Lokman KOÇAK, Eyüp ÇELİK, Hasan BATMAZ, Beyza Nur TUFAN, Samet MAKAS
The study's objective was to determine the mediation role of anxiety sensitivity in the relationship between interpersonal competence and phubbing. The study was an observational cross-sectional study based on the survey with the aim to determine the mediation role of anxiety sensitivity in the relationship between interpersonal competence and phubbing. In this context, data were collected from a convenience sample of 321 participants with the Phubbing Scale, Anxiety Sensitivity Index-3, Interpersonal Competence Scale (ICC)-Short Form. Data were analyzed with regression-based mediation analysis and Pearson correlation coefficient. The analysis demonstrated that phubbing was positively related to anxiety sensitivity and negatively related to interpersonal competence. Furthermore, the mediation analysis showed that the anxiety sensitivity had a mediating effect in the relationship between interpersonal competence and phubbing. Furthermore, the bootstrap (10000) method was used to determine whether the mediation analysis was significant. These findings suggest that the level of anxiety sensitivity partly explains the inverse relationship between interpersonal competence and phubbing. Research results both support previous research results and reveal new findings. The findings of the research indicate that anxiety sensitivity is more effective than interpersonal competence in phubbing.
{"title":"The Relationship between the Factors That Direct Interpersonal Interaction: Mediation Role of Anxiety Sensitivity","authors":"Lokman KOÇAK, Eyüp ÇELİK, Hasan BATMAZ, Beyza Nur TUFAN, Samet MAKAS","doi":"10.55236/tuara.1353007","DOIUrl":"https://doi.org/10.55236/tuara.1353007","url":null,"abstract":"The study's objective was to determine the mediation role of anxiety sensitivity in the relationship between interpersonal competence and phubbing. The study was an observational cross-sectional study based on the survey with the aim to determine the mediation role of anxiety sensitivity in the relationship between interpersonal competence and phubbing. In this context, data were collected from a convenience sample of 321 participants with the Phubbing Scale, Anxiety Sensitivity Index-3, Interpersonal Competence Scale (ICC)-Short Form. Data were analyzed with regression-based mediation analysis and Pearson correlation coefficient. The analysis demonstrated that phubbing was positively related to anxiety sensitivity and negatively related to interpersonal competence. Furthermore, the mediation analysis showed that the anxiety sensitivity had a mediating effect in the relationship between interpersonal competence and phubbing. Furthermore, the bootstrap (10000) method was used to determine whether the mediation analysis was significant. These findings suggest that the level of anxiety sensitivity partly explains the inverse relationship between interpersonal competence and phubbing. Research results both support previous research results and reveal new findings. The findings of the research indicate that anxiety sensitivity is more effective than interpersonal competence in phubbing.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858545","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 to determine the effect of cognitive apprenticeship enriched argument-driven inquiry method on pre-service primary teachers’ academic achievement and scientific research skills about environmental issues/problems. The study was conducted with 24 1st-grade pre-service primary teachers from the Primary Teacher Department of a private university in Northern Cyprus. The study is conducted mixed-methods research design. The data collection tool used in this research is an academic achievement test, open-ended question form for transferring knowledge to daily life, and students' video/photo, reflective diary protocol, scientific research proposal-article-poster, and Moodle discussion contents. The research found that pre-service teachers' academic achievement and scientific research skills improved. According to this result, it can be said that cognitive apprenticeship enriched argument-driven inquiry improved pre-service teachers' academic achievement related to the Environmental Education Course and their scientific research skills related to environmental topics and concepts.
