Pub Date : 2021-07-25DOI: 10.52380/IJPES.2021.8.3.427
Nesrullah Okan
This research aims to examine in the context of the structural equation model the moderating effect of spiritual orientation on the relationship between the situation of common anxiety and the levels of perceived stress in individuals who teach at different types of schools. Similarly, addressing teachers’ perceived stress levels, common anxieties, and spiritual orientations in the context of various demographic variables is an aim of the present study. The research universe included teachers working at various school levels in the 2018-2019 school year in the Anatolian side of the Province of Istanbul. The research sample consisted of 268 teachers from different school levels. Data were obtained using scales for perceived stress, common anxiety, and spiritual orientation and a form on demographic information. In line with the aims of this research, Pearson product-moment correlation analysis and path analysis were used. As a result of the analysis, it was concluded that the variables of stress and anxiety were in a negative and significant relationship with the variable of spiritual orientation (r1=-.305; r2=-.227; p<.001). As a result of the path analysis, spiritual orientation was seen to have a moderating effect on the relationship between perceived stress and common anxiety. The research has been discussed and finalized in light of the literature. Click or tap here to enter text.
{"title":"Investigating the Variable of Spiritual Inclination’s Moderating Effect between Teachers’ Perceived Stress Levels and Common Anxieties","authors":"Nesrullah Okan","doi":"10.52380/IJPES.2021.8.3.427","DOIUrl":"https://doi.org/10.52380/IJPES.2021.8.3.427","url":null,"abstract":"This research aims to examine in the context of the structural equation model the moderating effect of spiritual orientation on the relationship between the situation of common anxiety and the levels of perceived stress in individuals who teach at different types of schools. Similarly, addressing teachers’ perceived stress levels, common anxieties, and spiritual orientations in the context of various demographic variables is an aim of the present study. The research universe included teachers working at various school levels in the 2018-2019 school year in the Anatolian side of the Province of Istanbul. The research sample consisted of 268 teachers from different school levels. Data were obtained using scales for perceived stress, common anxiety, and spiritual orientation and a form on demographic information. In line with the aims of this research, Pearson product-moment correlation analysis and path analysis were used. As a result of the analysis, it was concluded that the variables of stress and anxiety were in a negative and significant relationship with the variable of spiritual orientation (r1=-.305; r2=-.227; p<.001). As a result of the path analysis, spiritual orientation was seen to have a moderating effect on the relationship between perceived stress and common anxiety. The research has been discussed and finalized in light of the literature. Click or tap here to enter text.","PeriodicalId":422841,"journal":{"name":"International Journal of Psychology and Education Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122226447","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}
Pub Date : 2021-07-25DOI: 10.52380/IJPES.2021.8.3.514
Nil Didem Şi̇mşek, Fatih Sontay
This study is an attitude scale development study that reveals high school students (9th, 10th, 11th grades) literary curiosity. It is thought that students with high literary curiosity have a reading culture. Reading culture is a reading level reached by transforming reading into a habit and critical reading skill. The scale created for this purpose is a 5-point Likert-type scale consisting of 30 items. The scales pilot study was conducted on 522 high school students in the fall semester of the 2018-2019 academic year. Exploratory factor analysis was performed to assess the construct validity of the scale. A relationship was found between the variables in the factor analysis of the items (KMO=0.955>0.60). This size was sufficient for factor analysis. As a result of the factor analysis, the variables were gathered under four factors with a total explained variance of 52.664%. The Cronbach’s Alpha (α) internal consistency coefficient for the scale items was found to be 0.945. According to the scale and test-retest findings, the scale scores differed in the bottom 27% and top 27% groups. Therefore, the literary curiosity scale was found out to be a valid and reliable instrument considering the alpha for reliability, the explained variance value, and the factor loads.
