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The aim of this study is to determine the predictive level of teacher abuse, school burnout and school attachment for risky behaviors in adolescents, and to examine risky behaviors according to some demographic variables. Relational survey model was employed in the study. The study group consisted of 446 adolescents with an average age of 15.49 years studying in secondary schools. Personal information form, Risky Behaviors Scale, Teacher Emotional Abuse Scale, School Burnout Scale and School Attachment Scale for Adolescents were used to obtain demographic information about students. As for data analysis, Pearson's Correlation Coefficient Analysis, Multiple Linear Regression Analysis, Independent Samples t-Test and One-Way Variance Analysis were employed. As a result, it was found that teacher abuse and school burnout predicted adolescents' risky behaviors in a positively significant direction whereas school attachment predicted adolescents' risky behaviors in a negatively significant direction. It was revealed that the score averages taken from the total and sub-dimensions of risky behaviors differed significantly according to gender, grade level, academic average, perceived socioeconomic level and family structure variables. In addition, it was determined that suicidal tendencies did not differ based on gender, academic average and class level; antisocial behaviors and school dropout did not significantly differ according to the grade level.

The concept of helicopter parenting is used to describe a parental disposition that is excessively child-oriented, intrusive and limiting to child's autonomy. It is characterized by parents being overly concerned about child's future, making great efforts to avoid possible negative outcomes, preferring to plan and handle child's life and even executing child's tasks in his/her place. The objective of this study is to establish the relation between helicopter parental attitudes and ego inflation. The Perceived Helicopter Parental Attitude Scale and Ego Inflation Scale were applied to 432 people with an age group of 24-34 years. Hypotheses of the study were tested using structural equation modelling after results related to the fit values and factor loads of the scales were determined to be appropriate and adequate. The study found that 42.80 percent of the change in the inflated ego reported in young adults can be explained by a helicopter maternal attitude (R[superscript 2] = 0.43). Helicopter paternal attitude accounted for 22.10 percent of the change in the inflated ego observed in young adults (R[superscript 2] = 0.22). It has, thus, been demonstrated that ego inflation is triggered by helicopter parental attitudes and helicopter attitudes of mothers are more successful in creating ego inflation than those of fathers. We hope that the findings of the present study can be used in parent education and family counselling practices.

In the present study, a measurement tool was developed to determine the virtual identities of social network users, and the virtual identities of these social network users were examined with respect to gender, time spent on social networks, number of their social network profiles and visibility using the relational survey model. The study was carried out with a total of 671 social network users, 252 females and 419 males. The research data were collected using the Social Network Identity Management Scale developed within the scope of the study. The five-point Likert-type scale made up of four factors and 23 items was found to explain 55.29% of the total variance (Cronbach Alpha = 0.93). At the end of the research process, a 23-item Social Network Identity Management Scale's validity and reliability were confirmed. The finding obtained in the study demonstrated that the virtual identities of the users with more than one profile differed within the context of such sub-dimensions of the scale as liking and privacy. In addition, it was found that the changes in the virtual identities increased depending on the time spent on social networks.

The aim of this study is to determine the effect of biography-based values education on the attitudes of 4th grade students towards the value of patriotism. A semiexperimental design with pretest-posttest control group was used to find out differences concerning attitudes towards patriotism value between students in the experimental group in which biography-based values education was implemented and those in the control group where biography-based values education was not used. "Patriotism attitude scale" was used for quantitative data and "interview forms" were used for qualitative data in this study in which quantitative and qualitative research techniques were employed together. In this study, biographies of Halide Edip, Münevver Saime, Kara Fatma, Nene Hatun, Serife Baci, Tayyar Rahmiye, Gördesli Makbule, Kilavuz Hatice, Binbasi Ayse, Nezahat Onbasi, Elif Baci and Halime Çavus, some women heroes of the Turkish independence, were used. After the implementation of biography-based values education, a significant difference was found between students' attitude scores concerning patriotism value in favor of the experimental group. In addition, there was a significant difference between students' attitude scores and their gender in favor of the experimental group while no significant difference was detected between students' attitudes regarding variables of parental education level and family income level.

Science achievement gap between fifth, sixth, and eighth grades and boys and girls in low and high performing schools were under investigation in the present study. In accordance with this purpose, three schools were selected to represent high performing schools and two schools were selected to represent low achieving schools for their performance on a nationwide exam. A total of 612 fifth, 816 sixth, and 604 eighth grade students in high achieving schools and 231 fifth, 364 sixth, and 328 eighth grade students in low achieving schools constituted the study sample. Students' end of semester science grades were used as their science achievement measure. Results showed that students' science achievement decreased from 5th grade to upper grades both in low and high achieving schools. In addition, they showed girls' science achievement was higher than boys in several grade levels both in low and high achieving schools. Finally, results showed that science achievement gap between genders is more evident in high achieving schools.

