Brain Store Inc.
Keefe, J. W., & Ferrell, B. G. (1990). Developing a defensible learning style paradigm. Educational Leadership, 48(2), 57-61.
Lavrakas, P. J. (2008). Encyclopedia of survey research methods. Thousand Oaks, CA: Sage Publications. doi: 10.4135/9781412963947
Millwood, R., Powell, S., & Tindal, I. (2008). Personalised learning and the ultraversity experience. Interactive Learning Environments, 16(1), 63-81.
Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411436.
Slavin, R. (2000). Educational psychology: Theory and practice. 6th Edition, Englewood Cliffs,
New Jersey, Allyn and Bacon.
Snowman, J., & Biehler, R. (2003). Psychology applied to teaching (10th ed.). New York: Houghton Mifflin.
Tynjälä, P. (1999). Learning as building information. Basics of constructivist learning theory.
Helsinki: Kirjayhtymä.
Vinales, J. J.(2015). The learning environment and learning styles: A guide for mentors. British Journal of Nursing, 24(8), 454-457. doi: 10.12968/bjon.2015.24.8.454.
Wilson, B. G. (1995). Maintaining the ties between learning theory and instructional design. Retrieved April, 3, 2011, from http://carbon.cudenver.edu/~bwilson/mainties.html
200
Anı Yayıncılık ATIF BÜLTENİ 2015
Wood, M. C. (2002). Effects of individualized plans independent of, and supplemented by, learningstyle profiles on the mathematics achievement and attitudes of special education students in
grades three through six. Unpublished Ph. D. Thesis, New York: St. John’s University.
Wyman, P. (2006). Instant learning: Where the world comes to learn. Retrieved April, 22, 2006.
http://www.howtolearn.com/lsioptin_teacher.html
201
Anı Yayıncılık ATIF BÜLTENİ 2015
Investigating Opinions of Mothers on Different Socioeconomic
Status in Terms of Perceived Maternal Styles17
Esra ÇALIK VAR *
Şükran KILIÇ **
Hatice KUMANDAŞ ***
Suggested Citation:
Calik-Var, E., Kilic, S., Kumandas, H. (2015). Investigating Opinions of Mothers on Different
Socioeconomic Status in Terms of Perceived Maternal Styles. Eurasian Journal of Educational Research, 61, 81-98. http://dx.doi.org/10.14689/ejer.2015.61.5
Abstract
Problem Statement: There are various environmental factors such as culture, socioeconomic status, family patterns, parental personality, family size, and education
system among others, which affect development of individuals. Especially in the
childhood period, parenting style is an important variable in forming physical,
emotional, cognitive, and social development. Parenting style affects the capacity
of children to interact with others, psychological wellbeing, and life skills; therefore, parenting style has increasingly been recognized for its importance in fostering children’s social, emotional, and cognitive areas of development. In the literature, there are different types of categorizations of parental style, however,
most the acceptable parenting styles are described as democratic, authoritative,
and permissive.
Purpose of the Study: The aim of this study is to investigate perceptions of the parenting styles of mothers who have children between 2-6 years old, depending on
their socioeconomic status (upper, middle, or lower).
Method: In this study, a quantitative research method was used as the research
design to collect and analyze the interpretations and meanings of mothers’ perceptions for maternal style from their responses. In determining the research
group, purposive sampling is a type of non-probability sampling technique has
been applied. In this respect, within the research process, 20 mothers from upper,
17
This study was submitted in EJER 2014 (I. International Eurasian Educational Research Congress) in
24-26 April, Istanbul, Turkey.
*
Corresponding author: Assist. Prof. Dr. Yildirim Beyazit University, Faculty of Health Sciences, Department of Social Work, Ankara, Turkey, [email protected].
**
Assist. Prof. Dr. Aksaray University, Faculty of Education, Department of Early Childhood and Education, Aksaray, Turkey, [email protected].
***
Assist. Prof. Dr. Artvin Coruh University, Faculty of Education, Department of Educational Measurement and Evaluation, Artvin, Turkey, [email protected].
202
Anı Yayıncılık ATIF BÜLTENİ 2015
middle, and lower socioeconomic levels have been selected and interviewed by
using a semi-structured interview form generated with regards to Baumrind’s parental model. Interviews were analyzed by content analysis and descriptive
analysis.
Findings and Results: Finding of analyses were held separately according to socioeconomic level. It was researched whether perceived maternal styles differ depending on SES or not. Mothers from upper socioeconomic level reflect a democratic parental style. Mothers from all socioeconomic levels emphasise that there
are rules for children to obey but only mothers in upper socioeconomic level make rules together with children. All of the mothers in upper and middle socioeconomic levels and some of mothers in the lower socioeconomic level report to
explaining emotions toward behaviours of their children. But when opinions of
mothers are examined, it is seen that they do not use "I language" to express their
emotions.
Conclusion and Recommendations: Findings of the present study are thought to be
crucial in explaining maternal styles over Baumrind’s parenting styles based on
the dimensions—unlike the other studies in literature—in the early childhood period based on the SES of mothers. For further studies, it can be recommended that
parental style should be evaluated based on the parenting socialisation, practices,
and beliefs, and furthermore, in preparing and implementing parent-education.
Keywords: parenting, parental education level, parental income, qualitative research model.
References
Baumrind, D. (1966). Effects of authoritative parental control on child behavior, Child Development, 37(4), 887-907.
Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior.
Genetic Psychology Monographs, 75(1), 43-88.
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11 (1), 56-95.
Baumrind, D. (1996). The discipline controversy revisited. Family Relations, 45(4), 405-414.
Barber, B. K., & Harmon, E. L. (2002). Violating the self: Parental psychological control of
children and adolescents. In B. K. Barber (Ed.), Intrusive parenting (pp. 15-52). Washington DC: American Psychological Association.
Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55, 8396.
Bowlby, J. (1982). Attachment and loss (2th Ed.) New York: Basic Books
Bradley, R. H., & Corwyn, R. F. (2002) ‘Socioeconomic status & child development’, Annual
Review of Psychology, 53, 371-399.
203
Anı Yayıncılık ATIF BÜLTENİ 2015
Chen, J. L., & Kennedy, C. (2004). Family functioning, parenting style, and Chinese children’s weight status. Journal of Family Nursing, 10(2), 262-279.
Crockenberg, S., & Litman, C. (1990). Autonomy as competence in 2-year-olds: Maternal
correlates of child defiance, compliance, and Self-assertion. Developmental Psychology,
26, 961-971.
Conger, R. D., & Dogan, S. J. (2007).Socialization class and socialization in family In J. E.
Grusec., and P. D. Hastings (Eds.), Handbook of socialization (pp. 433-461). New York:
Guilford.
Cowan, P. A., Powell, D., & Cowan, C. P. (1997). Parenting interventions: A family systems
perspective. In I. E. Sigel & K. A. Renninger (Eds.), Handbook of child psychology: Vol 4.
Child psychology in practice (5th Ed.) New York: Wiley.
Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113 (3), 487-496.
Deckers, T., Falk, A., Fosse, F., & Schildberg-Horisch. (2015). How Does Socio-Economic
Status Shape a Child’s Personality?. Discussion Paper Series, Forschungsinstitut zur
Zukunft der Arbeit Institute for the Study of Labor. Retrieved October 10, 2015, from
http://ftp.iza.org/dp8977.pdf.
Dix, T. (1991). The affective organization of parenting: Adaptive and maladaptative processes. Psychological Bulletin, 110, 3-25.
Doinita, N. E., & Maria, N.D. (2015). Attachment and parenting style. Procedia - Social and
Behavioral Sciences, 203, 199-204.
Eisenberg, N. (1992). The caring child. Cambridge, MA.
Evans, C. (1997). Turkish fathers’ attitudes to and involvement in their fathering Role: A Low Socioeconomic Sample (Master's thesis). Bogazici University, Turkey.
Grusec, J. E., & Lytton, H. (1988). Social development: History, theory, and research. SpringerVerlag Publishing.
Greenberg, M. T., Cummings, M., & Cicchetti, D. (1990). Attachment in the preschool years;
theory research and intervention. Chicago.
Halpeny, A. H. ,Nixon, E., & Watson, D. (2010). Summary Report on Parents' and Children's
Perspectives on Parentng Styles and Discipline in Ireland. Reports. Retrieved October
10, 2015, from http://arrow.dit.ie//aaschsslrep/13.
Halverson, A. M. (1995). The importance of caring and attachment in direct practice with
adolescents. In Child and Youth Care Forum, 24 (3), 169-173.
Hoff, E., Laursen, B., & Tardif, T. (2002). Socioeconomic status and parenting. In H. Borstein
(Eds.), Handbook of Parenting:Vol 2. Biology and Ecology of Parenting (pp.231-253).
Lawrence Erlbaum Associates, Inc., Publishers.
204
Anı Yayıncılık ATIF BÜLTENİ 2015
Hoffman, M. L. (1983). Affective and cognitive processes in moral internalisation. In E.T.
Higgins, D. Ruble & W. Hartup (Eds.), Social Cognition and Social Development: A Socio-Cultural Perspective. (pp. 236-74). New York: Cambridge.
Hoffman, L. W. (2003). Methodological issues in the studies of SES, parenting, and child
development. In M. H. Bornstein & R. H. Bradley (Eds.), Socioeconomic Status, Parenting, and Child Development. (pp. 125-143). Mahwah, NJ: Erlbaum.
Kagitcibasi, C. (1982). Old age security value of children and socioeconomic development:
Cross-national evidence. Journal of Cross-Cultural Psychology, 13, 29–42.
Kagitcibasi, C. (2000). Kulturel psikoloji: Kultur baglaminda insan ve aile. [Cultural psychology:
human and family in the cultural context]. İstanbul: Evrim Yayınevi. [İstanbul: Evrim
Press]
Kagitcibasi, C., Sunar, B., & Bekman, S. (2001). Long-term effects of early intervention: Turkish low income mothers and children. Journal of Applied Developmental Psychology, 22,
333-361.
Kohlbacher, F. (2006). The use of qualitative content analysis in case study. FQS. Forum: Qualitative Social Research. 7(1), 21.
Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent-child
interaction. Handbook of child psychology, 4, 1-101.
Mansbach, I. K., & Greenbaum, C. W. (1999). Developmental maturity expectations of Israeli
fathers and mothers: Effects of education, ethnic origin, and religiosity. International
Journal of Behavioral Development, 23(3), 771-797.
Patton, M. Q. (1987). How to use qualitative methods in evaluation. California: Sage Publications, Inc.
Rosier, K.B., & Corsaro, W.A. (1993). Competent parents, complex lives: Managing parenthood in poverty. Journal of Contemporary Ethnography, 22 (2), 171-204
Ozyurek, A., & Tezel Sahin, F. (2005). 5-6 yaş grubunda cocugu olan ebeveynlerin tutumlarinin incelenmesi [Examining the attitudes of parents who have children at the age of
5-6]. Gazi Egitim Fakultesi Dergisi , 25 (2), 19-34.
Santrock, J.W. (2007). A topical approach to life-span development (3th Ed.) New York: McGrawHill.
September, S. J., Rich, E. G., Roman, V. N. (2015). The role of parenting styles and socioeconomic status in parents’ knowledge of child development. Early Child Development
and Care. 185 (4) , 614-630.
Scarr, S., & MacCartney,K. (1983). How people make their own environments: A theory of
genotype →environment effects. Child Development, 54, 2, 424-435.
Yagmurlu, B., Citlak, B., Dost, A, & Leyendecker, B. (2009). Turk annelerin cocuk sosyallestirme hedeflerinde egitime bagli olarak gozlenen farkliliklar [Turkish mothers: An
investigation of education related within-culture variation]. Turk Psikoloji Dergisi,
24(63), 1-15.
