ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Mother Education Programs on the Functionality, Anger Management and Conflict Solution Levels of Families
Author: Kabasakal, Zekavet
Date: 2013-00-00
Type: Journal Articles
Subjects: Mothers,Parent Education,Psychological Patterns,Behavior Problems,Violence,Child Development,Children,Adolescents,Family Relationship,Elementary School Students,Conflict,Self Control,Foreign Countries,Conflict Resolution,Control Groups,Pretests Posttests,Measures (Individuals),Experimental Groups,Role,Emotional Response,Statistical Analysis

Problem Statement: Studies carried out in recent years both in Turkey and abroad indicate that child and teenage violence has increased and become widespread. Annually, 91.1% of deaths due to violence in the world occur in low and middle-income countries. Family life is an important element in understanding violent behavior as it relates to family and peers. Family as a system is effective in the development of the child. Thus, it is an important area of study for the decrease of violent behavior observed in children and teens. Mother education programs are one of the most effective response methods for children with behavioral problems. Purpose of Study: The purpose of this study is to enhance family functionality levels for elementary school students displaying violent behavior and ensure that they have a more sufficient means of communication for anger management and conflict resolution issues via mother education programs. In this study, the effects of mother education programs on the functionality, anger management and conflict resolution levels have been analyzed. Methods: An experimental design with pre-and post-test control groups was used in this study. The Family Assessment Scale, State-Trait Anger Scale, Tendency of Conflict Scale, and a personal information form were applied to the experimental and control groups as a pre-test. The research group was composed of 40 mothers of elementary school students in Izmir. They were divided into two equal groups. Tukey q analyses were carried out in order to investigate the source of the difference by variance analysis for repetitive measurements. In order to analyze the effect size of the analyses, which was specified as important during variance analysis for repetitive measurements, ?[superscript 2] was used. Results: This study investigated the sub-dimensions of the family assessment scale, which are problem solving, communication, roles, emotional response ability, and necessary assistance levels of parents. It was found that the group effect was significant for those participating in the study. Furthermore, the results of the group effect showed improvements in problem solving, communication, roles, emotional response ability, and necessary assistance levels of mother education program attendees. Whereas there were no difference in the pre-test results between the experimental and control groups, it was determined that the conflict tendency scales of those attending the mother education were significant.
Investigation of Mental Models of Turkish Pre-Service Physics Students for the Concept of &quot;Spin&quot;
Author: Özcan, Özgür
Date: 2013-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Physics,Science Instruction,Preservice Teachers,Qualitative Research,Interviews,Student Attitudes,Learning Processes,Misconceptions,Science Teachers,Statistical Analysis,Classification,Scientific Concepts,Concept Formation,Probability,Quantum Mechanics,High Schools,Models,Foreign Countries,Teacher Education,Surveys

Problem Statement: Difficulties in the learning process usually emerge from the problem of mental representations constructed by students in their interactions with the world. This previous knowledge and these ideas are in contradiction with scientific facts, and are known as misconceptions or alternative ideas. Thus, an analysis of the mental models can provide very valuable information in understanding students' ideas and learning processes. Purpose of Study: The present study aims to determine pre-service physics teachers' understanding of and difficulties with spin concept via mental models, which can be drawn from students' reasoning both at introductory and advanced levels. Methods: In determining the participants, a purposeful sampling method was used so that the questions the study focuses on would be better illuminated. The qualitative data used in the study was gathered via interviews with the students. All of the interviews were conducted one on one by the researcher in the class environment. Findings and Results: The data gathered through interviews were analyzed both qualitatively and quantitatively, and the mental models formed by students about the concept of spin were determined. The categories codified as &quot;mental models&quot; reflect the mental models of students concerning the concept of spin and were categorized as &quot;quantum model,&quot; &quot;classical model,&quot; and &quot;without any model.&quot; Conclusions and Recommendations: As a result of this examination, it was seen that the students' models related to the concept of atom and the models related to the concept of spin show similarities. One of the main reasons for the occurrence of such similar thought processes was that students from both groups attribute classical meanings to these concepts (spin and atom). It was not by chance that students who know of the classical atom model (Bohr's atom model) also consider the concept of spin as the rotation of an object around its own axis. This case signifies to what extent their ideas about the structure of an atom is influenced by the atom models they learned in modern physics classes during their high school years. Therefore, it is necessary that the quantum model of atom is emphasized through modern atom theories and through the concept of probability, especially at the high school level, because the concept of probability is an important gateway that facilitates the transition from Bohr's atom model to the quantum atom model.
Science Achievement in TIMSS Cognitive Domains Based on Learning Styles
Author: Kablan, Zeynel
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Achievement,Grade 8,Science Tests,Statistical Analysis,Scores,Cognitive Style,Correlation,Thinking Skills,Concept Formation,Scientific Concepts,Learning Theories,Abstract Reasoning,Elementary School Students,Foreign Countries,Multivariate Analysis