This study aims to determine whether assertiveness predicts restriction anxiety, separation anxiety and expectation of rejection, which are the sub-dimensions of Separation-Individuation Test of Adolescence. The study was conducted with high school students in a Central Anatolian city during the second semester of the 2018-2019 academic year. A total of 488 students, 324 girls and 164 boys, participated in the study. Regression, Pearson correlation and t test were used in the analysis of the data obtained T-test results indicated that sex significantly differentiated the scores of separation anxiety while it did not differentiate the scores of restriction anxiety and expectation of rejection. Correlation analysis showed that there was a negative relationship between assertiveness level of adolescents and level of separation-individuation (restriction anxiety, separation anxiety and expectation of rejection). Regression analysis revealed that assertiveness was the negative predictor of separation anxiety, expectation of rejection and restriction anxiety. These results indicate that, for a healthy development in adolescence, a critical period in personality development, becoming assertive and escaping passiveness can have a significant contribution to the personality development of the individual. The findings of the research were discussed and interpreted within the framework of the literature and suggestions were made to researchers and practitioners.

This study aims to reveal the organizational silence perceptions of the instructors who work in different academic units of a state university in Aegean Region of Turkey, factors causing silence and possible consequences of silence. In this study, mixed research method was used to determine and elaborate the types of organizational silence seen among instructors, the reasons and consequences of organizational silence. First, quantitative data collection method was used and the data obtained by the researcher was analyzed by using quantitative analyzing techniques. So, this research was designed as "Sequential Explanatory Design". The population of study consisted of 1301 instructors working in different academic units. The sample of the study consisted of 376 instructors who were selected by using cluster sampling method. In qualitative phase, 12 instructors were determined by maximum variation sampling method. In this study, Organizational Silence Scale which includes 15 items was used to get the quantitative data and an interview form which has 6 questions was used to get the qualitative data. As a result of this study, it can be said that inexperienced instructors, the instructors who have just started their academic career and the ones who are concerned about academic promotion remain silent at the university. It is also considered that the silence of senior instructors is based on their prior learned helplessness experiences. One of the most significant results of this study is that academic hierarchy is a phenomenon which has a negative impact on silence. When all the findings are evaluated, creating a more democratic culture by having a participatory administrative mentality at universities is defined as the most important suggestion.

The purpose of this study is to analyze the pluralistic leadership behaviours of school principals in the Turkish educational context. The exploratory design was used in this study, which employs the first qualitative, and then quantitative data collection methods. The sample of the study was determined using the maximum variation sampling technique; hence, 24 school principals and 327 teachers participated in the study. The data of the study were collected using semi-structured interviews and the 'Pluralistic Leadership Scale', which was developed by the authors. The findings of the study indicate that: (1) school principals desire to participate in the management processes of teachers; (2) teachers with leadership qualities and ideals are willing to participate in school administration; (3) school principals attempt to investigate the source of the problem to solve problems and conflicts; (4) school principals mostly showed pluralistic leadership characteristics regarding their interactions with teachers; (5) a significant difference was found in acknowledging and discussing the differences and attendance to management process dimensions based on teachers' gender; (6) a significant difference was found in the interaction among teachers, the interaction between school administration and teachers, and the use of power dimensions in favour of teachers working at village schools; and (7) a significant difference was found in the interaction between school administration and teachers dimension based on age and seniority of teachers. Finally, a significant difference was found in all dimensions of pluralistic leadership characteristics in terms of the number of teachers working at schools. [Note: The page range (613-680) shown on the PDF is incorrect. The correct page range for this article is p613-679.]

Although environmental aesthetic has received considerable attention in recent years, there is a need for measuring and evaluating environmental aesthetic. With considering this gap in the literature, the purpose of this study is to develop the "Scale for Environmental Aesthetic Awareness" for university students and to compare students' levels of environmental aesthetic awareness according to gender, interest in art and the place where family lives. The study group is comprised of 969 university students. For conducting the validity study of the scale, the study group was randomly divided into two: Exploratory Factor Analysis group and Confirmatory Factor Analysis group. After the elimination of outliers, 329 students remained in the EFA group and 255 students in the CFA group. As a result of EFA, 27 items were gathered under three sub-dimensions. As a result of the first-order and second-order CFA, it was seen that the model-data fit was achieved and the three-factor structure of the scale and its general structure were confirmed. The Cronbach Alpha reliability coefficient of the first, second, third sub-dimensions were calculated respectively as 0.80, 0.71 and 0.71. The Cronbach alfa coefficient value for the whole scale was 0.82. Three-way variance analysis results showed that the effects of gender and the place where family lives were not found to be statistically significant while the effect of interest in art was found to be significant; thus, the mean of the students stating they were interested in arts was found to be higher.

The purpose of this study is to determine the relationship between prospective teachers' tendencies towards educational philosophy and lifelong learning and their teaching-learning process competencies. The study used the descriptive model to determine the current situation and adopted a predictive correlational design to find out the extent to which educational philosophy and lifelong learning tendencies predict teaching-learning process competencies. The study group consisted of 238 prospective teachers. The data were obtained using three scales, namely "Educational Philosophy Tendencies Scale", "Lifelong Learning Tendencies Scale" and "Teaching-Learning Process Competencies Scale". The study revealed that prospective teachers adopted more the philosophy of progressivism and reconstructionism, and their lifelong learning and teaching-learning process competencies were at a high level. The gender variable was effective only in the essentialism dimension in terms of the educational philosophy tendencies. While it was effective in lifelong learning tendencies, it had no effect in teaching-learning process competencies. The branch variable, on the other hand, was effective in all dimensions of educational philosophy tendencies except for perennialism. It was determined that the tendencies towards educational philosophies alone are not predictors of the teaching-learning process competencies. When, however, lifelong learning tendencies and educational philosophies are taken into account together, they predict the teaching-learning process competencies.