{"title":"The Effect Of Cognitive Apprenticeship Enriched Argument-Driven Inquiry Method On Pre-Service Teachers' Academic Achievement And Scientific Research Skills","authors":"Sevinç KAÇAR","doi":"10.55236/tuara.1349197","DOIUrl":"https://doi.org/10.55236/tuara.1349197","url":null,"abstract":"This study aimed to determine the effect of cognitive apprenticeship enriched argument-driven inquiry method on pre-service primary teachers’ academic achievement and scientific research skills about environmental issues/problems. The study was conducted with 24 1st-grade pre-service primary teachers from the Primary Teacher Department of a private university in Northern Cyprus. The study is conducted mixed-methods research design. The data collection tool used in this research is an academic achievement test, open-ended question form for transferring knowledge to daily life, and students' video/photo, reflective diary protocol, scientific research proposal-article-poster, and Moodle discussion contents. The research found that pre-service teachers' academic achievement and scientific research skills improved. According to this result, it can be said that cognitive apprenticeship enriched argument-driven inquiry improved pre-service teachers' academic achievement related to the Environmental Education Course and their scientific research skills related to environmental topics and concepts.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135918665","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 research investigates the mediating role of problematic internet use in the relationship between coping humor and subjective vitality of university students. A total of 378 university students (243 females and 135 males, Agemean = 20.27 ± 1.78) participated in the study and completed The Subjective Vitality Scale, Coping Humor Scale, Young Internet Addiction Scale - Short Form and Personal Information Form. Structural Equation Modeling was used for data analysis. According to the Structural Equation Modeling, coping humor predicts subjective vitality through the partial mediation of problematic internet use. In the discussion and conclusion section, explanations related to the research findings, limitations of the study, and suggestions for future research were provided.
{"title":"Üniversite Öğrencilerinin Mizahla Başa Çıkma ile Öznel Zindelikleri Arasındaki İlişkide Problemli İnternet Kullanımının Aracı Rolünün İncelenmesi","authors":"M. Fatih YILMAZ","doi":"10.55236/tuara.1363397","DOIUrl":"https://doi.org/10.55236/tuara.1363397","url":null,"abstract":"This research investigates the mediating role of problematic internet use in the relationship between coping humor and subjective vitality of university students. A total of 378 university students (243 females and 135 males, Agemean = 20.27 ± 1.78) participated in the study and completed The Subjective Vitality Scale, Coping Humor Scale, Young Internet Addiction Scale - Short Form and Personal Information Form. Structural Equation Modeling was used for data analysis. According to the Structural Equation Modeling, coping humor predicts subjective vitality through the partial mediation of problematic internet use. In the discussion and conclusion section, explanations related to the research findings, limitations of the study, and suggestions for future research were provided.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135856271","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 purpose of this study is to reveal the mediating role of innovative organizations in the effect of school administrators' agile leadership behaviors on entrepreneurial teacher behaviors. Based on the relationship between the variables, a model was proposed and the proposed model was tested. Before testing the SEM model, the relational survey model was used to determine the relationship between the variables and the model was tested. The study group of the research consists of 479 teachers working in Kartal, Tuzla, Maltepe and Sultanbeyli districts of Istanbul in 2023. According to the research findings, the agile leadership characteristics of school principals positively affect the entrepreneurial behaviors of teachers and the innovative structure of schools. As a result of the analysis of SEM model, innovative organizations have a partial mediating role between agile leadership behaviors of school principals and entrepreneurial teacher behaviors. This research contributes both theoretically and practically to the effect of agile leadership on teachers' entrepreneurial behaviors and innovative organizational structure of organizations, and the effect of innovative organizations on entrepreneurial teacher behaviors. In the light of the findings, implications related to agile leadership, teachers' entrepreneurial behaviors and innovative organizational structures are discussed and suggestions are made for future research.
