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The present study investigated how students' self-efficacy changed after participation in four lab investigations that were designed on the basis of a new laboratory instructional strategy, namely, argument-driven inquiry (ADI). The study was conducted with 64 10th grade students from two intact classes in a public high school in the northeast of Turkey. One class was randomly assigned as an experimental group, and the other as a comparison group, and data were collected to allow for a comparison of students' self-efficacy across treatment conditions. Both experimental and control groups had the same chemistry courses and laboratories. However, the experimental group conducted laboratory activities that were designed using the ADI instructional model, and the control group performed traditional laboratory instruction. The Students Perceptions in Chemistry Evaluation (SPiCE) Instrument was used to measure students' perceptions of their own inquiry skills (self-efficacy) and attitudes about various aspects of chemistry. Additionally, the Interest in Science Pursuits Instrument was used to evaluate whether students' interest in pursuing science endeavors changed after their laboratory experience. The results indicate that the ADI instructional model improves students' perceptions about self-efficacy, inquiry skills, and lab skills as compared to traditional laboratory instruction. However, the findings showed that there was no significant difference between the experimental and the control group concerning students' attitudes toward chemistry. With regard to students' interest in pursuing science endeavors, there was also no significant difference between the experimental and the control groups. [ABSTRACT FROM AUTHOR]

This study aims to analyze the student and school level variables that affect students' self-efficacy levels in mathematics in China-Shanghai, Turkey, and Greece based on PISA 2012 results. In line with this purpose, the hierarchical linear regression model (HLM) was employed. The interschool variability is estimated at approximately 17% in China-Shanghai, approximately 22% in Turkey, and approximately 23% in Greece. This study showed a positive association between variables of self-confidence, teacher support, and attitude toward school, all of which are among Level 1 variables, and mathematics self-efficacy in all three countries. A negative association was observed to exist between the variables socio-cultural index and educational opportunities at home and mathematics self-efficacy in all three countries. While pre-school education in China- Shanghai and Turkey were negatively associated with students' mathematics self-efficacy levels, the same variable was positively associated with students' mathematics self-efficacy in Greece. While the variable mathematical anxiety was negatively associated with students' mathematics self-efficacy in China-Shanghai and Greece, it was positively associated with students' mathematics self-efficacy in Turkey. The variable interest in mathematics, in turn, was negatively associated with mathematics self-efficacy solely in China- Shanghai. Regarding the association between mathematics self-efficacy levels and the school level variables, a near-zero positive association was found between class size, deemed significant for Turkey, and self-efficacy levels. The association between teacher to student ratio in school and self-efficacy levels was found to be negative in all three countries. The variable teacher's morale, however, was positively associated with self-efficacy level in China-Shanghai and Turkey. [ABSTRACT FROM AUTHOR]

The crucial role of individual difference (ID) variables in second language acquisition has long been attested to. It has also been acknowledged that ID factors need to be explored in a contextual manner as their role and impact might vary across learning environments. This is also true about study abroad (SA) where constellations of ID variables determine linguistic and non-linguistic benefits. With this in mind, the study investigated the ways in which self-regulatory strategy use before, during and after the SA might impact self-efficacy beliefs and motivated learning behavior in three contexts: Italy (N = 234), Poland (N = 86) and Turkey (N = 85). A questionnaire was used to collect data in the three countries. One-way and repeated-measures ANOVAs as well as regression analyses showed that even though some tendencies, such as the key role of teacher-initiated strategies during SA, were common across the three contexts, important differences were also uncovered in terms the overall role of self-regulation and the impact of student-initiated strategies. These results provide context-sensitive implications in Europe. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the resilience of high school students in Turkey, and to determine the relationships between the student resiliency and some protective factors such as school climate, teacher attitudes and behaviors, family and peer support according to the student opinions. By using 509 students randomly selected from 24 general and Anatolian high schools from central districts of Ankara, it was found that students' perception of sociability and communication skill and determination were higher than the self-efficacy, hope and problem solving skills which were important components of resiliency. There were significant correlations between students' resiliency perceptions and gender, grade level, fathers' educational level, family income, grade point avarege and absenteeism of those students. Grade point avarege and absenteeism were found to be the most important demographic variables that predict student resiliency. Additionally results indicated that there were significant correlations between student resiliency and perceived support from family and peers and these variables were important predictors of student resiliency. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine communication skills, interpersonal problem solving skills, and social self-efficacy perception of adolescents and the predictive role of communication skills and interpersonal problem solving skills on social self-efficacy. This study is a quantitative and relational study aimed at examining the relationships among communication skills, interpersonal problem solving skills, and social self-efficacy. The study group was comprised of 494 (226 females; 268 males) randomly selected high school students studying in different high schools in Mugla, Turkey. The data were collected using the Communication Skills Inventory, Interpersonal Problem Solving Inventory, and Social Self-Efficacy Expectation Scale for Adolescents. Pearson Product-Moment Correlation analysis was employed to search for relationships among communication skills, interpersonal problem solving skills, and social self-efficacy; multiple hierarchical regression analysis was also used for explaining social self-efficacy. The findings showed that the communication skills and interpersonal problem solving skills were found to be significantly correlated to social self-efficacy and communication skills and interpersonal problem solving skills important predictors of social self-efficacy. [ABSTRACT FROM AUTHOR]