{"title":"Literary Curiosity Scale for Secondary Education Students: A Scale Development Study","authors":"Nil Didem Şi̇mşek, Fatih Sontay","doi":"10.52380/IJPES.2021.8.3.514","DOIUrl":"https://doi.org/10.52380/IJPES.2021.8.3.514","url":null,"abstract":"This study is an attitude scale development study that reveals high school students (9th, 10th, 11th grades) literary curiosity. It is thought that students with high literary curiosity have a reading culture. Reading culture is a reading level reached by transforming reading into a habit and critical reading skill. The scale created for this purpose is a 5-point Likert-type scale consisting of 30 items. The scales pilot study was conducted on 522 high school students in the fall semester of the 2018-2019 academic year. Exploratory factor analysis was performed to assess the construct validity of the scale. A relationship was found between the variables in the factor analysis of the items (KMO=0.955>0.60). This size was sufficient for factor analysis. As a result of the factor analysis, the variables were gathered under four factors with a total explained variance of 52.664%. The Cronbach’s Alpha (α) internal consistency coefficient for the scale items was found to be 0.945. According to the scale and test-retest findings, the scale scores differed in the bottom 27% and top 27% groups. Therefore, the literary curiosity scale was found out to be a valid and reliable instrument considering the alpha for reliability, the explained variance value, and the factor loads.","PeriodicalId":422841,"journal":{"name":"International Journal of Psychology and Education Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133416401","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}
Pub Date : 2021-07-25DOI: 10.52380/IJPES.2021.8.3.525
Feyza UÇAR ÇABUK, Serdal Seven, G. Yıldız, Ferahim Yeşilyurt, Zeynep Deniz Seven
This study aims to analyse the attachment stability of children living in different family types from the age of 6 to 11. The study sample comprises 56 children living in Muş, Turkey, including 28 nuclear families and 28 extended families. The “Incomplete Doll Family Story Scale” was used to evaluate the attachment styles of 6-year-old children. The attachment styles of 11-year-old children were evaluated with the “Kerns Secure Attachment Scale”. The analysis revealed that the attachment of 52% of the study group was stable. No changes were observed in the attachment styles of 52% of children living in nuclear families and 47% of children living in extended families, considering attachment consistency in family type. The results show that the attachment levels of children from both family types are significantly consistent from the age of 6 to 11, and the attachment stability of children living in nuclear families is stronger than children living in extended families.
{"title":"A study of the Attachment Stability of Children Living in Different Family Types (A Longitudinal Study of Children from the Age of 6 to 11)","authors":"Feyza UÇAR ÇABUK, Serdal Seven, G. Yıldız, Ferahim Yeşilyurt, Zeynep Deniz Seven","doi":"10.52380/IJPES.2021.8.3.525","DOIUrl":"https://doi.org/10.52380/IJPES.2021.8.3.525","url":null,"abstract":"This study aims to analyse the attachment stability of children living in different family types from the age of 6 to 11. The study sample comprises 56 children living in Muş, Turkey, including 28 nuclear families and 28 extended families. The “Incomplete Doll Family Story Scale” was used to evaluate the attachment styles of 6-year-old children. The attachment styles of 11-year-old children were evaluated with the “Kerns Secure Attachment Scale”. The analysis revealed that the attachment of 52% of the study group was stable. No changes were observed in the attachment styles of 52% of children living in nuclear families and 47% of children living in extended families, considering attachment consistency in family type. The results show that the attachment levels of children from both family types are significantly consistent from the age of 6 to 11, and the attachment stability of children living in nuclear families is stronger than children living in extended families.","PeriodicalId":422841,"journal":{"name":"International Journal of Psychology and Education Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130093716","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}
Pub Date : 2021-07-25DOI: 10.52380/IJPES.2021.8.3.398
İsmail Evci̇m, Mustafa Arslan
In this study, to examine the change in individuals' critical thinking skills, a new unit was developed in which STEM was integrated. The outcomes of this 7th-grade unit were selected from related disciplines. During the learning process of the developed Force and Energy unit, it was aimed that individuals could make judgments by gaining critical thinking skills and evaluate events in a multi-dimensional way. In this study, which lasted for five weeks, the developed unit was used to conduct lessons with the experimental group (N=25) while the control group (N=25) was traditionally taught. The Critical Thinking Scales developed by Demir (2006a) were used in the research process. Before the implementation, no significant difference was found between the experimental and control groups regarding critical thinking skills, but after the implementation, a significant difference was observed in favour of the experimental group. When the scores obtained from the sub-scales (interpretation and explanation) were compared, a significant difference was found in favour of the experimental group. When the changes in the experimental and control groups were examined, there was no significant change in the control group students, but a significant change was found in favour of the experimental group. These changes occurred in the evaluation, Interpretation, and explanation sub-scales of the critical thinking scale. Based on these data, it can be said that the critical thinking skills of individuals who receive STEM education improve. Accordingly, making use of different disciplines simultaneously while designing a product in STEM education is an important factor in the development of individuals' critical thinking skills. Thus, teachers should carry out this process effectively.
