Research on education and psychology最新文献

{"title":"The Predictiveness of Students' Self-Theories of Growing Patience (Growth Mindset)","authors":"Ercan Yilmaz","doi":"10.54535/rep.1464116","DOIUrl":"https://doi.org/10.54535/rep.1464116","url":null,"abstract":"The purpose of this study is to examine the predictive power of students' patience on the sub-dimensions of interpersonal patience and long-term patience and short-term patience; growth mindset and its sub-dimensions of procrastination, belief in invariance, effort and belief in development. The study group of the research consists of 7426 students who are studying in different geographical regions of Turkey. They were picked for the study by using the progressive sampling method. \"Patience Scale\" and \"Growth Mindset Scale\" were used for data collection. In the study, the relationship between the independent variable and the dependent variable was tested by Pearson product moment correlation coefficient analysis method and the predictive power of independent variables on the dependent variable was tested by multiple regression analysis method. According to the results of the study, the long-term patience and then the interpersonal patience sub-dimension of students' patience predicts the variability in the procrastination and belief in invariance dimension of their growth mindsets. The long-term patience and then the interpersonal patience sub-dimension of the students' patience predicts the variability in the effort and belief in invariance sub-dimension of the developmental traits. It statistically significantly predicts the variability of students' patience in growth mindsets. One of the suggestions developed within the scope of the research findings is to investigate the reasons why the short-term patience dimension does not predict the growth mindset like the other dimensions.","PeriodicalId":498386,"journal":{"name":"Research on education and psychology","volume":"104 S5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141389182","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":"Opinions of Individuals Exposed to Earthquake Regarding Their Psychological Rigidity","authors":"Hatice Kübra Geçit, Şahin Kesici","doi":"10.54535/rep.1467625","DOIUrl":"https://doi.org/10.54535/rep.1467625","url":null,"abstract":"This is a qualitative study conducted to evaluate the thoughts of individuals who were exposed to the earthquake that took place on 06.02.2023, centered in Kahramanmaraş, regarding their psychological rigidity. A phenomenological approach was adopted in the study. 14 participants were included in the study. Data were collected by audio recording with a semi-structured interview form. Content analysis technique was used to analyze the data. As a result of the analysis, it was determined that individuals exposed to the earthquake avoided the emotions of joy, happiness, love, sadness, anger and fear. It was determined that thoughts are suppressed and thoughts about the loss of family members are avoided. However, there are also participants who do not have avoidant thoughts or behaviors. Individuals exposed to earthquake reported situations such as fear of loss, nightmares, anxiety, hopelessness, rumination, powerlessness, failure, fear of punishment, burnout, embarrassment, claustrophobia, crying spells, eating problems, increase in alcohol/cigarette use, sleep problems, social isolation, excessive cleaning, staying away from entertainment, and disruption of social relations. In this study, after the trauma experienced, some individuals stated that they became aware of the value of life, created new options, had positive changes in social relations, and change in the perception of self. Considering the results, it is evaluated that practices aimed at increasing psychological flexibility will reduce the negative effects of traumatic experiences and increase psychological resilience in individuals.","PeriodicalId":498386,"journal":{"name":"Research on education and psychology","volume":"49 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122227","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":"Early Field Experiences of PTEs in ELT Programme of a State University in Türkiye","authors":"Mustafa Serkan Öztürk, Eda Ercan-demirel","doi":"10.54535/rep.1445771","DOIUrl":"https://doi.org/10.54535/rep.1445771","url":null,"abstract":"Teaching programs in Türkiye consist of a 4-year process. Internship practice takes place in the last year of this process, each in two separate terms. Prospective teachers observe, evaluate, prepare course content, and teach under the guidance of in-service English teachers in public schools affiliated with the Ministry of National Education and with the support of supervisors at the faculties and complete their internship. However, the timing of the process is thought to be too late, which is carried out during the 4-year education period and where prospective teachers will be actively involved in schools/real teaching environments and gain experience. \"Early Field Experience\", which is also found in the world