Problem Statement: The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects. Understanding how different learning styles might influence science achievement may guide educators in their efforts to raise achievement. This study is an attempt to examine primary school students' science performance on Trends in International Mathematics and Science Study (TIMSS) cognitive domains, based on their learning styles. Being aware of learning styles and their influence on different cognitive domains may provide educators with ideas for differentiating instruction and may help improve TIMSS achievement. Purpose of Study: This study examined the differences in 8th grade students' science scores in terms of the knowing, applying and reasoning domains of TIMSS, based on Kolb's learning styles and the relationship among learning modes and the TIMSS domain scores. Methods: A science test developed from the released TIMSS items measured 8th grade science achievement, and Kolb's Learning Style Inventory (LSI) determined the preferred learning styles. Relationships among students' learning mode and dimension scores and domain scores were examined through a bivariate correlation analysis. Differences in the total science scores of students in four types of Kolb's learning styles were examined through Analysis of Variance (ANOVA). Next, Multivariate Analysis of Variance (MANOVA) was conducted to examine the differences in knowing, applying, and reasoning domain scores based on learning styles. Findings and Results: The results showed that assimilating and converging learners were consistently more successful, while diverging learners were the least successful in all three cognitive domains of TIMSS science. The correlation between the Abstract Conceptualization-Concrete Experience dimension score and achievement increased as questions became more complex. Conclusions and Recommendations: It was concluded that students might need to utilize their abstract conceptualizing skills rather than their concrete experience skills in order to become successful in TIMSS assessments. It is crucial to assess students' learning styles in order to motivate educators to reflect on their teaching styles. There is strong empirical evidence that learners' performance has increased when teaching was arranged according to their learning preferences in higher education. Further emprical evidence is needed for whether learning-style- based instruction described by Kolb improves primary school students' achievement.
Education Supervisors' Views on the New Curriculum and Its Implementation in Primary Schools
Author: Sahin, Semiha
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Primary Education,Curriculum Development,Curriculum Implementation,Supervisors,Attitudes,Educational Technology,Technology Integration,Educational Testing,Teacher Effectiveness,Qualitative Research,Content Analysis,Questionnaires

Problem Statement: The literature has analyzed the new curriculum from different perspectives, and both the positive and negative sides have been taken into account. In this context, education supervisors' views of the curriculum have been a topic of curiosity. It is expected that the analysis on of the primary schools curriculum from the angle of this research will make a great contribution. Purpose of Study: The purpose of this research is to examine the curriculum in primary schools, instructional methods and techniques, instructional evaluation, extracurricular activities and the education of first literacy according to the views of the education supervisors. Methods: Research data was obtained using a qualitative research method. Open-ended questions were answered by education supervisors. The study's population was composed of education supervisors and the sample was composed of 50 supervisors. The research participants were chosen via purposive sampling and taken from different religions and cities to strengthen the representativeness of the sample. In addition, maximum variety sampling was used to ease the research. Data were interpreted and evaluated with content analysis. The item agreement percentage of the scale was 0.88. Findings and Results: According to the research results, the majority of supervisors said teachers are deficient in applying the curriculum. The teachers do not know how to use instructional technologies and methods and that they do not use them even if they know how to use them. Other important problems are that the physical problems at schools and the inadequacy of technology and materials are other problems that need attention. Other problems with the programme are the teaching programme is too detailed, supervisors said the exam can not test all the skills, most supervisors think the time allocated for socio-cultural activities is not enough, the first grade students who did not attend the nursery school found it difficult to adapt the elementary school and the handwriting system because generally teachers tend to start basic skills as soon as possible, such as maths, reading, etc.. Conclusions and Recommendations: The teaching curriculum except for its being too comprehensive was evaluated more positively by supervisors. The curriculum's philosophy has not brought crucial criticism. However, the implementation and teacher efficacy were evaluated more negatively by the supervisors. In this sense, it is necessary to discuss the problems extensively, make up for the deficiencies and make the necessary changes.
The Psychometric Properties of the Utrecht Homesickness Scale: A Study of Reliability and Validity
Author: Duru, Erdinç
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychometrics,College Freshmen,Adjustment (to Environment),Measures (Individuals),Rating Scales,Likert Scales,Severity (of Disability),Factor Analysis,Construct Validity,Reliability,Correlation,Psychological Patterns,Social Isolation,Social Support Groups,Interpersonal Competence,Life Satisfaction

