This investigation sought to explore the mediating role of academic stress in the linkage between academic procrastination and school satisfaction among Turkish adolescents (N = 362; Mage = 15.22, SD = 1.22). It was found that adolescents' academic procrastination had a negative correlation with school satisfaction, and their levels of academic stress were positively related to satisfaction with school. Utilizing structural equation modeling, the analysis revealed that academic stress served as a partial mediator in the relationship between academic procrastination and school satisfaction. Consequently, the indirect influence of academic procrastination on school satisfaction, mediated through academic stress, was statistically significant.
{"title":"Academic Procrastination and School Satisfaction: Mediating Role of Academic Stress","authors":"Mehmet Fatih Akbaba","doi":"10.24331/ijere.1467963","DOIUrl":"https://doi.org/10.24331/ijere.1467963","url":null,"abstract":"This investigation sought to explore the mediating role of academic stress in the linkage between academic procrastination and school satisfaction among Turkish adolescents (N = 362; Mage = 15.22, SD = 1.22). It was found that adolescents' academic procrastination had a negative correlation with school satisfaction, and their levels of academic stress were positively related to satisfaction with school. Utilizing structural equation modeling, the analysis revealed that academic stress served as a partial mediator in the relationship between academic procrastination and school satisfaction. Consequently, the indirect influence of academic procrastination on school satisfaction, mediated through academic stress, was statistically significant.","PeriodicalId":502771,"journal":{"name":"International Journal of Educational Research Review","volume":"77 s339","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141377517","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}
Bireyin doğumundan ölümüne kadar kendi öğrenimini sağlaması kavramıdır. Yaşam boyu öğrenme örgün, yaygın, hizmet içi vb. eğitim türlerinin içine alan bir kavramdır. Bu nedenle öğrenimin mekan ya da zaman kısıtlaması olmadan her yerde ve her zaman gerçekleşeceğini savunur.
{"title":"Yaşam Boyu Öğrenme ve Psikoloji","authors":"Muazzez Demi̇rbağ, Nihan Arslan","doi":"10.24331/ijere.1429074","DOIUrl":"https://doi.org/10.24331/ijere.1429074","url":null,"abstract":"Bireyin doğumundan ölümüne kadar kendi öğrenimini sağlaması kavramıdır. Yaşam boyu öğrenme örgün, yaygın, hizmet içi vb. eğitim türlerinin içine alan bir kavramdır. Bu nedenle öğrenimin mekan ya da zaman kısıtlaması olmadan her yerde ve her zaman gerçekleşeceğini savunur.","PeriodicalId":502771,"journal":{"name":"International Journal of Educational Research Review","volume":"31 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140358312","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 study aims to portray how Turkish EFL instructors perceive social and emotional learning in their own contexts. This research study was primarily based on a mixed-methods research design. In total, 238 Turkish EFL teachers were involved in the study. The study relied mainly on two distinct sources of data, including a Likert-style questionnaire and a semi-structured interview guide. Our data analysis procedure was separated into three stages. First, the quantitative phase of the investigation was analyzed using descriptive statistical analyses on SPSS. As for the second stage, the inferential analysis was carried out using MANOVA. Finally, the focus of the third stage of our data analysis process was centered on qualitative data analysis, which was conducted through content analysis. According to descriptive findings, teachers’ views about their self-efficacy were observed to be moderate, teachers’ views about their desire at a high level and teachers’ views about school culture at a moderate level. According to MANOVA results, there existed statistically significant differences in how teachers perceive SEL among all other independent variables except age. Lastly, two different major categories emerged from qualitative data analysis. These include teachers’ views about the importance of SEL and factors that prevent teachers from integrating SEL instruction into their curriculum.
