This study explored the mediating effect of meaning in life on the relationship between academic perfectionism and school satisfaction among Turkish adolescents (N = 402; mean age = 15.27, SD = 1.19). Data were collected using the Academic Perfectionism Scale, the Meaningful Living Scale, and the Children’s Overall Satisfaction with Schooling Scale. The analysis indicated a negative association between academic perfectionism and school satisfaction, whereas meaning in life was positively linked to satisfaction in school. A bootstrapping procedure was used to assess mediation. The results demonstrated that meaning in life partially mediated the relationship between academic perfectionism and school satisfaction, confirming a statistically significant indirect effect of academic perfectionism on school satisfaction through academic stress.
{"title":"Examining School Satisfaction in Adolescents: The Role of Academic Perfectionism and Meaning in Life","authors":"Mehmet Fatih Akbaba","doi":"10.55236/tuara.1473940","DOIUrl":"https://doi.org/10.55236/tuara.1473940","url":null,"abstract":"This study explored the mediating effect of meaning in life on the relationship between academic perfectionism and school satisfaction among Turkish adolescents (N = 402; mean age = 15.27, SD = 1.19). Data were collected using the Academic Perfectionism Scale, the Meaningful Living Scale, and the Children’s Overall Satisfaction with Schooling Scale. The analysis indicated a negative association between academic perfectionism and school satisfaction, whereas meaning in life was positively linked to satisfaction in school. A bootstrapping procedure was used to assess mediation. The results demonstrated that meaning in life partially mediated the relationship between academic perfectionism and school satisfaction, confirming a statistically significant indirect effect of academic perfectionism on school satisfaction through academic stress.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"333 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141380798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hubris syndrome is defined as a managerial disease caused by the power possessed by people in managerial positions, and gives rise to positive and negative outcomes in organizations. For this purpose, the banking sector was chosen as the research area due to the fact that banking sector is one of the areas where the hubris syndrome can most commonly be seen due to the known characteristics of the sector such as tough working conditions and working goals. Data were obtained via interviews carried out with 12 managers working in the field of banking with a semi-structured interview form using the phenomenology experience research pattern, which is one of the qualitative research models. Maxqda 2022 data analysis software was used for data analysis. Study results according to data received from managers revealed that the characteristics of people suffering from hubris syndrome are seeing oneself as perfect and superior, believing that anything can be done with authority, the utopical goals given to lower-level employees and disregarding opinions of others. The reasons for the emergence of the syndrome are the problems in the institutional structure and functioning, bullying and exclusion experienced in the past and the lack of clarity about the authority and responsibilities of people within the organization. When the organizational impacts of Hubris syndrome are taken into account, two types of impacts are observed, such as the impacts on the organization and the impacts on the employees. People with the hubris syndrome harm the organization, prevent the emergence of new ideas and decrease the motivation of employees.
{"title":"Organizational Effects of the Hubris Syndrome and the Ways of Solution","authors":"A. Şendoğdu, Nezahat Koçyiğit, Esra Yıldız","doi":"10.55236/tuara.1432881","DOIUrl":"https://doi.org/10.55236/tuara.1432881","url":null,"abstract":"Hubris syndrome is defined as a managerial disease caused by the power possessed by people in managerial positions, and gives rise to positive and negative outcomes in organizations. For this purpose, the banking sector was chosen as the research area due to the fact that banking sector is one of the areas where the hubris syndrome can most commonly be seen due to the known characteristics of the sector such as tough working conditions and working goals. Data were obtained via interviews carried out with 12 managers working in the field of banking with a semi-structured interview form using the phenomenology experience research pattern, which is one of the qualitative research models. Maxqda 2022 data analysis software was used for data analysis. Study results according to data received from managers revealed that the characteristics of people suffering from hubris syndrome are seeing oneself as perfect and superior, believing that anything can be done with authority, the utopical goals given to lower-level employees and disregarding opinions of others. The reasons for the emergence of the syndrome are the problems in the institutional structure and functioning, bullying and exclusion experienced in the past and the lack of clarity about the authority and responsibilities of people within the organization. When the organizational impacts of Hubris syndrome are taken into account, two types of impacts are observed, such as the impacts on the organization and the impacts on the employees. People with the hubris syndrome harm the organization, prevent the emergence of new ideas and decrease the motivation of employees.