EJER 2015 Akademik Teşvik Atıfları Bülteni

Transkript

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
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Printing Date / Basım Tarihi: 15. 01. 2015
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Typography / Dizgi: Kezban KILIÇOĞLU
2
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
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
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
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
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
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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
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.
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16
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
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
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19
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20
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.
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
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
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26
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.
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
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
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31
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
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
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.
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37
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
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
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EDITOR / Editör
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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
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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
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Mathematics Hayal Yavuz Mumcu, Meral Cansız Aktaş.207-226
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45
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
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
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
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
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Bilimler Dergisi, 6 (20), 32-45
50
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
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Ying, Y.W. (2009). Contribution of self compassion to competence and mental health in
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Zeigler-Hill, V., Besser, A. & Jett, S.E. (2013). Laughing at the looking glass: does humor style
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51
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
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
sure effective designs for teamwork-based discussion activities, including those
used for research.
Keywords: Cooperative learning, learning style, deep learning, surface learning
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56
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
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
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.
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61
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
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
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.
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65
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
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
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
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69
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
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
70
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
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71
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73
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
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
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.
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77
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
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
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
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81
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
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
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.
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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
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
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
“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
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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
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.
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teacher commitment: cognitive and motivational pathways. British Educational
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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
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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.
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management of self-belief?. School Leadership & Management: Formerly School
Organisation, 32:5, 439-451.
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organizational climates, teaching task environments, and teacher commitment.
American Educational Research Journal, 33(4), 873-901.
89
Sezgin, F. (2010). Öğretmenlerin örgütsel bağlılığının bir yordayıcısı olarak okul kültürü
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Stairs, M., Galpin, M., Page, N., & Linley, A. (2006). Retention on a knife edge: The role of
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90
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
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
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
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96
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
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
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
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102
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
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
** 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
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
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109
EDITOR / Editör
CO- EDITORS
Özer Daşcan
Dilek Ertuğrul
[email protected]
Tel: +90.312 425 81 50 pbx Fax: +90.312 425 81 11
110
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.
Social Scisearch,
SCOPUS database,
111
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
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
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
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
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.
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120
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
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
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124
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
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
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128
undergradua-
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
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
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132
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
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.
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135
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
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
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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
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
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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
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.
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152
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
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
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157
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
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
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160
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
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.
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164
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
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.
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167
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
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
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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
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
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176
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
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
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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
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
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184
Üç Ayda Bir Yayımlanan Hakemli Dergi, Yıl: 15 Sayı: 61/ 2015
EDITOR / Editör
CO- EDITORS
Özer Daşcan
Dilek Ertuğrul
[email protected]
Tel: +90.312 425 81 50 pbx Fax: +90.312 425 81 11
185
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.
Social Scisearch,
SCOPUS database,
186
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
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
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.
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191
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.
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
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
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196
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.
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
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
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200
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
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
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201
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
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.
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205
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
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
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210
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
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
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214
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
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
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216
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217
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.
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
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
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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
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
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225
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
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
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
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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
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
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235
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
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
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
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