本研究旨在描绘土耳其 EFL 教师如何在其自身环境中看待社会和情感学习。本研究主要采用混合方法研究设计。共有 238 名土耳其 EFL 教师参与了研究。研究主要依靠两种不同的数据来源，包括李克特式问卷和半结构化访谈指南。我们的数据分析程序分为三个阶段。首先，使用 SPSS 进行描述性统计分析，对调查的定量阶段进行分析。第二阶段使用 MANOVA 进行推理分析。最后，第三阶段数据分析的重点是定性数据分析，通过内容分析进行。描述性分析结果显示，教师对自我效能感的评价处于中等水平，教师对自身愿望的评价处于较高水平，教师对学校文化的评价处于中等水平。根据 MANOVA 的结果，除年龄外，教师对 SEL 的看法与所有其他自变量之间存在着统计学上的显著差异。最后，定性数据分析得出了两个不同的主要类别。这包括教师对 SEL 重要性的看法，以及阻碍教师将 SEL 教学融入课程的因素。
{"title":"Turkish EFL Teachers’ Knowledge, Perceptions and Practices Regarding Social and Emotional Learning","authors":"Değer Daldal, S. Tuyan","doi":"10.24331/ijere.1332202","DOIUrl":"https://doi.org/10.24331/ijere.1332202","url":null,"abstract":"The study aims to portray how Turkish EFL instructors perceive social and emotional learning in their own contexts. This research study was primarily based on a mixed-methods research design. In total, 238 Turkish EFL teachers were involved in the study. The study relied mainly on two distinct sources of data, including a Likert-style questionnaire and a semi-structured interview guide. Our data analysis procedure was separated into three stages. First, the quantitative phase of the investigation was analyzed using descriptive statistical analyses on SPSS. As for the second stage, the inferential analysis was carried out using MANOVA. Finally, the focus of the third stage of our data analysis process was centered on qualitative data analysis, which was conducted through content analysis. According to descriptive findings, teachers’ views about their self-efficacy were observed to be moderate, teachers’ views about their desire at a high level and teachers’ views about school culture at a moderate level. According to MANOVA results, there existed statistically significant differences in how teachers perceive SEL among all other independent variables except age. Lastly, two different major categories emerged from qualitative data analysis. These include teachers’ views about the importance of SEL and factors that prevent teachers from integrating SEL instruction into their curriculum.","PeriodicalId":502771,"journal":{"name":"International Journal of Educational Research Review","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140365784","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}
Emotional intelligence, which forms the basis for individuals to cope with emotions effectively, can also contribute to how effectively leaders address the needs of the individuals they serve, how they motivate others, and how they develop a sense of belonging in the workplace. This research aimed to examine the studies on the emotional intelligence of school principals who lead education through systematic analysis and to draw attention to the importance of emotional intelligence in educational management. The study examined studies published in peer-reviewed journals aiming to examine the emotional intelligence of school administrators. The study results show that research on the emotional intelligence of school principals has increased in recent years; descriptive, correlational, and predictive designs are followed in studies, and self-assessment tools are preferred for data collection. Moreover, there are significant relationships between emotional intelligence and self-efficacy, political skills, workplace happiness, crisis management, and conflict resolution of principals. Principals' emotional intelligence can predict organizational synergy, conflict management, leadership, managing differences, time management, organizational citizenship, and job satisfaction.
{"title":"Systematic Review of Studies on The Emotional Intelligence of School Principals","authors":"Hikmet Ulutaş","doi":"10.24331/ijere.1418126","DOIUrl":"https://doi.org/10.24331/ijere.1418126","url":null,"abstract":"Emotional intelligence, which forms the basis for individuals to cope with emotions effectively, can also contribute to how effectively leaders address the needs of the individuals they serve, how they motivate others, and how they develop a sense of belonging in the workplace. This research aimed to examine the studies on the emotional intelligence of school principals who lead education through systematic analysis and to draw attention to the importance of emotional intelligence in educational management. The study examined studies published in peer-reviewed journals aiming to examine the emotional intelligence of school administrators. The study results show that research on the emotional intelligence of school principals has increased in recent years; descriptive, correlational, and predictive designs are followed in studies, and self-assessment tools are preferred for data collection. Moreover, there are significant relationships between emotional intelligence and self-efficacy, political skills, workplace happiness, crisis management, and conflict resolution of principals. Principals' emotional intelligence can predict organizational synergy, conflict management, leadership, managing differences, time management, organizational citizenship, and job satisfaction.","PeriodicalId":502771,"journal":{"name":"International Journal of Educational Research Review","volume":" 91","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140221567","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 action research involves the use of Grossman's representation, decomposition and approximation framework in field experience and how pre-service teachers can use digital tools in literacy instruction. The analysis of the data revealed that pre-service teachers' participation in this action research had an impact on their self-efficacy beliefs towards literacy teaching (SEB-TL) and microteaching skills, and that the participants felt that teaching a field experience-based literacy instruction course (LIC) integrating the use of digital tools contributed positively to their professional development. Based on the research findings, the need to integrate digital tools into literacy instruction in teacher education in the 21st century was discussed. In addition, the importance of simultaneous implementation of field experience and theory in literacy instruction was discussed by bringing an alternative perspective to teacher education programs, in which theoretical courses are given first and then theory and practice are combined.