literature and has exemplary applications, has been implemented in some private universities in Türkiye today but has not yet found its place in state universities. This current research studies the subject of “Early field experience”. \u0000The present study focussed on the effects of \"Early Field Experience\" practice in a state university in Türkiye. The study analyses the reflections of Early Field Experience (EFE) on prospective teachers' anxiety and makes the voices of prospective teachers heard. In this convergent mixed method study, STAS (Student Teacher Anxiety Scale - Hart, 1987) was used as a quantitative data collection tool, and a semi-structured interview form consisting of open-ended questions was employed for the qualitative part. In the study, prospective teachers of English had an EFE implementation process covering 10 weeks of observation and internship. The results of the quantitative data showed that there was a significant difference between pre-test and post-test scores for the level of anxiety of PTEs (t=4.16; p< .05) in favour of the post-test. Findings of interviews revealed that the prospective teachers' concerns were in the areas of teaching, students’ background, classroom management, readiness to teach, and burnout before the EFE; and after the EFE, they experienced improvements in classroom management, appropriate language use, readiness to teach, experience and teaching content.","PeriodicalId":498386,"journal":{"name":"Research on education and psychology","volume":"113 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986664","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":"Comparative Analysis of Kyrgyzstan and Türkiye’s Secondary Geography Curriculums","authors":"Caner Aladağ, Baştürk Kaya","doi":"10.54535/rep.1401366","DOIUrl":"https://doi.org/10.54535/rep.1401366","url":null,"abstract":"The study was made as a qualitative document analysis. The geography curriculums implemented in secondary education in Türkiye since 2018 and in Kyrgyzstan since 2020 were compared by applying document analysis and content analysis. The curriculums were subjected to a comparative analysis in terms of achievements, content, learning and teaching approaches and assessment-evaluation features. Due to the difference in the educational levels of both countries, there are some difficulties in comparing only at the high school level. According to the findings, it was observed that the subjects included in the curriculum were more limited in Kyrgyzstan. In this context, it was more appropriate to make comparisons on the basis of human systems, global environment: regions and countries, and environment and society units in the Turkish geography curriculum. It is noteworthy that the geography curriculum in Kyrgyzstan has an approach that addresses geographical, geocological, social-humanitarian aspects in teaching the outcomes. When evaluated in this respect, it can be said that there is a great overlap in terms of the geographical perspective intended to be gained by students. It is noteworthy that the similarities in the updated constructivist teaching philosophy are also intense in terms of objectives and some guidance, educational situations and assessment-evaluation. In the Kyrgyzstan geography curriculum, there are a lot of details about educational situations and assessment-evaluation. The most important difficulty experienced in the comparison was the difference in the educational levels at which geography courses were taught in the two countries.","PeriodicalId":498386,"journal":{"name":"Research on education and psychology","volume":"116 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139786358","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":"Comparative Analysis of Kyrgyzstan and Türkiye’s Secondary Geography Curriculums","authors":"Caner Aladağ, Baştürk Kaya","doi":"10.54535/rep.1401366","DOIUrl":"https://doi.org/10.54535/rep.1401366","url":null,"abstract":"The study was made as a qualitative document analysis. The geography curriculums implemented in secondary education in Türkiye since 2018 and in Kyrgyzstan since 2020 were compared by applying document analysis and content analysis. The curriculums were subjected to a comparative analysis in terms of achievements, content, learning and teaching approaches and assessment-evaluation features. Due to the difference in the educational levels of both countries, there are some difficulties in comparing only at the high school level. According to the findings, it was observed that the subjects included in the curriculum were more limited in Kyrgyzstan. In this context, it was more appropriate to make comparisons on the basis of human systems, global environment: regions and countries, and environment and society units in the Turkish geography curriculum. It is noteworthy that the geography curriculum in Kyrgyzstan has an approach that addresses geographical, geocological, social-humanitarian aspects in teaching the outcomes. When evaluated in this respect, it can be said that there is a great overlap in terms of the geographical