{"title":"The Effect of School Principals' Agile Leadership Behaviors on Entrepreneurial Teacher Behaviors through Innovative Organizations","authors":"Fatih BAYDAR","doi":"10.55236/tuara.1324118","DOIUrl":"https://doi.org/10.55236/tuara.1324118","url":null,"abstract":"The purpose of this study is to reveal the mediating role of innovative organizations in the effect of school administrators' agile leadership behaviors on entrepreneurial teacher behaviors. Based on the relationship between the variables, a model was proposed and the proposed model was tested. Before testing the SEM model, the relational survey model was used to determine the relationship between the variables and the model was tested. The study group of the research consists of 479 teachers working in Kartal, Tuzla, Maltepe and Sultanbeyli districts of Istanbul in 2023. According to the research findings, the agile leadership characteristics of school principals positively affect the entrepreneurial behaviors of teachers and the innovative structure of schools. As a result of the analysis of SEM model, innovative organizations have a partial mediating role between agile leadership behaviors of school principals and entrepreneurial teacher behaviors. This research contributes both theoretically and practically to the effect of agile leadership on teachers' entrepreneurial behaviors and innovative organizational structure of organizations, and the effect of innovative organizations on entrepreneurial teacher behaviors. In the light of the findings, implications related to agile leadership, teachers' entrepreneurial behaviors and innovative organizational structures are discussed and suggestions are made for future research.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"254 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858746","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}
Bu araştırma öğretmen adaylarının sanal sınıf ortamına yönelik tutumlarını tespit etmek amacıyla yapılmıştır. Araştırma verileri, Çetin ve Demirkan (2023) tarafından geliştirilen "Sanal Sınıf Ortamına Yönelik Tutumları Belirleme Ölçeği" ile bir Devlet Üniversitesinin Eğitim Fakültesi bünyesindeki öğretmenlik programlarından random olarak seçilen dört farklı öğretmenlik programında 2022-2023 eğitim öğretim güz döneminde farklı sınıf kademelerindeki öğrenim gören 294 kadın ve 61 erkek olmak üzere toplam 355 öğrenciden toplanmıştır. Araştırmada tarama modeli kullanılmıştır ve öğretmen adaylarının sanal sınıf ortamına yönelik tutumları olduğu şekliyle betimlenmeye çalışılmıştır. Toplanan veriler öncelikle değişkenler bağlamında normallik testlerine tabi tutulmuş, analizler sonucunda dağılımın normalliğine kanaat getirilmesinden sonrasında bağımsız gruplar için t Testi ve Tek Yönlü Varyans Analizi (ANOVA) teknikleri kullanılmıştır. Ayrıca araştırma sorularında kullanılan bağımsız değişkenlerin sanal sınıf ortamına yönelik tutumlar üzerinde ne derecede etkiye sahip olduğunu belirlemek amacıyla etki büyüklüğü değerleri hesaplanmıştır. Araştırma sonucunda öğretmen adaylarının sanal sınıf ortamına yönelik tutum puanlarının “kararsızım” seçeneğinde yoğunlaştığı farklı bağımsız değişkenlere göre bu tutum yapısının korunduğu bazı değişkenlere göre kendi içerisinde farklılıklar oluştuğu gözlenmiştir.
{"title":"Öğretmen Adaylarının Sanal Sınıf Ortamına Yönelik Tutumlarının İncelenmesi","authors":"Filiz ÇETİN","doi":"10.55236/tuara.1366287","DOIUrl":"https://doi.org/10.55236/tuara.1366287","url":null,"abstract":"Bu araştırma öğretmen adaylarının sanal sınıf ortamına yönelik tutumlarını tespit etmek amacıyla yapılmıştır. Araştırma verileri, Çetin ve Demirkan (2023) tarafından geliştirilen \"Sanal Sınıf Ortamına Yönelik Tutumları Belirleme Ölçeği\" ile bir Devlet Üniversitesinin Eğitim Fakültesi bünyesindeki öğretmenlik programlarından random olarak seçilen dört farklı öğretmenlik programında 2022-2023 eğitim öğretim güz döneminde farklı sınıf kademelerindeki öğrenim gören 294 kadın ve 61 erkek olmak üzere toplam 355 öğrenciden toplanmıştır. Araştırmada tarama modeli kullanılmıştır ve öğretmen adaylarının sanal sınıf ortamına yönelik tutumları olduğu şekliyle betimlenmeye çalışılmıştır. Toplanan veriler öncelikle değişkenler bağlamında normallik testlerine tabi tutulmuş, analizler sonucunda dağılımın normalliğine kanaat getirilmesinden sonrasında bağımsız gruplar için t Testi ve Tek Yönlü Varyans Analizi (ANOVA) teknikleri kullanılmıştır. Ayrıca araştırma sorularında kullanılan bağımsız değişkenlerin sanal sınıf ortamına yönelik tutumlar üzerinde ne derecede etkiye sahip olduğunu belirlemek amacıyla etki büyüklüğü değerleri hesaplanmıştır. Araştırma sonucunda öğretmen adaylarının sanal sınıf ortamına yönelik tutum puanlarının “kararsızım” seçeneğinde yoğunlaştığı farklı bağımsız değişkenlere göre bu tutum yapısının korunduğu bazı değişkenlere göre kendi içerisinde farklılıklar oluştuğu gözlenmiştir.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135857081","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}
