Children’s first formal education begins with preschool education. The science activities included in the preschool curriculum are the children’s first planned learning experience to support their scientific process skills. During the preschool period, teachers have an important role in planning and implementing science activities. Therefore, the challenges that teachers encounter in science education practices during the preschool period are significant. The purpose of this research is to examine the challenges encountered by preschool teachers in science education practices in Turkey through a meta-synthesis method and to discuss the findings of qualitative studies that suggest solutions to these challenges. As a result of this meta-synthesis research, the challenges experienced by preschool teachers in science education were presented under five themes: ‘Challenges Related to Shortages of Materials’, ‘Challenges Related to Physical Conditions’, ‘Challenges in Establishing a Science Center’, ‘Challenges Encountered in Planning’, and ‘Challenges in Practice and Evaluation’. As a result of this study, the reasons for the challenges experienced by preschool teachers in science education within the five identified themes were explained, and solutions were provided for these reasons.
{"title":"CHALLENGES EXPERIENCED BY PRESCHOOL TEACHERS IN SCIENCE EDUCATION PRACTICES IN TURKEY: A META-SYNTHESIS STUDY (2014-2022)","authors":"Didem Ozsirkinti, Cenk Akay","doi":"10.48166/ejaes.1465794","DOIUrl":"https://doi.org/10.48166/ejaes.1465794","url":null,"abstract":"Children’s first formal education begins with preschool education. The science activities included in the preschool curriculum are the children’s first planned learning experience to support their scientific process skills. During the preschool period, teachers have an important role in planning and implementing science activities. Therefore, the challenges that teachers encounter in science education practices during the preschool period are significant. The purpose of this research is to examine the challenges encountered by preschool teachers in science education practices in Turkey through a meta-synthesis method and to discuss the findings of qualitative studies that suggest solutions to these challenges. As a result of this meta-synthesis research, the challenges experienced by preschool teachers in science education were presented under five themes: ‘Challenges Related to Shortages of Materials’, ‘Challenges Related to Physical Conditions’, ‘Challenges in Establishing a Science Center’, ‘Challenges Encountered in Planning’, and ‘Challenges in Practice and Evaluation’. As a result of this study, the reasons for the challenges experienced by preschool teachers in science education within the five identified themes were explained, and solutions were provided for these reasons.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"46 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141345258","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 mixed-methods study aimed to investigate the effect of the design thinking approach on vocabulary learning achievement, cooperative learning, and problem-solving skills of secondary school students in English language teaching. The research was conducted with 43 students studying in the 8th grade at a secondary school located in Turkey during the fall semester of 2020–2021. During the implementation process, the effect of the design thinking approach on the vocabulary learning achievement, cooperative learning perception, and problem-solving skills of the experimental group students was investigated. In the control group, all practices were the same except for the design thinking approach due to controlling for the dependent variables with the blended learning method. Qualitative data were used to support the quantitative data obtained. Measurement tools developed by the researchers were used to collect the quantitative data, and interview questions were prepared to collect the qualitative data from the students. As a result, the design thinking approach indicated a significant difference in favor of the experimental group in terms of students’ vocabulary learning achievement, cooperative learning perception, and problem-solving skill and had a positive effect on students.