205
Anı Yayıncılık ATIF BÜLTENİ 2015
The Effect of Identity Development, Self-Esteem, Low Self-Control
and Gender on Aggression in Adolescence and Emerging Adulthood
Ümit MORSÜNBÜL*
Suggested Citation:
Morsunbul, U. (2015). The effect of identity development, self-esteem, low self-control and
gender on aggression in adolescence and emerging adulthood. Eurasian Journal of
Educational Research, 61, 99-116. http://dx.doi.org/10.14689/ejer.2015.61.6
Abstract
Problem Statement: Aggression seems to be an extensive and serious problem among
adolescents and emerging adults, negatively affecting both the victims and the offenders. In adolescence and emerging adulthood, a lot of factors affect aggression. In
this study, five factors were examined: gender, life periods, identity formation, low
self-control and self-esteem.
Purpose of the Study: The aim of the study is to examine the relations between identity
dimensions, low self-control, self-esteem, gender and life period (adolescence and
emerging adulthood) with aggression.
Method: For this purpose, a structural equation model was developed and tested. In
this model, the dependent variable was aggression and the independent variables
were demographic variables (gender and life period), identity dimensions, selfesteem and low self-control. Participants consisted of 240 adolescents (high school
students—132 female and 108 male) and 244 emerging adults (university students—
128 female and 116 male) and their age was between 15-24 years old (mean
age=18.99, SD=2.62). The Buss-Perry Aggression Questionnaire, The Dimensions of
Identity Development Scale, The Rosenberg Self-Esteem Scale, and The Low SelfControl Scale were used to collect data.
Findings: Results of the overall fit indexes of the structural equation model revealed
that fit indexes are at acceptable levels. Results of this study showed that life period,
exploration in depth, ruminative exploration, self-esteem and low self-control significantly predicted aggression. According to model analysis, the best predictor of aggression was low self-control; the weakest predictor of aggression was life period.
Conclusion and Recommendations: The present study provides important results. The
first result is that aggression level changes according to life period. The second is that
low self-control, self-esteem and some identity dimensions are crucial factors for aggression in adolescence and emerging adulthood. The results of the study provide se*
Corresponding author: Dr. Aksaray University, Department of Educational Sciences, [email protected]
206
Anı Yayıncılık ATIF BÜLTENİ 2015
veral important explanations for counselors and educators. In order to reduce aggression, counselors, educators and mental health practitioners should consider identity, self-esteem and self-control. When counselors and educators prepare schoolbased intervention programs, they should consider the important predictors of aggression.
Keywords: Problem behavior, adolescent, emerging adulthood
References
Archer, J. (2004). Sex differences in aggression in real-world settings: A meta-analytic review. Review of General Psychology, 8, 291-322.
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist,55, 469-480.
Arnett, J. J., Ramos, K. D., & Jensen, L. A. (2001). Ideological views in emerging adulthood:
Balancing autonomy and community. Journal of Adult Development, 8, 26-34.
Atak, H. & Cok, F. (2007). Emerging adulthood and perceived adulthood in Turkey, 3rd
Conference on Emerging Adulthood, Tucson, AZ, USA, 15-16.
Atak, H. & Cok, F. (2008). The Turkish version of inventory of the dimensions of emerging
adulthood (The IDEA). International Journal of Humanities and Social Sciences,3,148154.
Barker, E. D., Tremblay, R. E., Nagin, D. S., Vitaro, F., & Lacourse, E. (2006). Development of
male proactive and reactive physical aggression during adolescence. Journal of Child
Psychology and Psychiatry, 47, 783-790.
Bayraktar, F., Sayil, M., & Kumru, A. (2009). Liseli ergenler ve üniversiteli genclerde benlik
saygisi: ebeveyn ve akrana bağlanma, empati ve psikolojik uyum degiskenlerinin
rolü [Self-esteem among high-school adolescents and college students: The role of
parental and peer attachment, empathy and psychological adjustment variables].
Türk Psikoloji Dergisi, 24, 48-63.
Britt, C. L., & Gottfredson, M. R. (Eds.). (2003). Control theories of crime and delinquency,
C.L. Britt, M.R. Gottfredson (Ed.), Advances in criminological theory, vol. 12. New
Brunswick, NJ: Transaction.
Buss, A. H., & Perry, M. P. (1992). The aggression questionnaire. Journal of Personality and
Social Psychology, 63, 452–459.
Buyukozturk, S., Kılıc Cakmak, E., Akgun, O. E., Karadeniz, S., & Demirel, F. (2008). Bilimsel
araştirma yöntemleri [Scientific research method]. Ankara: Pegem A Yayincilik
Campbell, S. B., Spieker, S., Vandergrift, N., Belskey, J., Burchinal, M., & The NICHD Early
Child Care Research Network. (2010). Predictors and sequelae of trajectories of
physical aggression in school-age boys and girls. Development and Psychopathology,
22, 133-150.
Cote, J. E., & Levine, C. (1988). A critical examination of the ego identity status paradigm.
Developmental Review, 8, 147–184.
Cote, S., Vaillancourt, T., Barker, E. D., Nagin, D., & Tremblay, R. E. (2007). The joint development of physical and indirect aggression: Predictors of continuity and change
during childhood. Development and Psychopathology, 19, 37-55.
207
Anı Yayıncılık ATIF BÜLTENİ 2015
Crocetti, E., Schwartz, S. J., Fermani, A., & Meuss, W. (2010). The Utrecht-Management of
Identity Commitments Scale (U-MICS): Italian validation and cross-national comparisons. European Journal of Psychological Assessment.26,172-186.
Cuhadaroglu, F. (1986). Adolesanlarda Benlik Saygısı [Self-esteem in the adolescent]. Unpublished Doctoral Dissertation, Hacettepe University, Ankara.
Donnellan, M. B., Trzesniewski, K. H., Robins, R. W., Moffitt, T. E., & Caspi, A. (2005). Low
self-esteem is related to aggression, antisocial behavior, and delinquency. Psychological Science, 16, 328 –335.
Duncan, R. (1999). Peer and sibling aggression. An investigation of intra and behaviors: Pieces of a puzzle. Preventing School Failure, 42, 135-142.
Erikson, E. (1968). Identity, youth and crisis. New York: Norton.
Fergusson, D.M., & Horwood, L. J. (2002). Male and female offending trajectories. Development and Psychopathology, 14, 159–177.
Fives, C. F., Kong, G., Fuller, J. R., & DiGuesppe, R. (2011). Anger, aggression, and irrational
beliefs in adolescents. Cognitive Therapy & Research, 35, 199-208.
Gibbs, J. J., Giever, D., & Higgins, G. E. (2003). A test of Gottfredson and Hirschi’s general
theory using structural equation modeling. Criminal Justice and Behavior, 30, 441–
458.
Gottfredson, M. R., & Hirschi, T. (1990). A general theory of crime. Stanford, CA: Stanford.
Grasmick, H. G., Tittle, C. R., Bursik, R. J., & Arneklev, B. J. (1993). Testing the core empirical
implications of Gottfredson and Hirschi’s general theory of crime. Journal of Research in Crime and Delinquency,30, 5–29.
Hay, C. (2001). Parenting, self-control, and delinquency: A test of self-control theory. Criminology, 39, 707–736.
Kassinove, H., & Sukhodolsky, D. G. (1995). Anger disorders: Basic science and practice issues. In H. Kassinove (Ed.), Anger disorders: Definition, diagnosis, and treatment (pp.
1–26). Washington, DC: Taylor & Francis.
Kernis, M. H. (2003). Toward a conceptualization of optimal self-esteem. Psychological
Inquiry, 14, 1-26.
Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: The Guilford Press.
Krueger, R. F., Caspi, A., Moffitt, T. E.,White, J., & Stouthamer-Loeber, M. (1996). Delay of
gratification, psychopathology, and personality: Is low self-control specific to
externalizing problems? Journal of Personality, 64, 107–129.
Leenaars, L., & Rinaldi, C.M. (2010). Male and female university student’s experiences of
indirect aggression. Canadian Journal of School Psychology, 25,131-148.
Lowenstein, L. (1989). Homicide:A review of recent research (1975-1985). Criminologist,13,
74-89.
Luyckx, K., Goossens, L., & Soenens, B. (2006). A developmental contextual perspective on
identity construction in emerging adulthood: Change dynamics in commitment
formation and commitment evaluation. Developmental Psychology, 42, 366–380.
Luyckx, K., Schwartz, S. J., Berzonsky, M. D., Soenens, B., Vansteenkiste, M., Smits, I., &
Goossens, L. (2008a). Capturing ruminative exploration: Extending the four-
208
Anı Yayıncılık ATIF BÜLTENİ 2015
dimensional model of identity formation in late adolescence. Journal of Research in
Personality, 42, 58–82.
Luyckx, K., Schwartz, S. J., Goossens, L., & Pollock, S. (2008b). Employment, sense of coherence, and identity formation: Contextual and psychological processes on the
pathway to sense of adulthood. Journal of Adolescent Research, 23, 566–591.
Luyckx, K., Schwartz, S. J., Goossens, L., & Soenens, B. (2008c). The relationship between
identity development and adjustment in the transition to adulthood: Variablecentered and person-centered approaches. Journal of Research on Adolescence, 18,
595–619.
Madran, H. A. (2013). Buss-Perry Saldirganlik Olcegi’nin Türkce formunun gecerlilik ve
guvenirlilik calışması [Reliability and validity of the Buss-Perry aggression questionnaire-Turkish version]. Türk Psikiyatri Dergisi, 24, 124-129.
Marcia, J. E. (1966). Development and validation of ego identity status. Journal of Personality
and Social Psychology, 5, 551–558.
Moroschan, G., Hurd P.L., & Nicoladis, E. (2009). Sex differences in the use of indirect aggression in adult Canadians. Evolutionary Psychology, 7, 146-159.
Morsunbul, U. (2013). Ergenlikte kimlik statüleri ve risk alma arasindaki iliski [The relationship between identity statuses and risk taking in adolescence]. İlkögretim Online,
12, 347-355.
Morsunbul, U. (2013). Beliren yetiskinler mi, beliren üniversiteli yetiskinler mi? Risk alma ve
kimlik bicimlenmesi uzerinden bir inceleme [Are they emerging adults or emerging adults who are university students? An investigation through risk taking and
identity development]. İlkögretim Online, 12, 873-885.
Morsunbul, U. & Cok, F. (2014). The adaptation of the Dimensions of Identity Development
Scale into Turkish. Düsünen Adam The Journal of Psychiatry and Neurological Sciences,
27, 6-14.
Owens, L, Daly, A., & Slee, P. (2005). Sex and age differences in victimization and conflict
resolution among adolescents in a South Australian school. Aggressive Behavior, 3,1–
12.
Osterman, K. Bjorkqvist, K. Lagerspetz, K. M. J., Kaukiainen, A. Huesmann, L. R., &
Fraczek, A. (1994). Peer and self-estimated aggression and victimization in 8-year
old children from five ethnic groups. Aggressive Behavior, 20, 411-428.
Ozdemir, Y., Vazsonyi, A. T., & Cok, F. (2013). Parenting processes and aggression: The role
of self-control among Turkish adolescents, Journal of Adolescence, 36, 65-77.
Rosenberg, M. (1965). Society and the adolescent self-image. New Jersey: Princeton University
Press.
Rosenberg, M., Schooler, C., & Schoenbach, C. (1989). Self-esteem and adolescent problems:
Modeling reciprocal effects. American Sociological Review, 54, 1004–1018.
Sahin, N., Basım, H. N., & Cetin, F. (2009). Kisilerarası catısma cozme yaklasimlarinda kendilik algısı ve kontrol odagi [Locus of Control and Self-Concept in Interpersonal
Conflict Resolution Approaches]. Turk Psikiyatri Dergisi, 20, 153-163.
