Participatory Educational Research最新文献_第3页

Conflict and Collaboration: Co-Teaching Dynamics in Bilingual Private Schools 冲突与合作：双语私立学校的合作教学动态

Participatory Educational Research Pub Date : 2024-05-07 DOI: 10.17275/per.24.34.11.3

Melike Aslı Baran, Nihan Demirkasımoğlu

{"title":"Conflict and Collaboration: Co-Teaching Dynamics in Bilingual Private Schools","authors":"Melike Aslı Baran, Nihan Demirkasımoğlu","doi":"10.17275/per.24.34.11.3","DOIUrl":"https://doi.org/10.17275/per.24.34.11.3","url":null,"abstract":"This qualitative phenomenological inquiry aimed to explore the intricacies of conflict within the educational landscape, specifically focusing on its manifestation within the realm of private schools. The resultant dataset covered the perspectives of 37 teachers and four administrators through semi-structured interviews. This investigation leveraged the transformative power of in-depth interviews, engaging both co-teachers and school administrators, to unveil the layers of complexity hidden beneath the surface. The data analysis followed a series of thematic coding stages. The multifaceted findings uncovered a paradoxical landscape within the practice of co-teaching. While the practice itself was recognized as invaluable, a tapestry of conflicting issues emerged that warrant careful consideration. The salient points of discord that surfaced encompassed themes such avoidance of responsibility, inability to adapt to practice, not knowing the system, the partners paying more attention to their branch, intense program, lack of communication and different educational philosophies. Finally, a notable difference in perception arose: teachers often credited conflict resolution to the effectiveness of their administrators, whereas administrators leaned towards the idea that it depended on the competence of their fellow teachers. While teachers pushed for more in-service training and workshops, administrators argued that they already offer sufficient training opportunities. These results underscore the intricate dynamics within the education system. To facilitate successful co-teaching, both teachers and administrators must grasp this approach thoroughly.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"95 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141002460","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}

引用次数: 0

Digital Transformation in Science Education: Teachers' Self-Efficacy of Distance Learning and Blended Learning Experiences 科学教育的数字化转型：教师对远程学习和混合式学习体验的自我效能感

Participatory Educational Research Pub Date : 2024-05-07 DOI: 10.17275/per.24.38.11.3

H. Nuhoğlu, D. B. Şahin Sarkın, Sevim Aşiroğlu

{"title":"Digital Transformation in Science Education: Teachers' Self-Efficacy of Distance Learning and Blended Learning Experiences","authors":"H. Nuhoğlu, D. B. Şahin Sarkın, Sevim Aşiroğlu","doi":"10.17275/per.24.38.11.3","DOIUrl":"https://doi.org/10.17275/per.24.38.11.3","url":null,"abstract":"Blended learning emerges as an indispensable tool for pioneering science education practices in the 21st century. Studies underscore the efficacy of blended learning applications in science education, particularly in enhancing learners' computer proficiency, fostering positive attitudes and motivation towards science courses, and surmounting learning hurdles. This study aims to assess the levels of self-efficacy among science teachers for blended education within the context of the digital transformation process. It also seeks to investigate the predictive capacity of various factors and analyze teachers' experiences with blended learning. The research adopts a mixed-method approach, integrating both qualitative and quantitative research methodologies. Quantitatively, the study utilizes the \"Self‐Efficacy Perception of Distance Education Scale\" to gauge science teachers' self-efficacy perceptions about distance education. The quantitative segment encompasses a sample of 175 science teachers. On the other hand, for the qualitative aspect, 26 teachers' experiences were examined through an “Open-Ended Question Form” to gain nuanced insights. The results of the quantitative analysis demonstrated that science educators displayed a heightened level of perceived self-efficacy in the domain of distance education. The influencing factors identified included gender, seniority, school type, class size, and usage of laboratory facilities. The qualitative findings indicated that science teachers' engagement with blended learning was characterized by both positive and negative sentiments. These experiences were further categorized into subgroups of positive and negative encounters.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"86 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141004018","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}