{"title":"EXAMINING TEACHING WITH DESIGN-ORIENTED THINKING APPROACH IN TERMS OF DIFFERENT VARIABLES","authors":"Yelda Karahan Üzülmez, Figen Kılıç","doi":"10.48166/ejaes.1487147","DOIUrl":"https://doi.org/10.48166/ejaes.1487147","url":null,"abstract":"This mixed-methods study aimed to investigate the effect of the design thinking approach on vocabulary learning achievement, cooperative learning, and problem-solving skills of secondary school students in English language teaching. The research was conducted with 43 students studying in the 8th grade at a secondary school located in Turkey during the fall semester of 2020–2021. During the implementation process, the effect of the design thinking approach on the vocabulary learning achievement, cooperative learning perception, and problem-solving skills of the experimental group students was investigated. In the control group, all practices were the same except for the design thinking approach due to controlling for the dependent variables with the blended learning method. Qualitative data were used to support the quantitative data obtained. Measurement tools developed by the researchers were used to collect the quantitative data, and interview questions were prepared to collect the qualitative data from the students. As a result, the design thinking approach indicated a significant difference in favor of the experimental group in terms of students’ vocabulary learning achievement, cooperative learning perception, and problem-solving skill and had a positive effect on students.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"120 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141362505","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 the descriptive features, research designs, thematic distributions, and citation characteristics of the postgraduate theses on the Flipped Classroom Model (FCM) in Turkey. Within this context, 117 postgraduate theses submitted between 2014 and 2020 were analyzed in terms of their types, number of pages, publication language and year, relevant institutions, research methods, keywords, subject areas, effects and disadvantages of the model, and citation characteristics (number of citations, frequently cited journals, articles, books, authors). Content and citation analyses were employed to analyze the data of the study. The findings showed that most of the postgraduate studies were submitted at Gazi University and were carried out in a mixed research design. It has been also revealed that the most frequent keywords were “FCM”, “academic achievement” and “teaching English as a foreign language”. Moreover, it was determined that the FCM is a teaching method that is frequently used in language education and preferred by different academic fields of educational sciences. So, the model has been seen to have a positive effect on the learning environment in terms of academic achievement, motivation, permanent learning, and classroom interaction. However, it has been also determined that there are disadvantages such as the lack of digital competencies of teachers and students during the process and the cost in terms of time and technological infrastructure. In addition, it has been also revealed that the UK-labeled Computers & Education magazine directed the intellectual interest of the field and shaped the cognitive structure of researchers from the USA such as Jonathan Bergmann, Aaron Sams, Jeremy Strayer.
{"title":"RETHİNKİNG CLASSROOMS: A COMPREHENSİVE ANALYSİS OF POSTGRADUATE THESES ON THE FLİPPED CLASSROOM MODEL İN TURKEY","authors":"Beytullah Karagöz, Hakan Karatop, Ali Erdönmez","doi":"10.48166/ejaes.1486948","DOIUrl":"https://doi.org/10.48166/ejaes.1486948","url":null,"abstract":"This study examines the descriptive features, research designs, thematic distributions, and citation characteristics of the postgraduate theses on the Flipped Classroom Model (FCM) in Turkey. Within this context, 117 postgraduate theses submitted between 2014 and 2020 were analyzed in terms of their types, number of pages, publication language and year, relevant institutions, research methods, keywords, subject areas, effects and disadvantages of the model, and citation characteristics (number of citations, frequently cited journals, articles, books, authors). Content and citation analyses were employed to analyze the data of the study. The findings showed that most of the postgraduate studies were submitted at Gazi University and were carried out in a mixed research design. It has been also revealed that the most frequent keywords were “FCM”, “academic achievement” and “teaching English as a foreign language”. Moreover, it was determined that the FCM is a teaching method that is frequently used in language education and preferred by different academic fields of educational sciences. So, the model has been seen to have a positive effect on the learning environment in terms of academic achievement, motivation, permanent learning, and classroom interaction. However, it has been also determined that there are disadvantages such as the lack of digital competencies of teachers and students during the process and the cost in terms of time and technological infrastructure. In addition, it has been also revealed that the UK-labeled Computers & Education magazine directed the intellectual interest of the field and shaped the cognitive structure of researchers from the USA such as Jonathan Bergmann, Aaron Sams, Jeremy Strayer.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141372540","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, as stated in the introduction part, unravels the perception of adult educators on reflective practice; whether there is a disparity between belief and actual practice, and factors that affect their involvement in reflective practice. The purpose of the present research is three-pronged: (1) to have a better understanding of the various viewpoints on reflective practice held by adult educators; (2) to enhance my research competence through reflecting upon research practice; and (3) to foster reflective practice through forming a collaborative research community. “Reflective practice is a powerful approach to professional development. But it is much more. It is an integrated way of thinking and acting focused on learning and behavioural change; it is individuals working to improve organizations through improving themselves.” This engagement is fundamental to promoting not only reflective researchers but also reflective communities. Not only the researchers but also in an educational setting, teachers, senior managers, heads and assistant heads should be involved in reflective practice and how it can be developed through building up reflective communities. Therefore, this paper voices both researchers’ and academics’ voices.