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140990291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Araştırmanın amacı, ilkokul öğrencilerinin Türkçe derslerinde farklı metin türlerinde yaptıkları yazma hatalarının belirlenmesidir. Araştırma 2021-2022 eğitim öğretim yılında Şanlıurfa’nın Harran ilçesinde bulunan bir ilkokulun tüm sınıf düzeylerinde; bakarak yazma metin türünde 90 öğrenciden, dikte türünde 116 öğrenciden, serbest yazma metin türünde 71 öğrenciden, anladığını yazma metin türünde 81 öğrenciden elde edilen yazılı dokümanlar, yazma hatası değerlendirme formu ve sekiz öğretmenden yarı yapılandırılmış görüşme formu ile toplanan verilerle gerçekleştirilmiştir. Araştırma verileri betimsel analiz tekniği ile çözümlenmiştir. Araştırmanın sonucunda öğrencilerin en fazla serbest yazma ve anladığını yazma metin türlerinde zorlandıkları görülmüştür. Yazma hataları ile ilgili sorunlarda; 1. sınıflarda uzantısı olan harflerin yazımında ve benzer harflerin karıştırılarak yazıldığı, 2. sınıflarda daha çok satır çizgisi ve satır başına dikkat edilmediği, 3. sınıflarda kelimeler ve cümleler arasında uygun boşluk bırakılmadığı, 4. sınıflarda ise genel olarak imla ve noktalama hataları yapıldığı görülmüştür. Metin türlerinde yapılan hatalar, sınıf düzeyinde ne tür hataların yapıldığı ve bu hataların giderilmesine yönelik öğretmen görüşleri paylaşılmıştır. Öğretmenler genel olarak öğrencilerin bütün metin türlerinde yazma hatası yapabildiklerini, öğrencilerin bütün sınıf düzeylerinde serbest yazma ve anladığını yazma metin türlerinde daha çok zorlandıklarını dile getirmişlerdir. Yapılan yazma hatalarına yönelik, öğrencilere düzenli yazma çalışmaları yapmaları, yazma güçlüklerinin giderilmesi için aile desteğinin arttırılması, yazma etkinliklerini sevdirmek ve günlük tutma gibi yazma etkinliklerinin kullanılması önerilmiştir. Anahtar Sözcükler: Türkçe Dersi, Yazma Becerisi, Yazma Hatası.
{"title":"İlkokul Öğrencilerinin Farklı Yazı Türlerinde Yaptıkları Yazma Hatalarının Belirlenmesi: Bir Durum Çalışması","authors":"Huriye YİĞİT GÜNAY, Ş. D. Boyaci","doi":"10.55236/tuara.1346810","DOIUrl":"https://doi.org/10.55236/tuara.1346810","url":null,"abstract":"Araştırmanın amacı, ilkokul öğrencilerinin Türkçe derslerinde farklı metin türlerinde yaptıkları yazma hatalarının belirlenmesidir. Araştırma 2021-2022 eğitim öğretim yılında Şanlıurfa’nın Harran ilçesinde bulunan bir ilkokulun tüm sınıf düzeylerinde; bakarak yazma metin türünde 90 öğrenciden, dikte türünde 116 öğrenciden, serbest yazma metin türünde 71 öğrenciden, anladığını yazma metin türünde 81 öğrenciden elde edilen yazılı dokümanlar, yazma hatası değerlendirme formu ve sekiz öğretmenden yarı yapılandırılmış görüşme formu ile toplanan verilerle gerçekleştirilmiştir. Araştırma verileri betimsel analiz tekniği ile çözümlenmiştir. Araştırmanın sonucunda öğrencilerin en fazla serbest yazma ve anladığını yazma metin türlerinde zorlandıkları görülmüştür. Yazma hataları ile ilgili sorunlarda; 1. sınıflarda uzantısı olan harflerin yazımında ve benzer harflerin karıştırılarak yazıldığı, 2. sınıflarda daha çok satır çizgisi ve satır başına dikkat edilmediği, 3. sınıflarda kelimeler ve cümleler arasında uygun boşluk bırakılmadığı, 4. sınıflarda ise genel olarak imla ve noktalama hataları yapıldığı görülmüştür. Metin türlerinde yapılan hatalar, sınıf düzeyinde ne tür hataların yapıldığı ve bu hataların giderilmesine yönelik öğretmen görüşleri paylaşılmıştır. Öğretmenler genel olarak öğrencilerin bütün metin türlerinde yazma hatası yapabildiklerini, öğrencilerin bütün sınıf düzeylerinde serbest yazma ve anladığını yazma metin türlerinde daha çok zorlandıklarını dile getirmişlerdir. Yapılan yazma hatalarına yönelik, öğrencilere düzenli yazma çalışmaları yapmaları, yazma güçlüklerinin giderilmesi için aile desteğinin arttırılması, yazma etkinliklerini sevdirmek ve günlük tutma gibi yazma etkinliklerinin kullanılması önerilmiştir. \u0000Anahtar Sözcükler: Türkçe Dersi, Yazma Becerisi, Yazma Hatası.