引用次数: 0

The Effects of Digital Educational Games on Secondary School Students’ Attitudes Towards Elective English Class and on Increasing Their English Listening Skills and Vocabulary 数字教育游戏对中学生英语选修课态度及提高英语听力和词汇量的影响

Participatory Educational Research Pub Date : 2024-05-07 DOI: 10.17275/per.24.35.11.3

Kevser Tevetoğlu, Özgen Korkmaz

{"title":"The Effects of Digital Educational Games on Secondary School Students’ Attitudes Towards Elective English Class and on Increasing Their English Listening Skills and Vocabulary","authors":"Kevser Tevetoğlu, Özgen Korkmaz","doi":"10.17275/per.24.35.11.3","DOIUrl":"https://doi.org/10.17275/per.24.35.11.3","url":null,"abstract":"The purpose of this study was to investigate the impact of digital educational games on secondary school students' attitudes towards elective English lessons, as well as the influence of digital educational games on the development of EFL listening skills and vocabulary learning. The study group included 40 students in two classes of 6th grade elective English course from a secondary school in Samsun province of Türkiye during the academic year 2022-2023. A quasi-experimental model with a pretest-posttest control group was used in the study. A total of six weeks, namely two hours of instruction each week, made up the trial period. Digital instructional games meeting certain criteria set by the study were used to teach the experimental group. In the control group, no digital educational games were employed, and the same teaching strategies as before the experiment were used. An academic achievement exam covering vocabulary and listening and the \"Middle School English Course attitude scale\" were utilized as data gathering tools. The study revealed that digital educational games had a favourable impact on secondary school students' views about the elective English class. Additionally, it was noted that the pupils in the experimental group improved their vocabulary and listening skills more than those in the control group. In conclusion, considering the positive outcomes of using digital educational games in both foreign languages and other disciplines, we can say that their integration into education will have positive effects on academic achievement and may positively affect students' attitudes towards that course by providing them with a fun learning environment. This makes the case for the potential use of digital educational games as a tool for learning-reinforcing activities in elective English and other elective classes.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"28 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141005607","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}

引用次数: 0

The Effect of the Story Completion Technique on Creative Writing Skills 故事完成技巧对创意写作技巧的影响

Participatory Educational Research Pub Date : 2024-05-07 DOI: 10.17275/per.24.36.11.3

A. Şahin, Yağmur Dönmez

{"title":"The Effect of the Story Completion Technique on Creative Writing Skills","authors":"A. Şahin, Yağmur Dönmez","doi":"10.17275/per.24.36.11.3","DOIUrl":"https://doi.org/10.17275/per.24.36.11.3","url":null,"abstract":"Written works are the most significant tool in transmitting a society's culture to future generations. Therefore, enhancing the effectiveness and usage of creative writing is important. Various methods and techniques are employed in writing education to foster a love for writing from a young age and to aid in producing creative writing works. One such method involves completing unfinished stories. This study aims to demonstrate the effect of the story completion technique on students' creative writing skills. The study was conducted using a pre-test, post-test control group design among experimental studies. The sample consisted of 37 fourth-grade students from a primary school in the Central Anatolia Region, Türkiye with 19 in the experimental group and 18 in the control group. The experimental group was subjected to the story completion technique, while the control group received no special treatment and followed the Turkish language curriculum as planned by the teacher. The interventions lasted for 8 weeks. Data were collected by scoring students' creative writing products using the “Creative Writing Products Evaluation Scale” and were statistically processed using the SPSS software package. In the analysis of the data, the t-test was used for paired comparisons, and significance was sought at the .05 level. The results showed that students in the experimental group, who used the story completion technique, had significantly higher writing scores than those in the control group. Furthermore, it was observed that the writing levels of students in the experimental group improved from medium to good. These results indicate that the story completion technique is effective in enhancing students' creative writing skills.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"5 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141004035","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}