The purpose of the study was to examine the relationship between the exam anxiety level of middle school students, their academic expectations stress, and level of motivation to study lesson. The study group consisted of 364 (184 female and 180 male) 7th and 8th grade secondary school students. Three instruments were used for data collection; Academic Expectations Stress Inventory, Motivation to Study for Adolescences Scale and Exam Anxiety Scale. Exam anxiety was chosen as dependent variable while academic expectations stress and motivation to study lesson were set as independent variables. In the current study, the relationship between variables was examined by Pearson correlation coefficient and whether independent variables predict dependent variable or not was tested by multiple regression analysis. As a result of correlational analysis, a positive and significant relationship was observed between teacher/parental expectations, self-expectations, amotivation and exam anxiety. On the other hand, intrinsic motivation and extrinsic motivation were not associated with exam anxiety. As a result of regression analysis, it was concluded that family/teacher expectations, self-expectations, amotivation, and extrinsic motivation significantly predicted exam anxiety.

The academic procrastination is one of the reasons that university students experience problems in both their educational life and academic. The behavior of delaying academics has effects reaching from the completion of homework to preparation for exams. This therefore can present itself in the student's life as a resentment towards both educators and education. The basic goal of this study is to examine the relation between academic procrastination of the Psychological Counseling and Guidance students and achievement goal and their self-esteem. Besides this basis, another purpose of this study is to find out whether a difference occurs in academic procrastination of the Psychological Counseling and Guidance Departments students when their class level, gender, and success are taken into consideration. Survey method was used in the study as a data collection tool. The participants in this study were 426 students who were attending to Psychological Counseling Department. The data were also collected using the Academic Procrastination Scale, 2x2 Goal Orientations Scale, Rosenberg Self-Esteem Scale, and the Information Form prepared by the researcher. The findings showed that there was a significant relation between academic procrastination of the Psychological Counseling and Guidance students and their self-esteem. According to the results a medium-level, negative and significant correlation was also found between academic procrastination behaviour of the Psychological Counseling and Guidance students and their learning approach.

The purpose of this study is to examine the self-regulation skills of kindergarten children in terms of various variables. The study was conducted in two different kindergarten institutions in Nicosia and Girne District of Cyprus; 122 children aged 48-72 months and their parents (mother or father). In order to measure the participant children's self-regulation skills, Pre-School Self-Regulation Scale adapted to Turkish was used. Socio-demographic information of the children and the parents participating in the study were determined using the Personal Information Form, which consists of 5 optional questions prepared by the researchers. In the study, it was seen that the scores of the attention/impulse subscale and total scale score of the girls were significantly higher than the boys. No statistically significant difference according to the gender is found in the positive emotional subscale. There was no significant difference in the children's self-regulation skills scores in terms of parental education level, total income status of the family and the number of children in the family. This study, which was conducted for the first time to determine the self-regulatory skills of the children in pre-schools of North Cyprus and the variables affecting these skills, will contribute to the similar work in the future and educational arrangements for education system of North Cyprus.

The purpose of this research is to determine the relationship between teachers' perceived organizational justice and job satisfaction. This quantitative study is designed in relational survey model. The sample of the research consists of 396 teachers working in the public high schools located in four central provinces of Mersin city. Organizational Justice Scale and Job Satisfaction Scale were used as data collection tools in the study. Arithmetic mean, standard deviation, t test, ANOVA and correlation analysis were performed by using SPSS 21 package program. According to the findings, the level of perception of teachers' organizational justice and job satisfaction is high. Of the demographic variables, only professional tenure caused meaningful differentiation at job satisfaction. Other variables did not cause meaningful differences at organizational justice and job satisfaction perceptions. There is a meaningful, low level and positive relationship between organizational justice and job satisfaction perception levels.

The current study aimed to explore the relationship between distributed leadership practices (DLP) and academic optimism (AO) among faculty members, to identify the predictive validity of distributed leadership dimensions of academic optimism, and to identify the effects of gender in DLP and AO. DLP scale and AO scale were used as the instruments for the study. For the data analysis, Pearson's correlation, multiple regression analyses, and paired sample t-test were used. The results showed that there is a significant positive correlation between DLP and AO. Available leadership opportunity was the best predictor to AO. There were not any significant differences between males and females in DLP and AO.

The aim of this study was to determine the play perceptions of children in early childhood. The study group consisted of four children (two preschoolers and two first graders) aged between 72 and 86 months. The study, designed in line with qualitative research approach, employed the phenomenological design. The data in the study were collected by means of photographs, drawing writing technique and semi-structured interview technique. In the analysis of the data, thematic and content analysis technique was used. The participants' perceptions of play are explained under three themes. In this regard, the perception of play has been examined under the themes of "Structural Features of Play" including concepts such as competition, happening in a certain time and place, existence of rules, existence of action, performing individually or in group, focus on fun rather than learning; "Affective Features of Play" including concepts such as its inducing happiness/excitement and "Play in terms of Ethical Features" referring to features of sportsmanship and obedience to authority. In the study, it was found that while the pre-school children stated that they should have a toy to play, the elementary school 1st grade students stated that they do not need a toy to play. While the pre-school children argued that it was possible to play both inside and outside the school, the first grade students emphasized that play is not possible inside the class.