{"title":"An Investigation into the Development of the Force and Energy Unit through STEM Integration in Science Course and its Effects on Students' Critical Thinking Skills","authors":"İsmail Evci̇m, Mustafa Arslan","doi":"10.52380/IJPES.2021.8.3.398","DOIUrl":"https://doi.org/10.52380/IJPES.2021.8.3.398","url":null,"abstract":"In this study, to examine the change in individuals' critical thinking skills, a new unit was developed in which STEM was integrated. The outcomes of this 7th-grade unit were selected from related disciplines. During the learning process of the developed Force and Energy unit, it was aimed that individuals could make judgments by gaining critical thinking skills and evaluate events in a multi-dimensional way. In this study, which lasted for five weeks, the developed unit was used to conduct lessons with the experimental group (N=25) while the control group (N=25) was traditionally taught. The Critical Thinking Scales developed by Demir (2006a) were used in the research process. Before the implementation, no significant difference was found between the experimental and control groups regarding critical thinking skills, but after the implementation, a significant difference was observed in favour of the experimental group. When the scores obtained from the sub-scales (interpretation and explanation) were compared, a significant difference was found in favour of the experimental group. When the changes in the experimental and control groups were examined, there was no significant change in the control group students, but a significant change was found in favour of the experimental group. These changes occurred in the evaluation, Interpretation, and explanation sub-scales of the critical thinking scale. Based on these data, it can be said that the critical thinking skills of individuals who receive STEM education improve. Accordingly, making use of different disciplines simultaneously while designing a product in STEM education is an important factor in the development of individuals' critical thinking skills. Thus, teachers should carry out this process effectively.","PeriodicalId":422841,"journal":{"name":"International Journal of Psychology and Education Studies","volume":"50 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130170150","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}
Pub Date : 2021-07-25DOI: 10.52380/IJPES.2021.8.3.190
S. Chakrabartty
The paper proposes new measures of difficulty and discriminating values of binary items and test consisting of such items and find their relationships including estimation of test error variance and thereby the test reliability, as per definition using cosine similarities. The measures use entire data. Difficulty value of test and item is defined as function of cosine of the angle between the observed score vector and the maximum possible score vector. Discriminating value of test and an item are taken as coefficient of variation (CV) of test score and item score respectively. Each ranges between 0 and 1 like difficulty value of test and an item. With increase in number of correct answer to an item, item difficulty curve increases and item discriminating curve decreases. The point of intersection of the two curves can be used for item deletion along with other criteria. Cronbach alpha was expressed and computed in terms of discriminating value of test and item. Relationship derived between test discriminating value and test reliability as per theoretical definition. Empirical verifications of proposed measures were undertaken. Future studies suggested.re to enter text.
{"title":"Assessment of Item and Test parameters: Cosine Similarity Approach","authors":"S. Chakrabartty","doi":"10.52380/IJPES.2021.8.3.190","DOIUrl":"https://doi.org/10.52380/IJPES.2021.8.3.190","url":null,"abstract":"The paper proposes new measures of difficulty and discriminating values of binary items and test consisting of such items and find their relationships including estimation of test error variance and thereby the test reliability, as per definition using cosine similarities. The measures use entire data. Difficulty value of test and item is defined as function of cosine of the angle between the observed score vector and the maximum possible score vector. Discriminating value of test and an item are taken as coefficient of variation (CV) of test score and item score respectively. Each ranges between 0 and 1 like difficulty value of test and an item. With increase in number of correct answer to an item, item difficulty curve increases and item discriminating curve decreases. The point of intersection of the two curves can be used for item deletion along with other criteria. Cronbach alpha was expressed and computed in terms of discriminating value of test and item. Relationship derived between test discriminating value and test reliability as per theoretical definition. Empirical verifications of proposed measures were undertaken. Future studies suggested.re to enter text.","PeriodicalId":422841,"journal":{"name":"International Journal of Psychology and Education Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130800889","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}
Pub Date : 2021-07-25DOI: 10.52380/IJPES.2021.8.3.321
Arcan Aydemi̇r, T. Çeti̇n
The study aimed to determine the perceptions of preservice social studies teachers about communication; metaphors were employed to determine communication skill perceptions. In the study, a qualitative research method known as phenomenology design was employed. The study group included 127 preservice social studies teachers in various classes. In the study, metaphoric perceptions form was used to collect the data. The collected data were analysed with content analysis. The study findings demonstrated that preservice social studies teachers produced 36 valid metaphors in 7 different conceptual categories (a requirement, a nonverbal code system, a mutual process, a positive connotation, a unifying element, a dynamic phenomenon, communication as a method to reflect ideas). The total metaphor count and metaphor frequencies revealed that the highest number of metaphors was produced in the communications as a requirement category. The most repeated metaphor in this category was the requirement of water to sustain life. In this category, concepts such as blood, breathing, and oxygen, which are important for human life, were expressed as metaphors that represented communication skills.
