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In this study, it was examined whether empathy is related to video game addiction and whether psychological resilience and life satisfaction mediate this relationship. The sample comprised 324 Turkish adolescents (aged between 11 and 15, mean of age was 13.01), who completed measures of empathy, psychological resilience, life satisfaction, and video game addiction. The results of the serial multiple mediation analysis demonstrated that empathy had a significant direct effect on video game addiction. Psychological resilience had a mediating effect on the association between empathy and video game addiction. Also, life satisfaction had a mediating effect on the association between empathy and video game addiction. Psychological resilience and life satisfaction, serially (in combination) mediated the relationship between empathy and video game addiction. The results of the present study are discussed within the related literature. It is suggested that video game addiction interventions should focus on increasing empathy, psychological resilience, and life satisfaction.

The present study aims to investigate the relationship between metacognitive awareness and success orientations of physical education and sports teacher candidates. The population of the research consisted of 240 teacher candidates studying in the third and fourth grades in physical education and sports teaching departments at Bozok, Erciyes, and Mehmet Akif Ersoy Universities, and 142 students who were selected with random sampling method consisted the sample group. In the collection of the data, the Personal Information Form, Metacognitive Awareness Inventory and Success Orientation were used. The obtained data were analyzed in the computer environment. Number, percentage, average, and standard deviation were used as descriptive statistical methods in the evaluation of the data. Pearson correlation analysis was used between the continuous variables of the study. As a result, it was determined that the metacognitive awareness of the physical education teacher candidates was low, the learning orientation and the tendency for performance from the sub-headings of success orientation were high and medium, respectively, and the avoid of performance tendency was medium, and there was a low negative relationship between the metacognitive awareness and the avoid of performance tendency which is among the sub-headings of success orientation. It can be stated that this situation originates from the fact that the physical education teacher candidates possess certain levels of sports skills, knowledge and achievements in the sportive life that started and/or still continue before the university education, and from the thoughts of avoiding negative judgments by performing their skills as well as learning new skills.

The purpose of this research is to examine the effects of imagination and cognitive learning exercises, which are applied to increase the success of elite handball players, on their balance skills. The research group consists of a total of 36 voluntary male athletes, 18 of which are the control group and 18 of them are the experimental group, aged between 14 and 16, with at least 5 years of sports experience, who have been playing handball in Kayseri Youth Sports Club. For the study group, 8-day, 30-minute cognitive training and imagination study program was applied as two sets per day. No exercise was applied to the control group. Static and dynamic balance tests were applied to all of the participants (study and control group at the beginning and end of the study. According to the results of the analysis performed at the end of the study, a significant difference was found between the post-test results of all balance parameters of the experimental and control groups (p <0.05). When the pre-test and post-test results of the control group were compared, there was a significant difference between the scores of Static, Level8, Level4 and Oscillation CE (p<0.05) and there was no significant difference between Level2 and Oscillation OE (p>0.05). When the pre-test and post-test results of the experimental group were compared, a significant difference was found between all equilibrium parameters (p<0.05). As the result, it was found that cognitive imagination programs have positive effects on learning the balance skills in handball players under the light of the obtained findings.

This study aimed to analyse the relationship between teaching/learning conceptions and reflective thinking in physical education teacher candidates. To this end, the study recruited, on a voluntary basis, 640 students who were in 1st, 2nd, 3rd and 4th grade in the Department of Physical Education and Sports Teaching in the School of Physical Education and Sports at Erciyes, Ahi Evran, Selcuk and Haci Bektas Veli Universities during the 2017-2018 academic year. As data collection tools, the study used the Teaching/Learning Conception Questionnaire, Reflective Thinking Tendency Scale and Socio-demographic Information Form. The data obtained through the scales was statistically analyzed using SPSS 20.0 software. The candidates' personal information and inventory total points as well as factor points were presented by identifying frequency (f) and percentage (%) values. To indicate the relationship between the scores obtained on the scales, the Pearson Moment Product Correlation analysis (r) was conducted while multiple regression analysis was performed to determine whether the scores are predictive of each other. Consequently, it was found that the traditional conception of teaching and learning has no statistically significant relationship with any subscale of the reflective thinking tendency scale. On the other hand, the study revealed that the constructivist conception of teaching and learning is statistically correlated with reflective thinking in general and with the subscales open-mindedness and interrogative and effective teaching.