In this study, the conceptual associations of colors in preschool children were examined with an interdisciplinary perspective. Designed as a preliminary review, this study provides insights and suggestions about how conceptual associations of colors can be used for developing products and services for kids and improving the effectiveness of learning activities in education. This study was designed as descriptive survey because it describes an existing situation. This research's working group was chosen through a purposive sampling method. The study also includes interpreted components. Two-stage interviews were made with 204 children aged between 60 and 72 months in pre-school education in Ankara with active participation of their form teachers, and the data were collected using the context analysis technique. The study found that children show dominant preference for certain colors in connection with certain concepts and they made consistent spectrum preference for certain concepts. These preferences indicate that the children aged between 60 and 72 months are able to make associations between concepts and colors and attribute meanings to colors in the background, with important hints for the use of colors in designing products and planning learning activities for children.

The study examines whether university students' psychological resilience levels are predicted by gender roles, intercultural sensitivity, risk factors, and sex. It also investigates whether there is any significant difference between the psychological resilience levels of university students studying in different faculties (Education, Engineering, and Art & Design). The study sample consists of 519 university students (313 female, 206 male). The "Psychological Resilience Scale", "Gender Roles Attitude Scale", "Intercultural Sensitivity Scale", a "List for Identifying Risk Factors" and a "Personal Information Form" were employed to obtain the study data. Linear Regression analysis and Variance Analysis technique was performed. The results of the study revealed that as variables, gender roles, intercultural sensitivity, and having the risk factors are significant predictors of the psychological resilience levels of the university students. However, gender was not found to be a significant predictor of the students' psychological resilience levels. Similarly, there was no significant difference between the psychological resilience levels of students attending different faculties.

The aim of this research is to analyse the levels of ethical dilemmas that the school administrators and the teachers experience, and to document their ethical dilemmas according to demographic variables. In this study, 540 teachers, 60 principal assistants and 30 school principals who participated in the sampling were chosen from public middle schools in Ankara by stratified sampling method. The data were collected by "Ethical Dilemmas Scale at Schools". The results of the research revealed that school administrators and the teachers experience ethical dilemmas mainly at medium level. Although school administrators' and teachers' ethical dilemmas do not change according to their gender, on the part of teachers ethical dilemmas change in relations to their position. Besides, the analyses pointed out that the teachers in the middle-age group experience more ethical dilemmas. According to these results, principal assistants who are mid-senior experience more ethical dilemmas related to behavioural and systemic aspects, mid-senior teachers experience more behavioural and structural ethical dilemmas. The research results are discussed in terms of the situations that cause ethical dilemmas in the context of preventing them.

In this study, the school engagement of high school students was examined in terms of educational motivation and perceived social support. The data was obtained from 826 secondary school students in Düzce in 2017-2018 academic year. The School Engagement Scale, the Educational Motivation Scale, and the Perceived Social Support Scale were used in the study. T-test, ANOVA, Pearson Correlation Analysis, and Stepwise Multiple Regression were used to analyze the data. According to the findings, there isn't a statistically significant difference between educational motivation and the gender of the students. However, there is a significant difference in the peer support sub-dimension of perceived social support. The peer support average score of female students is higher than that of male students. There is no significant difference in commitment to school when the gender of the students considered. However, the psychological commitment of male students is higher than female students. Also, there is no significant difference in educational motivation among students. There is a significant difference in peer support sub-dimension of perceived social support according to the grades of students. There is also a significant difference in the sub-dimension of psychological commitment in regards to school commitment. Commitment to school amongst 12th-grade students is higher than others. The results of the correlation showed that when educational motivation increases, students' perceived social motivation increases, too. Moreover, there is a positive correlation between perceived social support and school engagement. Furthermore, regression results revealed that social support predicts school commitment. [Note: The page range (469-508) shown via the PDF is incorrect. The correct page range is p469-507.]

The purpose of this study was to determine the predictive value of classroom justice perceptions and school engagement for academic success of high school students. The sample of the study consisted of 650 high school students studying in Istanbul City in the 2018-2019 academic year. The study was designed as a correlational survey study. The data were collected by classroom justice perception of students and the school engagement scales. The data were analyzed by independent t-test, one-way analysis of variance (ANOVA), correlation and regression analyses. The results suggest that there is a significant difference between high school students' perceptions of justice in classroom management and their school engagement levels according to their gender, class levels and the types of schools they were educated. Besides, positive and low correlation was found between school engagement levels with distributive and awarding justice. It was concluded that the teachers should be fair in evaluating the students while ensuring fair classroom conduct. [Note: The page range (621-662) shown via the PDF is incorrect. The correct page range is p621-658.]