Parental involvement in the educational process is crucial for creating an effective learning environment because parents' attitudes directly influence the child's behavior in classrooms. Two important parental behaviors that impact a child's behavior are rewards and praise. While rewards and praise are viewed positively by the behavioralist approach, they are generally perceived negatively by the socio-cognitive theory. It is vital for school leaders, researchers, and teachers to explore parents' rewards and praise behaviors, investigate their effects on students, and organize parental involvement programs based on these behaviors. However, there are no reliable and valid scales in the literature that measure parents' reward and praise behaviors. Thus, this scale-development research, conducted with a descriptive survey model, aims to develop two distinct, valid, and reliable scales to measure parents' reward and praise behaviors. According to Exploratory and Confirmatory Factor Analysis results, two separate scales have been developed. The first scale is named "Parental Reward Behavior Scale", and the second one is called "Parental Praise Behavior Scale". The Parental Reward Behavior Scale consists of two sub-dimensions. These factors are named "reward as a control tool" and "reward as a motivation tool". The Parental Praise Behavior Scale consists of a single factor. Confirmatory Factor Analysis has verified the structures of the scale. The Criticism Scale and Disrespect Scale have been used for concurrent validity. A positive relationship has been found between both scales and the developed scale. This finding indicates that reward and praise are negative parental behaviors, confirming the theories of the socio-cognitive school rather than the behavioral school. In conclusion, both the Parental Reward Behavior Scale and the Parental Praise Behavior Scale have been introduced to the literature as valid and reliable measurement tools for teachers, researchers and school leaders.
{"title":"Veli Katılımında Kullanılmak Üzere Ebeveyn Ödül ve Övgü Davranış Ölçeğinin Geliştirilmesi","authors":"Özgür BOLAT","doi":"10.55236/tuara.1344360","DOIUrl":"https://doi.org/10.55236/tuara.1344360","url":null,"abstract":"Parental involvement in the educational process is crucial for creating an effective learning environment because parents' attitudes directly influence the child's behavior in classrooms. Two important parental behaviors that impact a child's behavior are rewards and praise. While rewards and praise are viewed positively by the behavioralist approach, they are generally perceived negatively by the socio-cognitive theory. It is vital for school leaders, researchers, and teachers to explore parents' rewards and praise behaviors, investigate their effects on students, and organize parental involvement programs based on these behaviors. However, there are no reliable and valid scales in the literature that measure parents' reward and praise behaviors. Thus, this scale-development research, conducted with a descriptive survey model, aims to develop two distinct, valid, and reliable scales to measure parents' reward and praise behaviors. According to Exploratory and Confirmatory Factor Analysis results, two separate scales have been developed. The first scale is named \"Parental Reward Behavior Scale\", and the second one is called \"Parental Praise Behavior Scale\". The Parental Reward Behavior Scale consists of two sub-dimensions. These factors are named \"reward as a control tool\" and \"reward as a motivation tool\". The Parental Praise Behavior Scale consists of a single factor. Confirmatory Factor Analysis has verified the structures of the scale. The Criticism Scale and Disrespect Scale have been used for concurrent validity. A positive relationship has been found between both scales and the developed scale. This finding indicates that reward and praise are negative parental behaviors, confirming the theories of the socio-cognitive school rather than the behavioral school. In conclusion, both the Parental Reward Behavior Scale and the Parental Praise Behavior Scale have been introduced to the literature as valid and reliable measurement tools for teachers, researchers and school leaders.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135856070","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}
