International Journal of Psychology and Educational Studies最新文献

{"title":"Examining the Relationships between Basic Psychological Needs and Wellness in College Students: The Mediating Role of Stress Coping Styles","authors":"Mehmet Avcı, Abdi Güngör","doi":"10.52380/ijpes.2023.10.1.891","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.1.891","url":null,"abstract":"College students face a diverse range of difficulties that risk their wellness. Therefore, understanding factors affecting college students’ wellness would be important for preventing and intervening strategies. This study examined the mediating role of coping styles on the relationships between basic psychological needs and wellness in Turkish college students. A total of 599 college students participated in the study by filling out self-reported questionnaires on basic psychological needs, coping styles, and wellness. A path analysis was conducted to test the hypotheses. The findings showed positive direct effects of basic psychological needs on wellness. The results also revealed that self-confident, optimistic, and helpless coping styles were partial mediators between basic psychological needs and wellness. However, social support-seeking and submissive coping styles did not play any significant mediation role. Specifically, satisfaction of basic psychological needs was associated with self-confident and optimistic styles, which is in turn positively associated to college students’ wellness. These findings advance our understanding of the association of basic psychological needs with wellness via coping styles. The limitations and practical implications, along with the future research directions, were discussed.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114339249","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 Effectiveness of Student-Centered Teaching Applications Used In Determining Motivation Toward Science Learning: A Meta-Analysis Study","authors":"Y. Baysal, Fatma Mutlu, Oğuzhan Nacaroğlu","doi":"10.52380/ijpes.2023.10.1.512","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.1.512","url":null,"abstract":"The aim of this study was to determine the effect of student-centered teaching applications on students’ motivation toward science learning with a meta-analysis study. For this purpose, national and international databases were scanned and master's theses, doctoral dissertations, and articles prepared between 2010 and 2020 were investigated. Accordingly, 271 studies conducted in Turkey were accessed, 59 studies were determined to meet the inclusion criteria, and the effect size of 61 was calculated. Using the Comprehensive Meta-Analysis v2.0 (CMA) Statistical Package program, the effect sizes and combined effect sizes of the studies were calculated. As a result of the analysis, the general effect size of different teaching applications on students’ motivation toward science learning was determined as 0.620 (95% Cl, SE=0.088). This value was “medium level” according to the effect size classification of Cohen et al. (2007). As a result of the heterogeneity test, it was concluded that there was a high level of heterogeneity in the study (Q=408.198; ²=79.082; I²=85.301). A moderator analysis was conducted to explain this heterogeneity between the effect sizes of the students’ motivations toward science learning. For this purpose, categorical moderators (publication type, learning area, study location, grade level, scale type, and duration of applications) were determined to cause a statistically significant difference in effect sizes. According to the results of meta-regression analysis conducted for the moderators of publication year and sample size investigated as continuous variables in the study, publication year (z= -2.664, p<0.05) was found to cause a statistically significant difference in the effect size. Some recommendations were made in line with the study results.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132180959","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":"A Study of Adult Attitudes toward Online and Face-to-Face Counseling according to Self-Concealment, Multidimensional Perceived Social Support and Certain Demographic Variables during Covid 19 Pandemic","authors":"Ece Kara, Arzu Buyruk Genç","doi":"10.52380/ijpes.2023.10.1.901","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.1.901","url":null,"abstract":"With the COVID-19 pandemic, people have become inclined to seek online counseling help in addition to face-to-face counseling. For individuals who need mental health services, social-physical isolation and quarantine decisions have rendered online counseling a necessity rather than an option. In this process, individuals needing mental health services may avoid seeking help due to their self-concealment tendencies or inadequate self-perceived social support. The present research explores whether online and face-to-face counseling are predicted by self-concealment level, multidimensional perceived social support, age, gender, and previous experience with face-to-face/online counseling. The study group comprises 508 adults aged 18 or above living in Turkey. The data were collected with the help of \"Online and Face-to-Face Counseling Attitudes Scale\", “Self-Concealment Scale”, “Multidimensional Scale of Perceived Social Support”, and a “Personal Information Form”. Data analysis was based on Pearson’s Product-Moment Correlation Coefficient and Multiple Regression Analysis. The results demonstrate that attitudes toward online counseling are predicted by self-concealment, perceived social support, age, and previous experience of online counseling. The findings also show that attitudes toward face-to-face counseling are predicted by self-concealment, perceived social support, gender, and previous experience with online and face-to-face counseling.