There is a big difficulty for teachers in order to reach the desired aims, and teachers need motivation to do this job properly. The aim of the study, which is managed in a quantitative approach, is to define the relationship between how teaching profession is seen for society and perception of teachers' professional motivation from a teacher's perception for both variables. And finally, analyses were made on how the teachers' professional perception from society predicts their professional motivation. The research has conducted on survey method. The sample of the study was consisted of 545 teachers working in primary school, middle high school and high school in the province center of Düzce. Both instruments used in the research (motivation of teaching and perception of society related to teaching profession) developed by researchers and pilot application was also carried out. As a result of the research, it was found that the professional perceptions of the teachers were in moderate level and the professional motivations were relatively high. The correlation between the professional perceptions and professional motivations of teachers' is positive and intermediate level. It has been revealed that the perception of the teaching profession of society was at a low level of the professional motivation of teachers. It is seen that the low-level coefficient in path analysis was close to Pearson Correlation between occupational perception and occupational motivation. According to teachers, the perception of the teaching profession in the society, has been found to be the most predictor of "the profession and the value attributed to the profession" as one of the subscales of the motivation scale. It is possible to say that as the value / importance assigned by the society to the teaching profession increases, the motivation of the teacher will increase at a low level.

Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers' curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers' curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of "Agree". Finally, it is shown that pre-service teachers' curriculum literacy level predicts their teacher readiness level for teaching profession.

This study aims to reveal whether there is a meaningful difference between preservice teachers' self-efficacy levels and their tendencies towards lifelong learning and the relationship between them according to gender and grade. The sample of the study based on correlational survey model consisted of 242 preservice primary school teachers at Gazi Faculty of Education in Gazi University. "Self-efficacy Scale" and "Lifelong Learning Tendency Scale" were used for data collection. While preservice primary school teachers' self-efficacy levels were found above the average in general, there was no meaningful difference according to gender and grade. Preservice teachers' tendencies towards lifelong learning were found high, but did not change according to gender. Freshmen preservice teachers' tendencies were found higher. There is a medium-level (0.53), positively meaningful relationship between preservice teachers' self-efficacies and their tendencies towards lifelong learning. Results of the analyses also reveal that 28.00% of the total variance regarding tendencies towards lifelong learning is explained with self-efficacy beliefs.

The aim of this study is to determine the school readiness level of primary school students and to examine whether the school readiness levels differ according to various variables. Descriptive screening model was used in the study. The universe of the research is composed of primary school first grade students who study in Istanbul province. The sample of the research is composed of 976 primary school first grade students who study first class in Bagcilar, Küçükçekmece, Esenyurt, Esenler and Gaziosmanpasa districts in Istanbul province. The "Primary School Readiness Scale" was used as the data collection tool in the study. As a result of the data analysis, it was seen that the level of readiness to school of primary school first grade students is high according to the average of general total and affective skills, psychomotor skills, self-care skills and cognitive skills subdimensions. The level of school readiness of the primary school first grade students is significantly different according to gender, the pre-school education status, age as of September and education level of mother and father. There is a significant difference of the level of readiness to school of primary school first grade students in favor of girls according to gender variable; in favor of who have preschool education according to the pre-school education status, in affective skills, psychomotor skills, self-care skills and cognitive skills sub-dimensions and general total. In the subdimensions of affective skills, psychomotor skills, self-care skills, and cognitive skills, the students who were 72 months of age or older in as of September as a whole had higher level of readiness to school, followed by students between 66-71 months and 60-65 months. In the subdimensions of affective skills, psychomotor skills, self-care skills, and cognitive skills, the students whose mother and father graduated from university have higher levels of readiness to school, followed by high school graduates, junior high school graduates and primary school graduates respectively.

The purpose of this study is threefold: (1) to determine the levels of university students' engagement and trust in professors, (2) to investigate if there is a significant difference between students' engagement and trust scores in terms of some variables, and (3) to explore the relationship between student engagement and trust in professors. The participants comprised 1840 university students studying at seven different faculties of Inonu University during the 2013-2014 academic year. A test battery containing demographic information, student trust scale and student engagement scale was administered to the participating students. Results showed that female students and students from earlier grades trust in professors and engage into classroom activities more. Regression analysis results, also, indicated that students' scores on trust in professors explained approximately 16% of the total variance in student engagement. This implies that when students trust in their professors they tend to engage in lessons more, which, in turn, brings about better learning.

To meet the demands of knowledge economy, educational systems worldwide have developed many accountability mechanisms to hold the schools responsible for a standardized teaching and account-giving for the results. Henceforth, this research seeks to portray the accountability pressures on schools and school responses, and their variations between the groups of individual and institutional variables in Turkish context. A survey research design investigated the data obtained by the 'Accountability Pressures Scale' and 'Accountability Responses Scale' from the stratified sample of K-12 schools, in Kütahya, Turkey. It revealed that teachers feel very less pressure from school shareholders, school social environment and upper bureaucracy, and they feel responsible only to the upper bureaucracy and supervisors. The level of accountability relations variates between the subgroups of teacher characteristics such as school level, gender, position, union membership and education level of teachers have an impact on.

According to the Turkish Ministry of National Education Teacher Appointment and Substitution regulation, beginning teachers are subjected to a training period for the first six months of their recruitment. This newly launched program aims to train beginning teachers through a master-apprentice relationship, which can be defined as a mentoring program. The purpose of this study was to examine the relationship between the level of subjective happiness of beginning teachers working at state schools and the mentoring functions their advisers perform with regard to various variables. Quantitative analysis was used, and the data were gathered through the Mentoring Functions scale, which was developed by Noe (1988) and the Subjective Happiness scale, developed by Lyubomirsky & Lepper (1999). The sample of the study included 171 beginning teachers from three districts of Istanbul province. Correlation and regression analysis revealed that there is a moderate, positive and significant relationship between the level of subjective happiness of trainee teachers and the level of mentoring functions their advisors perform. The mentoring functions the advisor teachers performed were found to be a significant predictor of the level of subjective happiness of trainee teachers. For this reason, mentor selection, mentor-mentee match and other mentoring processes should be well structured.