Bu çalışmada, üniversite öğrencilerinin pandemi öncesi ve pandemi sürecinde uzaktan eğitime ilişkin görüşlerinin incelenmesi amaçlanmıştır. Bu araştırma nitel bir durum çalışması olarak tasarlanmıştır. Araştırmanın katılımcılarını, Türkiye'deki bir devlet üniversitesinin Eğitim Fakültesi'nde öğrenim gören ve 2019-2020 akademik yılı güz ve bahar dönemlerinde "Açık ve Uzaktan Öğrenme" dersine devam eden 37'si pandemi öncesi, 27'si pandemi döneminde olmak üzere 64 öğrenci oluşturmaktadır. Araştırmada veri toplamak için araştırmacılar tarafından açık uçlu sorulardan oluşan bir anket formu kullanıldı. Çalışmada, üniversite öğrencilerinin pandemi döneminde daha fazla sosyal ortam eksikliği yaşadıkları ve pandemi öncesi döneme kıyasla daha fazla teknik sorun ve dijital araç eksikliği yaşadıkları tespit edildi. Bunların dışında üniversite öğrencileri önceki dönemden farklı olarak kendilerine zaman ayıramadıklarını, ölçme/değerlendirme sorunları yaşadıklarını, ekran süresinin uzun olduğunu, uzaktan eğitimin plansız olduğunu, aktif katılımın olmadığını, anında geri bildirim alamadıklarını ve öğrenci yönetiminin zor olduğunu ifade etti. Araştırma sonucunda uzaktan eğitime ilişkin pandemi öncesi dönemde daha olumlu, pandemi döneminde ise pandemi öncesine kıyasla daha olumsuz görüşler olduğu tespit edildi. Ayrıca bu çalışmanın sonuçlarının uzaktan eğitim ile acil uzaktan öğretim arasındaki farkı ortaya koyduğu ifade edilebilir.
{"title":"Uzaktan Eğitime Yönelik Öğrenci Görüşleri: Pandemi ve Öncesi","authors":"Zeliha DEMİR KAYMAK, Şule KILINÇ","doi":"10.55236/tuara.1313470","DOIUrl":"https://doi.org/10.55236/tuara.1313470","url":null,"abstract":"Bu çalışmada, üniversite öğrencilerinin pandemi öncesi ve pandemi sürecinde uzaktan eğitime ilişkin görüşlerinin incelenmesi amaçlanmıştır. Bu araştırma nitel bir durum çalışması olarak tasarlanmıştır. Araştırmanın katılımcılarını, Türkiye'deki bir devlet üniversitesinin Eğitim Fakültesi'nde öğrenim gören ve 2019-2020 akademik yılı güz ve bahar dönemlerinde \"Açık ve Uzaktan Öğrenme\" dersine devam eden 37'si pandemi öncesi, 27'si pandemi döneminde olmak üzere 64 öğrenci oluşturmaktadır. Araştırmada veri toplamak için araştırmacılar tarafından açık uçlu sorulardan oluşan bir anket formu kullanıldı. Çalışmada, üniversite öğrencilerinin pandemi döneminde daha fazla sosyal ortam eksikliği yaşadıkları ve pandemi öncesi döneme kıyasla daha fazla teknik sorun ve dijital araç eksikliği yaşadıkları tespit edildi. Bunların dışında üniversite öğrencileri önceki dönemden farklı olarak kendilerine zaman ayıramadıklarını, ölçme/değerlendirme sorunları yaşadıklarını, ekran süresinin uzun olduğunu, uzaktan eğitimin plansız olduğunu, aktif katılımın olmadığını, anında geri bildirim alamadıklarını ve öğrenci yönetiminin zor olduğunu ifade etti. Araştırma sonucunda uzaktan eğitime ilişkin pandemi öncesi dönemde daha olumlu, pandemi döneminde ise pandemi öncesine kıyasla daha olumsuz görüşler olduğu tespit edildi. Ayrıca bu çalışmanın sonuçlarının uzaktan eğitim ile acil uzaktan öğretim arasındaki farkı ortaya koyduğu ifade edilebilir.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135918109","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}
In this study, the effect of Emotion-Focused Communication Training (EFCT) developed by the researcher was examined on the assertiveness levels of counselor candidates. The study has a mixed design because it includes quantitative and qualitative dimensions. In the quantitative dimension of the study, a quasi-experimental design with a pretest-posttest control group was used. The experimental group of the study consisted of 12 (7 female, 5 male) counselor candidates studying at Dokuz Eylül University, Buca Faculty of Education, Psychological Counseling and Guidance undergraduate program; the control group consisted of 12 (8 female, 4 male) counselor candidates studying in the same department and not included in the experimental group. The Voltan-Acar Assertiveness Scale was used to measure the assertiveness levels of counselor candidates. The quantitative data of the study were analyzed using the SPSS program. In addition, a semi-structured interview form developed by the researcher was used to determine the views of the counselor candidates on the training. The qualitative data of the study were analyzed using the content analysis technique. As a result of the study, it was found that the EFCT led to a significant increase in the levels of assertiveness of counselor candidates. In the study, the counselor candidates' opinions about the effects of the EFCT were that the training contributed positively to their communication skills, awareness of communication, and assertiveness levels.