Problem Statement: Globalization and technological developments have complicated modern life, while social mobility has increased along with interactions between diverse age and cultural groups. More and more people involved in this interaction and social mobility whether in short or long terms. However, adapting to new lifestyles while becoming more diversely interactive and socially mobile can be problematic for people who miss their past lives, previous circumstances, homes, and friends. This feeling of unrequited longing to return home can be termed homesickness, especially when applied to university students, many of whom for the first time live away from home. Students suffering from homesickness may need psychological help, support, and guidance to alleviate, if not prevent, homesick feelings while pursuing academic achievement and beginning their nascent careers. Despite the substantial amount of students suffering from homesickness, as of yet there has been no tool to measure severity of homesickness in university students, which signals a gap in the literature. Purpose of Study: The purpose of this study was to investigate the psychometric properties of the Utrecht Homesickness Scale (UHS) with a Turkish sample. Methods: A total of 1130 freshmen university students (59% female, 41% male) studying different majors at a college campus located in the western part of Turkey participated in this study. Their ages ranged from 16 to 27. Findings and Results: Analysis results provide enough psychometric support to suggest that the UHS could be used with five dimensions and 18 items in order to understand the homesickness level of freshmen in Turkey. Findings from exploratory and confirmatory factor analysis suggest that the five-factor model was replicated within this sample, which supports the scale's construct validity that is identical to the scale's original form. Thus, results similarly verify that the UHS has both a high internal consistency value and test-retest reliability. Above all, results also show that the total scale score of the UHS correlated significantly with measures of loneliness, social support, social connectedness, and general satisfaction with life. Conclusions and Recommendations: The results suggest that the UHS and its subscales are reliable and valid scales to use for research evaluating the homesickness of freshmen university students in Turkey.
Psychometric Evaluation of the Turkish Version of the Defensive Pessimism Scale
Author: Çelik-Örücü, Müge
Date: 2013-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Psychological Patterns,Construct Validity,Anxiety,Turkish,Foreign Countries,Factor Analysis,College Students,Questionnaires,Student Attitudes,Correlation,Reliability

Problem Statement: Much theoretical interest and attention has been given to the cognitive strategies that individuals use in achievement related domains. Defensive-pessimism is a functional strategy in a demanding academic setting for those who easily become anxious. However, this is a new concept for Turkish researchers and there is currently no instrument for defensive pessimism. Therefore, an instrument is needed to measure defensive pessimism. Purpose of Study: The purpose of this study was to provide construct validation and normative data for the Turkish adaptation of Defensive-Pessimism Scale (DPS) in a sample of Turkish university students. In the educational settings, many teachers are not aware of defensive pessimism as a cognitive strategy because it is not included in their education. The use of this scale may have many implications in the educational setting. Method: First, translation and back translation of the questionnaire were carried out. Thereafter, LISREL 8.30 was used to perform a confirmatory factor analysis. Confirmatory factor analysis was used as this is a theory driven method for assessing the fit of a-priori-specified model. SPSS 17.0 was also used for descriptive statistics. Findings and Results: Confirmatory factor analysis was conducted for both single and two-factor models of the Turkish version of the DPS. For the single model, after a slight modification, the following indices were obtained: ?[superscript 2] (51) = 121.04, p &lt;0.01; ?[superscript 2]/df = 2.37; GFI = 0.93; AGFI = 0.89; RMSEA = 0.07; and CFI = 0.95. For the two factor model, ?[superscript 2] (51) = 138.39, p &lt;0.01; ?[superscript 2]/df = 2.71; GFI =0.91; AGFI = 0.87; RMSEA = 0.08; and CFI = 0.94 were found. The internal consistency of the DPS was assessed by Cronbach's alpha, which was 0.81 for the total; 0.78 for the negative expectation; and 0.64 for reflectivity. McDonald's Omega was also computed for the single factor as 0.77 and the two factor model for the negative expectation factor 0.81 and 0.73 for reflectivity. In order to test for gender differences, a independent samples t-test was used and no significant difference was found for the total scale and subscales t (254.64) = 0.103, p &gt;0.05. The correlation between the Perceived Stress Scale and DPS was found to be -0.29 (p &lt; 0.01), with the correlation being 0.15 (p &lt; 0.05) for the Generalized Self-Efficacy Scale. Conclusions and Recommendations: The results of this study showed that the Turkish version of the DPS provides a reliable and valid measure for Turkish university students and can be used in related research.
Pre-Service Teachers as Lifelong Learners: University Facilities for Promoting Their Professional Development
Author: Köksal, Necla
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Lifelong Learning,Educational Facilities,Universities,Faculty Development,Student Attitudes,Mixed Methods Research,Measures (Individuals),Measurement Techniques,Semi Structured Interviews,Higher Education,Demography,Student Surveys,Likert Scales,Clubs,Extracurricular Activities,Teacher Effectiveness