The aim of this study was to explore if there is a significant difference between preservice teachers' academic self-efficacy perceptions and their gender, fields of study in high school and departments at their university. The study was carried out through descriptive survey model, one of quantitative research models. The sample of the study consisted of 653 freshmen preservice teachers in the Faculty of Education at Gazi University. Convenience sampling method was used in the study. Percentage, frequency, arithmetic mean, standard deviation, Kruskal-Wallis and t test were used in the analysis of the data collected via "Academic Self-Efficacy Scale". Findings reveal that there is no significant difference between preservice teachers' academic self-efficacy levels and their gender, fields of study in high school and departments at their university. Findings also indicate that preservice teachers' academic self-efficacy levels are in "partly sufficient" range. [Paper presented at the International Curriculum and Instruction Congress (6th, Kars, Turkey, October 11-13, 2018).]

The aim of the study was to examine the relationships between achievement emotions, epistemic curiosity, and graded performance regarding English courses of undergraduate students in English preparatory classes. Exploratory correlational design was adopted in the study. A total of 475 undergraduate students in English preparatory classes voluntarily participated in the study. The findings showed that graded performance regarding English courses was significantly and positively predicted by both curiosity as a feeling of deprivation and curiosity as a feeling of interest. The findings also showed that graded performance regarding English courses was significantly, yet negatively predicted by anxiety and boredom.

The aim of this study is to determine the change occurred in educational philosophies of prospective teachers in the process of a four-year undergraduate education. This study was designed as a longitudinal panel study. The sample of the study consists of 323 prospective teachers from Çukurova University Faculty of Education. In analyzing the data gathered by means of Philosophy Preference Assessment Form, one-way ANOVA for repeated measures and two-way ANOVA for mixed measures were used. According to the results, while there was a decrease in the perennialism and idealism, there was an increase in existentialism philosophical understandings of the prospective teachers from the 1st year towards the 4th year; and there were no significant changes in other philosophical understandings.

In this study, the relationship between principles' efficacy in change management and their democratic and autocratic leadership styles are examined. The data in the research were collected from 231 teachers and 49 principals working in the central districts of Mersin, Turkey. According to the results obtained, there is a significant difference between teachers' and principals' views about principals' efficacy in change management and their leadership styles. While principals define their leadership style as one of democratic leadership, teachers define their principles' leadership style as autocratic. Also, a positive relation at the middle level is observed between all the dimensions of principals' efficacy in change management and their democratic leadership styles. According to the results of regression analysis to understand the degree of the relation, democratic leadership style applied by the principals very much determines the dimensions of their efficacy in change management.

The aim of the study is to investigate how university students perceive academicians' democratic values, and whether their perceptions on it differ significantly according to certain variables. Designed as a descriptive quantitative research, this study employs of 248 students studying at the Faculty of Education and Faculty of Economics and Administrative Sciences in Usak University as its participants. "The Scale of Students' Perceptions of the Academicians' Democratic Values" was developed and utilized for the study by the researcher. The resulting 6-dimension structure explains 62,831% of the phenomenon in total. In addition to the construct validity, Cronbach's Alpha Internal Consistency Coefficient was calculated and it was found, 927. The academicians' perceived level of having democratic values was found to be 2,43. The findings indicated that the academicians had democratic attitudes at low levels based on the students' perceptions. They attributed much more importance to "respecting institutional rules and regulations" and "giving importance to equality" compared to other four dimensions. The academicians give least importance to the "democratic role modelling behaviours." Furthermore, the results indicated that there were statistically significant differences according to some demographic "variables."

In this study, it was aimed to determine the relationship between teachers' leadership and emotional labour behaviours. The study was designed using correlational survey model. The sample of the study consists of 340 teachers working in primary, secondary, high and vocational high schools within the provincial capital of Mugla, Turkey, during the 2014-2015 academic year. The data was collected through application of the "Teacher Leadership Scale" and the "Emotional Labour Scale." For the analysis of the data, descriptive statistics, t-test, ANOVA and multiple regression analysis were used. According to the results of the study concerning the leadership behaviours, teachers think that the leadership behaviours of teachers are importantly necessary and that they frequently exhibit these behaviours. The results of the study concerning emotional labour indicate that teacher's exhibit naturally felt emotions dimension the most. This is followed respectively, by deep acting and surface acting dimensions. The views of teachers regarding emotional labour significantly differ according to gender, field and school type variables. Teachers' exhibition levels of leadership behaviours explain 4% of the total variance of their surface acting and deep acting behaviours, and 6% of their naturally felt emotions. [This article is presented in both English and Turkish.]