{"title":"Metaphorical Perceptions of Preservice Social Studies Teachers About the Communication Skills","authors":"Arcan Aydemi̇r, T. Çeti̇n","doi":"10.52380/IJPES.2021.8.3.321","DOIUrl":"https://doi.org/10.52380/IJPES.2021.8.3.321","url":null,"abstract":"The study aimed to determine the perceptions of preservice social studies teachers about communication; metaphors were employed to determine communication skill perceptions. In the study, a qualitative research method known as phenomenology design was employed. The study group included 127 preservice social studies teachers in various classes. In the study, metaphoric perceptions form was used to collect the data. The collected data were analysed with content analysis. The study findings demonstrated that preservice social studies teachers produced 36 valid metaphors in 7 different conceptual categories (a requirement, a nonverbal code system, a mutual process, a positive connotation, a unifying element, a dynamic phenomenon, communication as a method to reflect ideas). The total metaphor count and metaphor frequencies revealed that the highest number of metaphors was produced in the communications as a requirement category. The most repeated metaphor in this category was the requirement of water to sustain life. In this category, concepts such as blood, breathing, and oxygen, which are important for human life, were expressed as metaphors that represented communication skills.","PeriodicalId":422841,"journal":{"name":"International Journal of Psychology and Education Studies","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117201125","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}
Pub Date : 2021-07-25DOI: 10.52380/IJPES.2021.8.3.329
N. Öztürk
Metacognition is a significant predictor of learning and academic performance, including foreign-language performance. However, variations in metacognitive competence can be observed due to several factors, potentially including personality. Analytic survey research methods were implemented to examine the relation between metacognition and personality traits and their interaction with foreign-language performance. Data were collected from 244 participants via the Turkish Metacognitive Awareness Inventory, Basic Personality Traits Inventory, and records of foreign language performance grades. Spearman's correlation and multiple linear regression tests were used for data analysis. Results confirmed that Conscientiousness, Openness to Experience, and Agreeableness explained 20% of metacognitive knowledge, and 16% of metacognitive regulation was attributed to Conscientiousness and Openness to Experience. Compared to other language skills, it was merely reading performance correlating with metacognitive knowledge and metacognitive regulation. On the other hand, language use was positively correlated with metacognitive regulation. Regression analyses identified that only personality traits but not metacognition predicted foreign-language performances. Conscientiousness and Extraversion predicted reading performance, and Conscientiousness and Openness to Experience were significant predictors of language use performance. These findings may suggest that personality influences foreign language reading performance, language use performance, and metacognition. Therefore, pedagogical implications may reflect individual differences, especially when delivering foreign language instruction or metacognition training modules.