The puropose of this study is to examine the effect of learning strategies on physical education candidates and their motivation of curiosity and levels of exploration. In accordance with this purpose, the study group is formed by the randomly chosen senior year students of Erciyes, Ömer Halisdemir, Aksaray, Dumlupinar, Gaziantep, Firat, Selçuk, Ahi Evran, Haci Bektasi Veli universities' Physical Education and Sports Teacher department. Motivated Strategies for Learning Questionnaire, MSLQ (Büyüköztürk, Akgün, Özkahveci and Demirel, 2004), Curiosity and Exploration Inventory-II, CEI (Kashdan et al. 2009) and the 'Personal Information Form' which was prepared by the researcher are used in order to collect data in the research. In order to put forth the relation between the scores that were gathered from the scales, Pearson Product-Moment Correlation Coefficient analysis (r) and to determine whether the scores that were gathered are predictive or not Multiple Regression Analysis was applied (ß). From the curiosity and exploration sub dimensions, a positive significant relation is found between flexibility and motivation. Furthermore, a positive significant relation is determined between accepting the uncertainty sub-dimension and motivation. A great deal of positive relation is found between the total rates of curiosity and exploration and level of motivation. While there is a positive significant relation between the curiosity and exploration and learning strategies with flexibility, a positive significant relation between accepting the uncertainty sub-dimension and learning strategies is determined too. A positive significant relation is also found between total rates of curiosity and exploration and the use of learning strategies.

The purpose of this study is to explore the relationship between the Epistemological Beliefs and Teaching/Learning Conceptions of the 1st, 2nd, 3rd and 4th grade students in the departments of Physical Education and Sports Teaching, Coaching Education, Sports Management and Recreation Education in the School of Physical Education and Sports in Erciyes University. The research population consists of randomly selected 706 students of the School of Physical Education and Sports. In the study, Epistemological Beliefs Questionnaire (Aypay, 2012) and Teaching/Learning Conceptions Questionnaire (Aypay, 2011) were used as data collecting tools. Data obtained through Personal Information Form, Epistemological Beliefs Questionnaire and Teaching/Learning Conceptions Questionnaire were statistically analyzed using SPSS 20.0 package program. Candidates' personal information and inventory total points and factor points were presented by identifying frequency (f) and percentage (%) values. To indicate the relationship between the scores obtained from the questionnaires, Pearson Moment Product Correlation analysis (r) was conducted while multiple regression analysis was performed to determine whether the points are predictive of each other. (ß) Consequently, it was found that the Epistemological Beliefs Questionnaire subdimensions Learning Process and Learning Effort positively influence the constructivist teaching/learning conceptions of the students of the School of Physical Education and Sports while the subdimensions Learning Process and Certainty of Knowledge positively affect the students' traditional teaching/learning conceptions. According to these results, it is considered that students will take an active role in the learning process and the constructivist education and training processes will develop and contribute to the new generation constructivist education and training process while performing the teaching profession.

The aim of this research is to examine the relationship between the peer pressure levels of prospective teachers and their risk-taking tendencies. In order to achieve this aim, 503 students at Erciyes University studying in the physical education and sports, mathematics, physics, chemistry, classroom, biology, geography and Turkish teaching departments were selected by coincidental methods for this research. To collect data, the students filled out, the 'Peer Pressure Scale' for Peer Pressure Levels (UOI) developed by Kiran Esen (2003), the Risk-Taking Scale developed by Bayar and Sayil (2005), and the "Personal Information Form" prepared by the researcher. The survey data were used to determine the students' risk-taking tendencies. The data obtained from the Personal Information Sheet were analyzed via the SPSS 20.0 package program. The personal information and inventory total scores and factor scores for the candidates were determined by determining the frequency (f) and percentage (%) values. Multiple regression analysis ([beta]) was used to determine whether Pearson Moments Multiplication Correlation analysis (r) and their scores were predictive of each other in order to reveal the relationship between the scores obtained from the scales. Indirect peer pressure and direct peer pressure have significant effects on the risk-taking tendencies of teacher candidates. At the same time, when looking at the general dimension of peer pressure, it was found that it increased the risk-taking tendency significantly and accounted for 38.1% of the total variance.

