ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Motivational Action Conflict Frequency of Turkish High School Students in Terms of Value Orientation
Author: Çaliskan, Hüseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Well Being,Achievement,Values,Student Attitudes,Leisure Time,Conflict,Correlation,Academic Achievement,Gender Differences,Study Habits,Time,Institutional Characteristics,Instructional Program Divisions,Student Behavior,Student Motivation

This study was designed to investigate the association between motivational action conflict frequency and value orientation as well as sociodemographic correlates of value orientation among Turkish high school students. Participants consisted of 846 students in different high schools from Marmara Region of Turkey and completed Motivational Action Conflict Frequency Survey and Value Orientation Scale. Results of this study suggested that students have average well-being value orientation and low achievement value orientation. There was no significant association between achievement and well-being value orientation and school-leisure time conflict; however, a weak and positive significant relationship exist between achievement value orientation and school time-school time conflict and leisure time-leisure time conflict, and there was a negative low-level significant relationship between well-being value orientation and school time-school time conflict and leisure time-leisure time conflict. The students' achievement and well-being value orientation were significantly different based on gender and daily studying times. Well-being value orientation associated with high school type, but no significant difference found in achievement value orientation. Lastly, there was no significant difference in value orientation in terms of grade level. The results of this study may also help to understand the correlates of value orientation and motivational conflict frequency in Turkish literature where a very limited number of studies have been conducted. [This study was presented as a verbal presentation at ERPA International Congresses on Education 2017.]
The Effect of Counseling on Anxiety Level from the Perspective of Ecological Systems Theory: A Quasi-Experimental Pre-Test - Post-Test Control Group Study
Author: Tanhan, Ahmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,School Counseling,Access to Health Care,Anxiety,Counseling Effectiveness,Counselor Training

In this study, we aimed to examine how counseling service provided to college students, through a contextual clinical counseling model, affects the anxiety level of college students at a university in the east of Turkey. We followed a quasi-experimental with pretest-posttest and with control group design method. The experimental group comprised 205 and the control group comprised 75 college students. Seven supervisors with Ph.D. or MD degree in mental health professions provided weekly supervision to 120 counselors-in-training who provided individual counseling services to the participants. Each client in the experimental group received in average five sessions, each for 45-55 minutes. We have used an adapted version of Beck Anxiety Inventory for Turkey to examine the clients' anxiety levels. Throughout the counseling process, we have collaborated with the psychiatry department at the university when it was necessary. Additionally, in order to conduct the complex quasi-experimental study in a smooth process, we utilized the contextual clinical counseling model developed by the first author; as such models are utilized in some of the best counseling departments in the USA. The model facilitated to conduct the complex and dynamic research and providing the services with limited resources. That means optimized the resources through the model and got significant results. As a result, receiving counseling service seems significantly decreasing anxiety level for this sample. The current study meets some important gaps in mental health. We discussed the findings from an ecological systems theory perspective and suggested some implications in mental health.
A Review on Solution Focused Brief Therapy Studies in Turkey
Author: Bilgin, Okan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Counseling,Research,Intellectual Disciplines,Group Counseling,Counseling Techniques,Research Methodology,Problem Solving,Psychotherapy,Intervention,Counseling Effectiveness,School Counseling,Elementary Secondary Education,Postsecondary Education

The aim of this study is to examine experimental studies conducted with solution focused brief therapy psychological counselling in Turkey. In this study in which descriptive method was used, the data were analysed with document analysis. In this respect, a total of 26 studies, 24 graduate theses and 2 articles, which were conducted experimentally with solution focused counselling approach, were analysed. According to the results of the study, it was found that there was an increase in studies conducted with this approach in recent years, the majority of the studies were conducted in the fields of education and nursing, and the sample groups of the study were mostly secondary school, high school and university students. It was found that mostly group counselling method and semi-experimental pattern were used in studies, a great majority of the studies were conducted with 6 sessions, all of the studies except one included control group, 3 of the studies included placebo group and follow-up test was conducted in 14 of the studies. It was found that the studies were applied on very different problem areas, mainly undesired behaviours and that 4 of the studies met all the criteria determined for solution focused approach. When the studies conducted were examined, it was found that there were no studies in which solution focused approach was compared with another psychotherapy approach. As a result of the study, it was found that in all studies except one, solution focused counselling had a significant effect on the experimental group.
A Case Study of Students&apos; and Teachers&apos; Perceptions in a Finnish High School during the COVID Pandemic
Author: Niemi, Hannele Marjatta
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,High School Students,High School Teachers,COVID-19,Pandemics,Foreign Countries,Distance Education,Teacher Surveys,Student Surveys,Teaching Experience,Student Experience,Computer Mediated Communication,Time on Task,Assignments,Self Management,Teacher Student Relationship,Student Evaluation,Teaching Load,Student Motivation