Saylor, M., & Denham, G. (1993). Women’s anger and self-esteem. In S. P.Thomas (Ed.),
Women and anger (pp. 112-124). New York: Springer Publishing Company, Inc.
209
Anı Yayıncılık ATIF BÜLTENİ 2015
Schwartz, S. J., Beyers, W., Luyckx, K., Soenens, B., Zamboanga,…, &Waterman, A. S. (2011).
Examining the light and dark sides of emerging adults’ identity: A study of
identity status differences in positive and negative psychososcial functioning.
Journal of Youth and Adolescence. 40, 839-859.
Stein, D., Apter, A., Ratzoni, G., Har-Even, D., & Avidan, G. (1998). Association between
multiple suicide attempts and negative affects in adolescents. Journal of the American
Academy of Child and Adolescent Psychiatry, 37, 488–494.
Tangney, J.P., Baumeister, R.F., & Boone, A.L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271–322.
Uludagli, N., & Sayil, M. (2009). Ergenlik dönemindeki genclerin risk alma davranisi ile
ebeveynleri ve akranlarıyla olan iliskilerinin niteliginin incelenmesi [The risk taking behavior in middle and late adolescents: The role of parents and peers]. Türk
Psikoloji Yazıları, 12, 14–28.
Underwood, M. K., Beron, K. J., & Rosen, L. H. (2009). Continuity and change in social and
physical aggression from middle childhood through early adolescence. Aggressive
Behavior, 35, 357-375.
Vaillancourt, T., Miller, J. L., Fagbemi, J., Cote, S., & Tremblay, R. E. (2007). Trajectories and
predictors of indirect aggression: Results from a nationally representative longitudinal study of canadian children aged 2–10. Aggressive Behavior, 33, 314-326.
van Hoof, A. (1999). The identity status approach: In need of fundamental revision and qualitative change. Developmental Review, 19, 622–647.
Vazsonyi, A. T., & Belliston, L. M. (2007). The family, low self-control, deviance: a crosscultural and cross-national test of self-control theory. Criminal Justice and Behavior,
34, 505–530.
White, H.R., & Jackson, K. (2005). Social and psychological influences on emerging adult
drinking behavior. Health Research, 28, 182-190.
Wilson, J. Q., & Herrnstein, R. J. (1985). Crime and human nature. New York: Touchstone
Book.
Xue, Y., Zimmerman, M. A. & Cunnighham, R. (2009). Relationship between alcohol use and
violent behavior among urban African American youths from adolescence to emerging adulthood: A longitudinal study. Research and Practice, 99, 20-42.
210
Anı Yayıncılık ATIF BÜLTENİ 2015
Course and Instructor Characteristics Distinguishing Highest and
Lowest Student Ratings of Instructors
Sevgi ÖZGÜNGÖR *
Erdinc DURU **
Suggested Citation:
Ozgungor, S. & Duru, E. (2015). Course and Instructor Characteristics Distinguishing Highest and Lowest Student Ratings of Instructors. Eurasian Journal of Educational Research,
61, 118-136. http://dx.doi.org/10.14689/ejer.2015.61.7
Abstract
Problem Statement: One way to delineate the main characteristics of effective
teaching within the higher education system is to gather college students’ opinions of an effective instructor. Research based on students’ perceptions of efficient
teaching revealed a series of teaching behaviors setting the distinction between
good and poor teaching. However, studies also indicate differences across culture, and in Turkey, there has been little research on the topic.
Purpose of Study: The goal of this study was to determine instructor and course
characteristics and teaching dimensions that discriminate between instructors
who received the highest and the lowest student ratings within a Turkish college
setting, by incorporating both quantitative and qualitative methods.
Method: A total of 23,814 students across different departments in the university
rated 630 instructors on a scale developed to assess students’ perceptions of instructors’ performance. In addition, students were asked to respond to an openended question to provide their own impressions of each instructor. Then, students’ ratings were analyzed by means of discriminative functional analysis, and
written statements provided by students were analyzed via content-analysis
techniques by using a combination of manual and computer-assisted methods
(NVivo 9).
Findings and Results: According to the quantitative analyses, although course and
instructor characteristics were weak in discriminating the groups, all teaching
dimensions (relationships with students, effective teaching, exams and evaluation, contribution to generic skills, class interaction, and organization and planning) were very useful in discriminating the instructors who received the best
and the poorest ratings. Also, qualitative analysis revealed 4 themes consistently
Corresponding author: Assoc. Prof. Dr., Pamukkale University, Department of Educational Sciences,
PDR.ABD e-mail: [email protected]
** Prof. Dr., Pamukkale University, Department of Educational Sciences, PDR.ABD e-mail: [email protected]
*
211
Anı Yayıncılık ATIF BÜLTENİ 2015
distinguishing the two groups: lecturing, relationship with the students,
knowledge and expertise, and exams and evaluation.
Conclusions and Recommendations: This study replicates the existing literature on
student perceptions of effective teaching, with a culturally different, large sample.
It also adds support to the notion that there are teaching behaviors, such as lecturing skills, fair evaluations, respect and interest toward students, and demonstrating expertise, that help draw the distinction between good and poor teaching
in the eyes of students and that could therefore assist the improvements efforts of
teacher education.
Keywords: Instructor effectiveness, poor teaching, college teaching, student evaluations
References
Acker, J. R. (2003). Class acts: Outstanding college teachers and the difference they make.
Criminal Justice Review, 28, 215-231.
Akpinar, B. & Aydin, K. (2007). Egitimde degisim ve ogretmenlerin degisim algilari,
[Change in education and teachers' perceptions of change]. Egitim ve Bilim, 32 (144),
71-80.
Bail, F. T. & Mina, S. S. (1981).Filipino and American student perceptions of teacher effectiveness. Research in Higher Education, 14 (2), 135-145.
Beran, T. & Violato, C. (2005). Rating of university teacher instruction: How much do student and course characteristics really matter? Assessment and Evaluation in Higher Education, 30, 593‐601.
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II:
teacher value added and student out comes in adulthood. American Economic Review,
104 (9), 2633–2679.
Cashin, W. E. (1995). Student ratings of teaching: The research revisited. IDEA Paper No. 32.
Manhattan, KS: Kansas State University, Center for Faculty Evaluation and Development.
Check, J.F. (2001). Positive traits of the effective teacher - negative traits of the ineffective
one. Education, 106 (3), 326-334.
Chickering, A. W. & Reisser, L. (1983). Education and Identity. (2nd ed.) San Francisco: JosseyBass.
Epting, L. K., Zinn, T. E., Buskist, C., & Buskist, W. (2004).Student perspectives on the distinction between ideal and typical teachers. Teaching of Psychology, 31 (3), 181-183.
Feldman, K. A. (2007). Identifying exemplary teachers and teaching: Evidence from student
ratings. In R. Perry & J. Smart (Eds.), The Scholarship of Teaching and Learning in Higher
Education: An Evidence-Based Perspective (pp. 93-129). Dordrecht, The Netherlands:
Springer.
212
Anı Yayıncılık ATIF BÜLTENİ 2015
Fortson, S. B. & Brown, W. E. (1998). Best and worst university instructors: The opinions of
graduate students. College Student Journal, 32, 572-576.
Greenwald, A. G. & Gillmore, G. M. (1997) Grading lenience is a removable contaminant of
student ratings. American Psychologist, 52(11): 1209-1217.
Hanushek, E.A. (2002). Evidence, politics, Oxford and the class size debate, in L. Mishel & R.
Rothstein (Eds.) The Class Size Debate. Washington, DC: Economic Policy Institute.
Johnston III, G.P., (1990). Best liked/least liked teacher attributes: Herzberg's two-factor
theory of job satisfaction. Journal of Education for Business, 66 (2), 121-129.
Khandelwal, K. A. (2009). Effective teaching behaviors in the college classroom: a critical
incidents technique from students' perspectives. International Journal of Teaching and
Learning in Higher Education, 21(3), 299-309.
Marsh, H. W. (1977). The validity of students’ evaluations: Classroom evaluations of instructors independently nominated as best and worst teachers by graduating seniors.
American Educational Research Journal, 14, 441-447.
Marsh, H. W. (1980). The influence of student, course and instructor characteristics on evaluations of university teaching. American Educational Research Journal, 17, 219-237.
Marsh, H.W. (1984). Students’ evaluation of university teaching: Dimensionality, reliability,
validity, potential biases, and utility. Journal of Educational Psychology, 76, 707-754.
Marsh, H. W., & Dunkin, M. (1997). Student evaluation of university teaching: A multidimensional perspective. In Perry, P. R., & Smart, J. C. (Eds.), Effective Teaching in Higher Education: Research and Practice, (pp. 241-320).Agathon, New York.
Marsh, H. W. & Roche, L.A (1997). Making students’ evaluations of teaching effectiveness
effective. American Psychologist, 52, 1187-1197.
Marsh, H.W. & Roche, L.A. (1999). Rely upon SET research. American Psychologist, 54, 517–
518.
Marsh, H. W., & Roche, L. A. (2000). Effects of grading leniency and low workload on students’ evaluations of teaching: Popular myth, bias, validity, and innocent bystanders.
Journal of Educational Psychology, 92, 202-22.
Miller, J. L., Dzindolet, M. T., Weinstein, L., Xie, X., & Stones, C. R. (2001). Faculty and students views of teaching effectiveness in the United States, China and South Africa.
Teaching of Psychology, 28(2), 138-142.
Okpala, C.O. & Ellis, R. R. (2005). The perceptions of college students on teacher quality: A
focus on teacher qualifications. Education. 126 (2), 374-383.
Patrick, C.L. (2011). Student evaluations of teaching: Effects of the big five personality traits,
grades, and the validity hypothesis. Assessment & Evaluation in Higher Education, 36
(2), 239-249.
Pozo-Muñoz, C., Rebolloso-Pacheco, E., & Fernández-Ramírez, B. (2000).The 'Ideal Teacher'
implications for student evaluation of teacher effectiveness. Assessment & Evaluation
in Higher Education, 24(1), 253-263.
213
Anı Yayıncılık ATIF BÜLTENİ 2015
Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The
Course Experience Questionnaire. Studies in Higher Education, 16, 129-50.
Slate, J., LaPrairie, K. N., Schulte, D. P., & Onwuegbuzie, A. J. (2011).Views of effective college faculty: a mixed analysis. Assessment & Evaluation in Higher Education, 36 (3), 331346.
Tunca, N., Alkin-Sahin, S., Oguz, A. & Bahar-Guner, H. O. (2015). Qualities of Ideal Teacher
Educators. Turkish Online Journal of Qualitative Inquiry, 6(2), 123-148.
Young, S. & Shaw, D. G. (1999). Profiles of effective college and university teachers. The
Journal of Higher Education, 70 (6), 670-686.
Watkins, D. & Akande, A. (1992). Student evaluations of teaching effectiveness: A Nigerian
investigation. Higher Education, 24, 453-463.
Zhang, S., Fike, D., & DeJesus, G. (2015). Qualities university students seek in a Teacher.
Journal of Economics and Economic Education Research ,16 (1), 42-54.
214
Anı Yayıncılık ATIF BÜLTENİ 2015
Contrasting Rhetorical Patterns: Discovering Effects of First and
Second Language Writing Conventions
Volkan İNCEÇAY
Suggested citation:
Incecay, V. (2015). Contrasting rhetorical patterns: Discovering effects of first language and
second language writing conventions. Eurasian Journal of Educational Research, 61,
137-154. http://dx.doi.org/10.14689/ejer.2015.61.8
Abstract
Problem Statement: In this qualitative small-scale study, I aimed at investigating
why students have difficulties in adjusting themselves to English writing conventions. I also examined the possible bilateral effects of Turkish and English writing
conventions to determine whether engaging learners in contrastive rhetoric exercises can elucidate the phenomenon of transfer in rhetorical patterns.
