International Online Journal of Educational Sciences最新文献

{"title":"Do School Experiences Predict Life Satisfaction in Turkish College Students","authors":"Umran Akın","doi":"10.15345/IOJES.2015.01.008","DOIUrl":"https://doi.org/10.15345/IOJES.2015.01.008","url":null,"abstract":"The aim of this research is to examine the predictive role of school experiences on life satisfaction. Participants were 311 college students. In this study, the Perceived School Experiences Scale and the Satisfaction with Life Scale were used. The relationships between school experiences and life satisfaction were examined using correlation analysis and multiple regression analysis. In correlation analysis, academic press, academic motivation, and school connectedness were found positively related to life satisfaction. According to regression results, academic press, academic motivation, and school connectedness predicted life satisfaction in a positive way. School experiences have explained 26% of the variance in life satisfaction. The results were discussed in the light of the related literature and dependent recommendations to the area were given. © 2015 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121116921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Private Courses in Education or Education in Private Courses","authors":"İlker Kösterelioğlu","doi":"10.15345/IOJES.2015.01.017","DOIUrl":"https://doi.org/10.15345/IOJES.2015.01.017","url":null,"abstract":"Article History: Received 28.06.2014 Received in revised form 21.09.2014 Accepted 01.10.2014 Available online 01.03.2015 The present research discusses the views of a group of teachers working at private courses which help the students get ready for the exams in Turkish education system. Participant teachers (n=58) have been doing their MA degree through distance education at Social Sciences Institution at Amasya University. The research was carried out in the Fall Semester of 2013-2014 Academic Year. Participants were asked to answer open-ended questions. The study was based on descriptive analysis. The findings yielded four domains: “the reasons why private courses exist”, “the need for private courses”, “suggestions for solving the problem in question”, and “problems caused by private courses”. Percentages of the codes (52) having appeared under the domains are presented and the views of teachers are cited as substantiated with excerpts from the participants’ answers. Majority of the participant teachers (98%) consider that private courses are a must in the current condition of Turkish education system. This view has been supported by the claim that Turkish assessment system for high school and undergraduate placement is competition-and achievementbased. Percentages of the other views standing out as “the best suggestions” are as follows: families’ belief that attending private courses is a sine qua non to enter a university and the relief of fulfilling their responsibility for enrolling their children for a university prep school (10%); belief that private courses create equality of educational opportunity for low income families (8%); teachers’ concern about mushrooming of illegal private tutoring due to private courses closedown (38%) and their views that private courses should not be closed down because they help lower unemployment by hiring teachers (24%); exemption of teachers from interinstitutional transfer exam (27%) and operationalization of orientation services in education. In addition, teachers also point to some adverse effects of private courses on students’ social and psychological development (32%) and some parents’ diminished trust in formal education (22%). © 2015 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129886542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prediction of ELT Students' Academic (Language) Achievement: Language Learning Orientation and Autonomous Learning","authors":"H. Karatas, Bulent Alci, N. Yurtseven, H. Yüksel","doi":"10.15345/IOJES.2015.01.014","DOIUrl":"https://doi.org/10.15345/IOJES.2015.01.014","url":null,"abstract":"Learner autonomy is frequently debated among English language teachers and scholars around the world. From the perspective of Self-determination theory, autonomy supported learning environment has close relation with intrinsic motivation, higher perceived competence and academic achievement. The present study aims to define the prediction level of ELT students’ academic achievement using their language learning orientation and autonomous learning. The participants of the study were the undergraduate students from two different universities studying in English Language Teaching departments. Results show that there is a positive correlation between intrinsic motivation and academic achievement, and also between autonomous learning and academic achievement. The regression analysis shows that autonomous learning and intrinsic motivation predict academic achievement strongly. © 2015 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132827296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher's Professional Perception as a Predictor of Teacher - Student Friendship in Facebook: A Scale Development Study","authors":"B. Akkoyunlu, Gökhan Daghan, M. Erdem","doi":"10.15345/IOJES.2015.01.020","DOIUrl":"https://doi.org/10.15345/IOJES.2015.01.020","url":null,"abstract":"In this study, a scale was developed for providing to make a relation between the tendency and reasons of teachers to add their students as “Friend” on Facebook and their professional perceptions. The study group consists of 158 teachers; 81 of them state that they are “friends” with their students on Facebook and 77 of them state that they are not. The factor structures of the scale were determined through Exploratory Factor Analysis (EFA) and the aforementioned