ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of the Relationship between University Students&apos; Problematic Internet Use and Loneliness
Author: Hebebci, Mustafa Tevfik
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Internet,Psychological Patterns,Correlation,Foreign Countries,Structural Equation Models,Affective Measures,Anxiety,Student Behavior

The computer is part of the information and communication age, and the Internet today is the most used communication tool. Studies have shown that there is a relationship between problematic Internet use and loneliness. The aim of this study was to investigate the relationship between problematic Internet use sub-scales and loneliness. In this study, data were collected from the college students at an Anatolian University in Turkey. The participants of this study consisted of 392 undergraduates. Of the participants, 43% are male (n = 167) and 57% female (n = 225). The average age for the participants is 22 years old. The Problematic Internet Use Scale and the University of California, Los Angeles (UCLA) Loneliness Scale were used as data collection instruments. In the present study, structural equation modeling (SEM) procedures are used to explore the relationships that exist among the variables. The findings of the study revealed that while university students' social benefit/social comfort of Internet has a direct effect on their excessive Internet use and negative consequences, it is related to the loneliness level indirectly. In addition, it is seen in the research model that with an increase in the negative consequences of the Internet, the loneliness level was raised. Another result from the study is that when university students' excessive Internet use increased, their loneliness level decreased.
An Iterative Method for Empirically-Based Q-Matrix Validation
Author: Terzi, Ragip
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Measurement,Models,Validity,Statistical Analysis,Visual Aids

In cognitive diagnosis modeling, the attributes required for each item are specified in the Q-matrix. The traditional way of constructing a Q-matrix based on expert opinion is inherently subjective, consequently resulting in serious validity concerns. The current study proposes a new validation method under the deterministic inputs, noisy &quot;and&quot; gate (DINA) model to empirically validate attribute specifications in the Q-matrix. In particular, an iterative procedure with a modified version of the sequential search algorithm is introduced. Simulation studies are conducted to compare the proposed method with existing parametric and nonparametric methods. Results show that the new method outperforms the other methods across the board. Finally, the method is applied to real data using fraction-subtraction data.
Look Sir, I Drew You
Author: Kubat, Ulas
Date: 2018-00-00
Type: Journal Articles
Subjects: Freehand Drawing,Grade 5,Grade 6,Grade 7,Grade 8,Student Attitudes,Science Teachers,Foreign Countries,Elementary School Students

The purpose of this study is to try to find out how the fifth, sixth, seventh and eighth graders perceive science teachers through the pictures they have drawn. A qualitative research method was used in the research. A total of 246 students studying in 5th, 6th, 7th and 8th grade, using the appropriate sampling method, constitute the study group of the research. The students were asked to draw pictures when asked &quot;what comes to mind when you think about a science teacher.&quot; In the research, it was found that most of the students perceive the science teacher as &quot;human,&quot; while a few of them perceive it as a cartoon character or a famous scientist like &quot;Einstein.&quot; The students reflected the science teacher's gender more often as female than male. While about one-third of the students drew science teachers as in the classroom, none of the students reflected the teachers in their pictures as in non-school learning environments like a museum or a science center.
The Relationship between Attitudes towards Asylum Seekers and Compassion Levels of University Students
Author: Yelpaze, Ismail
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Refugees,Altruism,Foreign Countries,Personality Traits,Personality Measures,Test Reliability,Test Validity

The aim of this study is to adapt the attitude scale towards asylum seekers and refugees to Turkish culture and to examine the relation of university students' attitudes towards asylum seekers to certain personality traits. The study was conducted with the participation of 340 university students. The attitude scales for both asylum seekers and refugees were adapted to Turkish culture and validity and reliability studies were conducted in the study. Findings have shown that they provide the necessary conditions on both scales and can be used as a reliable and valid measuring tool in studies. In addition, students with a high level of compassion, empathy and understanding have been found to have a more positive attitude toward asylum seekers/refugees at a meaningful level. Also, the students studying at the faculty of theology have more positive attitude than the students studying at other faculties. However, the attitude towards asylum seekers/refugees did not differ according to gender. Findings are discussed in the light of the literature.
Turkish Adaptation of the Family Adaptability and Cohesion Scale IV
Author: Turkdogan, Turgut
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Family Relationship,Measures (Individuals),Psychometrics,Test Reliability,College Students,Construct Validity,Family Characteristics