{"title":"FIELD EXPERIENCE AND DIGITAL TECHNOLOGY-BASED LITERACY INSTRUCTION","authors":"Seher Çeti̇nkaya","doi":"10.24331/ijere.1404019","DOIUrl":"https://doi.org/10.24331/ijere.1404019","url":null,"abstract":"This action research involves the use of Grossman's representation, decomposition and approximation framework in field experience and how pre-service teachers can use digital tools in literacy instruction. The analysis of the data revealed that pre-service teachers' participation in this action research had an impact on their self-efficacy beliefs towards literacy teaching (SEB-TL) and microteaching skills, and that the participants felt that teaching a field experience-based literacy instruction course (LIC) integrating the use of digital tools contributed positively to their professional development. Based on the research findings, the need to integrate digital tools into literacy instruction in teacher education in the 21st century was discussed. In addition, the importance of simultaneous implementation of field experience and theory in literacy instruction was discussed by bringing an alternative perspective to teacher education programs, in which theoretical courses are given first and then theory and practice are combined.","PeriodicalId":502771,"journal":{"name":"International Journal of Educational Research Review","volume":"22 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240539","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 identify emerging trends and tendencies of educational administration in Turkey and abroad after the 2000s. It is aimed to analyze the articles published in the journals of educational administration from a thematic perspective and to draw comparative results. With the thematic analysis of the articles published in selected journals which are considered important in the field of education administration, it is aimed to reach general assessments of the situation by uncovering the trends in Turkey and the world and examining the similarities and differences in these trends. Leadership as an emerging theme was the most frequently studied category, school improvement, school psychology, administrative structure, and processes followed this. While the themes such as racism, equality, women managers, and gender differences were among the most examined themes in the foreign articles, the situation was the opposite in local articles. In local articles, resolving organizational conflicts and ensuring unity of organization, the members of the organization being attached to the organization, maintaining the order of school and classroom, and ensuring student discipline were underlined. Articles published in the local journal are much more about other educational issues than administration and leadership.
{"title":"A Thematic Analysis On Articles Published In The Field Of Educational Administration After 2000s.","authors":"Tuğba Cozoğlu, Engin Aslanargun","doi":"10.24331/ijere.1176980","DOIUrl":"https://doi.org/10.24331/ijere.1176980","url":null,"abstract":"The purpose of this study is to identify emerging trends and tendencies of educational administration in Turkey and abroad after the 2000s. It is aimed to analyze the articles published in the journals of educational administration from a thematic perspective and to draw comparative results. With the thematic analysis of the articles published in selected journals which are considered important in the field of education administration, it is aimed to reach general assessments of the situation by uncovering the trends in Turkey and the world and examining the similarities and differences in these trends. Leadership as an emerging theme was the most frequently studied category, school improvement, school psychology, administrative structure, and processes followed this. While the themes such as racism, equality, women managers, and gender differences were among the most examined themes in the foreign articles, the situation was the opposite in local articles. In local articles, resolving organizational conflicts and ensuring unity of organization, the members of the organization being attached to the organization, maintaining the order of school and classroom, and ensuring student discipline were underlined. Articles published in the local journal are much more about other educational issues than administration and leadership.","PeriodicalId":502771,"journal":{"name":"International Journal of Educational Research Review","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141623","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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