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Positive psychological capital has a content that focuses on the strengths of the individual, envisages increasing his capacity, revealing his potential, and emphasizes that the positive aspects of the individual should be strengthened in order to increase organizational efficiency. On the other hand, depending on the importance of human resources for organizations, job satisfaction levels of employees gradually gain importance. For employees, job satisfaction is under the pressure of many influences. In this study, it is aimed to classify the factors affecting the job satisfaction of employees by examining the linear and non-linear effects of employees' positive psychological capital on job satisfaction. In this study, 152 questionnaires obtained from Special Education Rehabilitation Centers employees working in a province located in the western of Turkey were included in the study. As a result of the research, the first level multifactorial confirmatory factor analysis (CFA), the hope, resilience and optimism dimensions of the positive psychological capital scale were determined as the main factors determining job satisfaction. Since the self-efficacy dimension of the positive psychological capital scale was found to be insignificant, the self-efficacy dimension was not included in the evaluation. The job satisfaction scale was evaluated as a single dimension. In the study, in order to test the non-linear effect between the positive psychological capital levels of special education employees and their job satisfaction levels, a penalty-reward contrast analysis was conducted with the help of regression analysis with dummy variables. As a result of this analysis, the hope, flexibility and optimism dimensions of positive psychological capital were determined as motivating factors on job satisfaction. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to determine the effect of primary school fourth grade entrepreneurship curriculum on students' general self-efficacy beliefs. In the study, a pre-test-post-test paired control group pattern was used. The study group consists of 34 experimental group and 33 control group students studying in the 4th grade of primary school in the 2018-2019 academic year. During the research process, firstly the entrepreneurship curriculum was designed based on the needs analysis studies, then the pilot implementation of the program and its11-week main implementation were conducted. The data were collected with the "Self-Efficacy Scale for Children" before and after the implementation of the program. The data were analyzed by applying the Kolmogorov-Smirnov and Sahapiro-Wilk tests for normality tests, the related measurements t-test and the unrelated groups t-test for the hypothesis tests and the Cohen d test for the effect size tests. According to the findings, the total scores of the students in the experimental group obtained from the self-efficacy scale before and after the application showed a significant difference. However, it was determined that the students in the control group did not show a significant difference. According to this; it was concluded that the entrepreneurship curriculum significantly improved the general self-efficacy beliefs of primary school fourth grade students. [ABSTRACT FROM AUTHOR]