Gifted education is very important issue for the development of societies. This importance has been increased with opening of the Center for Science and Art in Turkey. These institutions provide with formal educational institutions coordination for development of gifted students. In this respect, primary school teachers' attitude towards gifted education is very important. In this study was survey model and sample of study was determined nine schools in Isparta city at 2011-2012 academic years using with cluster sampling method. Totally 323 primary school teachers which different branches have been reached. Obtained data with Opinions of Gifted and Their Education (OGTE) was evaluated by the SPSS program. According to the findings, it was understood that the average score of primary school teachers' attitudes toward gifted education was a little above medium level (X[bar] =3.38) and did not differ between gender, age, branch. However, one of the sub dimensions of the scale; "social value" dimension was differed between gender and age. Psychological Counseling and Guidance teachers have the highest average score of attitude towards gifted education (X[bar] =3.55), and Physical Education teachers (X[bar] =3.27) and Science and Technology teachers (X[bar] =3.31) have the lowest average score of attitude towards gifted education respectively.

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: Research findings on gender differences in visual imagery are mixed. One reason suggested to account for the inconsistent results has been the treatment of imagery as a unified construct despite the recent arguments of its multifaceted quality. In order to explore how visual imagery is related to gender, the present study differentiates between two different visual imagery construct; object and spatial imagery. In addition, it explores two other factors in characterizing gender differences: the type of the visual imagery measure (i.e., performance type vs. self-report measures) and academic training. One hundred and twenty undergraduates completed the Vividness of Visual Imagery (VVIQ), Mental Rotation Test (MRT) and Object-Spatial Imagery and Verbal Questionnaire (OSIVQ). Gender differences were observed in: (1) favoring females in the vividness measure as well as the object imagery questionnaire; (2) favoring males in the mental rotation performance and spatial imagery questionnaire. Academic training did not contribute as a factor. These results suggest that object and spatial imagery are differentially related to gender, and the type of the visual imagery measure does not seem to contribute to the story. Öz: Görsel imgelemde cinsiyet farklılıkları konusunda bulgular tutarlılık göstermemektedir. Alan yazında buna neden olarak, ampirik çalışmalarda görsel imgelemin tekil ve birleşik bir kavram olarak düşünülüyor olması gösterilmektedir. Buradaki araştırmada, görsel imgelem ve cinsiyet ilişkisi, görsel imgelemin iki çeşidi ele alınarak, yani, nesnesel imgelem ve uzamsal imgelem ayrıştırılarak incelenmektedir. Aynı zamanda akademik eğitim (örn., Sosyal Bilimler ya da Mühendislik Bilimleri eğitimi almış olmak) ve görsel imgelemi ölçmek için kullanılana aracın çeşidi (performans tipi ya da özbildirim ölçekleri) de bu ilişki kapsamında değerlendirilmiştir. Bu bağlamda, yüz yirmi (120) üniversite öğrencisi katılımcı, Nesnesel-Uzamsal İmgeleme ve Sözel Ölçeğini (NUS Ölçeği), Görsel İmgelemin Canlılığı Ölçeğini (VVIQ) ve Mental Rotasyon Testi (MRT) tamamlamıştır. Bulgular, kadın katılımcıların görsel imgelemede imgelemin canlılığında ve nesnesel imgelemede erkek katılımcılara göre daha yüksek skorlar aldıklarını; erkek katılımcıların ise mental rotasyonda ve uzamsal imgelemede kadın katılımcılara göre daha yüksek skorlar aldıklarını gözlenmiştir. Ölçüm aracı tipinin ya da akademik eğitimin etkisi gözlenmemiştir. Buna göre, görsel imgeleme çeşitlerinin toplumsal cinsiyet ile ilişkisinde farklı örüntüler izlediği alan yazındaki bulgular ile karşılaştırmalı olarak değerlendirilmiştir.