{"title":"The Relation of Metacognition, Personality, and Foreign Language Performance","authors":"N. Öztürk","doi":"10.52380/IJPES.2021.8.3.329","DOIUrl":"https://doi.org/10.52380/IJPES.2021.8.3.329","url":null,"abstract":"Metacognition is a significant predictor of learning and academic performance, including foreign-language performance. However, variations in metacognitive competence can be observed due to several factors, potentially including personality. Analytic survey research methods were implemented to examine the relation between metacognition and personality traits and their interaction with foreign-language performance. Data were collected from 244 participants via the Turkish Metacognitive Awareness Inventory, Basic Personality Traits Inventory, and records of foreign language performance grades. Spearman's correlation and multiple linear regression tests were used for data analysis. Results confirmed that Conscientiousness, Openness to Experience, and Agreeableness explained 20% of metacognitive knowledge, and 16% of metacognitive regulation was attributed to Conscientiousness and Openness to Experience. Compared to other language skills, it was merely reading performance correlating with metacognitive knowledge and metacognitive regulation. On the other hand, language use was positively correlated with metacognitive regulation. Regression analyses identified that only personality traits but not metacognition predicted foreign-language performances. Conscientiousness and Extraversion predicted reading performance, and Conscientiousness and Openness to Experience were significant predictors of language use performance. These findings may suggest that personality influences foreign language reading performance, language use performance, and metacognition. Therefore, pedagogical implications may reflect individual differences, especially when delivering foreign language instruction or metacognition training modules.","PeriodicalId":422841,"journal":{"name":"International Journal of Psychology and Education Studies","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114174929","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}
Pub Date : 2021-07-25DOI: 10.52380/IJPES.2021.8.3.322
Davood Souri, A. Merç
The present study investigated EFL adult learners' reasons behind learning English in a new setting with a mixed-design research methodology. The subjects of this study were forty adult English language learners, 20 males and 20 females, who were learning English as a foreign language in a private English language school in Istanbul. Necessary data regarding the participants’ reasons for learning English were collected through two instruments: questionnaires and interviews. The data analysis revealed that external factors such as finding a job and personal interests such as the desire to make friends urged and encouraged the participants to enrol in the private English language school to improve their English after a hard day of work or study. The study's findings concluded that both instrumental and integrative motivation played roles in the participants’ drives to study English.
{"title":"Adult EFL Learners’ Drives to Improve Their English in Private Language Schools","authors":"Davood Souri, A. Merç","doi":"10.52380/IJPES.2021.8.3.322","DOIUrl":"https://doi.org/10.52380/IJPES.2021.8.3.322","url":null,"abstract":"The present study investigated EFL adult learners' reasons behind learning English in a new setting with a mixed-design research methodology. The subjects of this study were forty adult English language learners, 20 males and 20 females, who were learning English as a foreign language in a private English language school in Istanbul. Necessary data regarding the participants’ reasons for learning English were collected through two instruments: questionnaires and interviews. The data analysis revealed that external factors such as finding a job and personal interests such as the desire to make friends urged and encouraged the participants to enrol in the private English language school to improve their English after a hard day of work or study. The study's findings concluded that both instrumental and integrative motivation played roles in the participants’ drives to study English.","PeriodicalId":422841,"journal":{"name":"International Journal of Psychology and Education Studies","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115300643","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}
Pub Date : 2021-07-25DOI: 10.52380/IJPES.2021.8.3.171
Abdullah Aldemir, Seher Balci-Çelik
This study has two aims: to examine the psychometric properties of the Three-Dimensional Contribution Scale in adults and to reveal how the contribution supports authenticity. To attain the first aim, a total of 198 individuals (105 females, 93 males) were included in the study. The result of the confirmatory factor analysis indicated that the scale maintained its three-factor structure. The internal consistency coefficient of the scale was determined to be.88. Regarding the criterion-related validity, a significant positive relationship was determined between the Three-Dimensional Contribution Scale and the Brief Resilience Scale. As a result, it can be said that the present scale is a valid and reliable measurement tool that can be used to determine contribution levels in adults. To accomplish the second aim of the study, a total of 383 individuals (184 females, 197 males, and two individuals with no sex specification) were enrolled in the study. The examination of the findings of the simple linear regression analysis of authenticity and the subscales of authenticity indicated that contribution supported the authentic living subscale of the authenticity positively. However, it was also found that contribution supported the self-alienation subscale of the authenticity negatively and that there was no significant relationship between the acceptance of external influences subscale and the total score of authenticity. In conclusion, it can be said that as the level of contribution increases, the authenticity of individuals will increase, as well.