This study aims to examine the impact of cultural intelligence on social skills among the students of the School of Physical Education and Sports. The research population consists of randomly selected 377 students. As data collection tools, the study uses Cultural Intelligence Scale, Social Skills Inventory and "Personal Information Form." The data obtained through the Personal Information Form, Cultural Intelligence Scale and Social Skills Inventory was statistically analyzed using SPSS 20.0 package program. The information about and inventory total scores of the candidates and factor points were presented by finding frequency (f) and percentage (%) values. Pearson Moment Correlation Coefficient analysis (r) was performed to indicate the relationship between the points obtained from the scales while multiple regression analysis was performed to identify whether the points are predictor of each other. (ß) In the study, we found positive significant relationships between cultural intelligence dimensions--cognitive, metacognitive, motivational and behavioural skills--and social skills dimensions--emotional expressivity, emotional sensitivity, emotional control, social expressivity, social sensitivity and social control. An examination of the prediction of social skills by cultural intelligence reveals that cognitive, metacognitive, motivational and behavioural dimensions are predictor of social skills, and students' social skills improve with the increase in their cultural intelligence level. Consequently, the significance of cultural intelligence and social skills is increasingly growing for maintaining successful, healthy and peaceful relationships between people. Individuals with higher cultural intelligence and sociability are expected to be more active in the education system while having a high level of willingness in learning activities. Particularly in the universities where various cultures coexist, students who can establish social relationships with their friends and professors will be more successful and enthusiastic about accepting positions to participate in international activities. The development of cultural intelligence and social skills will naturally improve students in social and cultural aspects, thus contributing to form the basis of a healthier world. For these reasons, it will be useful to provide training that enhance social skills in educational and training settings and carry out activities that increase interaction with other cultures such as student exchange programs and overseas educational tours in order to enhance cultural intelligence level.

The purpose of this study is to examine the effects of pre-service physical education teachers' instructional styles on self-regulation skills. For this purpose, the sample of the research consists of 608 students who were randomly selected among the ones who 4th-grade students continue their education at Physical Education and Sports College in Erciyes, Omer Halisdemir, Aksaray, Dumlupinar, Gaziantep, Firat, Selcuk, Ahi Evran, Inonu, Erzincan and Haci Bektas Veli Universities. In the study, 2 scales were used as data collection tool. The first of these, Instructional Style Preference Scale (ISPS), was developed by Renzulli et al. (2002). The Self-Regulation Skill Scale (SRSS) was developed by Arslan (2008) in order to determine the self-regulation skill levels of pre-service teachers. In addition, personal information forms developed by the researcher were used in the study. Statistical analyses of the data obtained from the Personal Information Form were made with the SPSS 22.0 package program. The personal information and inventory total scores and factor scores for the candidates were given by determining the frequency (f) and percentage (%) values. Pearson Moments Multiplication Correlation analysis (r) was used to show the relationship between scores obtained from the scales. Multiple regression analysis ([beta]) was applied to determine whether the scores obtained were predictive of each other. A significant relationship was found between the discussion, which is among the instructional styles, cognitive regulation sub-dimension and the programmed instruction. It has been found that there is a high level of correlation between the effort regulation sub dimension and the straight narration between the instructional styles. In addition, there was a significant positive correlation between the subscale of the organization of the study and the literal expression between the instructional styles. When the results of the study were examined, it was thought that, generally, those who are aware of and make use of the learning styles have higher self-regulation skills than those who do not pay attention to the use of instructional style and are more successful in terms of academic achievements.

In this study, it is aimed to investigate the partial mediating effect of ego identity status and personality traits on general self-efficacy levels of physical education and sports teacher candidates. To do that, a model showing possible relationships between these variables was established and this model was tested by using structural equation modeling. The sample of the study consisted of 578 students in the freshmen, sophomore, junior, and senior years in the Physical Education Sports Teaching Departments of universities Erciyes, Mehmet Akif, Dumlupinar, and Ahi Evran. The Socio-Demographic Information Form created by the researchers, General Self-Efficacy Scale adapted to Turkish by Aypay (2010), Ego Identity Status Scale adapted by Oskay (1998), and Eysenck Personality Questionnaire adapted to Turkish by Karanci et al. (2007) were used as the data collection tools. SPSS 22 program and Structural Equation Modeling/AMOS/Path Diagram program were used for data analysis. Firstly, the measurement models were tested and the proposed measurement model proved to be able to use to test the structural model. The structural model proposed based on the validated measurement models were then tested and verified. The fit indices of the model established in the study were found to be good and the coefficients obtained were found to be statistically significant. According to the results obtained about the structural model, it was found that there was a significant relationship between the general self-efficacy with ego identity status and personality traits, and that the ego identity status and personality traits predict the general self-efficacy in an advanced level. As a result, it is thought that the general self-efficacy levels of the students will increase with the positive development of ego identity status and personality traits, and this increase will enable the students to increase their academic achievement and self-confidence, as well as will make them more active in the society.