The purpose of this study was two-folded. The first aim of the study was to compare the statistical properties of two widely used questionnaires to test Erikson's Psychosocial Stages of Development, namely EPSI and MEPSI, in order to determine their reliability and validity for Turkish university students. The second purpose of the study was to determine the value of Erikson's Psychological Stages to predict university students' self efficacy beliefs. According to the data collected from 636 university students and 74 adults, MEPSI demonstrated stronger properties with reliability values ranging from .72 to .82. Its criterion validity was evident since sub stages had significant correlations with corresponding variables all in the expected directions. Also, as Erikson postulated, predictive values of each psychosocial stage changed for life satisfaction, identity achievement and satisfaction for close relationships. Finally, self efficacy belief was related to psychosocial development in that both industry and initiative stages explained %34 of the total variance in explaining self efficacy beliefs. [ABSTRACT FROM AUTHOR]

The purpose of this research is to determine the effect of concept cartoons on the students perception of their levels of self-efficacy towards mathematics. The research has been designed as the pre-test post-test with quasi experimental control group. The research participants are composed of 94 7th grade students attending an elementary school on the European side of Istanbul during the 2008-2009 Academic Year. "Algebraic expressions and Equations" were taught during four weeks by using sixteen concept cartoons which were developed in this study. Homogenous groups, each consisting of four students sharing the same opinions, were utilized in order to enable them to discuss the concepts more comprehensively and to question their own thinking patterns by creating a social learning environment. The data of the research was collected by "Mathematical Self Efficacy Levels Perception Scale" and through the written opinions of the students about implementation process. While the quantitative data was analyzed by performing the t-test for dependent and independent samples, the qualitative data was descriptively analyzed. The results of the research have shown that concept cartoons have a significant effect on the students' perception of their level of mathematical self-efficacy. Besides, it was found out that students liked concept cartoons very much, their interest to the lesson was increased and they believed they could do mathematics lesson. In the light of the findings of this study, the researchers have developed suggestions for those who will conduct further researches on concept cartoons. [ABSTRACT FROM AUTHOR]

