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Role models are key to the development of self-regulation skills. The study aimed to develop a model that shows the relationship between high school students' role-modeling perceptions and self-regulation skills. In the study, the predictive correlation design of the quantitative research method was used. The study sample consisted of 362 high school students studying at a public high school and agreeing to participate in the research. The research data were collected with the "Perceived Role Models Scale" and the "Self-regulation Scale for Science". As a result, a model was developed showing that the reproduction, retention, and motivation dimensions of high school students' role modeling perceptions were statistically significant predictors of science self-regulation. This result proved that role models were important in developing high school students' self-regulation skills. Therefore, it could be argued that the development of self-regulation that begins at an early age is a lifelong process. The results of the study can be a reference point for research that will examine the relationship between the sub-dimensions of self-regulation and role modeling perception in depth. [Note: The page range (10-11) shown on the PDF is incorrect. The correct page range is 1-11.]

In design education, students benefit not only from their project courses' content but also from the information resources they contain. When it comes to the repetition of unique problems and solution-oriented approaches in the design professions, the resources used to research solutions for the problems encountered in design education are also specific to that problem. This situation highlights resource diversity, and especially resource sharing, at various stages and thus opens a view into innovation habits among designers' behaviors. This empirical study explores whether or not designers' behaviors can be related to their practices in design project courses, regarding their open innovation tendencies. Semi-structured interviews with 20 designers are used to form a case study. Interviewees had experience with both in-house designers and freelancers, therefore purposive sampling was used. The results were analyzed thematically and discussed under open innovation practices.

Selecting and remembering the necessary information from rapidly increasing information requires summarization skills. Research on improving students' summarization skills has focused on deletion, generalization, and reconstruction strategies. However, direct teaching of these strategies does not yield successful results. For this reason, researchers have turned to teaching summarization based on understanding the text. Knowing the macrostructure and superstructure of the text can help understand the text and select the information to be included in the summary. The aim of this study is to determine the effect of macrostructure and superstructure teaching on summary writing achievement. The study was conducted in a one-group pretest-posttest design and lasted for 6 weeks. The study was conducted with 22 seventh grade students in a public secondary school. The data were collected with a total of 132 summary texts in which students summarized five stories. The summaries of texts were scored with the Text Summary Evaluation Rubric (TSER). As a result of the study, significant differences were obtained in summarization achievement in favor of the posttest. Based on this result, it is recommended that macrostructure and superstructure teaching be included in programs and course books. This study is limited to narrative texts. In future studies, whether the achievement in summarization narrative and informative texts differs and how long it takes for different age groups to develop their achievement in summarization of different types of texts can be examined based on text structure teaching.

The purpose of this research is to investigate the attitudes of Turkish teacher candidates towards distance Turkish teaching in terms of gender, owning a personal computer, previous experience of taking distance education lessons before the COVID-19 pandemic, and daily internet usage. The relational survey model was used. The study group consisted of 133 Turkish teacher candidates (77 women and 56 men) studying at Department of Turkish Education, Dede Korkut Education Faculty, Kafkas University 2021-2022 Spring Semester. Research data was collected through Google Docs. Independent samples t-test and One-Way Analysis of Variance (ANOVA) were used to analyze the data. As a result of the research, it was found that the attitudes of Turkish teacher candidates towards distance Turkish teaching did not differ significantly in terms of gender, but it was found that there was a difference in favor of women in the technology dimension. While there was no significant difference between the attitudes of the teacher candidates who owned a PC and those who did not. It was also found that there was an important difference in the optimism dimension. It was found that there was no significant difference in terms of whether or not they took distance education lessons before the COVID-19 pandemic and daily internet usage.

The study aims to examine teachers' participation in professional development (PD) in terms of gender, marital status, seniority, and content area. The causal-comparative model was used in the study. The sample of the study consists of 542 content area teachers working in K-12 schools in Turkey. Personal information form and a professional development activities scale developed by Kwakman (1999), updated by Dijkstra (2009), and adapted to Turkish by Eroglu and Özbek (2020) was used to collect the data. Descriptive statistics, t-test, and Anova were used to analyze the data. Results of the study indicated that teachers' participation in PD activities and especially collaboration activities is lower. Teachers' participation in PD activities differ significantly in terms of their gender, marital status, seniority and branches. It is thought that the low participation of teachers in PD activities is due to the limited effective professional development opportunities and the lack of support for PD in Turkey.