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"20 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140436459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recently, the number of studies oriented to multidisciplinary science education is becoming more widespread with the increasing prevalence of 21 century-based applications. It is necessary to determine the subjects that are focused on educational research and the subjects that are studied frequently or rarely in order to draw a framework. Identifying science, technology, engineering, and mathematic (STEM) -oriented studies in science education with systematic content analysis accelerates researchers working in this field and gives them clarity about the subjects, samples, and a variety of variables. Therefore, the aim of this study is to examine STEM-oriented studies in science education between 2017 and 2021 with systematic content analysis in terms of different variables in Turkey. The study was conducted according to certain criteria. Scopus, Web of Science, and Google Scholar databases and indexes were examined. the number of publications made in Turkish is greater than the number of publications in English. One of the striking findings in the data obtained is that the number of publications with two authors is the highest compared with the distribution of the number of other authors. The journal that has published the most articles is Science Activities-Projects and Curriculum Ideas. The most used sample is composed of secondary school students, and the most preferred range as the sample type is between 11 and 30. There is an almost equal ratio between the research methods (quantitative and qualitative) used in the studies. It is seen that the tools classified as alternative evaluations are used the most in the studies, whereas concept maps are the least used data collection tool. It is thought that the study will guide researchers who will conduct STEM-oriented studies in science education and will help with popular trend topics that have been widely discussed recently in Turkey.
{"title":"Content Analysis of STEM-Oriented Studies in Science Education: 2017-2021","authors":"Simge Koç, Esra Verdi̇, Emine Gacan, Ahmet Aydar, Ayşegül YETER ÇIVGIN","doi":"10.55236/tuara.1345826","DOIUrl":"https://doi.org/10.55236/tuara.1345826","url":null,"abstract":"Recently, the number of studies oriented to multidisciplinary science education is becoming more widespread with the increasing prevalence of 21 century-based applications. It is necessary to determine the subjects that are focused on educational research and the subjects that are studied frequently or rarely in order to draw a framework. Identifying science, technology, engineering, and mathematic (STEM) -oriented studies in science education with systematic content analysis accelerates researchers working in this field and gives them clarity about the subjects, samples, and a variety of variables. Therefore, the aim of this study is to examine STEM-oriented studies in science education between 2017 and 2021 with systematic content analysis in terms of different variables in Turkey. The study was conducted according to certain criteria. Scopus, Web of Science, and Google Scholar databases and indexes were examined. the number of publications made in Turkish is greater than the number of publications in English. One of the striking findings in the data obtained is that the number of publications with two authors is the highest compared with the distribution of the number of other authors. The journal that has published the most articles is Science Activities-Projects and Curriculum Ideas. The most used sample is composed of secondary school students, and the most preferred range as the sample type is between 11 and 30. There is an almost equal ratio between the research methods (quantitative and qualitative) used in the studies. It is seen that the tools classified as alternative evaluations are used the most in the studies, whereas concept maps are the least used data collection tool. It is thought that the study will guide researchers who will conduct STEM-oriented studies in science education and will help with popular trend topics that have been widely discussed recently in Turkey.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"16 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140435351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increase in diversity in society and, thus, in schools brings the possibility of an increase in the number of students exposed to prejudice and discrimination due to their differences. Therefore, there is a need for teachers who can support students' perceptions of social justice. This study aims to examine the predictive power of CT disposition and SP responsibility on social justice attitudes in prospective social studies teachers. 341 prospective social studies teachers from universities in various cities of Turkey participated in the study. Multiple linear regression analysis was used to analyze the data. The results showed that CT disposition predicted social justice, while SP responsibility did not have a significant effect. The study's results underline the importance of increasing CT disposition to increase prospective teachers' social justice attitudes. It is necessary to include CT disposition development in studies on social justice.
