Search

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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.)

Writing in a second/foreign (L2) language imposes great demands on a writer due to the cognitive and social complexities it involves. In addition, such psychological variables as motivation and anxiety are highly likely to be related to success in L2 writing. So far, however, L2 writing has seldom been studied in relation to motivation and anxiety. Therefore, the current research investigated relations among achievement in L2 writing, anxiety, and such motivational constructs as self-efficacy, affect, beliefs, and goals for writing. A battery of questionnaires was administered to first-year English-major students at a state university in Turkey. Results indicated that success in L2 writing relates to higher confidence, decreased anxiety, positive feelings towards writing, and the desire to master L2 writing. Furthermore, the majority of the motivationalfactors and anxiety demonstrated significant intercorrelations ranging from a small to a high level. These findings yielded significant insights into the relations among success in L2 writing, writing motivation, and anxiety, which can be used to improve the quality of writing practices and pedagogical decisions. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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.)

This study investigated the effects of artificial intelligence (AI)-based chatbot and peer feedback mechanisms integrated into the instructional videos (IVs) as a feedback tool on learning performance and intrinsic motivation of pre-service teachers (PTs) in online learning. The participants were 144 PTs from a university in Turkey. A pretest–posttest quasi-experimental design was adopted in this study. Two experimental (EG-1: Immediately elaborated feedback with a chatbot for IVs; EG-2: Delayed peer feedback with comments for IVs) groups and a control group (teaching with IVs) were selected. To collect qualitative data, a survey consisting of open-ended questions was conducted in the experimental groups. The results showed that the learning performance and intrinsic motivation scores of chatbot-based and peer feedback groups were higher than the scores in the traditional learning group. The implications for AI-powered feedback mechanisms and directions for future studies were discussed in this study. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education 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 purpose of the current study is to determine the effect of tales on the development of the Turkish language skills of students from different grade levels in Turkey. To this end, a meta-analysis of the studies investigating the effect of tales on the development of the Turkish language skills was conducted. 5 studies were included in the current meta-analysis study. The total sample size of the studies included in the meta-analysis is 256 students; 126 in the control groups and 130 in the experimental groups. The studies included in the meta-analysis are heterogonous. In addition to result of the funnel scatter plot related to publication bias, absence of the publication bias was confirmed with Orwin's Safe N Analysis, Duval and Tweedie's Trip and Fill and Egger's regression analysis. Effect sizes were calculated according to the random effects model. In the calculations of the effect sizes, Cohen's d coefficient was used. In the current study, moderator variable effect of the variables of grade level, type of publication and skill area on the effect sizes calculated according to the effect of tales on the development of the Turkish language skills was also examined. In the determination of the moderator variable effect, Q test and p significance coefficient were used. In the current study, tales was found to have a high level of effect on the development of the Turkish language skills. When the results of the moderator variable analysis were examined, it was found that for grade level, type of publication and skill area moderator variables, the between-studies variance is not significant in terms of the development of the Turkish language skills. In light of the current meta-analysis study, it was concluded that tales are an effective method to be used to develop students' Turkish language skills. Thus, tales can be used to support the development of students' language skills in mother tongue education. According to results, it can be argued that tales have a positive effect on the development of all the Turkish language skills in all the Turkish language skill areas. It has been observed that applied research on the use of tales as a learning tool in Turkish language education is quite limited. Therefore, the number of applied studies that examine the effects of tales on the development of Turkish language skills as well as on academic achievement, student motivation, and the retention of the learned information in Turkish language education can be increased. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences 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.)

Mathematical knowledge and skills are needed to find solutions to the problems encountered in daily life. Although individuals are given the opportunity to receive equal education, it is seen that there are differences in the achievement of individuals. Individual-based factors can affect the achievement of individuals. One of the most important of these individual-based factors is the gender factor. It is important to examine the reasons behind the items of mathematics test showing the Differential Item Functioning (DIF) by gender. In this research, the interaction of gender and intrinsic motivation, instrumental motivation, self-efficacy, and anxiety variables on mathematics test items was examined in terms of DIF to understand the reasons of gender differences in the mathematical achievement of students who participated in PISA 2012. The study group of this research constituted 1084 students who participated in the application in Turkey, who answered booklets 3, 5 and 11 in the PISA 2012 mathematics literacy test. The data was analyzed by Iterative Hybrid Ordinal Logistic Regression (IHOLR) in the Lordif package program and Rasch Tree Method (RTM) in Psychotree package program and items showing DIF according to gender were determined. According to the findings, some mathematics test items showed DIF according to gender. It was found that items also showed DIF according to gender and intrinsic motivation interaction, and gender and self-efficacy interaction. It was observed that status of items showing DIF changed according to a certain threshold value of the girls' intrinsic motivation and self-efficacy score. It was found that mathematics items did not show DIF according to gender and instrumental motivation interaction, and gender and anxiety interaction. As a result, it was observed that status of items showing DIF according to gender could change according to gender and affective characteristics interaction. [ABSTRACT FROM AUTHOR]