Objective: The purpose of this study was to examine gender and age-specific differences in abuse experience and psychopathologies in sexually abused children and adolescents. Furthermore, it was aimed to determine the predictive factors for psychopathology. Method: The study included children and adolescents who were evaluated for sexual abuse at the child and adolescent psychiatry clinic between 2001-2009. Sociodemographic and sexual abuse characteristics, trait anxiety/depression scores, and psychiatric diagnoses have retrospectively evaluated. Results: The familiar abuser was significantly higher in girls, whereas the stranger abuser was significantly higher in boys. The abuse incident mostly occurred in the home environment in girls and the open fields in boys. The frequency of mental disorders did not differ between genders and age-groups. Post-traumatic Stress Disorder was higher in the presence of coercion (physical violence/use of force/threat) and in the 7-11 age group. In girls and also the 15-18 age group had a higher prevalence rate of Major Depressive Disorder, which was also found to be related to intra-familial abuse, the presence of coercion and repeated abuse. The increase in trait anxiety/depression scale scores and the presence of coercion increased the risk of psychiatric diagnosis in the post-abuse period. Discussion: Childhood sexual abuse occurs in different ways, both contextually and qualitatively, for both sexes and age groups. Therefore, when planning preventive interventions, differences in gender and developmental periodspecific abuse experiences should be considered. Our results showed that internalization symptoms and additional traumatic experiences were more important in the development of psychopathology than the abuse itself. The assumption that one gender or any developmental period is more vulnerable to psychopathology may not have a robust empirical basis. On the other hand, psychiatric disorder-specific differences regarding gender/developmental periods/abuse-characteristics will guide the provision of appropriate treatment services. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate early childhood teachers’ views on mathematics education in the areas of mathematics teaching, gender differences, and teachers’ role. In this phenomenological study, 16 early childhood teachers were interviewed and the data obtained through the semi-structured interview form were analyzed by the content analysis method. According to the participants, to ensure future academic success, mathematics should be taught using daily life activities. Some participants reported that they observed gender differences in children’s mathematical performances, but most of them stated that they did not observe such differences. Our research confirms that teachers play an important role in mathematics education by organizing the learning environment, providing non-sexist materials, activities and role modeling. Therefore, it is recommended that teachers should provide appropriate environments, materials and activities by observing children on gender differences. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The aim of this study is to examine whether there is a difference between genders in terms of psychiatric diagnoses and symptom levels in epileptic children and adolescents. Methods: Diagnostic interviews were conducted with epileptic children and adolescents aged 6-17 and their parents who referred to child and adolescent psychiatry outpatient clinic by a child psychiatrist. Depressive symptom levels of children were obtained by Child Depression Inventory and hyperactivity, inattentiveness, conduct, oppositional and anxiety levels were examined by Conner's Teacher and Parent Rating Scales. Results: Because of the psychiatric evaluations of the children, the incidence of anxiety disorders was significantly higher in females than males. Males had significantly higher levels of teacher reported hyperactivity than females. Female gender was shown to be an independent risk factor for anxiety disorders. It was found that the level of hyperactivity increased, as age decreased and male gender was an independent risk factor for hyperactivity problem. Discussion: Our study shows that while epileptic girls are especially at risk for anxiety disorders, boys for hyperactivity problems. It is proposed to develop preventive and supportive approaches to psychiatric problems that are likely to be seen according to gender in children and adolescents with epilepsy. [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ilkogretim Online is the property of Ilkogretim Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Giftedness & Education is the property of ResearchTrentz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the present study was to compare the play behaviours of 5-6 years old children attending to early childhood education programs in Turkey and Turkish Republic of Northern Cyprus (TRNC). The two study groups of the research comprised of fifty children attending to kindergartens located in Pamukkale and Merkezefendi districts of Denizli province, Turkey, and thirty-five children attending to kindergartens in Lefkoşa province of TRNC. Among the five play types focused in the study, significant differences were identified in the social and solitary-passive play types. The analysis of the data revealed that the level of social and solitary-passive play behaviours of 5-6 years old preschool children living in TRNC was higher than the level of play behaviour of the ones living in Turkey. There was no significant difference in the level of rough, reticent and solitary-active types play behaviours of children included into the study groups. However, the study identified significant statistical differences in the level of rough and solitary-passive types of play between female and male preschool children living in Turkey. The average score of boys for rough and solitary-passive types of play was higher than girls' average score for these types of play. The results of the study revealed no statistically significant gender differences in the social, rough, reticent, solitary-passive, and solitary-active types of play behaviour of preschool children living in TRNC. [ABSTRACT FROM AUTHOR]

Objective: Obsessive compulsive disorder (OCD) and autism share some common features, such as repetitive behaviors. Second finger to fourth finger ratio (2d: 4d) is thought to be associated with prenatal androgen exposure and differs between the sexes and 2d:4d ratio is reported to be more "masculine like features" in autism. The aim of this study is to compare OCD and autism that display common features in terms of 2d: 4d ratio and finger lengths. Methods: This study included 15 boys diagnosed with OCD, 12 boys diagnosed with Pervasive Developmental Disorder (PDD), and 54 healthy boys with no psychiatric disorders between the ages of 6 and 18 years. The diagnoses of OCD and PDD were reached after detailed clinical evaluations according to DSM IV-TR criteria. After the evaluation, the children's and adolescents' hand length, hand width, and finger lengths were measured with a digital compass. Results: In this study, we found no statistically significant difference between the control, OCD, and PDD groups regarding the right and left 2d: 4d ratio. Whereas in the PDD group, we found that the right hand second and third fingers and the left hand second, third, and fourth fingers were shorter than the fingers of those in the control group. We also found that left hand length was shorter in the PDD group than in the OCD group and the second finger of the right hand and third finger of left hand was shorter in the PDD group than in the OCD and control groups. Conclusion: In this study, we did not observe any differences between the OCD, PDD, and control groups in terms of 2d: 4d ratio; however, we found that that some finger lengths were shorter in the PDD group than in the control group. This result may be a dysmorphological sign that could be screened in the PDD group, but we need further research with larger sample sizes to confirm its significance. [ABSTRACT FROM AUTHOR]

Business ethics has not yet taken its place among the “defined” and “clear” concepts in the literature despite the numerous researches made in the last two decades. Gender difference is one the main reasons of this ambivalence.The increased participation of women in the work force is an important trend and this trend has generated research interest in "ethical decision making". For the majority of researchers, men and women differ in how they solve moral dilemmas. As a general result, men are likely to consider moral issues in terms of justice, rules and individual rights. Women, on the other hand, tend to consider such issues in terms of relationship, caring and compassion.In this article, the results of some researches made on this issue are shared and compared. These researches’ results generally show that both perceptions and behaviors of female employees differ from males’. But also, there are some limitations, which force us to think that these differences between genders may change as of cultural and sectoral differences.