\u0000With the COVID-19 pandemic, people have become inclined to seek online counseling help in addition to face-to-face counseling. For individuals who need mental health services, social-physical isolation and quarantine decisions have rendered online counseling a necessity rather than an option. In this process, individuals needing mental health services may avoid seeking help due to their self-concealment tendencies or inadequate self-perceived social support. The present research explores whether online and face-to-face counseling are predicted by self-concealment level, multidimensional perceived social support, age, gender, and previous experience with face-to-face/online counseling. The study group comprises 508 adults aged 18 or above living in Turkey. The data were collected with the help of \"Online and Face-to-Face Counseling Attitudes Scale\", “Self-Concealment Scale”, “Multidimensional Scale of Perceived Social Support”, and a “Personal Information Form”. Data analysis was based on Pearson’s Product-Moment Correlation Coefficient and Multiple Regression Analysis. The results demonstrate that attitudes toward online counseling are predicted by self-concealment, perceived social support, age, and previous experience of online counseling. The findings also show that attitudes toward face-to-face counseling are predicted by self-concealment, perceived social support, gender, and previous experience with online and face-to-face counseling.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123957679","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":"Teachers' Experiences Regarding the Use of Social Media for Educational Purposes","authors":"Mücahit Aydoğmuş, Edip Tut, Yıldıray Karadağ","doi":"10.52380/ijpes.2023.10.1.855","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.1.855","url":null,"abstract":"The purpose of this study is to reveal the meanings teachers attach to social media and their experiences regarding the use of it for educational purposes. A qualitative research design and phenomenological approach were adopted in the study. The participants were formed using criterion and snowball sampling methods and consisted of six teachers working in different branches in primary and secondary schools. The data obtained was analysed using the content analysis method. The results revealed that teachers used social media for personal and professional development. Teachers considered the educational content on social media sufficient, beneficial, and useful. Furthermore, social media is an alternative and supportive mechanism that can overcome shortcomings in resources. The use of social media for education by teachers had a positive impact on students. This research provides teachers who want to address and engage with the students of the twenty-first century and other stakeholders in education with striking examples of how social media can be used effectively for educational purposes in practice. The study also categorized teachers' experiences.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114604306","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 the Relationship Between Reading Motivation and Reading Comprehension Self-Efficacy Perception","authors":"S. Bakkaloğlu, G. Pilten","doi":"10.52380/ijpes.2023.10.1.909","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.1.909","url":null,"abstract":"This study aims to investigate the relationship between the reading motivation and reading comprehension self-efficacy perceptions of fourth-grade students.The research model is the correlational survey model, one of the quantitative research methods. The study group of the research consists of 571 students studying in the fourth grade. The ‘Reading Motivation Scale’ and the ‘Reading Comprehension Self-efficacy Perception Scale’ were used as data collection tools. The SPSS statistical software program was used for the analysis of the data. Independent Samples T-Test and ANOVA, which are parametric tests, were used in the analysis of the data. When the results obtained in the study were examined, it was seen that the students’ reading motivation total scores were at a ‘good’ level, and that there was no significant difference in their total scores according to the gender and Turkish report card grade variables. Similarly, it was concluded that the students’ reading comprehension self-efficacy perception total scores were also at a ‘good’ level, and that there was no difference between students depending on the gender and Turkish report card grade variables. Finally, it was determined that there was a ‘moderate’ positive relationship between the students’ reading motivations and their reading comprehension self-efficacy perceptions.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130556929","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":"Stereotype Characters of Disney World within The Context of Values Education","authors":"N. H. Özdemir Eren","doi":"10.52380/ijpes.2023.10.1.827","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.1.827","url":null,"abstract":"Disney, widely regarded as the dominant force in children's media and one of the world's most powerful entities, has always succeeded in attracting attention with the works it produces. In the context of values education, this study tried to uncover the stereotypes that Disney World's key characters reveal. The 2016 films Zootopia, The Jungle Book, Alice in Wonderland 2/Alice Through the Looking Glass, Finding Dory, The Big Friendly Giant, Pete's Dragon, and Moana provided the data for the document analysis method. The data were submitted to descriptive analysis that emphasized the dominant characteristics of the characters, followed by content analysis that investigated each type of character in depth. According to data collected from 749-minute films and animations, it was established that Disney's principal characters focus on two stereotypes. The first of them was the qualified character, followed by the heavenly character. According to the research findings, even though the qualified characters exhibited exceptional behavior, they were found to have some major flaws. On the other hand, it was revealed that, while possessing superhuman abilities, the divine figures needed humans.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"446 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115316741","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":"How Diagnostic Labels Affect Preservice Early Childhood Teachers' Responses to Inclusion of Children with Disabilities: A Vignette Study","authors":"Binnur Yıldırım Hacıibrahimoğlu, Hatice Bayraklı, A. Kaya","doi":"10.52380/ijpes.2023.10.1.1023","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.1.1023","url":null,"abstract":"This study aims to examine the effect of diagnostic labels on the responses of preservice early childhood teachers to the inclusion of children with special needs in general education classes. 