In this study, the mediating role of digital addiction in the relationship between academic motivation and life satisfaction was examined. The present study was quantitative in nature and correlational design was used. The data were collected through Google Forms. 191 university students selected by convenience sampling method participated in the study. Personal Information Form, Academic Motivation Scale, Digital Addiction Scale and Life Satisfaction Scale were used to collect data. Statistical analyses were carried out in two stages. First, the means, standard deviations, skewness and kurtosis coefficients of the variables and correlation coefficients between the variables were calculated. In the second stage, it was examined whether digital addiction plays a mediating role in the relationship between academic motivation and life satisfaction. The PROCESS macro model 4 was used to examine this role. In the analyses made to examine the mediation of digital addiction, 5000 resampling options were preferred with the bootstrap technique. The study has revealed that there is a positive direct and significant relationship between the intrinsic and extrinsic motivation subdimensions of academic motivation and life satisfaction, and a negative direct relationship between amotivation sub-dimension and life satisfaction. In addition, there is a negative direct relationship between intrinsic and extrinsic motivation and digital addiction, and a positive direct relationship exists between amotivation and digital addiction. In addition to these results, the study also revealed that digital addiction negatively predicted life satisfaction. These results suggest that digital addiction has a partial mediation effect on the relationship between academic motivation and life satisfaction. Findings were discussed based on the literature and recommendations were made accordingly.

The aim of this study is to examine the attitudes towards sports and life satisfaction of university students who study sports education. In the study, questionnaire and scale forms consisting of three parts were used as data collection tools. In the first part, "Personal Information Form" determined by the researchers, in the second part "Life Satisfaction Scale" and in the third part "Attitude towards Sport Scale for University Students" were used. The population of the study consisted of 397 senior year students studying at Ondokuz Mayis University Faculty of Sport Sciences. The sample of the study consisted of 244 students, 184 males and 60 females. As a result of the statistical analyses, it was seen that there was no significant difference between attitude towards sport and life satisfaction levels according to age variable (p>0.05). It was concluded that there was a significant difference in the physical development sub-dimension in the gender variable, in the total score of the life satisfaction scale in the nationality variable, in the total scores of the attitude towards sport scale and life satisfaction scale in the active sportsmanship variable, in the total scores of the attitude towards sport scale and life satisfaction scale and in the psychosocial development and mental development sub-dimensions, and in the total score of the attitude towards sport scale and psychosocial development sub-dimension according to income status (p<0.05). It can be said that demographic variables have an effect on attitude towards sport and life satisfaction.

The aim of this study is to investigate the mediating role of attachment styles in the relationship between childhood trauma and cognitive distortion. The sample comprised 358 (44.7% males) university students. Participants completed the Childhood Trauma Questionnaire, the Three-Dimensional Attachment Style Scale, and the Interpersonal Cognitive Distortions Scale. According to the results, other variables, except for physical neglect, did not differ in terms of gender. According to other results of the research, childhood trauma and anxious attachment predicted interpersonal cognitive distortions. In addition, anxious attachment mediated the relationship between childhood trauma and interpersonal cognitive distortions. These findings provide evidence that childhood trauma, mediated by anxious attachment, might contribute to interpersonal cognitive distortions in adulthood. However, secure and avoidant attachment had no statistically meaningful direct impact on interpersonal cognitive distortions. Findings were discussed in line with the relevant literature and some suggestions were presented to the researchers in the context of planning treatment, including assessment of prognosis and treatment needs.

In this study, a STEM activity was designed and implemented for eighth-grade students. The activity was used with thirty students and involved the construction of various hologram pyramids. During the activity, the mathematical concepts used in designing the hologram pyramids were discussed and the resulting hologram images were compared considering reflection laws and characteristics of an image formed by a plane mirror. Moreover, the angle of the pyramid's surface in relation to the horizontal plane was discussed for the purpose of obtaining a clearer hologram image. It was revealed that the activity designed by the researchers is relevant for improving students' knowledge and skills related to STEM. Furthermore, the fact that the hologram pyramid was created by paper folding, as opposed to using the design methods reported in the literature, made the activity suitable for middle school students. Finally, suggestions for teachers who wish to implement the activity are offered.

This research was planned to reveal whether school engagement is a mediator in the relationship between grit and academic life satisfaction in university students. 487 students, including 316 (65%) males and 171(35%) females, were recruited. The students were 18 to 33 years old, and the mean age was 20.62. The measures included the Academic Life Satisfaction Scale (ALSS), the Short Grit Scale (GRIT-S), the Utrecht Work Engagement Scale-Student Form (UWES-SF), and a Personal Information Form (PIF). Data analysis included the structural equation model and Pearson's correlation analysis. A statistically significant positive correlation was observed between grit, school engagement, and academic life satisfaction. In addition, grit and academic life satisfaction were mediated by school engagement. We handled the results considering grit and school engagement in raising the academic life satisfaction of university students.