Problem Statement: Many countries pay more attention to the modern concept of lifelong learning as an educational issue with the Bologna Process. As higher education has a significant role to play in the lifelong learning of teachers, pre-service teachers need supportive learning environments that foster the culture of lifelong learning at the faculties. Hereby, it could be stated that the quality of educational life at a university affects pre-service teachers' training and their continuous development as individuals. Purpose of the Study: The purpose of this study is to examine pre-service teachers' views about university facilities and lifelong learning. Method: This research was designed as a mixed-method study, and a concurrent triangulation strategy was used to explore pre-service teachers' views about university facilities and lifelong learning. A 20-item, selfreport instrument was used in order to measure pre-service teachers' views, and a semi-structured interview form was developed by the researchers for the qualitative data. Findings and Results: According to the findings, pre-service teachers think that most of the university facilities supporting lifelong learning are insufficient. They claimed that a lifelong learner should learn a foreign language, participate in a project and join the seminars to catch up with a global environment. The university's provision of social activities for preservice teachers does not support them as independent learners, in spite of their personal willingness to learn independently. Conclusions and Recommendations: The results of current research clearly indicate that pre-service teachers have still some problems about the conditions of their university. They think that the university facilities do not meet their needs or make them feel part of the university. For future studies, researchers should be encouraged to use longitudinal studies in which first to fourth-year student teachers evaluate the contributions of the university toward lifelong learning. Also, a comprehensive study on lifelong learning in which faculty management and teacher trainers can participate will provide an immense contribution to current literature.
The Development of the &quot;Sense of Belonging to School&quot; Scale
Author: Akar-Vural, Ruken
Date: 2013-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Student School Relationship,Academic Achievement,Attendance,Homework,Correlation,Student Participation,Extracurricular Activities,Team Sports,Elementary School Students,Validity,Reliability,Student Attitudes,Foreign Countries,Factor Analysis,Profiles,Social Support Groups,Factor Structure,Construct Validity

Problem Statement: The sense of belonging to school can be described as the perception of students as individuals, respecting their existence, and supporting them in the social environment of the school. Academic achievement is a factor that is related to the sense of belonging to school. In many studies the direct link was revealed between sense of belonging to school and school attendance, preparation for school, fulfilling the given tasks and homework, and active participation in social and sports activities. Another factor related to sense of belonging to school is &quot;leaving the school&quot;. Due to all these reasons, valid and dependable measuring tools are needed for determining the primary school students' (10-15 years old) sense of belonging to school. Purpose of Study: This study developed a reliable and valid scale to assist in research related to the sense of belonging of students studying in primary schools in a Turkish context. Methods: The sample of this study is composed of 781 students attending the 6th, 7th, and 8th grades of a primary school in Aydin. The sample was randomly divided into two parts. For the first half (N = 387) explanatory factor analysis was carried out and for the second half (N = 394) confirmatory factor analysis was performed. Students' personal profile form, social support appraisals scale for children, and UCLA Loneliness Scale were implemented for the students. Findings and Results: The data first were subjected to an exploratory factor analysis. Results yielded two different factors with eigenvalues of 4.2 and 1.9. This two-factor solution or structure accounted for 60.72% of the total variance (32.72% and 28.01%). Other results indicated that the factor loading of the items varied from 0.68 to 0.86. The item factor correlation values varied from 0.57 to 0.75. Additionally, the unpaired t-test findings from upper and lower groups of 27% for each factor indicated that there were significant differences between the groups. Ten items of SEBES were subjected to a confirmatory factor analysis. Although the obtained chi-square value was found to be meaningful (?[superscript 2] = 80.93; df = 34; p = 0.00, CFI = 0.98, NNFI = 0.97, RMSEA = 0.059), when the compatibility indicators are examined it is observed that the two-factor structure of the Sense of Belonging to School Scale is in fine accordance with the sample data. Conclusions and Recommendations: SEBES can be considered a valid and reliable tool for measuring primary students' belongingness to school. Future research should be conducted to explore students' sense of belonging to school based on this 2-factor model across different cultures.