The aim of this study was to examine the impact of self-directed learning readiness on critical thinking and general self-efficacy among the students of the School of Physical Education and Sports. In line with this aim, the research sample consisted of 419 students who were randomly selected from the School of Physical Education and Sports in Erciyes University. To collect data, the study used Self-Directed Learning Readiness Scale, Critical Thinking Scale, General Self-Efficacy Scale and 'Personal Information Form' created by the researcher. The data obtained through the Personal Information Form was statistically analyzed using SPSS 20.0 package program. The candidates' personal information and inventory total scores and factor points were presented by calculating frequency (f) and percentage (%) values. Pearson Moment Correlation Coefficient analysis (r) was performed to indicate the relationship between the points obtained from the scales while multiple regression analysis was performed to identify whether the points are predictor of each other. (ß) The study found a positive significant relationship between self-directed learning readiness and critical thinking. A positive significant relationship was also found between self-directed learning readiness and general self-efficacy. Finally, there was a positive high relationship between general self-efficacy and critical thinking. The results of the study suggest that self-directed learning readiness affects critical thinking and general self-efficacy characteristics as it influences other aspects related to education. Self-directed learning readiness predicts critical thinking and general self-efficacy by 50.5%. Hence, authentic environments should be created to improve students' self-directed learning readiness when preparing education and training programs especially as a significant aspect of modern education systems in today's world.

The purpose of this study is to explore the relationship between the Epistemological Beliefs and Teaching/Learning Conceptions of the 1st, 2nd, 3rd and 4th grade students in the departments of Physical Education and Sports Teaching, Coaching Education, Sports Management and Recreation Education in the School of Physical Education and Sports in Erciyes University. The research population consists of randomly selected 706 students of the School of Physical Education and Sports. In the study, Epistemological Beliefs Questionnaire (Aypay, 2012) and Teaching/Learning Conceptions Questionnaire (Aypay, 2011) were used as data collecting tools. Data obtained through Personal Information Form, Epistemological Beliefs Questionnaire and Teaching/Learning Conceptions Questionnaire were statistically analyzed using SPSS 20.0 package program. Candidates' personal information and inventory total points and factor points were presented by identifying frequency (f) and percentage (%) values. To indicate the relationship between the scores obtained from the questionnaires, Pearson Moment Product Correlation analysis (r) was conducted while multiple regression analysis was performed to determine whether the points are predictive of each other. (ß) Consequently, it was found that the Epistemological Beliefs Questionnaire subdimensions Learning Process and Learning Effort positively influence the constructivist teaching/learning conceptions of the students of the School of Physical Education and Sports while the subdimensions Learning Process and Certainty of Knowledge positively affect the students' traditional teaching/learning conceptions. According to these results, it is considered that students will take an active role in the learning process and the constructivist education and training processes will develop and contribute to the new generation constructivist education and training process while performing the teaching profession.

The purpose of this research is to identify the general opinions of the educators on the Organic School Model (education inspectors, academicians, school administrators, primary and preschool teachers). The research was designed within the framework of qualitative research approach and phenomenology method, which is one of the qualitative research designs. As the means of data collection semi-structured interview technique was used. Before stating their opinions about school model, participants were watched a package. The necessary information and visuals about school are available in that video. Especially there was given information about that school model focusing on the four components of education program: objectives, content, education process and evaluation. And then four questions in the interview form were asked to the participants. As a result of the research, an alternative school model peculiar to Turkey was developed and that model was approved by the educators. It is thought that this school will prepare students for real life, involve them in nature, provide them with learning through experience and improve their affective and psychomotor skills besides cognitive ones. In short, this school model was considered to be an important study contributing to education if it could be adopted.

