The major purpose of this study was to create a path analysis model of academic success in a group of university students, which included the variables of academic confidence and psychological capital with a mediator variable - academic coping. 400 undergraduates from Marmara University and Istanbul Commerce University who were in sophomore, junior and senior years participated in the study. The Academic Behavioral Confidence Scale, the Academic Coping Strategies Scale and the Psychological Capital Test Battery composed of the Academic Self-Efficacy Scale, the Life Orientation Test, the Hope Scale and the Resilience Scale were utilized to disclose the predictive roles of these variables on academic success. The results of path analyses showed that academic confidence and psychological capital had pivotal direct and indirect effects on academic success via the mediator variable – academic coping. Academic coping had also a direct influence on academic success.  The findings of the study are essential for telling both vocational counselors and educational psychologists the fact that career interventions for university students should consider the non-cognitive factors on their academic achievements.

Teacher education programs are often accused of failing to prepare preservice teachers for real life classroom situations. In the case of research on classroom management, the focal point is often classroom teachers and their educational and behavioral goals rather than students’ experiences. This study aims to explore the perspectives of preservice teachers on their attitudes and behaviors in the university classrooms. For this purpose, 40 preservice teachers, who studied in the Early Childhood Education department at a state university in Turkey, were selected. The interview was chosen as the data collection method. The interview questions were based on the questions that Cothran, Kulinna and Garrahy (2003) used in their study with the secondary physical education students. The collected data were analyzed by the constant comparison method (Glaser & Strauss, 1967) and common themes were constructed through the analytic induction method (LeCompte & Preissle, 1993). In this study, the findings indicated that incompatible behaviors served different functions in teacher education classrooms. The preservice teachers perceived punitive teacher responses to students’ negative behaviors as compelling, ineffective and mostly humiliating practices. The preservice teachers provided three main elements that affect their attitudes, behaviors and experiences in a teacher education classroom. These elements were related to students, teachers, and the context of the classroom. The preservice teachers perceived their positive or negative behaviors mostly as reactions to the behavior of the teacher and the classroom environment.

The purpose of the current study is to determine pre-service teachers’ opinions about 21st century learner and teacher skills. The study group of the current research is comprised of 391 senior students from an education faculty. As the data collection tool, the 21st century Learner Skills Use Questionnaire and 21st Century Teacher Skills Use Questionnaire were employed. In the analysis of the collected data, frequencies, percentages, arithmetic means, independent samples t-Test, One-Way Anova, Correlation, Mann Whitney-U, Kruskal Wallis techniques were used. The findings of the study revealed that the pre-service teachers’ opinions about 21st century learner and teacher skills vary significantly depending on the variables of gender, department attended, academic achievement, experience of private tutoring and practicum teaching (doing practicum teaching at elementary and secondary schools). As a result, it was concluded that the pre-service teachers are ready for using 21st century learner skills (cognitive skills, autonomous skills, collaboration and flexibility skills, innovativeness skills) and teacher skills (administrative skills, technopedagogical skills, affirmative skills, flexible teaching skills, generative skills). However, it was also found that the pre-service teachers were not able to make enough use of learner and teacher skills during their practicum teaching at schools. Moreover, a positive, medium and significant correlation was found between 21st century learner skills and 21st century teacher skills.

This study aims to evaluate the academic outcomes of the flipped classroom approach in the teaching of students who are deaf or hard of hearing (DHH). Furthermore, it aims to activate the role of the teacher through encouraging both teachers and students to engage in active learning styles, while acknowledging individual differences. Participants consisted of 12 female undergraduates with hearing disabilities in a 251 CI course (applications of ICT in teaching and learning) at the College of Education, King Saud University. The study was applied throughout a semester on the contents of the course. The content material and pre-class assigned work (e.g. instructional videos and tasks) were delivered through Blackboard (learning management system), while active learning activities were carried out in class. Using mixed methods, students’ perceptions of their new learning environment were explored through a post-term questionnaire distributed at the end of the semester, in addition to writing a reflective report. Furthermore, participants were requested to write a reflective journal at the end of each lecture. Results indicated the effectiveness of the flipped classroom strategy for students. Moreover, the data indicate a positive impact on students' content learning and improved skills (e.g. collaboration and interaction). The content material which was developed for the specific course (251 CI) could be utilized for the remaining students enrolled in this course. The researcher recommends using the flipped classroom teaching strategy for courses in higher education, as the methodology can be extended and implemented through following a similar framework applied in this study.