{"title":"Critical Thinking Disposition And Student Individual Responsibility As Predictors Of Social Justice","authors":"Filiz Gültekin","doi":"10.55236/tuara.1412372","DOIUrl":"https://doi.org/10.55236/tuara.1412372","url":null,"abstract":"The increase in diversity in society and, thus, in schools brings the possibility of an increase in the number of students exposed to prejudice and discrimination due to their differences. Therefore, there is a need for teachers who can support students' perceptions of social justice. This study aims to examine the predictive power of CT disposition and SP responsibility on social justice attitudes in prospective social studies teachers. 341 prospective social studies teachers from universities in various cities of Turkey participated in the study. Multiple linear regression analysis was used to analyze the data. The results showed that CT disposition predicted social justice, while SP responsibility did not have a significant effect. The study's results underline the importance of increasing CT disposition to increase prospective teachers' social justice attitudes. It is necessary to include CT disposition development in studies on social justice.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139790215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increase in diversity in society and, thus, in schools brings the possibility of an increase in the number of students exposed to prejudice and discrimination due to their differences. Therefore, there is a need for teachers who can support students' perceptions of social justice. This study aims to examine the predictive power of CT disposition and SP responsibility on social justice attitudes in prospective social studies teachers. 341 prospective social studies teachers from universities in various cities of Turkey participated in the study. Multiple linear regression analysis was used to analyze the data. The results showed that CT disposition predicted social justice, while SP responsibility did not have a significant effect. The study's results underline the importance of increasing CT disposition to increase prospective teachers' social justice attitudes. It is necessary to include CT disposition development in studies on social justice.
{"title":"Critical Thinking Disposition And Student Individual Responsibility As Predictors Of Social Justice","authors":"Filiz Gültekin","doi":"10.55236/tuara.1412372","DOIUrl":"https://doi.org/10.55236/tuara.1412372","url":null,"abstract":"The increase in diversity in society and, thus, in schools brings the possibility of an increase in the number of students exposed to prejudice and discrimination due to their differences. Therefore, there is a need for teachers who can support students' perceptions of social justice. This study aims to examine the predictive power of CT disposition and SP responsibility on social justice attitudes in prospective social studies teachers. 341 prospective social studies teachers from universities in various cities of Turkey participated in the study. Multiple linear regression analysis was used to analyze the data. The results showed that CT disposition predicted social justice, while SP responsibility did not have a significant effect. The study's results underline the importance of increasing CT disposition to increase prospective teachers' social justice attitudes. It is necessary to include CT disposition development in studies on social justice.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"44 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139850191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this research work is to find out how GIS knowledge could be taught in secondary schools by student teachers. However, descriptive research design where both quantitative and qualitative data were used to describe the phenomena in question. On the other hand, the research population includes all geography student teachers in three Universities situated in Kano State and one-degree awarding institution. However, twenty student teachers were selected from four institution each without considering the population of each institution. Equally, convenient sampling technique was adopted in distribution the questionnaire. Questionnaire was used as method of data collection and data were analysed using thematic approach. Simple statistics such as percentage was used for data analysis and interpretation of result was done using table, charts, etc. Some of the findings are GIS course is not core in all three universities, only in one degree awarding institution (which is compulsory). Most of the student teachers can only teach definition of GIS, importance of GIS, data in GIS and some can only teach raster and vector. Some of the recommendations made include GIS laboratory should be provided, infrastructural facilities should be furnished.