The aim of this research is to determine the relationship between mental endurance and leadership levels of the candidates who are studying in Erciyes University School of Physical Education and Sports Inspection. The student's universe consists of 436 students of Physical Education and Sports. As means of data collection in the survey were used Mental (psychological) endurance scale, Leadership orientation scale and Personal information form. Statistical analyzes were performed with the SPSS 20.0 package of data obtained from Personal Information Form, Mental (Psychological) endurance and Leadership orientation scale. The personal information and inventory total scores and factor scores for the candidates were determined by determining frequency (f) and percent (%) values. Multiple regression analysis was applied to determine whether Pearson Moments Multiplication Correlation analysis (r) and their scores were predictive in order to reveal the relationship between scores obtained from the scales. (?). While there is a low level of positive relationship between self-confidence and human resources framework and negative environmental and structural environmental scores, there was no significant relationship between attention control, visualization, level of motivation, positive energy and attitude control scores, structural environment, human resources framework, political environment and symbolic environmental scores. The model presents a meaningful relationship between negative energy and leadership orientations. When the t-test results on the significance of the regression coefficient are examined, structural environment leadership orientation, mental stability and 13% of the total variance. There was no significant relationship between self-confidence, attention control, visualization, motivation level, positive energy and attitude control, and leadership orientation, and mental stability was not predictive of leadership orientations. As a result; It is thought that the individuals with high mental stability show effective leadership behaviors and the positive attitudes and behavioral behaviors demonstrated by the leadership strengthen the mental endurance of the individuals.

In today's changing and developing world, the most important elements that enable people to live together in society are values. The education of such values start in the family and the social environment that they are in, from the moment a person is born and do continue in school as the child starts to study. Schools teach values to their students through the programs they practice. One of the most important courses that these values are taught is the social sciences. Social sciences, which is formed to prepare the students for social life is also one of the fundamental courses for the education of values. This study was carried out in order to review the values taught in the 4th grade social science course program, from the vantage point of the teachers. In order to realize this, the achievements in the program were determined and a survey form was created. The study is in a screening model and is descriptive. The study group of the study is composed of 199 classroom teachers working in the province of Elazig in the academic year of 2016-2017. The data obtained from the research is analyzed using "arithmetic mean" "percentage" and "frequency"; The degree of influence of teacher opinions on variables based on demographic data was also tested using independent t test. According to the results of the research, teachers think that levels of most of the values taught in social sciences course fit the level of understanding of the students. Again, the vast majority of the teachers participated reported that they face a small amount of problems during the teaching of these values to student.

The purpose of the two-teacher primary teaching model is to find a solution, to some extent, for the crowded classes and the classes in which the inclusive students study in primary school. Furthermore, it is aimed to increase the efficiency of the lessons, better take care of the inclusive students, implement the constructivist approach as required, collect the attention of the students who lost their attentions, support students who have difficulties in their studies, ensure that students who learn slowly can learn the lessons completely and increase the quality of education by giving additional studies to the students who learn quickly. The co-teaching model that can be considered as an alternative in solution of the educational problems can be used effectively in the crowded classes and the classes in which the inclusive students study. Moreover, this study can be considered as an alternative model so that the "Teaching Practice" lessons taken by the teacher candidates studying at the education faculty can be more qualified and efficient. The purpose of this study is to review the effectiveness of teaching practice in primary school based on co-teaching model. In this context, it was tried to determine the opinions of primary school teachers about the co-teaching model. To achieve this purpose, 12 primary teachers serving in the city center of Mus were determined as working group. In the study, the data were obtained by semi-structured interview method. Content analysis was used for the analysis of the data. According to the teachers' opinions obtained as a result of the study, the most important one of the problems experienced by the teachers during the teaching period is the crowded classes. It is concluded that in the crowded classes, the activities are not implemented at the desired level, it is not possible to allocate enough time for the students, incorrect and incomplete learning of students cannot be realized on time and it is difficult to give a student-centered education. As a result of the study, in order to ensure that the teaching practice can be efficient, it is concluded that the internship duration should be extended, the teacher candidates should be assigned more responsibilities, the teacher candidates should do internships in the rural schools and combined classes so that they can see different environments and they should carry out implementation-oriented studies rather than observation-oriented studies in this lesson. According to the teachers' opinions obtained as a result of the study, it is concluded that the co-teaching model will increase the efficiency of the lesson, the classroom management will be easier, this model will ensure that the students who fall behind and learn slowly can learn the lessons completely, the saving on time will be ensured, the opportunity to take care of students personally will increase, the workload of the teachers will decrease, the equal opportunity in education will be ensured by taking care of the inclusive students more than before and the faster and more practical solutions will be created for the problems to be encountered in the teaching process.