The purpose of this research is to analyze the studies conducted in Turkey and abroad concerning flipped learning model from various perspectives. Eighty studies were included in this research consisting of 34 studies in Turkey and 46 studies abroad. The studies examined within the scope of this research were reached using various databases. The studies were analyzed by using content analysis technique. As a result of the research, it was concluded that the number of studies about flipped learning model have increased in recent years, the majority of the studies are article, the mostly preferred method and design are mixed method and experimental design, teaching practices were mostly carried out with the university students, the achievement test, interview form and survey were mostly used in the studies, the videos, presentations and written documents were used in out-of-class activities and practical activities were conducted in class. According to the study results, it is seen that flipped learning model has a positive effect on the students' academic achievement, motivation, metacognitive awareness, etc. Moreover, it was determined that students and teachers have positive views on flipped learning model. [ABSTRACT FROM AUTHOR]

The aim of the paper is to present a new performance measurement concept and a relevant methodology for entrepreneurial universities which serves the ideal of transforming into an innovative one and contributing to the economic development and societal benefits. The current Entrepreneurial and Innovative Universities index which is in place in Turkey is evaluated according to the available perspectives in excellence of Higher Education Institutions and domains for advancement are being discussed. Furthermore, standard evaluation of the universities with ranking methodology is argued proposing a conceptual framework based on non-linear dynamics of systems thinking. Consequently, further directions in research, policy and university management are delivered putting forward the view that the entrepreneurial university ecosystem requires innovative approach in all aspects. [ABSTRACT FROM AUTHOR]

• Students with high learning-goal orientation have higher intrinsic and extrinsic motivation. • There is a significant relationship between performance approach goal orientation and intrinsic motivation. • Antecedents are variables for extrinsic motivation, creative thinking dispositions and innovative thinking skills. • Innovation search and inquisitive and opportunity oriented dimensions are the determinants of engagement. • Supporting creative thinking dispositions, and innovative thinking skills does not affect academic success. The purpose of this study is to investigate the antecedents and consequences of creative and innovative thinking in educational environments. The research group of this study consists of 110 students continuing undergraduate education in Turkey. The data were collected using a personal information form and three scales. As a result of this study, extrinsic motivation is a direct antecedent variable for creative thinking dispositions and innovative thinking skills, learning and performance-approach goal orientation is an indirect antecedent variable. Innovation search and inquisitive and opportunity-oriented dimensions are determinants of engagement. Supporting creative thinking dispositions, and innovative thinking skills does not affect academic achievement. Examining the variables associated with creative and innovative thinking will shed light on learning processes from many aspects such as creativity, innovation, commitment, performance, product development, achievement, and motivation. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research 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.)

This study investigates the effects of gender and year in program on the performance and mathematical self-efficacy beliefs of 145 pre-service mathematics teachers in Turkey. One of the main purposes of this study is to investigate how duration in a teacher education program influenced the performance and mathematical self-efficacy beliefs of pre-service teachers. In addition, gender differences between male and female pre-service mathematics teachers, depending upon year in program, are examined. Results revealed that there were significant statistical effects of gender and year in program on both pre-service teachers' performance and self-efficacy scores. Female pre-service teachers scored significantly higher than males on performance, but no significant difference was detected between female and male pre-service teachers with respect to mathematics self-efficacy scores. Senior pre-service teachers had the highest scores compared to other students in the program on bother performance and mathematics self-efficacy scores. Although the present study is small, the results tentatively suggest a further investigation of the relationship between performance and self-efficacy beliefs might be fruitful. Studying how mathematical self-efficacy develops across school years and what factors facilitate its development could yield valuable implications for the field of mathematic education. [ABSTRACT FROM AUTHOR]

The present study focuses on the motivational side of academic underachievement in Turkish immigrant youth. To analyse social and cultural differences in motivational choices, a comparative research was set up (n = 884) with Turkish immigrant youth and Belgian youth in Belgian schools (Limburg and Antwerp), and Turkish youth in Turkish schools (Istanbul). Socio-cultural differences in preference for achievement and collectivism were tested by way of multivariate analyses of variance. In a first cross-national comparison, Turkish youth were more achievement-oriented than Belgian youth, and lower-class youth and girls were more collectivistic than middle- and high-class youth and boys. In a second comparison of Turkish immigrant youth with lower-class youth in Belgium and in Turkey, cultural differences were small, but Turkish youth in Belgium were more collectivistic and less achievement-oriented than lower-class youth in Istanbul. It is concluded that achievement motivation of Turkish immigrant youth is tied lip with a collective integration strategy in the face of social disadvantage in the host society. [ABSTRACT FROM AUTHOR]