{"title":"Emotion-Focused Communication Training on Assertiveness Levels of Counselor Candidates: A Mixed Design Study","authors":"Bahar METE OTLU","doi":"10.55236/tuara.1351888","DOIUrl":"https://doi.org/10.55236/tuara.1351888","url":null,"abstract":"In this study, the effect of Emotion-Focused Communication Training (EFCT) developed by the researcher was examined on the assertiveness levels of counselor candidates. The study has a mixed design because it includes quantitative and qualitative dimensions. In the quantitative dimension of the study, a quasi-experimental design with a pretest-posttest control group was used. The experimental group of the study consisted of 12 (7 female, 5 male) counselor candidates studying at Dokuz Eylül University, Buca Faculty of Education, Psychological Counseling and Guidance undergraduate program; the control group consisted of 12 (8 female, 4 male) counselor candidates studying in the same department and not included in the experimental group. The Voltan-Acar Assertiveness Scale was used to measure the assertiveness levels of counselor candidates. The quantitative data of the study were analyzed using the SPSS program. In addition, a semi-structured interview form developed by the researcher was used to determine the views of the counselor candidates on the training. The qualitative data of the study were analyzed using the content analysis technique. As a result of the study, it was found that the EFCT led to a significant increase in the levels of assertiveness of counselor candidates. In the study, the counselor candidates' opinions about the effects of the EFCT were that the training contributed positively to their communication skills, awareness of communication, and assertiveness levels.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135856265","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 role of teaching materials in English language teaching classes is relatively high. Among the teaching materials, the importance of textbooks cannot be denied. Textbooks play a fundamental role in a wide variety of materials. Despite different views about textbooks and differences of opinion about their use (Cunningsworth, 2005; Harmer, 2007; Meddings & Thornbury, 2009; Richards, 2014, 2009; Tomlinson, 2012), they are still used by most teachers. This study aims to evaluate the 4th grade English textbook in line with teachers' opinions. In this study, a mixed research method was used. The study was conducted with 115 English teachers working in Edremit, Tuşba, and İpekyolu, the central districts of Van province, in the academic year 2021-2022. "Textbook Evaluation Questionnaire" and "Semi-structured Interview Form" were used to collect data. Within the scope of the research, 12 English teachers were also interviewed. The teachers who participated in the study think that the visuals used in the book, the general appearance of their book, and the font size are reasonable. Most teachers think the book's content is appropriate for learning outcomes and teaching principles. It was determined that the teachers agreed with the items related to the exercises and activities of the book at a moderate level. Teachers think that exercises and activities should motivate students, and the exercises used in the book should be diversified. The textbook is one of the most essential materials in the teaching process, and the process of preparing a textbook should be done by considering the curriculum, learning outcomes, and student and teacher needs. In addition to the exercises and activities used in the content of the book, the formal features of the book should also be given importance. Especially the exercises and activities used in the textbooks prepared for young age groups should encourage students to learn and entertain them simultaneously.