{"title":"A Case Study of Perceptions of Adult Educators on Reflective Practice","authors":"Bengi Sonyel","doi":"10.48166/ejaes.1359855","DOIUrl":"https://doi.org/10.48166/ejaes.1359855","url":null,"abstract":"This research, as stated in the introduction part, unravels the perception of adult educators on reflective practice; whether there is a disparity between belief and actual practice, and factors that affect their involvement in reflective practice. The purpose of the present research is three-pronged: (1) to have a better understanding of the various viewpoints on reflective practice held by adult educators; (2) to enhance my research competence through reflecting upon research practice; and (3) to foster reflective practice through forming a collaborative research community. “Reflective practice is a powerful approach to professional development. But it is much more. It is an integrated way of thinking and acting focused on learning and behavioural change; it is individuals working to improve organizations through improving themselves.” This engagement is fundamental to promoting not only reflective researchers but also reflective communities. Not only the researchers but also in an educational setting, teachers, senior managers, heads and assistant heads should be involved in reflective practice and how it can be developed through building up reflective communities. Therefore, this paper voices both researchers’ and academics’ voices.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":" 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373330","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 predictive variables related to the Public Personnel Selection Examination (KPSS), utilized for recruitment in public institutions and organizations. The study explores predictor variables' importance levels by analysing longitudinal data, including examinees' high-stakes exams, demographic information, and educational backgrounds. It compares the prediction performances of machine learning algorithms such as artificial neural networks, random forest, support vector machine, and k-nearest neighbour. The findings reveal that the quantitative test of the graduate education exam is the most influential predictor, closely followed by the mathematics test of the university entrance exam. These results highlight the importance of quantitative reasoning skills in predicting KPSS achievement. Additionally, variables related to undergraduate programs and universities demonstrate significant importance in predicting KPSS achievement. Notably, the artificial neural networks model demonstrates superior predictive accuracy compared to other models, indicating its effectiveness in KPSS prediction. This research sheds light on important predictors of KPSS achievement and provides valuable insights into the effectiveness of different prediction models.
{"title":"Predicting Public Personnel Selection Examination Achievement: A Data Mining Approach","authors":"Ayşegül Bozdağ Kasap, Dilara BAKAN KALAYCIOĞLU","doi":"10.48166/ejaes.1459882","DOIUrl":"https://doi.org/10.48166/ejaes.1459882","url":null,"abstract":"This research investigates the predictive variables related to the Public Personnel Selection Examination (KPSS), utilized for recruitment in public institutions and organizations. The study explores predictor variables' importance levels by analysing longitudinal data, including examinees' high-stakes exams, demographic information, and educational backgrounds. It compares the prediction performances of machine learning algorithms such as artificial neural networks, random forest, support vector machine, and k-nearest neighbour. The findings reveal that the quantitative test of the graduate education exam is the most influential predictor, closely followed by the mathematics test of the university entrance exam. These results highlight the importance of quantitative reasoning skills in predicting KPSS achievement. Additionally, variables related to undergraduate programs and universities demonstrate significant importance in predicting KPSS achievement. Notably, the artificial neural networks model demonstrates superior predictive accuracy compared to other models, indicating its effectiveness in KPSS prediction. This research sheds light on important predictors of KPSS achievement and provides valuable insights into the effectiveness of different prediction models.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"45 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121943","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 examined the reliability of raters' assessments of prospective teachers for admission to a teacher training college. A total of fifty-eight prospective teachers and 10 raters participated in the study. The raters gave their ratings according to five dimensions, namely general culture (GC), language (L), self-image (SI), hobbies (H) and attitude towards the teaching profession (ATTP) in two interviews (Interview 1 and Interview 2). The data were analysed using the Mann-Whitney U-test and Generalizability Theory. The results of the study show that there is no significant difference between the raters' ratings in each interview. The G coefficients were unacceptable for the GC and SI dimensions in Interview 1. In addition, the G coefficients were relatively low for the L, H, and ATTP dimensions in Interview 1 and all dimensions in Interview 2.