This study aims to analyze whether academics’ organizational cynicism attitudes and levels of organizational identification in the field of sports sciences differ based on certain variables and determine if any relationship exists between these two variables. “Organizational Cynicism Scale” and “Academics’ Organizational Cynicism Scale” were applied to 106 academics as a data collection tool. Mann-Whitney U test and Kruskal Wallis test were used for nonparametric statistical data analysis. Bonferroni correction was taken into account in order to identify different groups. Spearman order correlation coefficient was calculated in order to identify the correlations among variables. The findings suggest that academics’ organizational cynicism and identification sub-dimensions did not display significant differences in terms of gender, marital status and academic title. However, significant differences were found among some sub-dimensions in terms of sufficiency of institution’s physical facilities, the status of place where the institution is located and financial aid from the institution. Additionally, negative and moderately significant correlations were found between all sub-dimensions of organization cynicism attitude and cognitive/behavioral/affective organizational identification sub-dimensions. It is considered that the present study will make important contributions to educational psychology thanks to its findings.

In Turkey, as in all countries of the world, education is regarded as the sole means of modernization, progress, civilization, productivity, and sustainability of all these things. The aim of the Turkish education system is to raise students with the national, moral and cultural values of the Turkish nation, to educate them as citizens of a social law state, and solve the existing or potential problems that may arise in the future. The most important document that shows how this aim will be achieved in the country is the curriculum. The purpose of this study is to reveal the frequency of the social issues included in the current curriculum at the elementary education level. Within the scope of the study, social issues presented by sociologists were established through e-Delphi panels, coded under seven titles by researchers, those who were thought to bring solutions to these problems were counted by descriptive analysis method in the specific aims, themes and achievements of the curriculum used at elementary level. Results show that curriculum adopted at the elementary education level include mostly issues related to individual life and individualization, socialization, democratic life and democratization while economic issues, and issues related to family, environment and urbanization are emphasized less. These findings are discussed with other research results.

This study aims to analyse the emotional intelligence scores of the special education teacher candidates for the predictor of multiple intelligences areas. This study was conducted through relational scanning model. 211 teacher candidates, 106 females and 105 males, participated in the study. Data were collected through Personal Information Form, Teele Multiple Intelligence Inventory and Schutte Emotional Intelligence Scale. Logistic regression analysis was used to find whether the gender and grade level variables, and optimism, utilization of emotions and the scores of emotion evaluation are statistically significant in defining predominant intelligence areas or not. SPSS 24.0 was used in the data analysis process. The results revealed that while the gender variable and optimism scores are significant variables predicting the determination of individuals in which predominant intelligence is both interpersonal and not, optimism and evaluation of emotions scores are significant variables predicting the determination of individuals whose predominant intelligence is both visual and not. However, the results suggested that demographic variables (gender and grade level) and emotional intelligence scores did not affect kinesthetic, musical, intrapersonal, logical and verbal intelligence areas which were found as the predominant intelligence areas of teachers.

The aim of this study is to reveal the suggestions of guidance and psychological counseling candidates (GPC) in dealing with math anxiety. The study analysed 50 GPC candidates’ opinions and suggestions on math anxiety. The research study utilized case study method. The participants were asked to respond what kind of studies they would suggest to their clienst in order to overcome math anxiety once they begin to work in their profession. The interviews transcripts were converted into written documents. Content analysis was made on those documents to find GPC candidates’ suggestions and opinions. Based on the findings, it can be concluded that the reasons of math anxiety can vary from individual to individual. Therefore, it was emphasized that the studies to determine the causes of math anxiety should be specific for each individual. Then, consultancy service should be formed based on the assessment of reasons that cause anxiety for each person. If the individual's math anxiety is caused by environmental factors such as teachers, families and peers, guidance and psychological counseling services should be offered to these environmental factors.