Purpose of Study: The aim of this study was to discover whether bilingual writers
with the same first-language background (i.e., Turkish) demonstrate similar composing patterns or whether these patterns diverge when writing in first or foreign
language (i.e., English). Its broader aim was to describe whether transfer pertains
to rhetorical patterns.
Method: To investigate the existence and transfer of rhetorical patterns, we examined four opinion essays—two in English, two in Turkish—written by each of six
freshman students registered for an English composition course at an Englishmedium university in Istanbul, Turkey. Additional data came from students’ reflective tasks and semi-structured interviews conducted with them.
Findings: The analysis of the essays demonstrated that the students placed thesis
statements in the initial, middle, or final positions in their Turkish essays, indicating that some students used a deductive style of writing, a common US English
writing convention, in their Turkish essays. This finding suggests that the students practiced aspects of English composition learned at the university level.
Notably, students also used discourse markers more than typical Turkish essayists would, indicating that the students were able to transfer knowledge not only
from their first to the foreign language. Other results reveal that it was somewhat
challenging for students to write in their first language given their adjustment to
English writing conventions.

Yeditepe University, School of Foreign LanguagesEnglish Language Teaching Preparatory Program, email: [email protected]
215
Anı Yayıncılık ATIF BÜLTENİ 2015
Conclusion and Recommendations: This study’s findings suggest that students initiated the construction of an academic discourse community identity and membership, implying that writing instructors can raise learners’ awareness of academic
environment and involve them with different academic conventions by engaging
them in contrastive rhetoric studies. Contrastive rhetoric could also prompt students to think more critically, which would further assist them in writing process.
Lastly, the findings suggest that engaging students in exercises of contrastive rhetoric can assist and empower them in their writing practices.
Keywords: Writing instruction, contrastive rhetoric, transfer, academic discourse
community
References
Akyel, A. & Kamışlı, S. (1996). Composing in first and second languages: Possible effects of EFL
writing instruction. Paper presented at the Second IATEFL Balkan Conference, Istanbul, Turkey.
Bolton, K. (2015). Yamuna Kachru and World Englishes. World Englishes, 34(1), 37–44.
Chandler, D. (1995). The Act of writing. Aberystwyth, UK: University of Wales.
Connor, U. (2002). New directions in contrastive rhetoric. TESOL Quarterly, 36(4), 493–510.
Crawford, T., Mora Pablo, I., Goodwin, D., & Lengelin, M. (2013). From contrastive rhetoric
towards perceptions of identity: Written academic English in Central Mexico. Colombian Applied Linguistics Journal, 15(1).
Davies, I. R. L., Sowden, P. T., Jerrett, D. T., Jertett, T., & Corbett, G. G. (1998). A
cross‐cultural study of English and Setswana speakers on a colour triads task: A
test of the Sapir–Whorf hypothesis. British Journal of Psychology, 89(1), 1–15.
Gao, L. (2012). Investigating ESL graduate students’ intercultural experiences of academic
English writing: A first person narration of a streamlined qualitative study process.
The Qualitative Report, 17(24), 1–25.
Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing: An applied linguistic perspective. New York, NY: Longman.
Hirose, K. (2003). Comparing L1 and L2 organizational patterns in the argumentative writing of Japanese EFL students. Journal of Second Language Writing, 12(2), 181–209.
Kaplan, R. B. (1966). Cultural thought patterns in inter‐cultural education. Language Learning, 16(1/2), 1–20.
Kay, P., & Kempton, W. (1984). What is the Sapir–Whorf hypothesis? American Anthropologist, 86(1), 65–79.
Kobayashi, H., & Rinnert, C. (2008). Task response and text construction across L1 and L2
writing. Journal of Second Language Writing, 17(1), 7–29.
216
Anı Yayıncılık ATIF BÜLTENİ 2015
Kubota, R. (1998). An investigation of L1–L2 transfer in writing among Japanese university
students: Implications for contrastive rhetoric. Journal of Second Language Writing,
7(1), 69–100.
Kubota, R., & Lehner, A. (2004). Toward critical contrastive rhetoric. Journal of Second Language Writing, 13(1), 7–27.
Leki, I. (1991). Twenty‐five years of contrastive rhetoric: Text analysis and writing pedagogues. TESOL Quarterly, 25(1), 123–143.
Matsuda, P. K. (1997). Contrastive rhetoric in context: A dynamic model of L2 writing. Journal of Second Language Writing, 6(1), 45–60.
Matsuda, P. K. (2001). On the origin of contrastive rhetoric: A response to HG Ying. International Journal of Applied Linguistics, 11(2), 257–260.
McKinley, J. (2013). Displaying critical thinking in EFL academic writing: A discussion of
Japanese to English contrastive rhetoric. RELC Journal, 44(2), 195–208.
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook.
Thousand Oaks, CA: Sage.
Petrić, B. (2005). Contrastive rhetoric in the writing classroom: A case study. English for Specific Purposes, 24(2), 213–228.
Quinn, J. M. (2012). Using contrastive rhetoric in the ESL classroom. Teaching English in the
Two-Year College, 40(1), 31–38.
Uysal, H. H. (2008). Tracing the culture behind writing: Rhetorical patterns and bidirectional
transfer in L1 and L2 essays of Turkish writers in relation to educational context.
Journal of Second Language Writing, 17(3), 183–207.
Xing, M., Wang, J., & Spencer, K. (2008). Raising students’ awareness of cross-cultural contrastive rhetoric in English writing via an e-learning course. Language Learning &
Technology, 12(2), 71–93.
217
Anı Yayıncılık ATIF BÜLTENİ 2015
Counselor Trainees’ Views on Their Forthcoming Experiences in
Practicum Course
Yıldız KURTYILMAZ*
Suggested Citation:
Kurtyilmaz, Y. (2015). Counselor trainees’ views on their forthcoming experiences in practicum course. Eurasian Journal of Educational Research, 61, 155-180.
http://dx.doi.org/10.14689/ejer.2015.61.9
Abstract
Problem Statement: The counseling profession requires specific education and training to equip counselor trainees with necessary knowledge and skills. Therefore,
they are required not only to acquire theoretical knowledge but also to integrate it
into practice. Especially, the integration of theoretical knowledge into practice is
optimally possible with practicum. Although practicum provides a context such
integration, it also leads to some negative thoughts and feelings among trainees.
Experiencing anxiety and other feelings of incompetence impedes their professional development. Therefore, the critical task is to enable them to cope with negative feelings and experiences such as anxiety during their training process. In this
context, taking account trainees’ experiences and feelings as counselors during
the formal education process makes important contributions to their personal and
professional development.
Purpose of Study: To support the development of counselor trainees and make
their educational and training processes fully functional, understanding the nature and antecedents of these negative experiences and feelings becomes critical.
This study was conducted to understand the counselor trainees’ predictions
about their experiences as counselors during practicum course and to reveal the
sources of feelings related to these predictions.
Methods: This research was a qualitative study based on focus group interviews.
The researcher and two research assistants conducted interviews with two groups
consisting of a total of 13 trainees taking an Individual Counseling Practicum Course. Open-ended questions were asked during interviews. Data was analyzed by
means of inductive analysis.
Findings and Results: As a result of the inductive analysis, four main themes of Counselor Trainees’ Feelings, Professional Practice Issues in the Counseling Process, Evaluation Anxiety, and Supervision emerged. When counselor trainees’ feelings about
*
Dr., Anadolu University, Faculty of Education, Department of Educational Sciences, Email:[email protected]
218
Anı Yayıncılık ATIF BÜLTENİ 2015
practices were examined, feelings of confusion, anxiety, excitement, curiosity, and
fear were reported. Most of their fear and anxiety was explained in terms of professional practice issues such as being professional, managing the counseling process, etc. Evaluation anxiety was revealed as another source of the trainees’ negative feelings, as they were preoccupied with being good counselors. The supervision process was evaluated more positively.
Conclusions and Recommendations: Findings revealed counselor trainees’ views on
what they believed they would experience and feel with regard to practicum before this course. It was found that trainees were anxious and worried due to the
ambiguities of practicum experience. Based on these findings, in order to provide
better counselor trainee education and more effective psychological counseling
services, carefully dealing with incompetence feelings and their sources is proposed. Although this study reveals important findings about trainees, it has some
limitations. This study was carried out as a qualitative study with a limited number of participants. Therefore, similar studies should be conducted with larger
groups. In later studies, diary use and observations can be employed for data triangulation. Longitudinal studies can be conducted to understand deeply trainees’
feelings throughout the professional developmental process.
Keywords: Counselor training, counselor’s professional development, counselor
trainees’ anxiety, counselor trainees’ feelings of incompetence
References
Aladag, M., & Bektas, D. Y. (2009). Examining individual-counseling practicum in a Turkish
undergraduate counseling program. Egitim Arastirmalari-Eurasian Journal of Educational Research, 37, 53-70.
Aladag, M., Yaka, B., & Koc, I. (2014). Opinions of counselor candidates regarding counseling skills training. Educational Sciences: Theory & Practice, 14(2), 879-886.
Barrett-Lennard, G. T. (1998). Clinical and counseling: Carl Rogers' helping system: Journey and
substance.
London,
GBR:
Sage
Publications.
Retrieved
from
http://www.ebrary.com
Brown, D., & Srebalus, D. J. (1996). Introduction to the counseling profession. USA: Allyn & Bacon.
Buyukgoze-Kavas, A. (2011). Bireysel ve grupla psikolojik danisma uygulamalarina yonelik
bir degerlendirme. [An evaluation of individual and group counseling practices].
Turk Egitim Bilimleri Dergisi, 9(2), 411-432.
Cormier, S., & Hackney, H. (1999). Counseling strategies and interventions. USA: Allyn & Bacon.
219
Anı Yayıncılık ATIF BÜLTENİ 2015
Cormier, S., & Hackney, H. (2014). Psikolojik danisma: Stratejiler ve mudahaleler [Counseling
strategies and interventions] (S. Dogan, & B. Yaka, Trans). Ankara: Pegem Akademi.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative
and qualitative research. USA: Pearson Education.
Egan, G. (2002). The skilled helper: A problem-management and opportunity-development approach
to helping. USA: Brooks/Cole.
Fulton, C. L., & Cashwell, C. S. (2015). Mindfulness‐based awareness and compassion: Predictors of counselor empathy and anxiety. Counselor Education and Supervision, 54(2), 122-133.
Granello, D. H. (2002). Assessing the cognitive development of counseling students: Changes in epistemological assumptions. Counselor Education and Supervision, 41(4),
279-293.
Hill, C. E., Sullivan, C., Knox, S., & Schlosser, L. Z. (2007). Becoming psychotherapists: Experiences of novice trainees in a beginning graduate class. Psychotherapy: Theory, Research, Practice, Training, 44(4), 434-460.
Jennings, L., Goh, M., Skovholt, T. M., Hanson, M., & Banerjee-Stevens, D. (2003). Multiple
factors in the development of the expert counselor and therapist. Journal of Career
Development, 30(1), 59-72.
Jordan, K., & Kelly, W. E. (2004). Beginning practicum students' worries: A qualitative investigation. Counseling & Clinical Psychology Journal, 1(2), 100-105.
Jordan, K., & Kelly, W. E. (2011). A preliminary factor analytic investigation of beginning
counseling students worries. Psychology Journal, 8(1), 2-10.
Knight, B. K. (2013). The lived experiences of master's level counseling students in beginning skills
classes: A qualitative study(Order No. 3573940). Available from ProQuest Dissertations
&
Theses
Global.
(1438055948).
Retrieved
from
http://search.proquest.com/docview/1438055948?accountid=7181
Kottler, J. A., & Brown, R. W. (2000). Introduction to therapeutic counseling: Voices from the field.