The aim of this study was to examine the psychometric properties of the Turkish version of Family Adaptability and Cohesion Scale IV (FACES IV) Questionnaire Package, and also to achieve a valid and reliable assessment tool for the further investigations of the Circumplex Model of Marital and Family Systems in Turkish culture. A total of 1613 (65.4% female, 34.6% male) university students agreed to participate in the study. The construct validity of the FACES IV was examined with confirmatory factor analysis. Also, the convergent validity, criterion-related validity, internal reliability, and test-retest reliability analyses were examined within the scope of validity and reliability studies. Findings indicate that Turkish form of FACES IV can be used as a valid and reliable scale with sufficient psychometric properties to evaluate the family cohesion, family adaptability, family communication, family satisfaction, and the family functioning as a whole in Turkish culture.
Evaluating Performance of Missing Data Imputation Methods in IRT Analyses
Author: Kalkan, Ömür Kaya
Date: 2018-00-00
Type: Journal Articles
Subjects: Item Response Theory,Statistical Analysis,Data,Test Items,Multiple Choice Tests,Turkish,Language Tests,National Competency Tests,Foreign Countries,Accuracy,Sample Size,Difficulty Level

Missing data is a common problem in datasets that are obtained by administration of educational and psychological tests. It is widely known that existence of missing observations in data can lead to serious problems such as biased parameter estimates and inflation of standard errors. Most of the missing data imputation methods are focused on datasets containing continuous variables. However, it is very common to work with datasets that are made of dichotomous responses of individuals to a set of test items to which IRT models are fitted. This study compared the performances of missing data imputation methods that are IRT model-based imputation (MBI), Expectation-Maximization (EM), Multiple Imputation (MI), and Regression Imputation (RI). Parameter recoveries were evaluated by repetitive analyses that were conducted on samples that were drawn from an empirical large-scale dataset. Results showed that MBI outperformed other imputation methods in recovering item difficulty and mean of the ability parameters, especially with higher sample sizes. However, MI produced the best results in recovery of item discrimination parameters.
Effects of Various Simulation Conditions on Latent-Trait Estimates: A Simulation Study
Author: Kogar, Hakan
Date: 2018-00-00
Type: Journal Articles
Subjects: Simulation,Context Effect,Computation,Statistical Analysis,Scores,Sample Size,Likert Scales,Test Items,Difficulty Level,Test Theory,Factor Analysis,Least Squares Statistics,Item Response Theory

The aim of this simulation study, determine the relationship between true latent scores and estimated latent scores by including various control variables and different statistical models. The study also aimed to compare the statistical models and determine the effects of different distribution types, response formats and sample sizes on latent score estimations. 108 different data bases, comprised of three different distribution types (positively skewed, normal, negatively skewed), three response formats (three-, five- and seven-level likert) and four different sample sizes (100, 250, 500, 1000) were used in the present study. Results show that, distribution types and response formats, in almost all simulations, have significant effect on determination coefficients. When the general performance of the models are evaluated, it can be said that MR and GRM display a better performance than the other models. Particularly in situations when the distribution is either negatively or positively skewed and when the sample size is small, these models display a rather good performance.
Investigating the Impact of Missing Data Handling Methods on the Detection of Differential Item Functioning
Author: Selvi, Hüseyin
Date: 2018-00-00
Type: Journal Articles
Subjects: Test Bias,Test Theory,Item Response Theory,Multiple Choice Tests,Foreign Countries,College Entrance Examinations,Data,Statistical Analysis

In this study, it is aimed to investigate the impact of different missing data handling methods on the detection of Differential Item Functioning methods (Mantel Haenszel and Standardization methods based on Classical Test Theory and Likelihood Ratio Test method based on Item Response Theory). In this regard, on the data acquired from 1046 candidates who entered to Foreign National Student Exam (FNSE) held in year 2016 by Mersin University (MEU) and answered Basic Skills subtest, using different missing data handling methods, differential item functioning analyses with Mantel Haenszel, Standardization and Likelihood Ratio Test methods are performed. Basic Skills test consists of 80 multiple choice items. The items are all binary scored (1-0) items. Among the participants 523 are female and 523 are male. The findings showed that the number of items flagged as DIF has changed with the used missing data handling methods. The DIF detection methods based on Classical Test Theory are more consistent within themselves compared to DIF detection method based on Item Response Theory, whereas the used missing data handling methods differentiate the DIF detected items and this difference reaches a significant level for Mantel Haenszel method. [This study was presented as an oral presentation at 2016 international 5. Measurement and Evaluation Conference at Antalya.]
Disability as Culture
Author: Hopson, Jericha
Date: 2019-00-00
Type: Journal Articles
Subjects: Disabilities,Identification (Psychology),Group Membership,Cultural Influences,Inclusion,Diversity,Cultural Differences,Social Justice,Social Attitudes,Social Bias,Attitudes toward Disabilities

