International Journal of Psychology and Educational Studies最新文献

{"title":"Examining the Relationship Between Adolescents' Psychological Resilience and Attachment Styles Using Canonical Correlation","authors":"Erdal Kılınç","doi":"10.52380/ijpes.2023.10.2.1001","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.2.1001","url":null,"abstract":"This study aimed to examine the relationship between adolescents' psychological resilience and attachment styles. This research was designed according to the correlational design, which is one of the quantitative research methods. The population of the research consists of high school students studying in Şahinbey District of Gaziantep. The sample of the research is 570 students in 3 Anatolian High Schools, 2 Vocational and Technical Anatolian High Schools, and 1 Imam Hatip High School, determined randomly by the stratified sampling method,  2n done class in each of the 9, 10, 11 and 12 grades determined by the random cluster sampling method. The Adolescent Resilience Scale was used to measure the level of resilience, and the Three-Dimensional Attachment Styles Scale was used to measure attachment styles. In the study, the relationship between family support, peer support, school support, adaptation, empathy, and struggle determination, which are the sub-dimensions of the Adolescent Psychological Resilience Scale, and the sub-dimensions of the Three-Dimensional Attachment Styles Scale, between the secure, avoidant, and anxious-indecisive attachment data sets, were examined with canonical correlation analysis. As a result of the canonical correlation analysis, a significant relationship was found between psychological resilience and attachment styles, and the common variance shared between data sets was found to be 44.1%.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128441849","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-based Evaluation of Students’ Problem Solving Skills","authors":"İlknur Özpınar, S. Arslan","doi":"10.52380/ijpes.2023.10.2.1160","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.2.1160","url":null,"abstract":"The need for improving and evaluating students’ cognitive skills, including problem-solving, has been highlighted in both the mathematics education literature and the curricula worldwide. The objective of this study was to assess the problem-solving skills of lower secondary school students using a teacher-based evaluation method, taking into account their grade level, gender, grade-point averages, and mathematics grades. To that end, the Problem-solving Skill Scale was administered to 39 mathematics teachers from 21 schools, for a total of 1010 sixth, seventh, and eighth grade students. Based on the findings, it can be inferred that the students possess an adequate level of problem-solving skills; however, their level of proficiency differed significantly according to their grade levels, gender, grade-point averages, and mathematics grades. This identification of the students' problem-solving skills is expected to guide them towards activities and resources that align with their individual abilities.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127433123","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 Influence of Pronunciation Education via Artificial Intelligence Technology on Vocabulary Acquisition in Learning English","authors":"İbrahim Yaşar Kazu, Murat Kuvvetli","doi":"10.52380/ijpes.2023.10.2.1044","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.2.1044","url":null,"abstract":"Correct pronunciation significantly increases the intelligibility of communication. However, it is uncertain whether acquiring the pronunciation of the words enhances word retention capability. Therefore, the major purpose of this research is to evaluate whether vocabulary acquisition with the aid of pronouncing with artificial intelligence leads to a longer memory. In this research, a full experimental pattern, and a pre-test and post-test control group design were applied. Furthermore, a total of 56 high school students aged between 14-15 were asked to memorize unknown vocabulary with two pronunciation teaching methods. Prior to the experimental process, the pre-test was applied to both groups, and then, the artificial intelligence-based speech recognition pronunciation teaching process was to the experimental group while the phonetic alphabet pronunciation process was to the control group on the 4th, 8th, and 12th weeks. According to the findings, it was obtained that pronunciation practice via artificial intelligence-enabled the words to remain in memory longer. Additionally, the participants’ views were gathered at the end of the research. For further research, this study will benefit other research with a variety of accessible tools to meet objectives by utilizing a new artificial intelligence-supported pronunciation model, through recording and reacting to learners' pronouncing practices in different languages.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127347101","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":"Attachment, Growth Fear and Conflict Resolution in Close Relationships","authors":"Banu Yildiz","doi":"10.52380/ijpes.2023.10.2.1011","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.2.1011","url":null,"abstract":"Effectively addressing and resolving conflicts in close relationships plays an important role in maintaining healthy relationships. Therefore, in this study, it is aimed to examine the predictive role of attachment styles (anxiety and avoidance) and the growth fear in close relationships on constructive and destructive conflict resolution strategies in close relationships. A total of 492 individuals, 299 women (60.8%), and 193 men (39.2%) between the ages of 18 and 38 who were romantically involved and married, participated in the study. The outcomes of the multiple regression analysis show that anxiety, avoidance, and growth fear have a predictive role on the effective-destructive 'exit' sub-dimension, which includes abandonment behaviors in conflict resolution. The passive-destructive 'neglect' sub-dimension, which includes conflict-ignoring behaviors, is predicted by anxiety and growth fear. The avoidance and the growth fear negatively predicted the active-constructive 'voice' sub-dimension, which includes the behaviors in which the factors causing conflict are discussed through dialogue. Finally, the passive-constructive 'loyalty' sub-dimension, which includes behaviors such as waiting in hopes that the factors causing conflict will disappear, is predicted positively by the anxiety and negatively by the avoidance. Gender also has a predictive effect on the loyalty sub-dimension. The results obtained from the research were discussed according to the relevant literature, and recommendations were made to mental health experts and researchers. It is hoped that the findings of this study will guide the treatment of conflict resolution processes among partners in relationship counseling processes.