The aim of this research was to examine the effect of the students who attended the Erciyes University School of Physical Education and Sports on the communication skills of the courses they have taken. 600 randomly selected students participated in the research voluntarily. As means of data collection in the survey, Communication skills scale (Ersanli and Balci, 1998) and the personal information form prepared by the researcher. The obtained data were analyzed statistically with SPSS 20.0 package program. The personal information and inventory total scores and factor scores for the candidates were determined by determining frequency (f) and percent (%) values. While Mann-Whitney U test statistic was used in comparison with gender, Kruskal Wallis test statistic was used in comparison according to ages, departments, classes and academic average. As a result, when the levels of communication skills of physical education and sports college students are examined. There is no statistical difference according to the average academic grade average. Statistically significant differences were found according to gender, age, department and class variables.

The aim of this study is to examine the association between factors hindering the participation of university students in recreational activities and their leisure motivations. The students (800) of the Erciyes University in 2014-2015 academic year became involved voluntarily in the research. The volunteers participating in the research filled the socio-demographic information form including their personal information; then, "Leisure Barriers Scale" and "Leisure Motivation Scale" were applied to them. The package statistics program of IBM SPSS (Statistical Package for the Social Sciences) 20 was employed in analyzing the data. The arithmetic mean and standard deviation of scores the university students got from the scales of Leisure Barriers and Leisure Motivation were presented as X±SS. In order to disclose the relationship between the data obtained from two scales, Pearson Product-Moment Correlation Analysis was applied. The significance level was accepted as p<0.05. In conclusion, it was found that the leisure motivations and the participation in recreational activities of students are at middle level. It was detected that there is a positive significant correlation among the subdimensions of leisure motivations and barriers. University students should benefit from recreational activities during the time left from their studies and from the time spent for vital needs, in order to solve material and moral problems, socialize, enhance and share cultural and knowledge accumulation, and be healthy physically, spiritually, and mentally. Thereby, students would achieve success more easily in socio-cultural and professional life. For this reason, universities should arrange the recreational areas such as cultural, artistic, sportive ones, and multiply the recreational activities in line with students' needs.

The purpose of this research is to analyse Professional maturity levels of candidates who take special talent tests at Erciyes University The School of Physical Education and Sports by some variables. 705 of 1395 candidates, who have taken special talent tests at Erciyes University The School of Physical Education and Sports, have been chosen randomly and attended voluntarily to the research. Professional maturity scale and personal information form prepared by the researcher are used as data collection tools in the research. Acquired data is analysed statistically using SPSS 20.0 packaged software. Personal information and total inventory points and factor points are given by identifying frequency (f) and percentage (%) values. In order to present the relation between points acquired from scales Mann-Whitney U test statistic is used in comparisons by gender and branches while Kruskal Wallis test statistic is used in comparisons by age, field, points of transition to higher education examination and place they live. In conclusion; professional maturity levels of the candidates who take special talent tests are analysed, there is no statistical difference by gender and age while statistically significant differences are identified by field, points of transition to higher education examination, branch and place they live.

Adolescence is a period that plays a crucial role in career development. Understanding the psychological structures associated with a career can help to better understand adolescents' career development. The aim of this study was to examine the mediating role of career and talent development self-efficacy in the relationship between adolescents' locus of control and the construct of children's hope. The study group was composed of 354 adolescents including 170 females and 184 males. The mean age of participants was 14.3 years. Structural equation modelling was used to investigate the mediating role of career and talent development self-efficacy in the relationship between locus of control and children's hope. It was concluded that career and talent development self-efficacy had a mediating role in the relationship between locus of control and children's hope. Mental health professionals and educators who carry out locus of control or hope-based interventions are recommended to pay attention to the mediating role of self-efficacy.

This research is aimed at examining the validity and reliability of the Turkish version of the Time Attitude Scale. Data was collected from 433 adolescents; 206 males and 227 females participated in the study. Confirmatory factor analysis performed to discover the structural validity of the scale. The internal consistency method was used for reliability analysis. Confirmatory factor analysis revealed a good fit to the data (X[superscript 2] = 724.42, DF = 390, RMSEA = 0.045, GFI = 0.90, CFI = 0.91, IFI = 0.91, NNFI = 0.90, and SRMR = 0.04). The internal consistency coefficients of six subscales were found to be 0.67 for past positive, 0.72 for past negative, 0.81 for present positive, 0.72 for present negative, 0.77 for future positive, and 0.63 for future negative. The result of the item analysis showed that corrected item-total correlations ranged from 0.29 to 0.67, and were statistically significant at the p<0.01 level. These results evidenced that the Turkish version of the scale is a valid and reliable instrument.