This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students' and teachers' perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students' progress. Teachers did not recognize students' heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching.
A Scale Development Study: Scientist Image, Gender of the Scientist and Risks of Being Scientist
Author: Karaçam, Sedat
Date: 2020-00-00
Type: Journal Articles
Subjects: Scientists,Science Careers,Professional Identity,High School Students,Student Attitudes,Gender Issues,Sex,Risk,Stereotypes,Grade 10,Test Validity,Test Reliability,Foreign Countries

The aim of this study is to develop a scale to determine the scientist image of high school students and their perceptions of scientist's gender and the risks they have. Descriptive survey model, one of the quantitative research techniques, was used in the study. 760 10th grade students participated in the study. The study was conducted in the spring semester of 2018-2019 academic years. In data collection, item pools were created for the following draft scales developed by researches: (1) &quot;Scientist in Images Scale (ImSca)&quot; to determine students' images of scientists; (2) &quot;Scale for the Perception of Scientist's Gender (GenSca)&quot; to determine students' perceptions of scientist's gender; and (3) &quot;Scale for the Perception of the Risks that Scientist has (RiskSca)&quot; to determine students' perceptions about the risks that scientists have. The construct validity of the scales was determined by using exploratory factor analysis on the data obtained from the scales and reliability of the scales was determined through internal consistency coefficients. As a result of the data analysis, the following structures were formed: ImSca has a 26-item structure with 8 factors, GenSca has a 23-item structure with 3 factors, and RiskSca has a 27-item structure with 6 factors. According to the results of confirmatory factor analyses, the structure of all three scales formed within the scope of the study was confirmed.
The Effect of Instructional Time Frequency on Middle School Students&apos; Mathematics Achievement Scores
Author: Temple, Allison L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Time on Task,Middle School Students,Mathematics Achievement,Grade 7,Grade 8,School Schedules,Standardized Tests,Mathematics Instruction

To achieve the goal of 100% proficiency for all students in mathematics, a middle school in a large urban public school district in Omaha, Nebraska increased the frequency of instructional time in mathematics instruction for a group of seventh and eighth grade students. The purpose of this study was to determine if there was a difference in the performance of seventh and eighth grade students on the Nebraska State Accountability Mathematics Assessment (NeSA-M) using different frequencies of mathematics instruction, provided daily versus every-other-day. The Continuous Improvement Theory and Bloom's Mastery Learning model were used as frameworks to investigate math achievement. A quantitative causal-comparative study was conducted using ex post facto achievement data. The analysis included the comparison of the mean differences in NeSA-M scores for seventh and eighth grade students using an independent samples t test. This analysis was completed to see if block scheduling frequency daily versus every other day was effective with student achievement for each grade level. There were unexpected results from this study as the two grade levels demonstrated different effects from the influence of increased instructional time on the growth of middle school students' NeSA scores.
The Predictor Role of the Search for Meaning in Life in the Determination of High School Students&apos; Lifelong Learning Tendencies
Author: Kilinç, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Predictor Variables,Individual Development,World Views,Self Determination,High School Students,Lifelong Learning,Foreign Countries,Gender Differences,Individual Differences