引用次数: 0

Situating a Prism to See ‘All Colors’: Evaluations of the E-school System in Türkiye from the Perspective of Educational Equity 从教育公平的角度评估图尔基耶的电子学校系统：从教育公平的角度评估土耳其电子学校系统

Participatory Educational Research Pub Date : 2024-05-07 DOI: 10.17275/per.24.39.11.3

Pınar Ayyıldız

{"title":"Situating a Prism to See ‘All Colors’: Evaluations of the E-school System in Türkiye from the Perspective of Educational Equity","authors":"Pınar Ayyıldız","doi":"10.17275/per.24.39.11.3","DOIUrl":"https://doi.org/10.17275/per.24.39.11.3","url":null,"abstract":"This research intends to delve into the first-hand information pertaining to learning analytics that belongs to PreK–12 education at micro, meso, and macro levels (Shum, 2012) in Türkiye from the perspective of equity in education through seeking to obtain the views of educational authorities and policy makers viz. school principals, the members of district national education directorate as well as those of Innovation and Educational Technologies General Directorate of MoNE (Republic of Türkiye Ministry of Education). To do so, adopting a qualitative route, the study attempts to inquire into the perceptions of the said groups i.e., 45 participants; in total-with 15 participants from each-about the role and place of the existing “E-school” structure that employs learning analytics towards the use of Big Data in Türkiye. This is realized particularly toward addressing and catering to students at risk alongside the disadvantaged. In this direction the research question is: “How do the decision-making bodies in Türkiye see the current E-school system as regards ensuring and sustaining educational equity?”. The semi-structured interviews aim to direct questions e.g., respecting the situation with school dropouts, the cases of students with special needs, the situation of those who are struggling and of refugees. The findings indicate a superposition; an entangled being of inherent disadvantages and that the present system needs to be further amended to better care for ‘all’ to speak of equity. This study will cast light on the potential value of learning analytics regarding its use for targeting/solving equity problems through the expert opinions from a developing country with highly dynamic demographics.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"9 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141004650","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}

引用次数: 0

The effects of Teaching Practices Based on Biomimicry Approach on Learning-Teaching Processes 基于仿生学方法的教学实践对学与教过程的影响

Participatory Educational Research Pub Date : 2024-05-07 DOI: 10.17275/per.24.37.11.3

O. C. Adıgüzel, Sibel Küçükkayhan, Dilruba Kürüm Yapıcıoğlu, Derya Atik Kara

{"title":"The effects of Teaching Practices Based on Biomimicry Approach on Learning-Teaching Processes","authors":"O. C. Adıgüzel, Sibel Küçükkayhan, Dilruba Kürüm Yapıcıoğlu, Derya Atik Kara","doi":"10.17275/per.24.37.11.3","DOIUrl":"https://doi.org/10.17275/per.24.37.11.3","url":null,"abstract":"The aim of this research is to evaluate the effect of biomimicry approach on the learning-teaching process, based on the results of the studies on teaching practices on the biomimicry approach. The research was carried out by systematic review method. Depending on this method, the review protocol of scientific studies, which consists of four stages: planning, research, selection and synthesis, was employed. Within the scope of the research, the studies indexed in the Web of Science (WOS) database were searched with the keywords \"biomimicry\", \"biomimicry in education\", and then the relevant studies were selected by scanning TRDizin, Wiley, Scopus databases. Additionally, the relevant postgraduate studies were scanned through the National Dissertation Center and ProQuest databases and were included in the review. Within the scope of research themes, all the related studies in the fields of Educational Sciences, Social Sciences, Education, Psychology and Sociology were included in the review. During the selection phase, the contents were evaluated and the studies suitable for the research purpose were determined in line with the elimination criteria. In the synthesis phase, the selected studies were evaluated in terms of their theoretical basis, aims, methods, findings, and limitations. The total number of studies included in the systematic review was determined as 16. The results of the study provide a perspective on the current status of the biomimicry approach in the field of social sciences, how it is conceptually defined, and the effects of this approach on responding to needs in the field of education and learning characteristics.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"25 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141005089","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}