USA: Brooks/Cole.
Levitt, D. H., & Jacques, J. D. (2005). Promoting tolerance for ambiguity in counselor training
programs. The Journal of Humanistic Counseling, Education and Development, 44(1),
46-54.
MacMillan, M., & Clark, D. (1998). Learning and writing in counselling. London, GBR: SAGE
Publications Ltd. (UK). Retrieved from http://www.ebrary.com
Ronnestad, M. H., & Skovholt, T. M. (2003). The journey of the counselor and therapist: Research findings and perspectives on professional development. Journal of Career
Development, 30(1), 5-44.
220
Anı Yayıncılık ATIF BÜLTENİ 2015
Skovholt, T. M., & Ronnestad, M. H. (1992). Themes in therapist and counselor development. Journal of Counseling & Development, 70(4), 505-515.
Skovholt, T. M., & Ronnestad, M. H. (2003). Struggles of the novice counselor and therapist.
Journal of Career Development, 30(1), 45-58.
Skovholt, T. M., Ronnestad, M. H., & Jennings, L. (2003). Searching for expertise in counseling, psychotherapy and professional psychology. Educational Psychology Review,
9(4), 362-369.
Theriault, A. (2003).Therapists' feelings of incompetence: A grounded theory analysis of experienced
clinicians (Order No. NQ88590). Available from ProQuest Dissertations & Theses Global. (305265710). Retrieved from
http://search.proquest.com/docview/305265710?accountid=7181
Thériault, A., & Gazzola, N. (2005). Feelings of inadequacy, insecurity, and incompetence
among experienced therapists. Counselling and Psychotherapy Research: Linking research with practice, 5(1), 11-18.
Thériault, A., & Gazzola, N. (2006) What are the sources of feelings of incompetence in experienced therapists?. Counselling Psychology Quarterly, 19(4), 313-330.
Thériault, A., Gazzola, N., & Richardson, B. (2009). Feelings of incompetence in novice therapists: Consequences, coping, and correctives. Canadian Journal of Counselling and
Psychotherapy/Revue canadienne de counseling et de psychothérapie, 43(2), 105-119.
Thomas L., MacMillan J., McColl E., Hale, C., & Bond S. (1995). Comparison of focus group
and individual interview methodology in examining patient satisfaction with
nursing care. Social Sciences in Health,1, 206–219.
Welfel, E. R., & Patterson, L. E. (2005). The counseling process: A multitheoretical integrative
approach. USA: Brooks/Cole.
Woodside, M., Oberman, A. H., Cole, K. G., & Carruth, E. K. (2007). Learning to be a counselor: A prepracticum point of view. Counselor Education & Supervision, 47(1), 14–28.
221
Anı Yayıncılık ATIF BÜLTENİ 2015
An Investigation of the Perceptions of School Administrators
Towards the Roles and Duties of School Counselors
Kasım KARATAŞ*
İsmet KAYA**
Suggested Citation:
Karatas, K. & Kaya, I. (2015). An Investigation of the Perceptions of School Administrators
Towards the Roles and Duties of School Counselors. Eurasian Journal of Educational
Research, 61, 181-198. http://dx.doi.org/10.14689/ejer.2015.61.10
Abstract
Problem Statement: School administrators are the first responsible body for the
implementation of the counseling and guidance program. For sharing this responsibility, school administrators should be in cooperation with school counselors. Administrators’ perceptions on school counseling and guidance services
show that school administrators have positive attitudes toward counseling services and they cooperate with the counselors at school. School administrators describe counseling services as necessary and successful activities. However, other
studies show that school administrators are of the opinion that counselors should
perform tasks that are not in their job descriptions. In short, school administrators’ perceptions on school counseling and guidance services and the tasks and
missions of school counselors vary greatly and there is no consensus among the
administrators. It is important to investigate the perceptions and views of school
administrators towards counselors. Therefore, the present study aimed to contribute to the current literature via offering suggestions to increase the productivity
and effectiveness of school counselors.
Purpose of the Study: The aim of this study is to investigate the perceptions of
school administrators who are important shareholders in carrying out school counseling and guidance services. The sub-aims of the study are to investigate the
status of school counselors, and the school administrators’ expectations of school
counselors, both in terms of personal and professional qualifications and in terms
of the status and duties of the counselors.
Method: This qualitative study investigates the perceptions of school administrators towards school counselors in terms of their roles and duties. The current research utilizes a phenomenological design. The participants of the study were 13
school administrators who were working in primary and secondary schools in
*
Corresponding author: Res. Asst., Dicle University, Department of Educational Sciences, Diyarbakır,
[email protected]
**
Res. Asst., Dicle University, Department of Elementary, Diyarbakır, [email protected]
222
Anı Yayıncılık ATIF BÜLTENİ 2015
downtown Diyarbakır. A semi-structured interview, developed by the researchers, was used to collect the data. Gathered data were first analyzed in terms of
descriptive analyses and then digitized.
Findings: Research findings show the administrators’ positive perceptions of counselors being necessary and important in educational and instructional activities
for every shareholder of education. School administrators listed a set of personal
and professional qualifications for school counselors. In addition, school administrators are of the opinion that school counselors have some privileges apart
from other teachers in terms of their status and role at the school. It is found that
school administrators are well aware of the necessity and importance of school
counselors, who serve as field experts at schools.
Conclusion and Recommendations: In this study it is found that school managers are
very aware of and positive about the school counseling and guidance field and
counselors’ teaching duties and responsibilities. The quality and efficiency of
school counseling services should be increased, and the counselors’ job description should be clarified by the Ministry of Turkish National Education to prevent
confusion. School administrators and other shareholders should support the creation of a common professional identity for school counselors.
Keywords: School counselors, school administrators, roles and duties
References
Ametea, E. S., & Clark, M. A. (2005). Changing schools, changing counselors: A qualitative
study of school administrators’ conceptions of the school counselor role. Professional
School Counseling, 9 (1), 16-27
ASCA (2014). Careers/Roles. What Does a School Counselor Do? Retrieved September 8,2014,
from www.schoolcounselor.org
Baker, S. B. (2000). School counseling for the twenty-first century (3rd ed.). New Jersey: Prentice
Hall.
Camadan, F ve Sezgin, F. (2012). A Qualitative Research on Perceptions of Primary School
Principals about School Guidance Services. Turkish Psychological Counseling and Guidance Journal,4 (38), 199-211.
Camadan, F. & Kahveci, G. (2013). Examination on the View of School Administrators and
Teachers to School Counselor (Psychological Counselor Educational Sciences: Theory &
Practice, 13 (3), 1371-1392
Corey, G. (2004).Theory and Practice of Counseling and Psychotherapy. (7th Ed.) Wadsworth
Publishing.
Fitch, T., Newby, E., Ballestero, V. and Marshall, J.L. (2001). Counselor preperation:
Future school administrator’s perception of school counselor’s role. Counselor Education and
Supervision, 41, 89-99.
223
Anı Yayıncılık ATIF BÜLTENİ 2015
Glossoff, H. L. ve Koprowicz, C. L. (1990). Children achieving potential: an ıntroduction
to
elementary school counselling and state-level policies. Alexandria, VA: American Association for Counselling and Development.
Güven, M. (2009). The opinions of the ministry of national education inspectors about school
guidance services and supervision of these services. The Journal of International Social
Research,2,9.
Hackney, H. & Cormier, S. (2005). The Professional Counselor: A Process Guide to Helping, (7th
Ed.) Boston: Allyn & Bacon.
Halinski, K. H. (2009). Predicting beginning master’s level counselor effectiveness from personal
characteristics and admissions data: An exploratory study. (Unpublished doctoral dissertation) University of North Texas, Texas.
Hardesty, P. H., & Dillard, J. M. (1994). The role of elementary school counselors compared
with their middle and secondary school counterparts. Elementary School Guidance and
Counseling, 29, 83-91.
Kepçeoğlu, M. (2001). Psychological counseling and guidance. Alkım Publishing: İstanbul.
Knoff, H. M., Hines, C. V. & Kromrey, J. D. (1995). Finalizing the consultant effectivenes
scale: An analysis and validation of the characteristics of effective consultants. School
Psychology Review, 24, 450-497
Ministry of National Education (2006). Primary and Secondary Schools Counselling and
Guidance
Curriculum.
Retrieved
October
5,
http://orgm.meb.gov.tr/alt_sayfalar/sinif_reh_progrm.html
2013,
from
Ministry of National Education (2009). Ministry of National Education Pyschological Counseling and Guidance Services Regulations. Retrieved November 21, 2013, from
http://mevzuat.meb.gov.tr/html/68.html
Meşeci, F., Özcan, N. & Bozdemir, P. (2007). Perceptions of school managers and teachers
on school psychological counseling and guidance services. Journal of Hasan Ali Yücel Education Faculty, 7(1), 157-171.
Miles, MB. & Huberman, AM. (1994). Qualitative Data Analysis (2nd edition).
Oaks, CA: Sage Publications.
Thousand
Nystul, M. S. (1999). Introduction to counseling: an art and science perspective. Boston: Allyn and
Bacon.
Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thomson, B., & Harris, K.
R.(2005). Research in special education: Scientific methods and evidence-based practices,
Exceptional Children, 71 (2), 195-200
Owen, D.W. (2005). School administrators’ perceptions of counselor roles and functions,
Journal of Kentucy Counseling Association Journal, 24 (1), 55-59.
Owen, K. F., Owen, W.D ve Ballestero, V. (2009). Counselors and administrators: the collaborative alliance in three countries, Eurasian Journal of Educational Research, 36, 23-38.
Özabacı, N., Sakarya, N. ve Dogan, M. (2008). The evaluation of the schooladministrators’
thoughts about the counseling and guidance services in their own schools, Balikesir
University Journal of Social Sciences Institute,11 (19),8-22
224
Anı Yayıncılık ATIF BÜLTENİ 2015
Pişkin, M. (2006). Psychological Counselling and Guidance Services in Turkey. It’s past, present
and
future.
Retrieved
November
15,
2013,
from
http://pdr.org.tr/upload/pdralaninintarihcesi.pdf
Stickel, S. A. (1990, February). A study of role congruence between school counselors
and school principals. Oral presentation, The Annual Meeting of the Eastern Educational Research Association, Clearwater, Florida
Tuzgöl-Dost, M. & Keklik, İ. (2012). Professional issues in counseling as perceived by
individuals working in counseling settings, Mehmet Akif Ersoy Üniversitesi Journal of Education Faculty, 23, 389 – 407.
Yeşilyaprak, B. (2009). The development of the field of psychological counseling and guidance in Turkey: recent advances and future prospects. Ankara University, Journal of
Faculty of Educational Sciences, 42 (1), 193-213.
Yıldırım, H. & Şimşek, A. (2013). Qualitative Research Methods in Social Sciences. Ankara: Seçkin Publications.
225
Anı Yayıncılık ATIF BÜLTENİ 2015
The Effect of the Developed Differentiation Approach on the Achievements of the Students
Esra ALTINTAŞ*
Ahmet S. ÖZDEMİR**
Suggested Citation:
Altintas, E., & Ozdemir, A. S. (2015). The effect of developed differentiation approach on the
achievements of the students. Eurasian Journal of Educational Research, 61, 199-216
http://dx.doi.org/10.14689/ejer.2015.61.11
Abstract
Problem Statement: The present study is of importance for designing a differentiation approach, which enables gifted students to use their present potential in
mathematics effectively and enables them to develop their achievement, while looking at the effect of the approach on both gifted and non-gifted students. Within
the scope of the developed differentiation approach concerning mathematics
education of gifted students, the present study is one of the limited studies with
such a focus, which is why it is thought that it will contribute to the literature. By
the results of the study, it is of great importance.