The current study aims to determine the extent to which high school students' lifelong learning tendencies are predicted by their search for meaning in life. The study was conducted on a total of 352 senior high school students (165 females, 187 males) attending high schools located in the Bodrum District of the city of Mugla. The data of the study was collected by using a personal information form developed by the researchers, The Lifelong Learning Tendencies Scale developed by Diker-Coskun (2009) and the sub-dimension of the search for meaning in life in the Meaning in Life Scale High School Form adapted to Turkish by Demirbas-Çelik and Ismen-Gazioglu (2015). In the analysis of the collected data, Pearson correlation coefficient and simple linear regression analysis were used to determine the relationship between the variables and in relation to the differences, independent samples t-test and one-way variance analysis were employed. All the analyses were conducted in SPSS 20.0 program package. At the end of the study, it was found that the high school students' lifelong learning tendencies are positively and significantly predicted by their search for meaning in life. Moreover, the high school students' lifelong learning tendencies were found to be varying significantly depending on gender and the type of the school attended. The findings of the study are discussed in light of the literature.
The Distribution of Variables That Affect Nomophobia in Adults&apos; Profiles
Author: Karademir Coskun, Tugra
Date: 2020-00-00
Type: Journal Articles
Subjects: Predictor Variables,Fear,Handheld Devices,Adults,Profiles,Social Media,Addictive Behavior,Gender Differences,Individual Differences,Educational Attainment,Life Satisfaction

This study focused on the effects of variables related to nomophobia levels of youths for adults; and exhibited a nomophobia profile of an adult by means of the significant variables about adults. Two hundred-ten adults from 30 different occupational groups participated in the research. The relational research design was used in the research. Data after collecting through scales were subjected to logistic regression analysis and two-step clustering analysis. As a result of the analysis, it was determined that while the nomophobia scores of the participated adults who were married, had children, were 30 years and older, have higher life satisfaction scores and lower social media addiction scores were low. On the other hand, it was determined that the adult in high nomophobia scores were clustered in the group who were single and did not have children, were between the ages of 24-29, had low life satisfaction scores and high social media addiction.
Student Attitudes towards Online Education during the COVID-19 Viral Outbreak of 2020: Distance Learning in a Time of Social Distance
Author: Unger, Shem
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,COVID-19,Pandemics,Distance Education,Online Courses,Educational Technology,Anxiety,Knowledge Level,Misconceptions,Mass Media Effects,Social Media,Readiness,Disease Control

In this paper, undergraduate student attitudes towards rapidly shifting to an entirely online learning environment were assessed due to COVID-19. In addition, surveys on perceptions about misinformation in media, overall anxiety towards distance learning, knowledge of disease outbreak, and level of preparedness during the onset of the Coronavirus (COVID-19) 2020 outbreak were analyzed. Students surveyed (N = 82) consisted of Wingate undergraduate students from across majors and academic years as part of an animal behavior course covering psychology and human behavior during the COVID-19 2020 crisis during the first two weeks when students returned to school entirely online from off-campus. The majority of students responded that online learning would not be the same as in-class learning (91.5%), indicating a significant difference in responses. Many students indicated they had witnessed some misinformation on COVID-19 in media (98.8%), and there was a significant difference for student perception on being well informed from standard news media (e.g., TV, newspapers) versus social media (t-test = 3.78, p &lt;0.001). Many students (75.6%) responded they held some level of anxiety towards rapidly shifting to finishing a semester online, with 84.2% having discussed disease transmission actively and yet only 64.6% felt well prepared for emergency situations. The majority of students felt preventative measures (university requiring students to move off campus and remainder of semester moving to online distance learning) were based on good science and medical knowledge. Of the students that freely commented in the survey, overall students displayed a wide range of responses, with most expressing anxiety toward online learning, disappointment regarding graduation ceremony, and online learning being different than standard in-class learning. A follow up survey consisting of one question, revealed improvement in students that stated they felt less anxiety towards online learning after 3 weeks (51.4% Yes: 48.6% No), but still many students exhibiting anxiety towards distance education.
Students&apos; Attitudes to the Online University Course of Management in the Context of COVID-19
Author: Angelova, Miglena
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Online Courses,COVID-19,Pandemics,Electronic Learning,Foreign Countries,College Students,Educational Quality,Difficulty Level,Attention,Teamwork,Educational Environment,Computer Mediated Communication