Teachers’ use of everyday cognitive heuristics can lead to biases in information processing and, thus, to unfair assessments of student characteristics. This problem can be addressed by a core aspect of research-based learning, i.e., by making use of principles and methods of empirical research in order to systematically collect information. However, pre-service teachers’ attitude towards the use of empirical research methods is usually rather low. To foster their attitudes, a total of 444 student teachers were confronted with their own biased perception during a methodology course. Biased perception was triggered by a halo effect inducing experiment. In a subsequent semester, n = 113 of these students participated in an online survey. They answered questions about their cognitive activity and affective reaction following the presentation of the results of the experiment. Moreover, they reported about perceived attitude changes towards systematic thinking and research methods. The results demonstrate the successful implementation of the halo effect, which affected the students cognitively and emotionally. Structural equation modelling showed, that attitude change was dependent on both cognitive and affective reactions. The findings indicate that the halo effect is not only easy to implement in university courses but also appears to have substantial impact on students’ attitudes towards research-based learning.

Achieving the maximum efficiency in teaching a second language (L2) has always been an important issue for educators. Current globalization processes, development of international business relations, political integrations among the various countries throughout the world, and the abilities of latest information and communications technologies (ICT) dictate the more significance of knowledge of foreign languages. All living conditions should be constructed according to the mentioned surrounding changes during the ICT era. Correspondingly, teaching methodologies are also being adapted in order to teach people more efficiently. This paper studies how cellular phones (cell phones) can be used in learning English phrases. In order to examine the impact of cell phones on learning a language an experiment was run among the college and university students in Kazakhstan, supported by GSM Network of KCell (Kazakhstan). This paper discusses the experiment results, in which 126 college and university students participated, and makes some suggestions based on the experimental mobile learning. Study reveals that users could make noticeable improvements learning through their cell phones after the conducted experiment. Positive improvements were noticed on the results of general tests of English language those conducted among all participants of the research.

Recently, there has been growing interest among practitioners and scientists in teaching children computer programming languages. The international efforts to raise generations who produce technologies are supported at the national level in Turkey too. Programming language education is included beginning from secondary school curricula of computer science education. However, it can be mentioned that up-to-date methodological and pedagogical requirements of the courses are not adequately researched. Therefore, the primary aim of the study is to share innovative methods regarding programming education processes with middle school computer science teachers. This paper presents the details of a project conducted to design an in-service training model for computer science teachers and funded by the Scientific and Technological Research Council of Turkey (TUBITAK) with the project number of 116B298. During the training period, up-to-date methodology and technologies were presented in workshops with an integrated approach. At the end of the courses, the participants’ development and the efficiency of the activities were investigated based on the analyses of qualitative and quantitative data and positive results about the content of proposed in-service teacher training methodology were yielded.

This research aims to explore secondary school students’ views regarding basic democratic values in terms of several variables. The research has utilized the cross-sectional survey model, which is one of the descriptive survey models. The population of the research consists of secondary school students studying at schools located within the province of Elazig. The research sample holds a total of 440 secondary school students studying at secondary schools located within the province of Elazig during 2016-2017 academic year. The participants have been selected by stratified sampling method. This research has deployed personal information form and basic democratic values as data collection tools. Descriptive statistics and multivariate analysis of variance (MANOVA) have been used during data analysis. Research results have suggested that secondary school students have a “high” level of participation regarding basic democratic values scale. While a significant difference has been identified across the dimensions of the basic democratic values in terms of gender, class level, academic achievement and socio-economic levels of the schools, parents’ educational status is free from any significant difference. Based upon the research findings, various recommendations have been provided. Future studies may be conducted on parents’ views regarding basic democratic values. Basic democratic values adopted by the students studying at schools with different socio-economic levels should be sought through observations.