本研究探讨了评分者对师范院校准教师进行评估的可靠性。共有 58 名准教师和 10 名评分者参与了研究。在两次访谈（访谈 1 和访谈 2）中，评分者根据五个维度，即一般文化（GC）、语言（L）、自我形象（SI）、爱好（H）和对教师职业的态度（ATTP）进行评分。研究采用曼-惠特尼 U 检验法和概括性理论对数据进行了分析。研究结果表明，每次面谈中评分者的评分之间没有显著差异。在访谈 1 中，GC 和 SI 维度的 G 系数是不可接受的；此外，在访谈 1 中，L、H 和 ATTP 维度的 G 系数相对较低，而在访谈 2 中，所有维度的 G 系数都相对较低。
{"title":"Reliability of Interviews Used for Admission to Teacher Education Programs in Northern Cyprus: Generalizability Theory","authors":"H. Özder, Aygil Takır","doi":"10.48166/ejaes.1415158","DOIUrl":"https://doi.org/10.48166/ejaes.1415158","url":null,"abstract":"This study examined the reliability of raters' assessments of prospective teachers for admission to a teacher training college. A total of fifty-eight prospective teachers and 10 raters participated in the study. The raters gave their ratings according to five dimensions, namely general culture (GC), language (L), self-image (SI), hobbies (H) and attitude towards the teaching profession (ATTP) in two interviews (Interview 1 and Interview 2). The data were analysed using the Mann-Whitney U-test and Generalizability Theory. The results of the study show that there is no significant difference between the raters' ratings in each interview. The G coefficients were unacceptable for the GC and SI dimensions in Interview 1. In addition, the G coefficients were relatively low for the L, H, and ATTP dimensions in Interview 1 and all dimensions in Interview 2.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"79 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140979020","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 dichotomous data which was according with two parameter logistic model (2PLM) was produced for form X and form Y. R 3.1.1. programming language was used to produce data. Each test form had two subtest. Ancor test had two subtest, too. Its’ subtest length was 40% of total test form X (Y). For both forms, corelation between subtests were altered in two level (0.70, 0.80 and 0.90). Moreover, average difficulty difference between subtest of form X and Y were altered in three levels (0.0, 0.4 and 0.7). Simulated forms were equated by using identity, chained linear, Braun/Holland and circle-arc methods for six different sample size (20, 25, 50, 100, 200 and 500) with 100 replications. The results obtained from this simulation study were evaluated based on equating error criterions. The findings indicated in the case when sample size was 100 and more, subtest length was 10, 15 and 30 and the level of average difficulty difference between form 0.0, it was concluded that equating forms would give better results than not equating. Furthermore circle-arc method was found to less equating error than other equating methods under most of the conditions studied.
本研究使用 R 3.1.1 编程语言生成表格 X 和表格 Y 的二分数据，这些数据是根据双参数逻辑模型（2PLM）生成的。每个测试表都有两个子测试。Ancor 测试也有两个子测试。其子测验长度为 X（Y）测验总长度的 40%。对于这两种形式，小测验之间的相关性在两个水平上发生了变化（0.70、0.80 和 0.90）。此外，表格 X 和 Y 的小测验之间的平均难度差异分为三个等级（0.0、0.4 和 0.7）。模拟表格采用同一法、链式线性法、布劳恩/霍兰德法和圆弧法对六种不同的样本量（20、25、50、100、200 和 500）进行了等差数列，重复 100 次。根据等差数列误差标准对模拟研究结果进行了评估。研究结果表明，当样本量为 100 及以上，小测验长度为 10、15 和 30，表格之间的平均难度差异为 0.0 时，得出结论：等分表格比不等分表格能得到更好的结果。此外，在大多数研究条件下，圆弧法比其他等分法的等分误差要小。
{"title":"COMPARING EQUATING ERRORS ON VARIOUS FACTORS FOR SUBTESTS WHICH HAVE ADDED VALUE","authors":"A. Uçar, Önder Sünbül","doi":"10.48166/ejaes.1438652","DOIUrl":"https://doi.org/10.48166/ejaes.1438652","url":null,"abstract":"In this study dichotomous data which was according with two parameter logistic model (2PLM) was produced for form X and form Y. R 3.1.1. programming language was used to produce data. Each test form had two subtest. Ancor test had two subtest, too. Its’ subtest length was 40% of total test form X (Y). For both forms, corelation between subtests were altered in two level (0.70, 0.80 and 0.90). Moreover, average difficulty difference between subtest of form X and Y were altered in three levels (0.0, 0.4 and 0.7). Simulated forms were equated by using identity, chained linear, Braun/Holland and circle-arc methods for six different sample size (20, 25, 50, 100, 200 and 500) with 100 replications. The results obtained from this simulation study were evaluated based on equating error criterions. \u0000The findings indicated in the case when sample size was 100 and more, subtest length was 10, 15 and 30 and the level of average difficulty difference between form 0.0, it was concluded that equating forms would give better results than not equating. Furthermore circle-arc method was found to less equating error than other equating methods under most of the conditions studied.