The cultural view of disability presents the issue of disability from the perspective of group identity distinct from other groups who do not share the disability identity. This article attempts to articulate the importance of disability identity, culture, and acceptance while advocating for the inclusion of disability culture in the conversation about diversity. By extending the same concepts of cultural competency that have been used for race and ethnicity, cultural differences can be applied to disability culture.
The Leadership Gap in Education
Author: Tarbutton, Tanya
Date: 2019-00-00
Type: Journal Articles
Subjects: Leadership,Gender Differences,Disproportionate Representation,Females,Women Administrators,Educational History,Equal Opportunities (Jobs),Career Choice,Barriers,Gender Bias

Women are more visible than men in almost every area of education; however, they are underrepresented in top-tier leadership positions. There is no shortage of female educators; however, there is a shortage of female leaders. Scholars have highlighted this discrepancy, shedding light on a century-old problem. This article explores some of the reasons women are underrepresented in top-tier leadership positions within educational institutions and identifies possible solutions for addressing the problem. To fully comprehend the issue, a brief historical context is provided to introduce the topic.
Village Style Learning Teaching Diversity through the Experiential
Author: Davis, Lourie
Date: 2019-00-00
Type: Journal Articles
Subjects: School Culture,Experiential Learning,Sense of Community,Critical Theory,Cultural Differences,High School Seniors,Consciousness Raising,Social Change,Student Diversity,Classroom Techniques,Films,Race

This article describes a diverse style of teaching that can be adopted by school administrators and teachers who are interested in creating a school culture where success is nurtured using a community approach. This community approach of teaching is built on a pedagogy Lourie Davis developed and named Village Style Learning (VSL). This style of teaching liberates the student's mind through the doorway of experiential and community learning. The pedagogy of VSL is a community approach that promotes modes of understanding, critically examining and learning from concrete experiences. These methods can be adopted by school administrators and teachers who are interested in creating a culture where success is nurtured using a community approach. Within this community approach of VSL, everyone becomes part of a village, and each village becomes part of a community.
Efficiency Measurement with a Three-Stage Hybrid Method
Author: Ertugrul, Irfan
Date: 2018-00-00
Type: Journal Articles
Subjects: Efficiency,Measurement Techniques,Data Analysis,Input Output Analysis,Productivity,Foreign Countries

Data Envelopment Analysis (DEA) is one of the most widely used efficiency measurement techniques in the literature. In the method developed by Charnes, Cooper, and Rhodes, the relation between input(s) and output(s) is examined and relative efficiency values are obtained for many decisionmaking units. In order to be able to accurately measure the efficiency with Data Envelopment Analysis, the selection of input and output variables needs to be done carefully otherwise, the results may be misleading. For this purpose, it is aimed to make an objective selection process by using Grey Relational Analysis (GRA) in the identification of variables in the study. Via this method 17 financial ratios of 20 firms in the BIST Food Index for the period of 2013-2015 categorized into 4 groups, then each category clustered and the ratios which have the highest correlation within each cluster selected as representative indicator. Thus, 3 inputs and 2 output variables were selected so that the number of variables was reduced from 17 to 5. An input-oriented BCC model was established with selected variables to determine the efficiencies of firms in each period. The Malmquist Total Factor Productivity Index was used to analyze the productivity changes between periods. It was concluded that 7 firms were efficient in each year and the productivity of the sector increased between the periods as a result of the analysis.
Lighthouse Community School: An In-Depth Look at Successful Strategies Used with At-Risk Students
Author: Trauth, Jonathan N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Charter Schools,At Risk Students,Adolescents,Young Adults,Trauma,Program Effectiveness,Models,Intervention,Dropout Prevention,Holistic Approach,Access to Health Care,Well Being,Faculty Development,Urban Areas,Gardening

The Lighthouse Community School (LCS) is located in Cincinnati, Ohio, and is a unique charter school operated through the collaborative effort of Lighthouse Youth Services and the Cincinnati Public Schools. LCS has been in operations since 2000 and serves at-risk students from Grades 6 to 12, ages 13-21 years. Teachers and support staff (counselors, intervention specialists, etc.) all realize that the basic needs of health and safety of the students must first be met before any significant academic learning can occur. The tenets of a trauma-informed care (TIC) model have been presented to the faculty to better prepare them with strategies that work effectively with this traumatized student population. This article addresses how the TIC model connects at-risk youth to LCS. The model is defined as an organizational structure with a treatment perspective, which includes recognizing, understanding, and responding to the effects of all trauma types. Additionally, this article focuses on the phenomenon of student dropout, which has been increasing in our society. It is important that teachers, support staff, policymakers, and researchers find strategies to address this problem and help all students learn and reach their fullest potential.
A Systematic Review Research: &quot;Mathematics Anxiety&quot; in Turkey
Author: Alkan, Vesile
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Anxiety,Mathematics Achievement,Self Efficacy,Fear,Student Characteristics,Student Attitudes,Metacognition,Self Control,Predictor Variables,Student Evaluation,Test Anxiety,Teacher Attitudes,Elementary Secondary Education,Higher Education,Parent Influence,Teacher Influence,Mathematics Instruction,Educational Research