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134588729","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 Teachers’ Attitudes and Views Towards Educational Research: Mixed Research","authors":"Hilal Günyel, Orkun Osman Bilgivar","doi":"10.52380/ijpes.2023.10.2.1139","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.2.1139","url":null,"abstract":"The primary aim of the research is to examine the attitudes and behaviors of teachers toward educational researches. The research was carried out using mixed methods and an explanatory sequential design. The quantitative study group for the research consists of teachers working in public or public schools affiliated with the Istanbul Provincial Directorate of National Education in the 2021-2022 academic year. The quantitative study group for the research—the convenience sampling method—was determined, and 532 teachers participated in the research. Quantitative data were collected with the \"Teacher Attitude Scale Towards Educational Researches (TAASS)\" and independent groups were analyzed by t-test and ANOVA analysis. In the qualitative phase, data were collected from 20 teachers determined using the maximum diversity method. \"Semi-Structured Interview Form\" was used to collect qualitative data, and the content analysis method was analyzed. According to the results, teachers think that educational research is necessary at a \"high level\". They stated that educational research would contribute to the professional development of teachers in the fields of \"teacher training and development\", \"learning and teaching strategies\", \"Management and leadership\", \"curriculum\", \"assessment-evaluation criteria\", \"technology use\". They also stated that educational research in the fields of \"Learning and Teaching Strategies\", \"Equal Opportunity and Opportunity,\" and \"Family Factor\" will contribute to the academic development of students. In this way, the necessity of educational research has been categorized under the themes of \"professional development and student academic development\"","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131709140","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":"Social Entrepreneurship Practices in Schools: Examination of School Administrators and Teacher Experiences","authors":"Emine Kalkan Çolakoğlu, Tuğba Konaklı","doi":"10.52380/ijpes.2023.10.2.1116","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.2.1116","url":null,"abstract":"The purpose of this research is to examine the practices of school administrators and teachers towards social entrepreneurship in schools. Within the scope of this general purpose, the reasons that reveal social entrepreneurship activities, how the implementation process takes place, the results of the implementations, the problems encountered in the implementations, and suggestions for supporting social entrepreneurship activities have been investigated. The study group for the research consists of 6 school administrators and 6 teachers selected by the snowball sampling method who work in different provinces of Turkey in the 2021-2022 academic year and exhibit examples of social entrepreneurship. A semi-structured interview form was used for data collection and analysis. The content analysis method was used in the analysis of the obtained data. Research findings have determined that there are individual, Professional, and environmental reasons that reveal teachers' practices towards social entrepreneurship in schools. The primary reason that drives teachers towards social entrepreneurship is environmental. It has been seen that the disadvantaged nature of the job and the high number of disadvantaged students in the school cause teachers to engage in social entrepreneurship activities in order to reduce inequality. It has been determined that in the implementation process for social entrepreneurship, the stages of recognizing the need, preparation, planning, support, and evaluation emerge, and the results of the implementation are gathered under individual, organizational, and environmental sub-themes. According to the findings, the problems that arise in the practices of teachers toward social entrepreneurship are mostly organizational. Teachers stated that organizational problems stem from the administrators they are affiliated with and the inadequacies in the National Ministry of Education legislation. It has been observed that suggestions for supporting social entrepreneurship in schools are grouped under organizational and personal sub-themes.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115375866","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":"Gender, Self-silencing, and Identity among School and out of School Emerging Adults","authors":"Meva Demir Kaya, F. Çok","doi":"10.52380/ijpes.2023.10.2.1177","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.2.1177","url":null,"abstract":"This study aimed to examine the relationship between adolescents' psychological resilience and attachment styles. This research was designed according to the correlational design, which is one of the quantitative research methods. The population of the research consists of high school students studying in Şahinbey District of Gaziantep. The sample of the research is 570 students in 3 Anatolian High Schools, 2 Vocational and Technical Anatolian High Schools, and 1 Imam Hatip High School, determined randomly by the stratified sampling method, n done class in each of the 9, 10, 11 and 12 grades, determined by the random cluster sampling method. The Adolescent Psychological Resilience Scale and the Three Dimensional Attachment Styles Scale were used to measure attachment styles. In the study, the relationship between family support, peer support, school support, adaptation, empathy, and struggle determination, which are the sub-dimensions of the Adolescent Psychological Resilience Scale, and the sub-dimensions of the Three-Dimensional Attachment Styles Scale, between the secure, avoidant, and anxious-indecisive attachment data sets, were examined with canonical correlation analysis. As a result of the canonical correlation analysis, a significant relationship was found between psychological resilience and attachment styles, and the common variance shared between data sets was found to be 44.1%.