{"title":"The Assessment of the Validity and Reliability of the Three-Dimensional Contribution Scale in Adults and the Analysis of the Scale with Different Variables","authors":"Abdullah Aldemir, Seher Balci-Çelik","doi":"10.52380/IJPES.2021.8.3.171","DOIUrl":"https://doi.org/10.52380/IJPES.2021.8.3.171","url":null,"abstract":"This study has two aims: to examine the psychometric properties of the Three-Dimensional Contribution Scale in adults and to reveal how the contribution supports authenticity. To attain the first aim, a total of 198 individuals (105 females, 93 males) were included in the study. The result of the confirmatory factor analysis indicated that the scale maintained its three-factor structure. The internal consistency coefficient of the scale was determined to be.88. Regarding the criterion-related validity, a significant positive relationship was determined between the Three-Dimensional Contribution Scale and the Brief Resilience Scale. As a result, it can be said that the present scale is a valid and reliable measurement tool that can be used to determine contribution levels in adults. To accomplish the second aim of the study, a total of 383 individuals (184 females, 197 males, and two individuals with no sex specification) were enrolled in the study. The examination of the findings of the simple linear regression analysis of authenticity and the subscales of authenticity indicated that contribution supported the authentic living subscale of the authenticity positively. However, it was also found that contribution supported the self-alienation subscale of the authenticity negatively and that there was no significant relationship between the acceptance of external influences subscale and the total score of authenticity. In conclusion, it can be said that as the level of contribution increases, the authenticity of individuals will increase, as well.","PeriodicalId":422841,"journal":{"name":"International Journal of Psychology and Education Studies","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121804806","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}
Pub Date : 2021-07-25DOI: 10.52380/IJPES.2021.8.3.566
Kürşat Öğülmüş
In this study, the POW + C-SPACE (Pick my idea - Organise my notes - Write and say more + Characters – Setting – Purpose – Action – Conclusion - Emotions) strategy shaped on the basis of the Self-Regulated Strategy Development Model (SRSDM) was presented through teachers working in the resource room, to evaluate the effects on story-writing skills of the students with Specific Learning Difficulties (SLD). The study was designed with the multiple probe model with probe phase between subjects. The independent variable of the research is the POW + C-SPACE strategy presented through the teachers working in the resource room. The dependent variable is the story writing levels of the children with SLD who are educated in the resource room. The study group consists of three teachers and their students with SLD in the resource room. The POW + C-SPACE strategy was presented to the students with SLD through the teachers working in the resource room. As a result of the study, it was concluded that when the teachers in the resource room presented the POW + C-SPACE strategy, it effectively developed the students' story writing skills.
本研究以自我调节策略发展模型(SRSDM)为基础，采用POW + C-SPACE (Pick my idea - organizing my notes - Write and say more + Characters - Setting - Purpose - Action - Conclusion - Emotions)策略，通过资源室的教师对特殊学习困难(Specific Learning difficulty, SLD)学生的故事写作技巧进行评估。本研究采用多探针模型设计，受试者之间有探针阶段。本研究的自变量是通过在资源室工作的教师提出的POW + C-SPACE策略。因变量是在资源室接受教育的特殊语言障碍儿童的故事写作水平。学习小组由三名教师和他们的特殊学习障碍学生组成。POW + C-SPACE策略通过在资源室工作的老师向SLD学生介绍。研究结果表明，当资源室的教师提出POW + C-SPACE策略时，学生的故事写作技能得到了有效的发展。
{"title":"The Effect of The POW + C-SPACE Strategy on Writing Skills of Students with Specific Learning Difficulties Attending Classes in the Resource Room","authors":"Kürşat Öğülmüş","doi":"10.52380/IJPES.2021.8.3.566","DOIUrl":"https://doi.org/10.52380/IJPES.2021.8.3.566","url":null,"abstract":"In this study, the POW + C-SPACE (Pick my idea - Organise my notes - Write and say more + Characters – Setting – Purpose – Action – Conclusion - Emotions) strategy shaped on the basis of the Self-Regulated Strategy Development Model (SRSDM) was presented through teachers working in the resource room, to evaluate the effects on story-writing skills of the students with Specific Learning Difficulties (SLD). The study was designed with the multiple probe model with probe phase between subjects. The independent variable of the research is the POW + C-SPACE strategy presented through the teachers working in the resource room. The dependent variable is the story writing levels of the children with SLD who are educated in the resource room. The study group consists of three teachers and their students with SLD in the resource room. The POW + C-SPACE strategy was presented to the students with SLD through the teachers working in the resource room. As a result of the study, it was concluded that when the teachers in the resource room presented the POW + C-SPACE strategy, it effectively developed the students' story writing skills.","PeriodicalId":422841,"journal":{"name":"International Journal of Psychology and Education Studies","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131703508","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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