Bu araştırmanın amacı, kavram karikatürlerinin öḡrencilerin matematiḡe karsı öz-yeterlik algı düzeylerine etkisini belirlemektir. Çalışmanın gerçekleşmesinde yarı deneysel kontrol gruplu ön testson test modelinden yararlanılmıştır. Araştırmanın çalışma grubunu 2008-2009 öḡretim yılında istanbul ili Avrupa yakasındaki bir ilköḡretim okulunun 7. sınıflarında okuyan 94 öḡrenci oluşturmaktadır. Araştırmada on altı adet kavram karikatürü geliştirilerek "Cebirsel ifadeler ve Eşitlikler" konusunda dört hafta boyunca uygulama yapılmıştır. Öḡrencilerin sosyal öḡrenme ortamı oluşturarak kavramları daha derinlemesine tartışma ve kendi düşünme kalıplarını sorgulayabilmeleri için aynı düşünceyi paylaşan öḡrencilerden meydana gelen dörder kişilik homojen gruplardan yararlanılmıştır. Araştırma verileri öḡrencilerin matematik öz-yeterlik algı düzeylerini belirlemek için "Matematiḡe Karşı Öz Yeterlik Algısı Ölçeḡi" ve uygulama süreci hakkında öḡrencilerin yazılı görüşlerinden elde edilmiştir. Toplanan nicel veriler baḡımlı ve baḡımsız örneklemler t-testi ile nitel veriler ise betimsel olarak analiz edilmiştir. Araştırmanın sonuçlarına göre kavram karikatürlerinin öḡrencilerin matematiḡe karşı öz -yeterlik algı düzeylerine anlamlı etkisinin olduḡu görülmüştür. Ayrıca, öḡrencilerin kavram karikatürlerini çok sevdikleri, matematik dersine olan ilgilerinin arttıḡı ve matematik dersini yapabileceklerine inandıkları belirlenmiştir. Elde edilen bulgular ışıḡında kavram karikatürleri ile araştırma yapacaklara yönelik öneriler geliştirilmiştir. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the relationships between math anxiety, math attitudes, and self-efficacy. Participants were 372 university students who were enrolled in Sakarya University, in Turkey. In this study, the Revised Mathematics Anxiety Rating Scale, the Mathematics Attitudes Scale, and the Self-efficacy Scale were used. Using correlation analysis, math anxiety was found negatively related to positive attitudes and self-efficacy and positively to negative attitudes. On the other hand, positive attitudes were found positively associated with self-efficacy and negatively with negative attitudes. According to the path analysis results, positive attitudes were predicted positively and negative attitudes predicted negatively by self-efficacy. Also, self-efficacy and positive attitudes predicted math anxiety in a negative way and negative attitudes predicted math anxiety in a positive way. Results were discussed in the light of literature. [ABSTRACT FROM AUTHOR]

The aim of this study was to develop a scale assessing high school students' selfefficacy beliefs in chemistry-related tasks and to assess psychometric properties of scores on this scale. A pilot study with a sample of 150 high school students provided initial evidence for two-factor structure of 16-item scale, named High School Chemistry Self-Efficacy Scale (HCSS). The final form of the HCSS was administered to 362 high school students in Turkey. Confirmatory factor analysis fit indices and factor pattern coefficients supported the proposed structure, with the two factors directly corresponding to the hypothesized dimensions. These dimensions were chemistry self-efficacy for cognitive skills (10 items, α reliability=.90) and self-efficacy for chemistry laboratory (6 items, α reliability=.92). In addition, the two-factor model for the HCSS was invariant across school types. Analyses of latent mean structure indicated that private school students were statistically more efficacious than public school students in chemistry laboratory skills. The HCSS is a promising tool to identify chemistry self-efficacy beliefs in high school students. [ABSTRACT FROM AUTHOR]

This article presents a study of academic procrastination and associated motivation variables in 508 adolescents from a general secondary school in central Turkey. Girls reported higher levels of self-efficacy for self-regulation and predicted higher Turkish grades than boys, but there was no difference in levels of procrastination. Academic self-efficacy was a stronger predictor of procrastination for girls than for boys, but for both groups self-efficacy for self-regulation was the strongest predictor of procrastination. Most participants (83%) reported spending one hour or more procrastinating per day, with writing tasks the most prone to procrastination for boys and girls. When procrastinating, Turkish adolescent boys were more likely to spend time with electronic media (watching TV, emailing, going on-line, and, in particular, playing computer games), whereas girls were most likely to read books, magazines, and newspapers. The article concludes with implications for researchers, and also for parents and educators of adolescents. [ABSTRACT FROM AUTHOR]

The article reports on the result of the study which assesses the relationship of social self-efficacy with trait anger expression styles of college students. The study was participated by 195 female and 159 male students from the Faculty of Education at Mersin University in Turkey. It utilized the Social Self-Efficacy Scale and State-Trait Anger Expression Style Scale in gathering information. It was found that trait anger showed correlation with social self-efficacy as well as featured a difference with trait anger in terms of scores averages.

The article discusses research which aims to assess the statistical properties of Modified Erikson Psychosocial State Inventory (MEPSI) and EPSI questionnaires to test the validity of Erik Erikson's Psychosocial Development Theory for university students in Turkey. The findings of the study revealed that statistical properties of MEPSI are stronger compared to EPSI. It concluded that MEPSI is more appropriate for capturing psychosocial developmental levels of students.