{"title":"Evaluation of 4th Grade English Coursebook in Terms of Teachers’ Views","authors":"Kader YAĞIZEL, Şehnaz NİGAR ÇELİK","doi":"10.55236/tuara.1346947","DOIUrl":"https://doi.org/10.55236/tuara.1346947","url":null,"abstract":"The role of teaching materials in English language teaching classes is relatively high. Among the teaching materials, the importance of textbooks cannot be denied. Textbooks play a fundamental role in a wide variety of materials. Despite different views about textbooks and differences of opinion about their use (Cunningsworth, 2005; Harmer, 2007; Meddings & Thornbury, 2009; Richards, 2014, 2009; Tomlinson, 2012), they are still used by most teachers. This study aims to evaluate the 4th grade English textbook in line with teachers' opinions. In this study, a mixed research method was used. The study was conducted with 115 English teachers working in Edremit, Tuşba, and İpekyolu, the central districts of Van province, in the academic year 2021-2022. \"Textbook Evaluation Questionnaire\" and \"Semi-structured Interview Form\" were used to collect data. Within the scope of the research, 12 English teachers were also interviewed. The teachers who participated in the study think that the visuals used in the book, the general appearance of their book, and the font size are reasonable. Most teachers think the book's content is appropriate for learning outcomes and teaching principles. It was determined that the teachers agreed with the items related to the exercises and activities of the book at a moderate level. Teachers think that exercises and activities should motivate students, and the exercises used in the book should be diversified. The textbook is one of the most essential materials in the teaching process, and the process of preparing a textbook should be done by considering the curriculum, learning outcomes, and student and teacher needs. In addition to the exercises and activities used in the content of the book, the formal features of the book should also be given importance. Especially the exercises and activities used in the textbooks prepared for young age groups should encourage students to learn and entertain them simultaneously.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858611","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}
In this study, it is aimed to examine the effect of job satisfaction of high school principals on school leadership. For this purpose, the data obtained through the "School Leadership Scale" and "Job Satisfaction with Profession Scale" in the "Teaching and Learning International Survey -TALIS- data set published by OECD were used. The sample of the study consists of 448 high school principals randomly selected by TALIS through two-stage stratified sampling method to represent the international population. The test of variability between the perceptions of principals according to the personal variables of the research was tested by causal comparison model; whether there is a relationship between principals' professional job satisfaction and school leadership was tested by correlation model; the predictive power of high school principals' professional job satisfaction on school leadership was tested by multiple regression model. As a result of the research, it was revealed that there is a positive and significant relationship between high school principals' professional job satisfaction and school leadership, and as principals' perceptions of professional job satisfaction increase, school leadership behaviour levels increase. For practitioners, it is suggested that renumeration, benefits and workplace conditions job satisfaction elements be put into practice and structural arrangements be made in this direction in order to ensure the professional job satisfaction of school leaders.
{"title":"Mesleki İş Tatmininin Okul Liderliğine Etkisi","authors":"Aysun BAY DÖNERTAŞ, Engin DİLBAZ","doi":"10.55236/tuara.1353616","DOIUrl":"https://doi.org/10.55236/tuara.1353616","url":null,"abstract":"In this study, it is aimed to examine the effect of job satisfaction of high school principals on school leadership. For this purpose, the data obtained through the \"School Leadership Scale\" and \"Job Satisfaction with Profession Scale\" in the \"Teaching and Learning International Survey -TALIS- data set published by OECD were used. The sample of the study consists of 448 high school principals randomly selected by TALIS through two-stage stratified sampling method to represent the international population. The test of variability between the perceptions of principals according to the personal variables of the research was tested by causal comparison model; whether there is a relationship between principals' professional job satisfaction and school leadership was tested by correlation model; the predictive power of high school principals' professional job satisfaction on school leadership was tested by multiple regression model. As a result of the research, it was revealed that there is a positive and significant relationship between high school principals' professional job satisfaction and school leadership, and as principals' perceptions of professional job satisfaction increase, school leadership behaviour levels increase. For practitioners, it is suggested that renumeration, benefits and workplace conditions job satisfaction elements be put into practice and structural arrangements be made in this direction in order to ensure the professional job satisfaction of school leaders.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135918105","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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