This study aimed to analyze ego identity status of the candidates who studied in school of physical education and sports. For this purpose, randomly selected 651 individuals, who attended to Kayseri Erciyes University, school of physical education and sports, were included to this study. In this research, Extended Objective Measure of Ego Identity Status scale that was developed by Marcia [1] and adapted to Turkish by Oskay [2] was used to determine volunteers' identity status. Data obtained from personal information form, ego identity status scale was analyzed with SPSS 20.0 package program. For the distribution of the obtained data, Kolmogorov Smirnov test statistics were used and parametric tests were conducted for statistical analyses. Personal information related to candidates was given as scale total scores and frequency (f) and percentage (%) values were determined. To eliminate the differences between the scores obtained from scales, Independent t test was used for gender variable while One Way ANOVA test was used for age, mother and father education levels, placing scores of candidates to their departments and higher education variables. As a result, meaningful difference was found between students' ego identity status and their age, education departments, mother education level and placing score to higher education while a meaningful difference was not found between students' ego identity status and gender and father education level. It was thought that students' ego identity status differentiated due to increase in student ages and different interactions of the education departments.

Business ethics has become a very important concern in global business and understanding the effects of various factors on ethical judgments continues to attract research and practitioner attention. Using the Multidimensional Ethics Scale (MES, Reidenbach and Robin 1988) with its five generally accepted philosophical constructs, and vignettes developed by Cohen et al. (1996), current study investigates the relationship between cultural values, personality, religiosity and the ethical sensitivity of business students. We focus on a rapidly emerging country, Turkey, whose economic environment is similar to that of the most Western nations but with a significantly different background and cultural values. Data (n = 184) for the study is collected from a major university in the southeastern Turkey. Although some significant relationships are identified between ethical sensitivity and cultural values and personality, our study findings confirm that MES dimensions had the highest influence on ethical sensitivity levels of business students.

The aim of this study was to examine whether adolescents' career exploration is predicted by perceived social support. Participants were 718 seventh, eighth, ninth and tenth grade students. In this research, simultaneous regression analysis assessed the contributions of perceived social support to the adolescent's career exploration. Perceived family social support, perceived friends' social support, and perceived significant other social support correlated significantly with the career exploration. The simultaneous regression analysis showed that perceived family social support, perceived friends' social support, and perceived significant other social support were a significant predictor of career exploration.

The purpose of this study was to identify how school administrators perceive the elementary teaching profession and elementary teachers. The population of the study comprised the administrators of elementary schools located in the center of Elazig, Adana and Malatya. A total of 185 questionnaires were sent to the school administrators included and they were included in the sample. Of these, 153 were returned and analyzed. According to views of school administrators; young teachers implement new instructional methods and techniques better, elementary teaching requires affection. Elementary teaching is not only a woman's profession, however, it is true that female teachers adapt to the profession less easily than their male colleagues, when compared to vice principals, more principals believe that elementary teaching is a difficult branch. (Contains 4 tables.)

This study has been carried out in order to determine the status of the analogy drawn with the capital and lower letters in vertical and italic handwriting by teachers working in the first grade classes of primary schools. The research has been conducted on 151 first grade teachers working in Turkey. The data was acquired by means of a questionnaire which was developed by the researcher. In data analysis process, SPSS program was utilized and frequencies, percentages and chi-square test were used. The research revealed that primary school teachers use following analogies: In capital letters, "glasses" for "B", "comb" for "E", "ladder" for "H", "handle of an umbrella" for "J", "snake" for "S" and "catapult" for "Y"; in italic handwriting, "crescent" for "C", "reverse of 3" for "E" and "mountain chain" for "M"; in lower letters, "glasses with a broken lens" for "b", "pipe wrench" for "f", "chair" for "h", "tunnel entrance" for "n" and "a glass" for "u"; "bent chair" for "h", "stick" for "l", "knob" for "p" and "duck" for "s". (Contains 8 tables.)