The purpose of the present study is to determine if high school students' character strengths composed of twenty-four different features, being virtuous including six dimensions and demographic characteristics predict risky behaviors. The participants of the study were 380 students aged between 14-19 years and enrolled in general high schools. The data was collected by using the Values in Action Inventory of Strengths for Young People and the Risky Behaviors Scale. From the findings, it was determined that the risk of school drop-out score was higher in the ninth grades and the male students had more risky behaviors compared to the their female counterparts. Moreover, it was also determined that the risky behaviors were significantly related to many character strengths. Besides this, as a result of the regression analyses, it was found that the character strengths predicted risky behaviors composed of the areas of anti-social behaviors, use of alcohol/cigarette, eating habits, suicide tendency and school leave at different levels. The findings were discussed within the context of adolescents’ psychological counseling needs and suggestionThe purpose of the present study is to determine if high school students' character strengths composed of twenty-four different strengths, virtues including six dimensions and demographic characteristics predict risky behaviors. The participants of the study were 380 students aged between 14-19 years and enrolled in general high schools. The data was collected by using the Values in Action Inventory of Strengths for Youth and the Risky Behaviors Scale. From the findings, it was determined that the risk of school drop-out score was higher in the ninth grades and the male students had more risky behaviors compared to their female counterparts. Moreover, it was also determined that the risky behaviors were significantly related to many character strengths. Besides this, as a result of the regression analyses, it was found that the character strengths predicted risky behaviors composed of the areas of anti-social behaviors, use of alcohol/cigarette, eating habits, suicide tendency and school dropout at different levels. The findings were discussed within the context of adolescents’ psychological counseling needs and suggestions were proposed.

In this study it is aimed to analyze the smartphone addiction, fear of missing out (FoMO), and perceived social and academic competence that predict social media addiction on high school students. Study group consists of 296 (136 females and  160 males) high school students studying in Anatolian High Schools and Vocational High School in Mersin during the 2017-2018 academic year. Simple random sampling was used. In the study, descriptive survey method was used. As data collection tools, Personal Information Form, Social Media Addiction Scale, Smartphone Addiction Scale, Fear of Missing Out Scale (FoMO), Perceived Competence Scale developed by Ozer et al. were used. In analyses of data, regression was used. According to stepwise regression analysis, smartphone addiction (β = .34), fear of missing out (β = .26) and perceived academic competence (β = -.12) predict social media addiction level on high school students. As the result of the study, smartphone addiction, fear of missing out, and perceived academic competence predict social media addiction on high school students. When the smartphone addiction level and fear of missing out decrease, and also perceived academic competence improve, students’ smartphone addiction levels reduce.

Pragmatic competence is an indispensable dimension of overall language ability, and proper interpretation of implied meanings is a major constituent of pragmatic competence. In this regard, this study aimed to investigate the efficiency of a film-based instruction program devised to facilitate the interpretation of implied meanings in English. It was conducted with a quasi-experimental design. First, a multiple-choice discourse completion test was given to 144 English language teacher trainees with 77 people in the experimental group and 67 in the control group. After the 5-week instruction given to the experimental group, the test was administered to both groups again. The results revealed significant differences in favor of the experimental group. This makes the program a promising one as it made the participants, who were also prospective English as a Foreign Language (EFL) teachers responsible for helping their own students have pragmatic competence too, significantly more equipped about processing implied meanings as a major constituent of pragmatic competence.

This research employs survey-based correlational model. This study has been carried out to reveal the relationships among perceived multi-dimensional social support and satisfaction with life, job satisfaction and job stress. The research data were gathered from 355 teachers working at schools in Hatay city in 2018-2019 academic year. Data were achieved by “Perceived Multi-Dimensional Social Support Scale”, “Job Satisfaction”, “Job Stress” and “Satisfaction with Life”. The relationships between multi-dimensional social support and job satisfaction, job stress and satisfaction with life have been determined in the measurement model. Structural equation model shows that perceived social support has a positive impact on teachers’ job satisfaction and satisfaction with life, in reverse, a negative impact on teachers’ job stress. Besides this, perceived social support positively affects teachers’ satisfaction with life through the partial mediation effects of job satisfaction and job stress. It has been concluded in this study that increasing perceived social support is an effective strategy for increasing job and life satisfaction and decreasing stress of teachers.