The present paper tracks the attitudes of the Bulgarian students towards online education provided by the universities during the quarantine period due to the pandemic situation caused by COVID-19. The study presents data and analysis of results from an empirical survey conducted in April 2020 among students in different stages of their tertiary education in Bachelor Degree. Our findings show that students define online lectures with the same quality as traditional lectures in auditoriums. In terms of intensity there is no clear expressed opinion of responders with slight predominance of people who claim that the intensity of online learning is less than the traditional lecture. Major part of responded students claims that they manage to focus better in online lecture. Students are convinced that in online environment they work easier in individual tasks, but not in team works.
A Study to Adapt &quot;Puppet Interview Scales of Competence in and Enjoyment of Science&quot; to Turkish Culture
Author: Akman, Berrin
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Foreign Countries,Cultural Relevance,Science Interests,Science Achievement,Early Childhood Education,Test Validity,Test Reliability,Scientific Literacy

Children interact with science from the moment of their birth. By means of the scientific experiences they have as a result of this interaction, children acquire numerous skills related to science at the early ages. These scientific skills and children's orientation towards science such as awareness, attitude, proficiency, inquisitiveness, as well as interest and ability in researching, exploring, problem solving are especially enhanced by effective science education in early childhood. A valid and reliable assessment tool is needed to determine whether children's scientific attitude and orientation are at desirable levels. The aim of this study, which was developed in line with this need, is to examine validity and reliability of Puppet Interview Scales of Competence in and Enjoyment of Science (in original version; Samarapungavan, Mantzicopoulos &amp; Patrick, 2008) in the context of Turkish culture. Data was gathered from 1158 children in 15 provinces in various regions of Turkey. KR-20 was computed to be 0.96 for the first subscale, 0.90 for the second subscale, 0.80 for the third subscale and 0.87 for the forth subscale. As a result of exploratory factor analysis for validity, the scale was gathered with 41 items and in four sub-dimensions in total. The total variability of all the factors was computed to be 49.35%. The confirmatory factor analysis conducted on another sample revealed that error is within an acceptable range (0.63) and adaptation statistics is above 0.80. The CFI and NFI values -the indicators of the goodness-of-fit index- are above 0.90. Additionally, IFI value is 0.98 and the SRMR value is lower than 0.08. These indicate high model-data conformity. As a result of this study, Puppet Interview Scales of Competence in and Enjoyment of Science were found to be a reliable and valid scale for the Turkish society.
Work-Integrated Learning Placements and Remote Working: Experiential Learning Online
Author: Bowen, Tracey
Date: 2020-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Experiential Learning,COVID-19,Pandemics,Internship Programs,Technology Uses in Education,Job Skills,Barriers,Videoconferencing,Work Environment,Telecommunications,Undergraduate Study

This position paper will examine the complexities of remote working, specifically as it impacts students on work integrated learning (WIL) placements such as internships. Current literature on the challenges of remote working and recent student reflections based on their experiences of pivoting from office space to completing their internship placements online during the COVID-19 self-isolation orders, provide the context for examining best practice curriculum strategies for a new and unpredictable work world. Boundary theory is used to unpack the challenges of remote working that students may face, and students' reflections provide insight on the skills they developed from their remote working experiences that will give them a competitive edge in the job market. WIL curriculum needs to address the changing nature of work and work placements in order to prepare students for remote work in an ever-shifting world.
Connecting Work-Integrated Learning and Career Development in Virtual Environments: An Analysis of the UVic Leading Edge
Author: Andrews, Joy
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Career Development,Experiential Learning,Career Readiness,College Students,Program Development,Electronic Learning,Labor Market,COVID-19,Curriculum Development

While the fields of work-integrated learning (WIL) and career development share common goals, WIL literature tends to focus on student employability more than students' ability to manage their careers. The Leading Edge program at a Canadian institution, the University of Victoria, brings together these two disciplines as it draws from theory and methodology in WIL and career development to strengthen student experiential learning and prepare students for meaningful careers. Four reflective questions form the core of the program, and support students to become pro-active experiential learners, embrace diversity and become career-ready during their academic journey. The authors present the theoretical underpinnings in career development, WIL and experiential learning that inform the program development, and analyse its strengths and challenges. The paper concludes with an exploration of how the Leading Edge, an online program, can support learners to navigate the challenges of the current labour market conditions created by COVID-19.