perspective intended to be gained by students. It is noteworthy that the similarities in the updated constructivist teaching philosophy are also intense in terms of objectives and some guidance, educational situations and assessment-evaluation. In the Kyrgyzstan geography curriculum, there are a lot of details about educational situations and assessment-evaluation. The most important difficulty experienced in the comparison was the difference in the educational levels at which geography courses were taught in the two countries.","PeriodicalId":498386,"journal":{"name":"Research on education and psychology","volume":"16 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139846181","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":"Examination of the Dear Shameless Death Novel from the Perspective of Parent Modes","authors":"Fadim Büşra Keleş, Mehmet Ak, Şahin Kesici","doi":"10.54535/rep.1377699","DOIUrl":"https://doi.org/10.54535/rep.1377699","url":null,"abstract":"The schema modes that emerge as a part of the whole can be observed by triggering the non-functional schema and schema patterns. The modes are grouped into four general categories as child modes, parent modes, coping modes, and healthy modes, and also into subgroups within themselves. In this study, dysfunctional parent modes have been tried to be revealed by examining them through the novel, Dear Shameless Death. It is aimed to show the observable coping modes in the study since the modes are registered through coping modes. For this purpose, the document analysis method, which is one of the qualitative research techniques, was used in the study. In the literature, a study in which dysfunctional parent modes were examined in a literary work could not be observed. In the novel about the life of a family, the characters Atiye and Dirmit come to the forefront more. The dysfunctional parent modes that these characters use and their preferred coping modes were revealed in the study. It was found that the modes used are the result of their early life and learning from their family and environment. Based on the novel, Dear Shameless Death, it was observed that literary works can contribute to the literature by using it in different fields such as education, mental health, and sociology.","PeriodicalId":498386,"journal":{"name":"Research on education and psychology","volume":"17 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138977066","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":"Analysis of The English Language Needs of Grade 12 Learners in Lebanon","authors":"Eslam Aljaafi̇l, Ömer Beyhan","doi":"10.54535/rep.1366873","DOIUrl":"https://doi.org/10.54535/rep.1366873","url":null,"abstract":"This research aims to answer the following main question: What are the English language teaching needs of Grade 12 ESL students in Lebanon? A case study approach was utilized for the implementation of this study where document analysis, a questionnaire, and interviews were conducted. The purpose was to provide a deeper understanding of the English language needs of 12th-grade students in their studies and their high education. Consequently, this research has identified the English language requirements of grade 12 in all four language skills: reading, listening, speaking, and writing in relevance to the current students' needs. Moreover, it has shed light on the challenges confronting the educational system in Lebanon and proposed a range of actionable suggestions to enhance the teaching and learning of English in the country. The study revealed the existence of several important issues; one of them is the unequal distribution of thinking skills among all branches and the lack of focus on higher-order thinking skills. The research revealed widespread dissatisfaction with the program on behalf of both teachers and students. Many gaps and inconsistencies were identified between the general targets the Ministry of National Education set and the reality. The curriculum’s overall objectives do not seem to meet the intended purpose.","PeriodicalId":498386,"journal":{"name":"Research on education and psychology","volume":"41 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138985542","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":"Investigation of the Mediator Role of Authenticity Between Emotional Intelligence and Resilience Levels of University Students","authors":"Yusuf Akyil","doi":"10.54535/rep.1348449","DOIUrl":"https://doi.org/10.54535/rep.1348449","url":null,"abstract":"This study examined the mediating effect of authenticity on the relationship between emotional intelligence and university students' resilience levels. While the concept of emotional intelligence is explained as the ability to control and manage emotions, resilience is defined as coping with negative situations and staying psychologically sound, and authenticity is the state of being original. The sample of the study consists of a total of 419 university students, 317 girls and 102 boys, aged between 18 and 25. Emotional Intelligence Trait Scale-Short Form, Short