Purpose of the Study: The purpose of this research is to determine the effect of a
newly-developed differentiation approach for the mathematics education of gifted middle school students on the achievements of both gifted and non-gifted
students.
Method: Within the scope of this current study, the model with pre-test and posttest control group among real research models in accordance with quantitative
research method was used. The sample of the study was composed of 57 gifted
and 60 non-gifted 5th and 6th grade students from a public school and a private
school in Maltepe and Cekmekoy districts of Istanbul. Convenience and purposeful sampling were conducted within the scope of quantitative sampling in this
study. ‘Mathematics Achievement Test’ and ‘Multiple-Intelligences Domains Inventory’ were used within the scope of this study. The lessons carried out using
activities stated in the National Education curriculum about the related subjects
were compared with lessons carried out with the activities designed according to
the differentiation approach developed in three implementations conducted.
*
Corresponding author: Assist. Prof. Dr. Kafkas University, Faculty of Education, Department of Primary Mathematics Education, Kars, Turkey, [email protected]
**
Prof. Dr. Marmara University, Faculty of Ataturk Education, Department of Secondary Mathematics
Education, İstanbul, Turkey, [email protected]
226
Anı Yayıncılık ATIF BÜLTENİ 2015
Findings: The research made in private school showed that there is a significant
difference between current-enriched and overall scores of gifted students in control and experimental groups after the application on behalf of the experimental
group. The research made in the state school showed that there is a significant
difference between current-enriched and overall scores of non-gifted students in
control and experimental groups after the application on behalf of the experimental group.
Conclusion and Recommendations: There was a significant increase in the achievement scores of experimental group students, where the activities designed according to differentiation approach developed within the scope of this study, when
compared with the control group students during all of the implementations.
This situation shows that activities and curriculum differentiation studies, which
are based on elaboration, creative thinking, and multiple intelligences increase
students’ academic achievements. Besides, it is seen that the changes based on
creativity strategies on the content, process, product, and learning environments
increase students’ academic achievements. The effectiveness of the developed differentiation approach should be researched with different grade levels, on different topics. It is suggested to use developed differentiation approach periodically
for teachers and students to gain experience. It is further suggested to inform generally all teachers across the country about how they will guide the process of
preparing projects and for teachers to inform their students about how they will
prepare projects.
Keywords: Giftedness, teaching mathematics, differentiation, multiple intelligence
References
Adodo, S. O. & Agbayewa, C. O. (2011). Effect of Homogenous and Heterogeneous Ability
Grouping Class Teaching on Student’s Interest, Attitude and Achievement in Integrated Science. International Journal of Psychology and Counselling, 3(3), 48-54. doi:
10.5897/İJPC.
Altinsoy, A. B. (2011). Fen ve Teknoloji Dersinde Coklu Zeka Kuramina Dayali Ogretimin Ogrencilerin Basarilarina Etkisi [The Effect of Teaching Based on Multiple Intelligence Theory In
Science and Technology on Students]. (Unpublished master thesis). University of Selcuk/Institute of Educational Sciences, Konya.
Al-Zoub, S. M. (2011). The Effect of Enrichment Activities on Talented Students’ Achievement. Modern Journal of Education, Vol.1. No:2/3.
Atici, B. & Polat, H. (2010). Web Tasarimi Ogretiminde Proje Tabanli Ogrenme Yaklasiminin
Ogrencilerin Akademik Basarisi ve Goruslerine Etkisi [The Effect of Project Based
Learning Approach ın Teaching of Web Design on Academic Success and Ideas of Students].
Turkish Journal of Computer and Mathematics Education, 1(2), 122-132.
227
Anı Yayıncılık ATIF BÜLTENİ 2015
Bas, G. & Beyhan, O. (2010). Effects of Multiple Intelligences Supported Project-Based Learning On Students’ Achievement Levels and Attitudes Towards English Lesson. International Electronic Journal of Elementary Education, 2(3), 365-385.
Denis Celiker, H. (2012). Fen ve Teknoloji Dersi “Gunes Sistemi ve Otesi: Uzay Bilmecesi”
Unitesinde Proje Tabanli Ogrenme Uygulamalarinin Ogrenci Basarilarina, Yaratici
Dusunmelerine, Fen ve Teknolojiye Yonelik Tutumlarina Etkisi [The Effect of Project Based
Learning Applications in the Unit of “Solar System and Beyond: Space Puzzle” in Science
and Technology on Achievement, Creative Thinking, Attitudes towards Science and Technology of Students]. (Unpublished Ph. D. Thesis). University of Dokuz Eylul /Institute of
Educational Sciences, Izmir.
Fakolade, O. A. & Adeniyi, S. O. (2010). Efficacy of Enrichment Triad and Self-Direct Models
on Academic Achievement of G Students in Selected Secondary Schools in Nigeria.
International Journal of Special Education, 25(1), 10-16.
Gorman, J. C. (2011). The Association Between Grades Pre K-12 Student Achievement And Differentiated Instructional Strategies in the Anytown Township School District Explored
Through Units Of Study. (Unpublished Ph. D. Thesis). University of Rowan, USA.
Hunt, B. G. & Seney, R. W. (2009). Planning the Learning Environment. In F. A. Karnes, & S.
M. Bean (Eds.), Methods and Materials for Teaching the G (pp. 37-72). Waco, Texas: Prufrock.
Juter, K. & Sriraman, B. (2011). Does High Achieving In Mathematics= Gifted And/Or Creative In Mathematics. In B. Sriraman, & K. H. Lee (Eds.), The Elements of Creativity and
Giftedness in Mathematics (pp. 45-65). Rotterdam, Netherlands: Sense Publishers.
Kadum-Bošnjak, S. & Buršić-Križanac, B. (2012). Impact of Differentiated Instruction on
Achievement in Teaching Mathematics to Lower-Stage Grades. Metodički obzori, 7(15), 15-29.
Kaplan, A. & Yılmaz H. N. (2015). Coklu Zeka Kuramina Uygun Olarak Hazirlanan Etkinliklerin Ögrencilerin Akademik Basarilarina ve Kaliciliga Etkisi [
]. Ataturk Universitesi Kazım Karabekir Egitim Fakultesi Dergisi, 30, 59-70.
Kaplan, S. N. (2009). Layering Differentiated Curricula for the Gifted and Talented. In F. A.
Karnes, & S. M. Bean (Eds.), Methods and Materials for Teaching the G (pp. 75-106). Waco, TX: Prufrock.
Karp, A. (2011). G Education in Russia and the United States. In B. Sriraman, & K. H. Lee
(Eds.), The Elements of Creativity and Giftedness in Mathematics (pp. 131-143). Rotterdam, Netherlands: Sense Publishers.
Kasarci, I. (2013). Proje Tabanli Ogrenme Yaklasiminin Ogrencilerin Akademik Basari ve Tutumlarina Etkisi: Bir Meta-Analiz Calismasi [The Effect of Project Based Learning Approach on
Academic Success and Attitudes of Students: A Meta-Analysis Study]. (Unpublished Master Thesis). University of Eskisehir Osmangazi/Institute of Educational Sciences,
Eskisehir.
228
Anı Yayıncılık ATIF BÜLTENİ 2015
Korkmaz, H. & Kaptan, F. (2002). Fen Egitiminde Proje Tabanli Ogrenme Yaklasiminin
Ilkogretim Ogrencilerinin Akademik Basari, Akademik Benlik Kavrami ve Calisma
Surelerine Etkisi [
]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 22, 91-97.
Kok, B. (2012). Ustun Zekali ve Yetenekli Ogrencilerde Farklilastirilmis Geometri Ogretiminin
Yaraticiliga, Uzamsal Yetenege ve Basariya Etkisi [The Effect of Differentiated Geometry
Teaching on Creativeness, Spatial Ability and Achievement of Gifted and Talented Students]. (Unpublished Ph. D. Thesis). University of Istanbul /Institute of Social Sciences, Istanbul.
Kurtulus, N. (2012). Yaratici Dusunmeye Dayali Ogretim Uygulamalarinin Bilimsel Yaraticilik,
Bilimsel Surec Becerileri ve Akademik Basariya Etkisi [The Effect of Teaching Applications
Based on Creative Thinking on Scientific Creativity, Scientific Process Skills and Achievement]. (Unpublished Master Thesis). University of Karadeniz Technical/Institute of
Educational Sciences, Trabzon.
Leikin, R. & Stanger O. (2011). Teachers’ Images Of Gifted Students and the Roles Assigned
To Them In Heterogeneous Mathematics Classes. In B. Sriraman, & K. H. Lee (Eds.),
The Elements of Creativity and Giftedness in Mathematics (pp. 29-43). Rotterdam, Netherlands: Sense Publishers.
Luehmann, A. L. (2009). Students’ Perspectives of a Science Enrichment Programme:
Out‐of‐school Inquiry as Access. International Journal of Science Education, 31(13), 18311855.
Mattsson, L. & Bengmark, S. (2011). On Track to Gifted Education In Mathematics In Sweden. In B. Sriraman, & K. H. Lee (Eds.), The Elements of Creativity and Giftedness in
Mathematics (pp. 81-101). Rotterdam, Netherlands: Sense Publishers.
McCoach, D. B., Gubbins, E. J., Foreman, J., Rubenstein, L. D., & Rambo-Hernandez, K. E.
(2014). Evaluating the Efficacy of Using Predifferentiated and Enriched Mathematics
Curricula for Grade 3 Students a Multisite Cluster-Randomized Trial. Gifted Child
Quarterly, 58(4), 272-286.
MEGEP (Mesleki Egitim ve Ogretim Sisteminin Guclendirilmesi Projesi) (2007). Cocuk Gelisimi ve Egitimi Ustun Zeka ve Ozel Yetenekli Cocuklar. Mili Egitim Bakanligi. Ankara.
Retrieved
May
20,
2011,
from
http://cygm.meb.gov.tr/modulerprogramlar/kursprogramlari/cocukgelisim/moduller/ustunz
ekaveozelyetenekliler.pdf
Poonpon, K. (2011). Enhancing English Skills Through Project Based Learning. The English
Teacher, XL, 1-10.
Preckel, F., Holling, H. & Wiese, M. (2006). Relationship of Intelligence and Creativity in G
and Non-G Students: An Investigation of Threshold Theory. Personality and Individual
Differences, 40, 159-170.
Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M. & Kaniskan, R. B. (2011). The Effects
of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in
Five Elementary Schools. American Educational Research Journal, 48(2), 462–501.
229
Anı Yayıncılık ATIF BÜLTENİ 2015
Renzulli, J. S. & Reis, S. M. (2008a). Challenging All Students With a Continuum of Enrichment Services. In Enriching Curriculum For All Students (pp. 35-53). Thousand Oaks,
California: Corwin Press.
Renzulli, J. S. & Reis, S. M. (2008b). Enrichment Learning and Teaching. In Enriching Curriculum For All Students (pp. 103-130). Thousand Oaks, California: Corwin Press.
Saban, A. (2005). Çoklu Zeka Teorisi ve Eğitim. Ankara: Nobel Yayınları.
Simpkins, P. M., Mastropieri, M. A. & Scruggs, T. E. (2009). Differentiated Curriculum Enhancements in Inclusive Fifth-Grade Science Classes. Remedial and Special Education,
30(5), 300-308.
Singh, P. (2013). Accounting Enrichment Program for Gifted High School Pupils: SelfRegulated Learning Strategies to Develop Our Future Business Leaders. International
Business & Economics Research Journal (IBER), 12(1), 103-112.
Tabuk, M. (2009). Proje Tabanli Ogrenmede Coklu Zekâ Yaklasiminin Matematik Ogrenme Basarisina Etkisi [The Effect of Multiple Intelligence Approach in Project Based Learning on
Achievement of Mathematics Learning]. (Unpublished Ph. D. Thesis). University of
Marmara/Institute of Educational Sciences, Istanbul.