theoretical structure was tested through Confirmatory Factor Analysis (CFA). The results indicate that each sub-scale separates into 4 factors that have an eigenvalue of 1 or above and that they have construct validity and reliability. Depending on the fact that both sub-scales had 4 factors, the aim was to find a common structure among the sub-scales. Regarding the meanings that the related items had, it was found that both sub-scales consisted of sub-factors that could be described as responsibility perception, student perception, professional identity perception and school perception. A secondarylevel confirmatory factor analysis was applied to validate the structures that were determined at the sub-scales and to test whether responsibility perception, student perception, professional identity perception and school perception structures inclined to an upper structure, i.e. teaching perception, or not. The findings indicated that both sub-scales had this hierarchical structure and each model had acceptable goodness-of-fit values. The survey developed a structure that had strong psychometrical features and determined that teachers’ interactions with their students on social networks were related to their professional perceptions. © 2015 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123791166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Turkish version of the Social Vulnerability Scale: The study of validity and reliability","authors":"Hakan Sarıcam","doi":"10.15345/IOJES.2015.01.016","DOIUrl":"https://doi.org/10.15345/IOJES.2015.01.016","url":null,"abstract":"Article History: Received 16.08.2013 Received in revised form 24.02.2014 Accepted 26.11.2014 Available online Tarih girmek icin burayi tiklatin. The aim of this research is to adapt the Social Vulnerability Scale (Pinsker, Stone, Pachana, & Greenspan, 2006) to Turkish and to examine its psychometric properties. The research was conducted on 661 university students in Sakarya University and Agri Ibrahim Cecen University. Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy of .95 and a significant result on Bartlett’s test of Sphericity χ2=500,498 (p<.001, df=105). Results confirmatory factor analyses demonstrated that 15 items yielded two factor as original form and that the two-dimensional model was well fit (χ2= 283.21, df= 84, RMSEA= .075, CFI= .99, IFI= .99, NFI= .98, RFI= .97, GFI= .92, SRMR= .043). Factor loadings ranged from .41 to .91. Cronbach alpha internal consistency coefficient was found as .94 for whole scale, .87 for sub-dimension of gullibility, .93 for subdimension of credulity. In the concurrent validity significant relationships (r= .34) were found between the Social Vulnerability Scale and Psychological Vulnerability Scale. Test-retest reliability coefficient was .80 for whole scale. Corrected item-total correlations ranged from .38 to .87. Overall results demonstrated that Social Vulnerability Scale can be named as a valid and reliable instrument that could be used in the field of psychology and education. © 2015 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133975913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of the Cognitive Development Method on the Cognitive Development of 10- to 12-Year-old Children","authors":"H. Kafadar, Zafer Akıncı, B. Çakır","doi":"10.15345/IOJES.2015.01.006","DOIUrl":"https://doi.org/10.15345/IOJES.2015.01.006","url":null,"abstract":"Article History: Received 27.04.2014 Received in revised form 17.09.2014 Accepted 20.09.2014 Available online 01.03.2015 In this study, we examined the effectiveness of the Cognitive Development Method, which was designed to solve various problems that may emerge from cognitive processing in daily life, in healthy children. The Cognitive Development Method is a cognitive training program designed to improve the cognitive processing of participants. 201 healthy participants between 10 and 12 years of age were included in the research. Experimental and control groups were tested before and after experimental manipulation. Neuropsychological tests measuring cognitive processes such as memory, attention, problem solving, general ability, planning, and working memory were administered to the participants in both the experimental and the control groups before the experimental manipulation. Following these tests, 131 participants in the experimental group took part in the Cognitive Development Method for 30 days, 5 days a week, 45 minutes a day. Participants in the control group did not receive any training. At the next stage, the neuropsychological tests werere-administered to the participants in both the experimental and the control groups. The final neuropsychological test averages of the participants in the experimental group were higher than those of the participants in the control group. Analysis of variance (ANOVA) was applied to the data obtained from the research. The analyses demonstrated that the Cognitive Training Program affects the cognitive development of children positively.