Psychological Resilience Scale, and Authenticity Scale were used as data collection tools. Data were analyzed with Pearson product-moment correlation, Confirmatory factor analysis, and Structural equation modeling. The results obtained from the study showed that there were positive significant relationships between emotional intelligence and resilience, emotional intelligence and authenticity, and authenticity. After this analysis, the mediating effect of authenticity between emotional intelligence and psychological resilience was examined. In addition, it was concluded that authenticity has a partial mediating effect between emotional intelligence and psychological resilience.","PeriodicalId":498386,"journal":{"name":"Research on education and psychology","volume":"388 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138985682","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 Phubbing and Mental Health Among University Students: A Mixed Study","authors":"Vedat Bakir, Bulent Dilmac","doi":"10.54535/rep.1331114","DOIUrl":"https://doi.org/10.54535/rep.1331114","url":null,"abstract":"This study aims to examine the association between phubbing in college students and mental health (depression, anxiety, and stress), the dimensions of the association, and the source of this association. The study has the characteristics of an explanatory sequential mixed design, in which qualitative data from mixed designs are interpreted to explain quantitative data. In the quantitative phase of the study, data were collected from 305 participants using the General Phubbing Scale and the Depression Anxiety Stress Scale (DASS-21). In this phase, descriptive statistics, Pearson correlation coefficient, regression analysis, and independent samples t-test were applied to the collected data. In the second phase, in which qualitative data were collected, data were gathered through focus group interviews with 12 participants who had participated in the quantitative phase of the study. From the quantitative results of the study, it was found that there was a positive and significant relationship between nomophobia, interpersonal conflict, self-isolation, and problem acceptance - the sub-dimensions of the Phubbing Scale - and anxiety, depression, and stress - the sub-dimensions of the DASS-21 Scale. However, mental health was found to predict phubbing behaviour. In terms of gender, it can be said that female students experience more phobia, anxiety, depression, and stress than male students. According to the results of the qualitative research phase, the participants of the focus group interview indicated that the individuals who exhibit phubbing behaviours are introverted, lonely and abandoned, shy, anxious, poor in communication, and technology dependent. In addition, reasons for interest in smartphones may include relaxation, boredom, avoiding people, escaping stress and depression, escaping negative situations, motivation, following the daily activities of others, or escaping chat environments that do not interest them and that they consider unimportant.","PeriodicalId":498386,"journal":{"name":"Research on education and psychology","volume":"46 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138985759","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":"Bibliometric Analysis of Studies Focusing on Critical Thinking in Early Childhood","authors":"Esra Ergin, Fulya Temel","doi":"10.54535/rep.1394228","DOIUrl":"https://doi.org/10.54535/rep.1394228","url":null,"abstract":"This study aimed to examine studies on critical thinking in early childhood through bibliometric analysis. In the research, 251 studies on the concept of \"critical thinking\" were selected according to the inclusion criteria and analyzed with the VOS-viewer program. In the study, co-author, co-reference, co-citation and co-word analysis of the studies on the concept of \"critical thinking\" was carried out according to the distribution of the ten most cited authors and publications, years, published sources and countries. According to the results of bibliometric analysis on critical thinking, it was concluded that the birthplace of the subject and the most productive country is the USA. According to the co-author analysis, it was concluded that Daniel and Gagnon were the authors who contributed the most to the subject, Lipman and Kuhn according to the result of co-citation analysis, and Dovigo and Karadağ according to the result of co-citation analysis. In addition, according to co-word analysis, the most recurring keywords in the studies were critical thinking, early childhood education, creativity, early childhood, cognitive development, teacher training, preschool. As a result of the research, it was concluded that the number of studies on critical thinking in early childhood is low and there should be an increase in studies with children as the sample.","PeriodicalId":498386,"journal":{"name":"Research on education and psychology","volume":"754 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138992294","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}