Tomlinson, C. A. (2000). What Is Differentiated Instruction? Retrieved September 2, 2013,
from
http://www.roe11.k12.il.us/GES%20Stuff/Day%204/Content/Differentiation%20PacketCombined.pdf
Uzunoz, A. & Akbas, Y. (2011). Cografya Dersinde Coklu Zekâ Destekli Ogretimin Ogrenci
Basarisi ve Kaliciliga Etkisi [The Effect of Multiple Intelligence Based Learning on
Achievement and Memorability of Students]. Turk Egitim Bilimleri Dergisi, 9(3), 467496.
VanTassel-Baska, J. & Brown, E. (2009). An Analysis of Gifted Education Curriculum Models. In F. A. Karnes, & S. M. Bean (Eds.), Methods and Materials for Teaching the G (pp.
75-106). Waco, TX: Prufrock.
Yalmanci, S. G. & Gozum, A. I. C. (2013). The Effects of Multiple Intelligence Theory Based
Teaching on Students’ Achievement and Retention of Knowledge (Example of The
Enzymes Subject). International Journal on New Trends in Education and Their Implications, 4(3), 27-36.
Yılmaz, F. N. (2015). Fen Bilimleri Ögretiminde Proje Tabanli Ögrenme Yaklasiminin 6. Sinif
Ögrenci Basarisi ve Bilimsel Sürec Becerilerine Etkisi [ The Effect of Project Based
Learning Approach in Science Teaching on Achievement and Scientific Process Skills
of 6th Grade Student]. (Unpublished Master Thesis). University of Pamukkale/Institute of Educational Sciences, Denizli.
230
Anı Yayıncılık ATIF BÜLTENİ 2015
The Analysis of Elementary Mathematics Preservice Teachers’
Spatial Orientation Skills with SOLO Model
Ahmet Şükrü ÖZDEMİR*
Sevda GÖKTEPE YILDIZ**
Suggested Citation:
Ozdemir, A. S., & Goktepe Yildiz, S. (2015). The analysis of elementary mathematics preservice teachers’ spatial orientation skills with SOLO model. Eurasian Journal of Educational Research, 61, 217-236. http://dx.doi.org/10.14689/ejer.2015.61.12
Abstract
Problem Statement: The SOLO model places responses provided by students on a
certain level instead of placing students there themselves. SOLO taxonomy, including five sub-levels, is used for determining observed structures of learning
outcomes in various disciplines and grade levels. On the other hand, the spatial
orientation skill is the ability to visualize an object’s view from a different perspective. A number of studies on examining preservice teachers’ spatial abilities
have been performed. In this study, elementary mathematics preservice teachers’
spatial orientation skills as components of spatial skills were evaluated through
the SOLO model in ways that are different from other researches.
Purpose of the Study: The purpose of this study was to analyze the spatial orientation skills of elementary mathematics preservice teachers by using the SOLO model. In addition, responses of students who were at specified levels (low-middlehigh) according to the Purdue Spatial Visualization Test scores were also classified. Preservice teachers’ responses between different dimensions were also
examined according to SOLO taxonomy.
Method: The present research was a qualitative study and a case study method
was employed. The sample of the study included junior elementary mathematics
preservice teachers from a state university. Firstly, the Purdue Spatial Visualization Test was carried out with eighty-one students and then clinical interviews
were conducted with six students according to three levels which were specified
by looking at the results of the test in this study. The students’ answers were placed into a suitable SOLO level according to an evaluation scale by analyzing each
*
Prof. Dr. Marmara University, Ataturk Faculty of Education, Istanbul, Turkey, [email protected]
**
Corresponding author: Yildiz Technical University, Faculty of Education, Istanbul, Turkey, [email protected]
231
Anı Yayıncılık ATIF BÜLTENİ 2015
of the eight questions used in the Geometrical Achievement Test prepared by the
researchers.
Findings: Elementary mathematics preservice teachers’ responses in a geometrical
achievement test relating to spatial orientation skills were generally on a multistructural level according to SOLO taxonomy. Whereas the responses of preservice
teachers who were on the low and middle levels were mostly on a multistructural
level, the responses of the students on the high level were on a relational level. In
addition, the responses of preservice teachers from two-dimension to threedimension were mostly on a relational level and the responses from threedimension to two-dimension were mostly on a multistructural level.
Conclusion and Recommendations: Results obtained indicated that preservice teachers were not generally successful at combining their information within a consistent structure in terms of spatial orientation skills. They could only evaluate situations which were independent from each other separately. Therefore, students
had surface learning rather than deep learning. Obtained data can be evaluated
with a different taxonomy and a comparison could be made between these two
models in further studies.
Keywords: SOLO taxonomy, spatial ability, clinical interview
References
Baki, A., & Guven, B. (2007). Dinamik geometri yazilimi Cabri 3D’nin ögretmen adaylarinin
uzamsal yetenekleri uzerine etkisi [The effect of the dynamic geometry software
Cabri 3D on preservice teachers’ spatial ability]. The Proceedings of 7th International
Educational Technology Conference, 116-120.
Biggs, J. B., & Collis, K. F. (1991). Multimodal learning and the quality of intelligent behavior. In H. Rowe (Eds.), Intelligence: Reconceptualization and measurement (pp. 64-67).
New Jersey: Lawrence Erlbaum Assoc.
Bodner, G. M., & Guay, R. B. (1997). The Purdue visualization of rotations test. The Chemical
Educator, 2(4), 1-17.
Celik, D. (2007). Öğretmen adaylarının cebirsel düşünme becerilerinin analitik incelenmesi [The
analytic overview of algebraic thinking skills of pre-service teachers]. Unpublished
doctoral dissertation, Karadeniz Technical University, Trabzon, Turkey.
Chick, H. (1998). Cognition in the formal modes: research mathematics and the SOLO taxonomy. Mathematics Education Research Journal, 10(2), 4-26.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th edition).
London: Routledge
Contero, M., Naya, F., Saorin, P. J. K., & Conesa, J. (2005). Improving visualization skills in
engineering education. Computer Graphics in Education, 25(5), 24-31.
232
Anı Yayıncılık ATIF BÜLTENİ 2015
Dudley, D., & Baxter, D. (2009). Assessing levels of student understanding in pre-service
teachers using a two-cycle SOLO model. Asia-Pacific Journal of Teacher Education, 37(3), 283-293.
Dursun, Ö. (2010). The relationships among preservice teachers’ spatial visualization ability, geometry self-efficacy, and spatial anxiety. Unpublished doctoral dissertation, Middle East
Technical University, Ankara, Turkey.
Goktepe Yildiz, S., Goktepe Korpeoglu, S. & Korpeoglu, E. (2015). The examination of mental rotation abilities of elementary mathematics education and mathematical engineering students. The Turkish Online Journal of Educational Technology (TOJET), Special
Issue 2 for INTE, 612-618.
Goktepe, S. (2013). Ilkogretim matematik ögretmen adaylarinin uzamsal yeteneklerinin
SOLO modeli ile incelenmesi [The examination of elementary mathematics preservice
teachers’ spatial abilities with SOLO model]. Unpublished master thesis, Marmara University, Istanbul, Turkey.
Groth, R. E. (2002). Characterizing secondary students’ understanding of measures of central tendency and variation. Proceedings of the XXIV PME-NA, Athens Georgia, 1, 247259.
Groth, R. E., & Bergner, J. A. (2006). Preservice elementary teachers' conceptual and procedural knowledge of mean, median, and mode. Mathematical Thinking and Learning,
8(1), 37-63.
Guven, B. (2006). Ögretmen adaylarinin kuresel geometri anlama duzeylerinin karakterize edilmesi
[Characterizing student mathematics teachers' levels of understanding of spherical
geometry]. Unpublished doctoral dissertation, Karadeniz Technical University, Trabzon, Turkey.
Halloway, W. (2012). Quality learning with reference to the solo model. Retrieved October
12, 2012 from
http://www.une.edu.au/education/research/bhutan/publications/bhutan-solo
halloway.pdf
Hattie, J. A. C., & Brown, G. T. L. (2004). Cognitive Processes in asTTle: The SOLO Taxonomy. AsTTle Technical Report 43, University of Auckland, Ministry of Education.
Jones, G. A., Thornton, C. A., Langrall, C. W., Mooney, E. S., Perry, B., & Putt, I. J. (2000). A
framework for characterizing children’s statistical thinking. Mathematical Thinking
and Learning, 2(4), 269-307.
Jurdak, M. (1991). Van Hiele levels and the SOLO taxonomy. International Journal of Mathematical Education in Science and Technology, 22(1), 57-60.
Kalayci, Ş. (2010). Spss uygulamali çok degiskenli istatistik teknikleri [Statistical techniques with
multiple variables and SPSS] (5th edition). Ankara: Asil Yayınları.
Lam, P., & Foong, Y. (1996). Rasch analysis of math SOLO taxonomy levels using hierarchical items in testlets. (ERIC Document Reproduction Service no. ED398271).
233
Anı Yayıncılık ATIF BÜLTENİ 2015
Lian, L. H., & Idris, N. (2006). Assessing algebraic solving ability of form four students. International Electronic Journal of Mathematics Education (IEJME), 1(1), 55-76.
McGee, M. G. (1979). Human spatial abilities: psychometric studies and environmental, genetic, hormonal and neurological influences. Psychological Bulletin, 86(5), 889-918.
Miles, M. B., & Huberman, A. M. (1994). An expanded source books qualitative data analysis
(second edition). London: SAGE publications.
Money, E. S. (2002). A framework for characterizing middle school students' statistical
thinking. Mathematical Thinking and Learning, 4(1), 23-63.
Nagy-Kondor, R. (2014). Importance of spatial visualization skills in Hungary and Turkey:
Comparative Studies. Annales Mathematicae et Informaticae, 43, 171-181.
Ozdemir, A. S., & Goktepe Yildiz, S. (2015). The examination of elementary mathematics
pre-service teachers’ spatial abilities. Procedia-Social and Behavioral Sciences, 174, 594601.
Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd edition). Thousand Oaks,
CA: Sage.
Pegg, J., & Coady, C. (1993). Identifying SOLO levels in the formal mode. Proceedings of the
17th International Conference for the Psychology of Mathematics Education, 1, 212-219.
Pegg, J., & Davey, G. (1998). Interpreting student understanding in geometry: A synthesis of
two models. In R. Lehrer & D. Chazen (Ed.), Designing learning environments for developing understanding of geometry and space (pp.109-135). NJ: Lawrence Erlbaum Associates, Mahwah.
Sezen Yuksel, N., & Bulbul, A. (2014). Test development study on the spatial visualization.
Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education,
8(2), 124-142.
Sezen Yuksel, N., & Bulbul, A. (2015). Test development study on the mental rotation ability.
Anthropologist, 20(1, 2), 128-139.
Strong, S., & Smith, R. (2002). Spatial visualization: Fundamentals and trends in engineering
graphics. Journal of Industrial Technology, 18(1), 2-6.
Unal, H. (2005). The influence of curiosity and spatial ability on preservice middle and secondary mathematics teachers' understanding of geometry. Electronic Theses, Treatises and Dissertations. Paper 1461. Retrieved October 06, 2015 from
http://diginole.lib.fsu.edu/cgi/viewcontent.cgi?article=4967&context=etd
Wongyai, P., & Kamol, N. (2012). A framework in characterizing lower secondary school
students’ algebraic thinking. Retrieved November 21, 2012 from http://www.icmeorganisers.dk/tsg09/
234
Anı Yayıncılık ATIF BÜLTENİ 2015
Yildirim, A., & Simsek, H. (2011). Sosyal bilimlerde nitel araştirma yöntemleri [Qualitative research methods in social sciences] (8th edition). Ankara: Seçkin Yayınları.