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":" 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140692386","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 main purpose of this study is to assess the perspectives of secondary school teachers regarding digital burnout within the context of distance learning during the COVID-19 pandemic. This study employed a qualitative research methodology, utilizing a semi-structured interview format to obtain the data. During the process of developing the semi-structured interview questions, a thorough review of the literature was conducted to ensure the creation of a reliable tool for data collecting. The research study's sample comprises 21 teachers who were selected using the criterion sampling approach. The data derived from this sample were subjected to analysis using the content analysis methodology. The findings of the study revealed that the participants' engagement with digital environments throughout the distant education process yielded both advantageous and disadvantageous outcomes. Several individuals encountered feelings of insufficiency inside digital contexts throughout the duration of the distance learning process. However, the subsequent impacts can be enumerated as follows: The topics of interest include digital aging, digital addiction, and mental fatigue. Within the parameters of the study, the findings unveiled the recommendations provided by the participants for mitigating digital burnout.
{"title":"DIGITAL BURNOUT IN DISTANCE EDUCATION PROCESS: INVESTIGATION OF SECONDARY SCHOOL TEACHERS' OPINIONS","authors":"Berrin Özkanal","doi":"10.48166/ejaes.1353517","DOIUrl":"https://doi.org/10.48166/ejaes.1353517","url":null,"abstract":"The main purpose of this study is to assess the perspectives of secondary school teachers regarding digital burnout within the context of distance learning during the COVID-19 pandemic. This study employed a qualitative research methodology, utilizing a semi-structured interview format to obtain the data. During the process of developing the semi-structured interview questions, a thorough review of the literature was conducted to ensure the creation of a reliable tool for data collecting. The research study's sample comprises 21 teachers who were selected using the criterion sampling approach. The data derived from this sample were subjected to analysis using the content analysis methodology. The findings of the study revealed that the participants' engagement with digital environments throughout the distant education process yielded both advantageous and disadvantageous outcomes. Several individuals encountered feelings of insufficiency inside digital contexts throughout the duration of the distance learning process. However, the subsequent impacts can be enumerated as follows: The topics of interest include digital aging, digital addiction, and mental fatigue. Within the parameters of the study, the findings unveiled the recommendations provided by the participants for mitigating digital burnout.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"8 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138603047","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 the study was to investigate the emotional intelligence levels of people working in sports organizations regarding different variables, such as gender, marital status and sports activities. A total of 272 (159 male, 113 female) participants working in sports organizations participated in the study voluntarily. The Emotional Intelligence Trait-Short Form (EQ-SF) scale was used as a data collection tool. SPSS 23 program was used for data analysis. The suitability of the data to normal distribution was examined with kurtosis and skewness values. The t test was used for comparisons between independent groups. The significance level was determined as p
本研究旨在调查在体育组织工作的人员在性别、婚姻状况和体育活动等不同变量方面的情商水平。共有 272 名（男性 159 人，女性 113 人）在体育组织工作的人员自愿参与了研究。研究使用情商特质简表（EQ-SF）量表作为数据收集工具。数据分析使用 SPSS 23 程序。用峰度和偏度值检验数据是否符合正态分布。独立组间的比较采用 t 检验。显著性水平为 p