{"title":"Knowledge of Geograhic Information System (GIS) and Possibility of Teaching GIS in Secondary Schools, Kano State, Nigeria","authors":"Ahmad Said Abubakar, N. Bello","doi":"10.55236/tuara.1139945","DOIUrl":"https://doi.org/10.55236/tuara.1139945","url":null,"abstract":"The aim of this research work is to find out how GIS knowledge could be taught in secondary schools by student teachers. However, descriptive research design where both quantitative and qualitative data were used to describe the phenomena in question. On the other hand, the research population includes all geography student teachers in three Universities situated in Kano State and one-degree awarding institution. However, twenty student teachers were selected from four institution each without considering the population of each institution. Equally, convenient sampling technique was adopted in distribution the questionnaire. Questionnaire was used as method of data collection and data were analysed using thematic approach. Simple statistics such as percentage was used for data analysis and interpretation of result was done using table, charts, etc. Some of the findings are GIS course is not core in all three universities, only in one degree awarding institution (which is compulsory). Most of the student teachers can only teach definition of GIS, importance of GIS, data in GIS and some can only teach raster and vector. Some of the recommendations made include GIS laboratory should be provided, infrastructural facilities should be furnished.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"92 9-10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140491643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A society's language reflects its values, norms, and other characteristics and is considered an integral component of these traits. This would be an incomplete language education, despite the fact that it is possible to teach a language without addressing the cultural aspects of the society that speaks it. This study aims to highlight the predominance of inner circle cultural and societal traits in English language education. The evaluation of a global EFL textbook revealed that the majority of the content reflected inner circle cultural characteristics. The efficacy of this method of language instruction is a subject of debate among academics. Critics argue that this approach may perpetuate linguistic imperialism and hinder the development of intercultural communicative competence. However, proponents suggest that a standardised curriculum can provide learners with a solid foundation in the language and facilitate communication with speakers from different parts of the world.
{"title":"Resisting EFL Textbooks in the English as a Foreign Language Education System","authors":"Ö. Ulum","doi":"10.55236/tuara.1378341","DOIUrl":"https://doi.org/10.55236/tuara.1378341","url":null,"abstract":"A society's language reflects its values, norms, and other characteristics and is considered an integral component of these traits. This would be an incomplete language education, despite the fact that it is possible to teach a language without addressing the cultural aspects of the society that speaks it. This study aims to highlight the predominance of inner circle cultural and societal traits in English language education. The evaluation of a global EFL textbook revealed that the majority of the content reflected inner circle cultural characteristics. The efficacy of this method of language instruction is a subject of debate among academics. Critics argue that this approach may perpetuate linguistic imperialism and hinder the development of intercultural communicative competence. However, proponents suggest that a standardised curriculum can provide learners with a solid foundation in the language and facilitate communication with speakers from different parts of the world.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines whether relatedness, autonomy, and autonomous-related self-construals predict the variables of approaching and avoiding emotions through the perception of self-disclosure. In this context, a path model containing these variables was developed and tested in this study by considering theoretical explanations. Participants included students attending Aksaray University’s Guidance and Psychological Counseling Department. Taking into consideration that the individuals to whom the measurement tools would be administered were to be between 18 and 26, the maximum diversity method, one of the purposive sampling methods, was employed in the study. Data were collected “Relational, Autonomy, Autonomous-Relational Scale”, “Short Form of the Need for Affect Questionnaire” and “Opener Scale”. This study shows that relatedness, autonomy, and autonomous-related self-construals are directly related to the perception of disclosure. The results revealed that those with relatedness self-construal have the highest perception of disclosure. Autonomy self-construal came second and autonomous-related self-construal came third. In this study, it seems that individuals with relatedness self-construal perceived themselves more open in terms of sharing their feelings. This study shows that the perception of disclosure was low in autonomous-related self-construal in which individuals both perceived and assessed themselves as autonomous and interdependent with others.