Yolcu, B. (2008). Altinci sinif ögrencilerinin uzamsal becerilerinin somut modeller ve bilgisayar
uygulamalari ile geliştirme calısmalari [The development studies of sixth grade students’ spatial skills with concrete models and computer applications]. Unpublished
master thesis, Eskişehir Osmangazi University, Eskişehir, Turkey.
235
Anı Yayıncılık ATIF BÜLTENİ 2015
In Regards to Higher Education Strategy, Assessment of Educational Activities in Public Universities: The Case of Turkey
Ezgi CEVHER*
Hasan YÜKSEL**
Suggested Citation:
Cevher, E., & Yuksel, H. (2015). In Regards to Higher Education Strategy, Assessment of
Educational Activities in Public Universities: The Case of Turkey, Eurasian Journal of
Educational Research, 61, 237-256
http://dx.doi.org/10.14689/ejer.2015.61.13
Abstract
Problem Statement: With the increasing importance of information and research,
the importance of education and training has also increased. Especially in higher
education institutions, educators have started to instruct students in accordance
with the requirements of the modern era, and universities have influenced the international and national competitive powers in the educational domain.
Nowadays, universities in developed countries are not only the organizations
that execute education and training services, but they are also the institutions that
produce more academic studies to enhance their environments, contribute to society through their projects, and integrate with business and industry organizations. In connection with these goals the higher education sector can improve the
performances of many universities and reconstruct them by changing and improving conditions. These changes can only be possible with appropriate strategies.
Purpose of the Study: This study reveals the present situation regarding education
in public universities and aims to determine strengths, weaknesses, opportunities, and threats. Within the framework of Turkey’s higher-education strategy, the
current state of the universities is discussed and certain suggestions were made.
Method: Considering that the main field of activity in universities is “training and
education”, the public universities in Turkey have been evaluated in this study
via a content analysis of the strategic plans of “training and education activities”.
In total, the plans of 90 out of 103 state universities were analyzed according to a
qualitative analysis. The dataset obtained was converted into numbers by means
of the SPSS 15.0 program using frequency analysis.
Results and Findings: Assessing the dataset obtained, one third of the universities
stated that “maintaining a diversity of programs, enhancing social activities, achieving a close interaction between the students and academicians, and increasing
*
Asst. Prof. Dr. Suleyman Demirel University, Isparta Vocational School, Department of Management and Organization, Isparta, Turkey, [email protected].
**
Corresponding Author: Asst. Prof. Dr. Cankiri Karatekin University, Faculty of Economics and Administrative
Sciences, Department of Labour Economics and Industrial Relations, Cankiri, Turkey, [email protected].
236
Anı Yayıncılık ATIF BÜLTENİ 2015
quality and accreditation” were among their strengths. As for their weaknesses,
“inadequacy of interaction with graduates; inadequacy of social fields; inadequacy of health, culture, and sport facilities; inadequacy of foreign language education; inadequacy of library opportunities; scarcity of graduate programs; inadequacy of psychological counseling and guidance services; inadequacy of scholarship support; scarcity of application-oriented studies; and inadequacy of educational material” were listed. Nearly half of the universities regard “exchange
programs” as opportunities, and they focus on the “Bologna Process and Exchange”. On the other hand, “increasing the number of public and private universities” is seen as a threat.
Conclusions and recommendations: As a result of the study, the categories for
strengths in the higher education strategy include “education field, social activity,
life culture, and communication”. The weaknesses mentioned by the universities,
as stated in the higher-education plan, can be strengthened with the strategies involving “physical opportunities, communication, social activities, life culture,
scholarship and part-time work opportunities, student satisfaction, and educational implementations”. For the eradication of the threats, one of which is the increasing number of public and private universities, educational strategies can be
implemented at the correct times within the framework of the Bologna Process”.
Key Words: Instruction, Organization, Strategic Planning, University SWOT
Analysis
References
Aklan, C. (1989). Egitim ortamları [Education environments], No: 85,Ankara: Ankara Universiteleri Egitim Fakültesi.
Bayrak, C., & Senis B.F. (2009). Kitlesel egitim ile bireysel egitimin bulusmasi ag tabanli egitim ile
bireysellestirilmis öğrenmeyi desteklemek: Turkiye’nin 2023 vizyonunda universiteye giris sistemi [Meeting of mass education with ındividiual education supporting ındividual learning
with web based training: university placement system of Turkey under 2023 vision], Turkiye’nin 2023 Vizyonunda Vakif Universiteleri Kongresi, 28. Cilt, Ankara: Atilim Universitesi.
Buget, U. (2008). Turkiye’nin 2023 vizyonunda vakif universiteleri [Waqf universities within the
framework of Turkey’s 2023 vision], Turkiye’nin 2023 Vizyonunda Vakİf Universiteleri
Kongresi, 28. Cilt, Ankara: Atilim Universitesi.
Chareonwongsak, K. (1999). Reshaping universities for the future. The Journal of Futures Studies Strategic Thinking and Policy. 2 (1), 353-371.
Chen E., & Bruneski P. (2007). A guide to research tools swot analysis, recreation tourism research
institute, Retrieved May, 2015, from http://web.viu.ca/rtri/SWOT%20Analysis.pdf
(15.05.2015).
DeAngelis, R. (1998). The last decade of higher education reform in australia and france:
different constraints, differing choices, in higher education politics and policies. In Currie J., Newson J. (Eds.), Universities and globalization: Critical perspectives Thousand Oaks,
CA: Sage, 123-139.
Dyson, R.G. (2004). Strategic development and swot analysis at the university of warwick.
European Journal of Operational Research 152, 631–640.
237
Anı Yayıncılık ATIF BÜLTENİ 2015
El Samani O., & El Sheikh İ. (2007). Sahra alti afrika ile yuksekogrenimde ortaklıga dogru
[Towards cooperation with sub-saharan africa concerning higher education], Fatma Günce
Kanlı (Çev.), 2. Uluslararasi Turk Afrika Konferansi.
Fiske J. (1990). İletisim calismalarina giris [Introduction to Communication Studies], S. İrvan
(Cev.). Ankara: Ark.
Fried et.al. (2006). Summary of an extended comparative analysis on european private higher education. Higher Education in Europe, 31(1), 3-9.
Genc, Z., & Eryaman, Y. (2008). Degisen degerler ve yeni egitim paradigması [Changing
Values and New Education Paradigm]. Afyon Kocatepe Universitesi Sosyal Bilimler
Dergisi, 9(1), 89-102.
Hepkul, A., & Kagnicioglu, H. (1996). Veri tabanli pazarlama [Data based marketing]. Pazarlama Dünyasi, 6(34), 27-33.
Kaldirimci, N. (2003). Rekabet ve yonetim iliskisi [The relationship of competition and management], Mugla Universitesi, Rekabet Düzenlemeler ve Politikalar Kongresi, 15 (1) 117129.
Kavak, Y. (1990). Kalkinmada oncelikli yörelerdeki yuksekogretim kurumlarinin cevreye donuk faaliyetleri [The region oriented activities of higher education ınstitutions in districts possessing
priority in development], Ankara: Turkiye Ticaret Sanayi Deniz Ticaret Odalari ve Ticaret Borsalari Birligi.
Levine, A. (2001). (Ed. Levin Henry). Privatization in higher education: privatizing education: can
the marketplace deliver choice, efficiency, equity, and social cohesion?. Westview Press, CO.
Lombardi, J., Craig, D. D., Capaldi, E. D., Gater, D. S., & Merdonça, S. L. (2001). Quality engines: the competitive context for research universities, USA: The Top America Research
Universities An Annual Report.
Marshall, C., & Rossman, G. (2006). Designing qualitative research. (4th Edition), USA: Sage
Publication.
Owlia, M., & Aspinwall, E., (1996). Quality assurance in education a framework for the dinemsions of the quality higher education, Quality Assurance in Education, 4 (2), 12–20.
Ozdem G., (2008). Turkiye’nin 2023 vizyonunda vakıf universiteleri: 1980 sonrasi uygulanan Yuksekögretim politikalarinda vakif universitelerinin yeri [The waqf universities in turkey’s 2023
vision: the places of waqf univiersities in the policies of higher education after 1980], Turkiye’nin 2023 Vizyonunda Vakif Universiteleri Kongresi, 28. Cilt, Ankara: Atilim Universitesi.
Report to the European Commission on Improving the Quality of Teaching and Learning in Europe’s
Higher Education Institutions, (2013). Modernization of Higher Education.
Romero, L., & Rey D.E. (2002). Competition between public and private universities: quality, prices and exams”, project sec 2002-02606, Departamento de Economía, Universidad Carlos
III
de
Madrid.
Retrieved
from
http://www.cepr.org/meets/wkcn/3/3525/papers/Romero.pdf (10.10.2015).
Satish, K., & Sajjad A. (2008). Meaning aims and process of education. Delhi, India: Retrieved
from
https://sol.du.ac.in/Courses/UG/StudyMaterial/16/Part1/ED/English/SM-1.pdf
(08.04.2015).
Soyler,İ. (2008). Turkiye’nin 2023 vizyonunda vakif universiteleri: egitim hizmetleri baglaminda
vakif universitelerinin finansal ve vergisel sorunlari [The waqf universities in turkey’s 2023
238
Anı Yayıncılık ATIF BÜLTENİ 2015
vision, within the context of educational services, financial and tax based problems of waqf
universities] Turkiye’nin 2023 Vizyonunda Vakif Universiteleri Kongresi, 28. Cilt, Ankara: Atilim Universitesi.
Soyler İ., Yuksekogretim finansmani: Turkiye’nin 2023 vizyonunda universiteye giris sistemi [finance of higher education: university placement system in turkey’s 2023 vision], Turkiye’nin 2023 Vizyonunda Vakif Universiteleri Kongresi, 28. Cilt, Ankara: Atilim Universitesi.
Senatalar B. (2008) Turkiye’nin 2023 vizyonunda vakif üniversiteleri: AB de yuksekogretimde gelismeler [The waqf universities in Turkey’s 2023 vision: developments in Eu higher education], Turkiye’nin 2023 Vizyonunda Vakıf Üniversiteleri Kongresi, 28. Cilt, Ankara:
Atılım Üniversitesi.
Tatlidil, E. (2009). Küresellesme surecinde universitelerin istihdam yapisi uzerine etkisi: Turkiye’nin 2023 vizyonunda universiteye giris sistemi [The ımpacts of universities on employment structure in globalization process: the university placement system in Turkey’s 2023 vision]. Turkiye’nin 2023 Vizyonunda Vakif Universiteleri Kongresi, 28. Cilt, Ankara:
Atilim Universitesi.
Tavsancil, E., & Aslan, E (2001). İcerik analizi ve uygulama ornekleri [Meta analysis and case studies], İstanbul: Epsilon.
Turk Dil Kurumu. (2005). Turkce sozluk [Turkish language dictionary], Ankara.
Strategic Planning. (2015, July 19). Retrieved From Strategic Planning, website,
http//: www.sp.gov.tr (13.06.2015)
Turkiye’nin Yuksekogretim Stratejisi. (2007). Retrieved From Yuksekogretim Kurumu, website: http://www.yok.gov.tr/yok_strateji_kitabı.pdf (13.10.2015).
Unesco (2009). World higher education conference, UNESCO Paris.
Wood, D. (1998). How children think and learn. Second Ed. USA: Blackwell.
Yildirim M., & Simsek B. (2011). Nitel arastırma yontemleri [Qualitative research methods], Ankara: Seckin.
Yuksek S., (2002). Yuksekogretimde egitim-ögretim faaliyetleri ve ortuk program [Education
facilities in higher education and hidden curriculum], Uludag Universitesi Egitim Fakültesi Dergisi. 15 (1), 361-370.
239