This study examines the creative responses of pre-service mathematics teachers in their lesson plays designed to address sixth-grade students' misconceptions about algebraic expressions. This research employs a qualitative descriptive research design, involving 78 third-year students enrolled in an elementary mathematics education program. Using lesson plays, the pre-service teachers developed hypothetical lessons that demonstrated how dialogues between teachers and students could unfold in a classroom. The research revealed that the pre-service teachers exhibited pedagogical and mathematical flexibility in addressing students' misconceptions in algebraic expressions. While the participants did not display mathematical and pedagogical originality, they were able to create a variety of hypothetical instructional settings. This study highlights the potential of lesson plays as an effective tool to examine pre-service teachers' creativity and explores various pedagogical approaches in their hypothetical instruction. The findings suggest that teacher education programs should include more opportunities for pre-service teachers to develop their creativity using lesson plays and for preparing them to effectively and originally address students' misconceptions about algebraic expressions.

Limited knowledge is currently available regarding the efficacy of mathematics education in online distance learning and the strategies that can be implemented to enhance its effectiveness. The purpose of this study is to investigate the changes in rural students' spatial skills when engaging in activities that necessitate the use of isometric drawing tool within the context of online distance education. A one-group pretest-posttest experimental design assessed the impact of an isometric drawing tool (IDT) on rural students' spatial skills in online education. This study involved five seventh-grade students from a rural secondary school. Data for this research included spatial skills test administered at the pre- and post-structured interviews, students' worksheets, and opinion forms. This study employed a three-stage analysis of data collection tools: first, assessing changes in students' spatial skills using a rubric; second, utilizing a qualitative descriptive analysis method on tests and worksheets to identify specific spatial skill improvements; and finally, conducting content analysis on opinion forms to capture student perspectives post-implementation. The results indicated that utilizing an isometric drawing tool during online distance education effectively improved rural students' spatial skills. While the students could not even draw cubes on isometric drawing paper at the beginning, it was observed that at the end of the study, they were able to accurately make 3D isometric drawings by positioning the cubes side by side and on top of each other. Overall, students expressed positive opinions about the use of virtual manipulatives. Based on the findings of this study, we recommend that educators consider incorporating isometric drawing tools and virtual manipulatives into their online mathematics teaching to enhance students' spatial skills.

Abstract Practicing a diverse diet may reduce chronic disease risk, but clear evidence is scarce and previous diet diversity measures rarely captured diet quality. We investigated the effect of the Healthy Food Diversity (HFD)-Index on incident type 2 diabetes (T2D), myocardial infarction (MI) and stroke among a middle-aged German population. The EPIC-Potsdam study recruited 27,548 participants from 1994 to 1998. Semiquantitative food frequency questionnaire was used to calculate the HFD-Index. Longitudinal associations of HFD-Index and verified incident diseases were investigated by multiple-adjusted Cox proportional hazards regression models. Among 26,591 participants (mean age 50.5 years, 60% women), 1537, 376 and 412 developed T2D, MI and stroke, respectively, over an average follow-up of 10.6 years. There was no association between HFD-Index and incident T2D or MI. Higher compared to lower HFD-Index was inversely associated with incident stroke in men [HR (95% CI): 0.80 (0.70, 0.92)], but positively associated with incident stroke in women [1.20 (1.01, 1.42)]. Although there was no clear association between HFD-Index and T2D or MI incidence, we found a beneficial association in men and a harmful association in women for incident stroke. We emphasised the need for further investigations on combining diet diversity and diet quality in relation to health outcomes.

Abstract Aim Birth order, sibship size, breastfeeding, daycare attendance, and delivery method are known to influence the development of gut microbiota and the immune system, affecting the risk of many infectious diseases. This study aims to explore the impact of these factors, along with socioeconomic background and familial factors, on gingivitis and oral hygiene practices in early adulthood among the Turkish population. Materials and methods Patients were diagnosed using periodontal clinical and radiographic assessments, adhering to the 2017 World Workshop on the Classification of Periodontal and Peri-Implant Diseases and Conditions. The study included 18-year-old individuals diagnosed with either generalized gingivitis or clinical gingival health. Data collected included sociodemographic factors, birth order, sibship size, delivery methods, breastfeeding duration, daycare attendance, and oral hygiene behaviors. Binary logistic regression was employed to analyze the associations between these factors and the presence of generalized gingivitis. Results A total of 178 individuals were evaluated, including 124 with generalized gingivitis and 54 with clinical gingival health. Daycare attendance was significantly associated with gingival health. Among those with gingival health, 55.6% had attended daycare, whereas only 29% of participants with generalized gingivitis had attended daycare. Conversely, 71% of those with generalized gingivitis did not attend daycare, compared to 44.4% in the gingival health group (p = 0.001). Univariate logistic regression identified a significant association between daycare attendance and a reduced risk of generalized gingivitis (Odds Ratio [OR] = 0.327, p = 0.001). Later birth order was associated with a reduced risk of gingivitis (OR = 0.470, p = 0.037). Sibship size, delivery methods, and breastfeeding duration showed no clear associations with gingivitis (p > 0.05). Conclusions The findings indicate a potential association between oral health status in adulthood and early childhood exposures, such as daycare attendance and birth order. Further research is necessary to confirm these associations and elucidate the mechanisms involved, even though these factors may contribute to gingival health in early adulthood. These insights may enhance our understanding of how early-life exposures relate to oral health outcomes and suggest that considering such factors could be beneficial in future oral health management strategies. Trial registration Trial registration is also available at clinicaltrail.gov. Clinical Trials-ID: NCT06240247. Registration Date: 22.01.2024.

The contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europe.

Within the scope of the current study, the researchers developed activities for middle school students to raise their awareness on the harm of plastics and microplastics, which are detrimental to nature and living things. In addition, through the activities developed, the study aimed to provide students with knowledge of and experience with bioplastics, which have emerged as an alternative to plastic materials and are environmentally friendly. Twelve eighth grade students participated in the current study. The activities developed by the researchers within the framework of the REACT strategy covered a four-week period. The researchers made sure that the activities designed included each step of the REACT strategy (Relating, Experiencing, Applying, Cooperating, Transferring) and the researchers used different tools (mind map, concept map, Vee diagram). The study suggests that activities designed for classroom use should be integrated with tools such as Vee diagram, concept map and mind map in order to increase students' knowledge and awareness about global environmental problems as well as support students' ability to produce solutions to such problems.

The ability to recognize and construct nets is a fundamental aspect of spatial reasoning skills; however, there is a lack of understanding regarding effective instructional sequences for fostering this ability. The aim of this study is to test a Hypothetical Learning Trajectory for enhancing sixth-grade students' understanding of rectangular prism nets. Conducted over four weeks, this teaching experiment involved 12 sixth-grade students from a public school in Turkey, selected based on varying mathematics achievement levels. Data were collected through clinical interviews, video recordings, and student worksheets. Ongoing and retrospective analyses were employed to describe students' understanding during the implementation of HLT. The findings detail the results of the teaching experiment and the HLT verified following the experiment. This study contributes to the existing research on students' understanding of rectangular prism nets and provides valuable insights for mathematics educators aiming to design effective instructional sequences that promote spatial reasoning skills.

Introduction: The current study aimed to investigate the psychological impact of the Turkey 2023 earthquakes on children with autism spectrum disorder (ASD) and their parents residing in Hatay, Sanliurfa, and Ankara provinces, encompassing the periods both before and after the Turkey 2023 earthquakes. Method: This cross-sectional, multicenter study included 103 children and adolescents with ASD aged between 6 and 18. Participants were evaluated based on their residence in Ankara, Hatay, and Sanliurfa, three cities affected differently by the earthquake. Parent-report questionnaires were utilized to assess the children's autism symptoms and behavioural problems. The Childhood Autism Rating Scale was used to determine autism severity. The psychiatric problems of mothers were also assessed with self-report scales. Results: Significantly increased levels of core autism symptoms, irritability, and hyperactivity were found in Hatay and Sanliurfa participants after the earthquakes compared to before, while no differences were detected in children from the Ankara group. Scale score increases in the Hatay group, which had to take a more extended break from special education, were higher than in the Sanliurfa group. Participants with late-diagnosed ASD exhibited a more significant increase in their scale scores after the earthquake. Depression, stress and hopelessness scores were the highest, and the life satisfaction levels were the lowest in mothers of the Hatay and Sanliurfa groups. More pronounced increases were observed in aberrant behaviours among children of mothers with low educational levels following the earthquake. Discussion: Our findings demonstrate that the exacerbation of core ASD symptoms and behavioural deterioration after the earthquakes are associated with disruptions in specialized education services, exposure to earthquake-related trauma, and the educational level of mothers.

In this study, it was aimed to investigate the effects of modelling and the materials designed with augmented reality technology on the academic success of students, their motivation, and their interest levels towards the science course. The study was conducted in 6th grade science units on "Support and Movement Systems" and "Systems in Our Body". In the study, a quasi-experimental design with a pre-test and post-test control group was applied. The study was carried out with three groups: the control group, the augmented reality experimental group, and the modeling experimental group. The research sample consists of a total of 66 students studying at a public middle school in the Küçükçekmece district of Istanbul province during the 2020-2021 academic year. To collect data, a 30-item Science Achievement Test, a 23-item Science Motivation Scale, and a 27-item Science Interest Scale were applied. The Kruskal-Wallis test was applied for multiple comparisons, and Mann-Whitney U tests were carried out for post-hoc comparisons. For intragroup comparisons, Wilcoxon Signed Ranks tests were applied. According to the results of the study, it was concluded that the use of augmented reality and modeling techniques in the science course had a statistically significant effect on the academic success, motivation, and interest of the students towards the science course.