{"title":"Association of Self-Construal with Disclosure and the Need for Affect among Psychological Counselor Candidates","authors":"Mehmet Ertuğrul Uçar, Rezzan Gündoğdu","doi":"10.55236/tuara.1382302","DOIUrl":"https://doi.org/10.55236/tuara.1382302","url":null,"abstract":"This study examines whether relatedness, autonomy, and autonomous-related self-construals predict the variables of approaching and avoiding emotions through the perception of self-disclosure. In this context, a path model containing these variables was developed and tested in this study by considering theoretical explanations. Participants included students attending Aksaray University’s Guidance and Psychological Counseling Department. Taking into consideration that the individuals to whom the measurement tools would be administered were to be between 18 and 26, the maximum diversity method, one of the purposive sampling methods, was employed in the study. Data were collected “Relational, Autonomy, Autonomous-Relational Scale”, “Short Form of the Need for Affect Questionnaire” and “Opener Scale”. This study shows that relatedness, autonomy, and autonomous-related self-construals are directly related to the perception of disclosure. The results revealed that those with relatedness self-construal have the highest perception of disclosure. Autonomy self-construal came second and autonomous-related self-construal came third. In this study, it seems that individuals with relatedness self-construal perceived themselves more open in terms of sharing their feelings. This study shows that the perception of disclosure was low in autonomous-related self-construal in which individuals both perceived and assessed themselves as autonomous and interdependent with others.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"89 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed at examining teachers’ perceptions on school heads’ practices of six characteristics of clinical supervision through interviewing 28 and surveying 94 secondary school teachers in public secondary schools in Tanzania. In this mixed concurrent and cross-sectional case study design, school heads respecting teachers as professionals was a first dominant practice in clinical supervision and academic mentorships was a last dominant practice. Despite of dominance, school heads’ commitments in practicing six characteristics of clinical supervision was positively perceived by male and female teachers and no statistically significant difference (p<0.05) was observed among them. Due to school heads’ commitments in undertaking six characteristics of clinical supervision, teachers’ sense of teaching professional competence grew sufficiently. The study found a positive correlation and statistical significance (p<0.01) between school heads’ commitments in practicing six characteristics of clinical supervision and teachers’ sense of teaching professional competence development. The study concludes that through six characteristics of clinical supervisor, male and female teachers were equally supervised by school heads. It also concludes that six characteristics of clinical supervision are positive predictors for developing teachers’ sense of teaching professional competences.
{"title":"School Heads’ Commitments in Practicing Six Characteristics of Clinical Supervision in Tanzania: Views of Male and Female Teachers","authors":"Linus Chaula","doi":"10.55236/tuara.1184224","DOIUrl":"https://doi.org/10.55236/tuara.1184224","url":null,"abstract":"This study aimed at examining teachers’ perceptions on school heads’ practices of six characteristics of clinical supervision through interviewing 28 and surveying 94 secondary school teachers in public secondary schools in Tanzania. In this mixed concurrent and cross-sectional case study design, school heads respecting teachers as professionals was a first dominant practice in clinical supervision and academic mentorships was a last dominant practice. Despite of dominance, school heads’ commitments in practicing six characteristics of clinical supervision was positively perceived by male and female teachers and no statistically significant difference (p<0.05) was observed among them. Due to school heads’ commitments in undertaking six characteristics of clinical supervision, teachers’ sense of teaching professional competence grew sufficiently. The study found a positive correlation and statistical significance (p<0.01) between school heads’ commitments in practicing six characteristics of clinical supervision and teachers’ sense of teaching professional competence development. The study concludes that through six characteristics of clinical supervisor, male and female teachers were equally supervised by school heads. It also concludes that six characteristics of clinical supervision are positive predictors for developing teachers’ sense of teaching professional competences.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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