引用次数: 0

Visual Arts Self-Efficacy and Professional Attitudes: A Deep Dive into Pre-Service Primary Teachers' Perspectives 视觉艺术自我效能感与专业态度：深入了解职前小学教师的观点

Participatory Educational Research Pub Date : 2024-05-07 DOI: 10.17275/per.24.32.11.3

Gülcan Erden Kocaarslan, Doç. Dr. Martina Rıedler Eryaman

{"title":"Visual Arts Self-Efficacy and Professional Attitudes: A Deep Dive into Pre-Service Primary Teachers' Perspectives","authors":"Gülcan Erden Kocaarslan, Doç. Dr. Martina Rıedler Eryaman","doi":"10.17275/per.24.32.11.3","DOIUrl":"https://doi.org/10.17275/per.24.32.11.3","url":null,"abstract":"The role of art education in the holistic development of young children is undeniably essential. This form of education not only shapes the perceptions and worldviews of children but also nurtures and cultivates their innate creative capabilities. In this context, the roles of primary school teachers and pre-service primary educators are quite crucial to achieve this goal. This study investigates the self-efficacy beliefs of pre-service primary educators concerning visual arts instruction, as well as their attitudes toward the pedagogical profession. The research cohort comprises 160 pre-service primary educators from a prominent state university in Türkiye. Instruments utilized in this study include the \"Self-efficacy Scale for Visual Arts Teaching\" and the \"Attitude Towards Teaching Profession Scale\". The findings reveal a subtle yet statistically significant correlation between the pre-service teachers' self-efficacy beliefs in visual arts instruction and their attitudes toward the pedagogical profession. Notably, there was a discernible difference in the self-efficacy beliefs concerning visual arts instruction in favor of participants with family members engaged in artistic endeavor. Furthermore, an upward trend was observed in both the self-efficacy beliefs in visual arts teaching and attitudes toward the teaching profession as the academic grade level advanced. In light of the findings, we suggested some remarkable implications.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"52 3‐4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141002401","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}

引用次数: 0

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students 自我效能感在大学生自我决定动机与学业投入之间关系中的中介作用

Participatory Educational Research Pub Date : 2024-05-07 DOI: 10.17275/per.24.33.11.3

T. Ghbari, Ghaleb Albadareen, Rana T. Al-Smadi, Jalal K. Damra, Nezar A. Shammout

{"title":"The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students","authors":"T. Ghbari, Ghaleb Albadareen, Rana T. Al-Smadi, Jalal K. Damra, Nezar A. Shammout","doi":"10.17275/per.24.33.11.3","DOIUrl":"https://doi.org/10.17275/per.24.33.11.3","url":null,"abstract":"Academic engagement (AE) is an educational concern, and universities seek to increase its level by identifying the factors affecting it. Self-determination theory (SDT) and self-efficacy (SE) have been assumed to affect academic engagement directly or indirectly. Recognizing the significance of investigating AE and the factors influencing it, a notable research gap is spotted in the exploration of the mediating influence of SE in the relationship between SDT and AE. The current study tried to fill this gap and aimed to reveal the levels of self-determination, self-efficacy, and academic engagement of undergraduate students as well as the mediating role of self-efficacy in the relationship between the self-determination motive and academic engagement. After applying the relevant measures to a sample of 240 undergraduate students, the results showed that self-efficacy and autonomy as a dimension of self-determination had a medium level, while the level of relatedness was high; moreover, the level of academic engagement was high and self-efficacy was low. Autonomy and competence as components of self-determination were also revealed to directly and indirectly affect academic engagement. The results also demonstrated the mediating role of self-efficacy in the relationship between self-determination motive and academic engagement. In light of the previous findings, there are some important implications, through which the teachers and faculty members can identify the factors affecting AE to help students increase their participation in educational activities. Psychological Counsellors can also use the findings to help students in coping with academic life challenges and positively interacting with their educational environment.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"23 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141005705","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}