The aim of this study was to conduct a systematic review research concentrating on studies regarding &quot;Mathematics anxiety.&quot; 59 papers were reanalyzed in order to answer the questions derived from the main aim in terms of the rules of systematic review method. These studies were reviewed and analyzed by taking account of their aims, designs, sampling and results. While doing this, the similarities and differences of the reviewed studies were also found. It was seen that most of these studies conducted with middle school students. It was also found that the majority of reviewed studies were designed according to quantitative approaches. The review shows that mathematics anxiety is resulted from students' achievement, self-efficacy and fear along with parents' and teachers' lack of supports in mathematics. The results gathered from reviewed studies suggest that studies designed with approaches like qualitative and mixed-method and studies focused on various topics related with &quot;Mathematics anxiety&quot; with different sampling are needed. In conclusion, this systematic review study provides some fruitful information for the area and so for the further studies.
Using a Transactional Model and Thematic Analysis to Evaluate a Minority Male Student Success Initiative to Improve Participants&apos; Campus Experience and Retention
Author: Bliss, Kathryn Todd
Date: 2018-00-00
Type: Journal Articles
Subjects: Minority Group Students,College Students,Males,Program Effectiveness,Success,Intervention,At Risk Students,Student Diversity,Academic Persistence,Racial Composition,College Environment,Mentors,African American Students,Hispanic American Students,Administrator Attitudes,Teacher Attitudes,Student Attitudes

While the national discourse about the call for increased effort to help strengthen retention and graduation rates among minority college students seems to be losing its vigor, concerned citizens continue to find other means to sustain the momentum. Similarly, the office for institutional diversity at a public southeastern university established a minority male student success initiative in 2010 to help improve the educational experience of its members. The evaluators' objectives for this transactional, formative, and qualitative evaluation were to understand this initiative from the different vantage points of its stakeholders, and to determine if they were satisfied thus far with its trajectory. The evaluators found that while some stakeholders held similar perspectives, others differed in their views on the initiative's goal(s). The majority, however, expressed satisfaction with the initiative's direction at the time of the evaluation.
Reliability, Validity and Turkish Adaptation of Self-Directed Learning Scale (SDLS)
Author: Demircioglu, Zeynep Isil
Date: 2018-00-00
Type: Journal Articles
Subjects: Independent Study,Measures (Individuals),Test Reliability,Test Validity,Turkish,Media Adaptation,Foreign Countries,Undergraduate Students

Self-Directed Learning Scale (SDLS) developed by Lounsbury, Levy, Park, Gibson, and Smith (2009) was used for determining individuals' self-directed learning. The purpose of this study was to translate the SDLS into Turkish and to investigate its reliability and validity with a sample of 272 university students. The SDLS, the Modified Schutte Emotional Intelligence Scale (MSEIS), Self-Directed Learning Inventory (SDLI), and the Causal Uncertainty Scale (CUS) for determining convergent validity was applied to the participants. Factor analyses results verified the uni-dimensionality of the scale. The test-retest correlation of SDLS was 0.82, whereas Cronbach alpha coefficient of the scale was founded as 0.85 in the reliability analyses. Correlation coefficients representing for convergent validities varied from - 0.30 to 0.72 (p &lt; 0.01) and criterion validity of the scale was determined as 0.236 when cumulative GPA was used as criterion in the assessment of concurrent validity. The findings suggest that the Turkish adaptation of SDLS is a valid and reliable tool to measure self-directed learning in Turkish samples.
Balancing Work, Family and Personal Life: Perspectives of Female Staff at the College of Distance Education, University of Cape Coast, Ghana
Author: Akuamoah-Boateng, Clara
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Females,Women Faculty,Distance Education,Family Work Relationship,Employed Parents,Parent Role,Teacher Role,College Role,School Policy,Work Environment,Gender Differences,Family Life,Women Administrators,Administrator Role

The study examined how female staff of the College of Distance Education (CoDE), University of Cape Coast (UCC) balance work, family and personal life roles, amidst their busy work schedules. A 21-item well-structured questionnaire was developed to collect primary data. Using the convenient sampling technique, 32 female staff was selected for the sample. Statistical tools such as percentages, mean, standard deviation as well as regression analysis were used to examine the relationship between organizational, family and personal life roles of the respondents. The findings of the study revealed that female staff of CoDE is not able to balance work, family and personal due to situational roles and their busy work schedules. The study also show that the university does not support female staff with policies and programmes that would assist them in this regard. The urgent need for the university to enact institutional policies and to show commitment in establishing a work- family friendly environment was recommended. This is important since the female staff at CoDE work 15 h on the average daily, which far exceed their contractual working period of 8 h.