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128792397","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":"Using Technology to Support Creative Writing: How It Affects Teachers’ Digital Writing Skills and Their Gains from Digital Technology","authors":"Gökçen Göçer Demirel, Tuğba DEMİRTAŞ TOLAMAN, Nahi̇de İrem Azi̇zoğlu","doi":"10.52380/ijpes.2023.10.2.1039","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.2.1039","url":null,"abstract":"With the advances in technology, the skill of writing has taken on a new form with digital tools. Concepts like digital literacy, digital writing, electronic writing, web-based writing, online writing, and multimodal texts have become increasingly common. Hence, integrating technology into writing education in schools today has gained significance. This way, students can write digitally and produce digital texts in harmony with their lives outside of school. Teaching these skills to students is only possible to the extent of the teachers’ digital writing skills, digital writing habits, self-efficacy in using technology, self-efficacy in preparing digital teaching materials, and improvement of these skills. In this context, the current research aims to investigate the effects of web-based creative writing practices on teachers’ digital writing skills, digital writing habits, self-efficacy regarding digital education technology standards, and self-efficacy in developing digital teaching materials. For this purpose, we used the experimental method “one-group pretest-posttest design.” The data were collected from a total of 40 teachers: 20 classroom teachers and 20 Turkish language teachers. We carried out 16 creative writing activities where the participants performed digital writing. In seven of these activities, the participants received information and observed examples of digital tools that can be used in writing education or created texts using various digital tools, like tools for creating digital stories and cartoons. For data collection, we used certain data collection tools before and after the writing activities. We analyzed the data using the Kolmogorov-Smirnov Test, the paired samples t-test, and the Wilcoxon signed-rank test via the SPSS 20.0 software. We interpreted the data and presented it in tables. We concluded that web-assisted creative writing practices had positive effects on teachers’ digital writing skills, digital writing habits, self-efficacy regarding digital education technology standards, and self-efficacy in developing digital teaching materials.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126166292","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":"Why Do Pre-Service Teachers Prefer Face to Face, Online or Hybrid Education?","authors":"S. Kaya","doi":"10.52380/ijpes.2023.10.2.1024","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.2.1024","url":null,"abstract":"In this cross-sectional survey, it was aimed to analyze pre-service teachers’ comparative perceptions about face-to-face (F2F) and online courses. It was also intended to discover the predictors influencing their choice of educational modes. The sample consisted of 338 pre-service teachers, selected with the cluster random sampling method, studying at two universities in Turkey. Data were collected using a questionnaire developed by the researcher. Data regarding the sample’s comparative perceptions of online and F2F courses were analyzed with descriptive statistics, while Multinomial Logistic Regression was used to analyze the predictors influencing the sample’s education preference, which had three categories: online, F2F and hybrid education. Preliminary findings revealed that the sample preferred hybrid education more than online or F2F education. Further findings revealed that as participants' satisfaction with online courses increased, as did their autonomy and the instructional effectiveness of the online courses, students' proclivity to prefer online education over F2F education increased. Additionally, gender and university type influenced this sample’s preferences between F2F and hybrid education significantly.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126079525","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":"Mental Health of Adolescents and Its Association with Their Educational Systems: A Cross-Sectional Study on High School Students","authors":"Ameerah Shaikh, Syeda Mahnoor, A. Saleem, Maha Rashid, D. Faheem, F. Ahmad","doi":"10.52380/ijpes.2023.10.2.734","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.2.734","url":null,"abstract":"We assessed the Association of Mental Health and different education systems among high school students. A total of 174 students (107 females and 67 males) from age 16-19 years studying in 11th and 12th grades or equivalent to A levels in Karachi, Pakistan were surveyed in this cross-sectional study. Data collection involved using a specially designed structured questionnaire through literature review as well as the patient Health Questionnaire, a validated tool for assessing depression.  Our study found that majority of students suffered from mild depression (29.3%). This was followed by 27.5% of students with severe depression, 23.0% with moderate depression and 20.1 with no depression. It was also found that more females suffered from depression as compared to males. However, no significant correlation was found between the association of different education system on the mental health of adolescents.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128242696","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}