228 preservice early childhood teachers, who participated in the study, answered the Demographic Information Form and the Teachers’ Comfort and Concern Scale (TCCQ). The questionnaire consists of two formats in which vignettes are presented with and without a diagnosis label. As a result of the t-test and the Mann Whitney-U test applied to the data obtained from the six-points scale questions of TCCQ, it was observed that the comfort levels of the preservice teachers and their classroom adaptation and the need for support did not differ according to the presence or absence of the diagnostic labels, the type of child’s disability, the grade level and the undergraduate program of the preservice teachers. According to the results of the inductive analysis conducted to the open-ended questions in the TCCQ, the participants felt positive/comfortable, negative/concerned and responsible for being teachers of children with special needs. They wanted to learn about children’s characteristics and previous educational life before they attended the early childhood classroom.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115532878","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 Mediating Role of Life Satisfaction in the Relationship of Coronavirus Anxiety and Social Media Addiction","authors":"M. Yılmaz, Özge Erduran Tekin","doi":"10.52380/ijpes.2023.10.1.946","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.1.946","url":null,"abstract":"The coronavirus pandemic has caused intense anxiety in people and has brought many changes in daily life. Emerging adults, one of the groups experiencing anxiety, also turned to social media tools in order to socialize with others and follow the agenda, and overuse brought an increase in social media addiction. Considering that life satisfaction is a mediating variable in coping with the anxiety experienced during the pandemic and in the use of social media, it is aimed to examine the mediating role of life satisfaction in the relationship between Covid-19 anxiety and social media addiction. It has been observed that there is a moderately positive relationship between coronavirus anxiety and social media addiction, high negative relationship between coronavirus anxiety and life satisfaction, and high negative relationship between social media addiction and life satisfaction. As a result of the mediation analysis, while coronavirus anxiety had positive effect on social media addiction, the indirect effect of coronavirus anxiety on social media addiction was also found to be significant, and life satisfaction partially mediated the effect of coronavirus anxiety on social media addiction. Coronavirus anxiety and life satisfaction explained 41% of the change in social media addiction. As a result of the bootstrapping process, it can be said that life satisfaction has a partial mediating role in the relationship between coronavirus anxiety and social media addiction in emerging adults.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130140772","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":"Sudden Transition to Online Instruction for ESL Instructors: A Phenomenological Study","authors":"Asli Brickhouse","doi":"10.52380/ijpes.2023.10.1.967","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.1.967","url":null,"abstract":"\u0000\u0000\u0000In March of 2020, educational institutions worldwide experienced mass school closures mandated to prevent the spread of COVID-19 as part of public health efforts. Millions of educators and students around the world began to teach and study through distance education. In order to deliver high-quality instruction, educators were required to adapt to remote teaching tools and methodologies in a short amount of time. The majority of college instructors who teach remotely at community colleges had not received training prior to the online teaching transition. The purpose of this phenomenological study was to explore the lived experiences of 15 English as a second language (ESL) instructors who taught at a community college in the northeast section of the United States during and immediately after the COVID-19 pandemic. During the data analysis, critical themes such as strong emotional reactions, technological difficulties, increased workload and exhaustion, teacher-formed learning communities, and learning by trial and error emerged. The contribution of this phenomenological study may benefit higher education administrators and instructors by helping them make informed decisions in case of a sudden transition. The data derived from this study might serve as a guide to schools in similar settings. This information could be shared in workshops and seminars to equip faculty as well as prepare future faculty and staff members. As a result of the study, educational institutions can evaluate their practices to increase the faculty's readiness to teach remotely under emergency conditions.\u0000\u0000\u0000","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128109339","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 Metacognitive Strategy Preferences of Students at Different Reading Proficiency Levels","authors":"Tahsin Fırat, İ. Koyuncu","doi":"10.52380/ijpes.2023.10.1.997","DOIUrl":"https://doi.org/10.52380/ijpes.2023.10.1.997","url":null,"abstract":"The purpose of this study was to evaluate the distribution of students with varying levels of reading competence according to their selection of metacognitive methods from the 2018 Programme for International Student Assessment (PISA) survey. The research group consisted of 6,890 pupils from the Republic of Turkey who participated in the PISA 2018 study. The data were analyzed using the multivariate exploratory technique of correspondence analysis. In comparison to developing readers, skilled readers favored the metacognitive processes of summarizing, understanding and remembering, and evaluating believability. Awareness of appropriate metacognitive reading strategies should be emphasized in order to increase the reading comprehension of developing readers.","PeriodicalId":411995,"journal":{"name":"International Journal of Psychology and Educational Studies","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133419396","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}