引用次数: 0

Development of the ‘Teacher Self-Efficacy Scale on Activities Supporting Motor Development (MSS-S)’ in Preschool Education 开发学前教育 "教师运动发展活动自我效能感量表（MSS-S）

Participatory Educational Research Pub Date : 2024-03-03 DOI: 10.17275/per.24.29.11.2

Perihan Ci̇velek, Gülden Uyanık

{"title":"Development of the ‘Teacher Self-Efficacy Scale on Activities Supporting Motor Development (MSS-S)’ in Preschool Education","authors":"Perihan Ci̇velek, Gülden Uyanık","doi":"10.17275/per.24.29.11.2","DOIUrl":"https://doi.org/10.17275/per.24.29.11.2","url":null,"abstract":"The main aim of this study was to develop a comprehensive scale to assess preschool teachers' self-efficacy to facilitate motor development activities. Scale validation was assessed through content, construct, and criterion validity, while reliability was determined through Cronbach's alpha and test-retest analyses. It was found that the content validity ratio of the items exceeded the threshold of 0.56 after content validity analysis. In addition, the content validity index for the scale was calculated to be a robust 0.903. A sample of 361 preschool teachers were then administered the scale. Exploratory factor analysis (EFA) was performed on the data obtained. The results of the EFA showed that the factor loading values ranged from 0.52 to 0.83. Following the EFA, a confirmatory factor analysis (CFA) was carried out, which resulted in a χ2/df value of 1.657. Other goodness of fit indices were as follows: GFI=0.90, TLI=0.94, IFI=0.95, CFI=0.95, RMSEA=0.043, SRMR=0.052. Overall, the scale explained 51.242% of the total variance. Consequently, the initial form was refined into a 27-item, 3-factor structure as a result of factor analysis. In terms of the criterion validity analysis, a significant positive relationship emerged between the scale and a comparable instrument measuring a related construct. Furthermore, regarding reliability analysis, the scale showed a high Cronbach's Alpha reliability coefficient of 0.88. The scale's test-retest reliability was confirmed with an intraclass correlation coefficient (ICC) of 0.77. In conclusion, this study provided a scale that can be deemed both valid and reliable for the assessment of the self-efficacy of preschool teachers in implementing motor development activities.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140080886","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}

引用次数: 0

The Mediating Role of Lifelong Learning Motivation in the Relationship Between Virtual Risk Perception and Digital Well-Being 终身学习动机在虚拟风险感知与数字幸福感关系中的中介作用

Participatory Educational Research Pub Date : 2024-03-03 DOI: 10.17275/per.24.30.11.2

V. Arslankara, Ertugrul Usta, S. S. Seferoğlu

{"title":"The Mediating Role of Lifelong Learning Motivation in the Relationship Between Virtual Risk Perception and Digital Well-Being","authors":"V. Arslankara, Ertugrul Usta, S. S. Seferoğlu","doi":"10.17275/per.24.30.11.2","DOIUrl":"https://doi.org/10.17275/per.24.30.11.2","url":null,"abstract":"This research aims to examine the potential mediating role of lifelong learning motivation in the relationship between virtual risk perception and digital well-being of (whom?). With a view to filling the gaps in the literature, this study examined how lifelong learning motivation can play a mediating role in understanding the effects of the risks individuals perceive in digital environments on their digital well-being. The findings of the research, obtained within a theoretical framework that combines psychological, educational, and digital technology perspectives, aim to shed light on new studies on improving individual well-being in the digital world and make a significant contribution to better understand the complex dynamics of the digital age and to properly maintain individuals’ digital experiences. 140 people participated in the research. The research data was obtained by survey. In the 4-section questionnaire, the other sections except demographic information were obtained with the Virtual World Risk Perception (VWRP) Scale, Lifelong Learning Motivation (LLM) Scale and Digital Well-Being (DWB) Scale. Mediation analysis was performed on the obtained data with JAMOVI software. As a result of the analysis, it was determined that lifelong learning motivation fully mediates the relationship between virtual risk perception and digital well-being.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140081211","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}

引用次数: 0