This descriptive and regression research was conducted to determine the influence of empowerment on organizational behaviors of 215 teachers in Catholic Higher Education Institutions in the Philippines. The results revealed that Catholic teachers have high levels of teacher empowerment. Specifically, they have very high level of status, professional growth, self-efficacy, and impact and high level of decision-making and autonomy in scheduling. Meanwhile, they also high level of organizational behaviors. Furthermore, three of the subscales of teacher empowerment tend to predict almost all dimensions of organizational behaviors of teachers in the school. The research concludes that Catholic Higher Education teachers are empowered to their organization as they feel respected, have opportunities for professional growth, feel efficient and effective in the classroom, and have the capacity to influence students and the school life. However, they do not have enough avenues to be involved in the decision-making process of their institution and do not have enough freedom and opportunities to choose their own schedules and teaching loads. Furthermore, they exhibit positive organizational behaviors in their institutions as manifested in their strong attachment to their organization, high level of involvement to their work, harmonious relationship with their supervisors and middle level managers. Also, they exhibit discretionary actions that goes beyond their functions, and have a desire and passion to continue and uphold the teaching profession.

The aim of this study is to present pre-service biology teachers with reading texts about the research of Van Helmont and Joseph Priestley relate to the subject of photosynthesis, for their familiarization with the processual and contextual aspects of science and their understanding of the nature of science, and to reveal the extent to which these texts contribute to the teacher candidates. The study was carried out by “action research method”.  The sample consisted of 66 biology pre-service teachers studying at Karadeniz Technical University between the years of 2016 to 2018. In this study, two separate reading texts were prepared in order to increase pre-service teachers’ processual and contextual understanding, and after the teacher candidates had read the texts, they were asked to answer the related questions. Percentage and frequency values were determined by grouping the answers as “correct, partially correct, incorrect and unanswered”. The fact that in this study, only 47% of the pre-service teachers were able to form a correct hypothesis means that their skills in this regard are in need of development. Candidates experienced some difficulty in interpreting statements that were not given explicitly in the text. The candidates' level of critical thinking is at a good level. It has been determined that they have post-modern view as epistemological belief. There is a need for designing instructional materials covering conceptual, processual, contextual dimensions of science in different subjects at university level and presenting them to biology teachers in book format.

The advent of the new economy brought university reforms to the limelight, and higher education research concentrated on the study of interactions of multi-level, multi-actor policy reforms, to the detriment of studying policy implementation. The ebbing of implementation analysis in the mid-1980s has probably put researchers off following up policies to the point of delivery, resulting in what critics dubbed a 'missing link'. Policymakers more pronounced need to evaluate the impact of the policies they adopt, inter alia, has led to a renewed interest in bottom-up implementation in other public policy fields, but not as much in higher education research. The article builds on a Network Governance-informed approach for studying policy reform in higher education and adapts it to study of policy implementation with a focus on transition systems. Witte's actor-centered new institutional framework is taken as a springboard, and some of its underlying assumptions are reviewed for that purpose, adding insights from public administration literature (NPM) and Lipsky's street-level bureaucracy (SLBy). Ultimately, it proposes a politics-institutions framework to account for the institutional change entailed to the reforms.

The aim of this study was to investigate the attitudes of music teacher candidates on computer self-efficacy perceptions and digital technology according to different variables. In this research, correlational survey model is used as a general survey model and also during data collection process of research, criterion sampling is used as purposive sampling.   The focus group of the research consists of 102 students studying music education at Ondokuz Mayis University in the 2018-2019 academic year. Computer Self-Efficacy Perception Scale and Attitude Scale towards Digital Technology Scale were used as data collection tools for the study. According to the results of the study, it was found that there was a significant relationship between the levels of computer self-efficacy perception and the attitudes towards digital technology of the music teacher candidates who participated in the research. The self-efficacy perceptions of the students significantly differed according to their gender, to have a personal computer and the time they first used the computer for educational purpose and their attitudes towards digital technology significantly differed according to their gender, class level and computer ownership.