© 01:19 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126686336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of Mathematics Achievement Goal Orientation Scale (MAGOS): Validity and Reliability Study","authors":"B. Çetin, Ziya Gökalp","doi":"10.15345/IOJES.2014.03.015","DOIUrl":"https://doi.org/10.15345/IOJES.2014.03.015","url":null,"abstract":"The present study aims to develop a valid and reliable instrument for measuring students' mathematics achievement goal orientation. The participants were 356 high school students studying in Diyarbakir in 2013-2014 Education Year Spring Semester. Expert opinion was consulted with regard to the scale's content and face validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed in order to measure the scale's construct validity. As a result of EFA, a 25-item and a four-factor structure, which explains 51.15% of the total variance was obtained. The emerging factors were named learning approach, performance approach, learning avoidance and performance avoidance. The findings obtained CFA indicated that the 25 items and four-factor structure related to Mathematics Achievement Goal Orientation Scale (MAGOS) have satisfactory goodness of fit indices. As for the criterion related validity, the calculation of correlation between students' scores obtained from the MAGOS and mathematics achievement scores reported findings similar to the ones in the literature. The scale's reliability coefficients were calculated by means of Cronbach Alpha and composite reliability methods. The reliability analysis showed that the Cronbach Alpha coefficients were .85, .78, .71 and .67 for learning approach, performance approach, learning avoidance and performance avoidance subscales respectively. On the other hand, the composite reliability coefficients were .80, .66, .57 and .52 for learning approach, performance approach, learning avoidance and performance avoidance subscales respectively. In order to determine the discriminatory power of the MAGOS items corrected item total correlation was calculated. The findings of the item analyses showed that item total correlation range between .37 and .68 and all of the items in the scale were discriminatory. In light of these findings it could be argued that the scale is reliable and valid and can be used in order to test students' mathematics achievement goal orientation. © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121953827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining Relationships between School Administrators ’ Humor Behaviors and Teachers ’ Mobbing Experiences According t o Teacher Perceptions","authors":"N. Cemaloğlu, Ergün Recepoğlu, F. Şahin, E. Daşcı","doi":"10.15345/IOJES.2014.03.006","DOIUrl":"https://doi.org/10.15345/IOJES.2014.03.006","url":null,"abstract":"The purpose of this study was to identify school administrators' humor behaviors as perceived by teachers and to determine the relationships between the school administrators' perceived humor behavior and mobbing experienced by teachers. Data was obtained from 459 teachers chosen by systematic sampling. Results indicated that teachers described negative attitudes mostly encountered as \"refusal to take their ideas and opinions into consideration,\" \"hiding information that would affect their performance from them\", and \"humiliation suffered as a result of being assigned to works below the level of their competence.\" Teachers believed that school administrators generally had \"Appreciative humor\" and \"productive-social humor\" attitudes. While there was a negative and significant relationship between positive humor behaviors and mobbing, there were also positive and significant relationships between negative humor behaviors and mobbing. Sarcastic humor and rejective humor were the significant predictors of mobbing. © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121722239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Socioeconomic Factors of Students’ Relation to Mathematic Achievement: Comparison of PISA and ÖBBS","authors":"Y. Özkan, Meltem Acar Güvendir","doi":"10.15345/IOJES.2014.03.020","DOIUrl":"https://doi.org/10.15345/IOJES.2014.03.020","url":null,"abstract":"Article History: Received 14.06.2014 Received in revised form 01.07.2014 Accepted 19.07.2014 Available online 02.12.2014 The purpose of this study is to identify socioeconomic factors that are related to students’ mathematics achievement in the national large scale test OBBS 2009 and the international large scale test PISA 2009. Socioeconomic factors were considered in two levels. These are student level and school level. Therefore, two level hierarchical linear model (HLM) was used. The participants of the study include 65275 students who took OBBS 2009 and 4575 students who took PISA 2009 in Turkey. In both tests, the factors that were found to be related to mathematics achievement are student’s father’s education and the resources owned. At the school level, the educational development level of the city where the school is located was found to be related to students’ mathematics achievement © 2014 IOJES. All rights reserved","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131802240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relationship between Mathematics Teachers’ Democratic Behavior and Students’ Mathematics Success","authors":"İlhami Bulut, Ferat Yilmaz","doi":"10.15345/IOJES.2014.03.011","DOIUrl":"https://doi.org/10.15345/IOJES.2014.03.011","url":null,"abstract":"Here the correlation between mathematics teachers’ democratic behavior in the learning process and elementary school students’ success in mathematics is investigated. For this purpose, descriptive and relational survey models are used. The study sample comprised 276 female and 246 male, 6th to 8th graders in the city of Diyarbakir, Turkey. The sample was chosen at random from six different elementary schools and undertaken during the second term of the 2011-2012 academic year . Data were collected using a “Democratic Behavior (DB) Scale” developed by the researchers. Data analysis was subject to mean and standard deviation, non-parametric MWU and KWH tests as well as the Spearman and Brown Prediction Formula reliability coefficient. Respectively, a moderate, positive and meaningful correlation was found between math teachers’ democratic conduct in the learning process and students’ success in mathematics.","PeriodicalId":358961,"journal":{"name":"International Online Journal of Educational Sciences","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124866233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}