{"title":"Emotional Intelligence in the Sports Sector: A Profile Analysis of Employees","authors":"Gülsen TOSUN TUNÇ","doi":"10.48166/ejaes.1379507","DOIUrl":"https://doi.org/10.48166/ejaes.1379507","url":null,"abstract":"The aim of the study was to investigate the emotional intelligence levels of people working in sports organizations regarding different variables, such as gender, marital status and sports activities. A total of 272 (159 male, 113 female) participants working in sports organizations participated in the study voluntarily. The Emotional Intelligence Trait-Short Form (EQ-SF) scale was used as a data collection tool. SPSS 23 program was used for data analysis. The suitability of the data to normal distribution was examined with kurtosis and skewness values. The t test was used for comparisons between independent groups. The significance level was determined as p","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139235899","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 aims to examine whether the attachment styles and psychological resilience levels of adolescents from intact and non-intact families differed by gender, age, parents’ survival status, parents’ togetherness status, parents’ separate living arrangements, reasons for family breakdown, age during family breakdown, and cohabitants. The study sample consists of 1355 high school students studying in the Mamak district of Ankara Province. The data were collected through the Three-Dimensional Attachment Styles Scale, the Child and Youth Psychological Resilience Scale, and the Personal Information Form prepared by the researchers. According to the analysis conducted, adolescents from non-intact families exhibited a higher level of anxious-ambivalent attachment compared to those from intact families. The psychological resilience levels of adolescents from non-intact families were lower than those from intact families. While secure and avoidant attachment levels showed no gender difference in both family structures, anxious-ambivalent attachment levels differed. The psychological resilience levels of adolescents from intact families indicated a significant gender difference, whereas there was no significant difference in adolescents from non-intact families. The attachment styles and psychological resilience levels of adolescents from non-intact families did not differ by parents’ separate living arrangements and the reason for family breakdown. There was no difference in attachment styles by cohabitants, parents’ survival status, and age during family breakdown. However, there was a statistically significant difference between their psychological resilience levels, except for their age during family breakdown.
{"title":"AN INVESTIGATION INTO ATTACHMENT STYLES AND PSYCHOLOGICAL RESILIENCE OF ADOLESCENTS FROM INTACT AND NON-INTACT FAMILIES","authors":"Zulal Erkan, Esra Çeti̇nkaya, Müzeyyen Soyer","doi":"10.48166/ejaes.1367332","DOIUrl":"https://doi.org/10.48166/ejaes.1367332","url":null,"abstract":"This research aims to examine whether the attachment styles and psychological resilience levels of adolescents from intact and non-intact families differed by gender, age, parents’ survival status, parents’ togetherness status, parents’ separate living arrangements, reasons for family breakdown, age during family breakdown, and cohabitants. The study sample consists of 1355 high school students studying in the Mamak district of Ankara Province. The data were collected through the Three-Dimensional Attachment Styles Scale, the Child and Youth Psychological Resilience Scale, and the Personal Information Form prepared by the researchers. According to the analysis conducted, adolescents from non-intact families exhibited a higher level of anxious-ambivalent attachment compared to those from intact families. The psychological resilience levels of adolescents from non-intact families were lower than those from intact families. While secure and avoidant attachment levels showed no gender difference in both family structures, anxious-ambivalent attachment levels differed. The psychological resilience levels of adolescents from intact families indicated a significant gender difference, whereas there was no significant difference in adolescents from non-intact families. The attachment styles and psychological resilience levels of adolescents from non-intact families did not differ by parents’ separate living arrangements and the reason for family breakdown. There was no difference in attachment styles by cohabitants, parents’ survival status, and age during family breakdown. However, there was a statistically significant difference between their psychological resilience levels, except for their age during family breakdown.","PeriodicalId":375823,"journal":{"name":"Journal of Advanced Education Studies","volume":"90 3-4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139262821","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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