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Causal attributions are defined as the way people describe and evaluate their or others' behaviors. In the literature, it was found to directly and indirectly affect academic achievement as they influence parents' expectations about their children's future success, their parenting styles, and, therefore, the social and physical environment that they provide for their children. This study adapts the Parents' Attributions and Perceptions Questionnaire (PAPQ) to Turkish and collects evidence about the questionnaire's validity and reliability. The questionnaire comprises eight factors and 24 items designed to evaluate parents' causal attributions based on ability, effort, luck, and strategy for success and failure. The participants were 340 parents (235 mothers and 105 fathers), aged between 25 and 35 years (128); and high school graduates (182) with a monthly income between 2,001 and 4,000 TL (98). The mean scores calculated for the questionnaire items ranged between 1.45 and 4.42. Adjusted item total correlations were calculated; it was found that the discriminating power of the items varied between 0.43 and 0.90. As a result of the CFA, the goodness of fit values of the questionnaire was calculated as ?[superscript 2/sd = 1.92, RMSEA = 0.056, SRMR = 0.053, CFI = 0.97, and GFI = 0.89. The Cronbach's alpha internal consistency coefficient was found to be 0.80. Based on these results, it was demonstrated that the PAPQ is a valid and reliable measuring instrument that can be used in Turkish.

The aim of the first stage of the research was to examine the opinions of prospective mathematics teachers about what features a question prepared to develop and measure ML should have to be effective and qualified. Moreover, it was aimed to determine the degree to which prospective teachers apply these qualifications in questions they design to develop and measure ML. The aim of the second stage of the research was to develop a valid and reliable checklist that can be used in the design of the question to develop and measure ML and to show this tool with an application. The research was conducted as a case study model. The study group consisted of 20 prospective mathematics teachers and five mathematics teachers who took ML courses. Interview forms were applied in order to collect data from the teachers and teacher candidates who took the ML course. Content analysis was used in the analysis of the prospective mathematics teachers' opinions about the qualifications of ML question. In the analysis of the data obtained, content, context, process, level and structure categories were formed for effective and qualified ML question. The checklist was decided to be in five categories and a total of 28 items and three options depending on them. It can be said that the checklist for the ML question design, which was developed and piloted in this study, is a valid and reliable measurement tool. Mathematics teachers and related researchers can use the developed checklist as a guide and guiding tool in designing ML questions.

The aim of this study was to examine the psychometric properties of the Turkish version of the Consultation Self Efficacy Scale; another aim was to examine school counselors' knowledge levels of consultation self-efficacy, difficulties they face in conducting consultation services, their needs and support resources, their suggestions for increasing the impact of the consultation service they offer and their perception of self-efficacy to provide consultation service. Convergent parallel pattern, one of the mixed research designs, was used. The study groups included 787 school counselors. In addition, school counselors were determined to have serious limitations in their knowledge about consultation and they found their consultation training mostly inadequate because they think that the consultation training they had received was weak. As a result of the research, experienced psychological counselors who graduated from department of psychological counseling and guidance and took courses on consultation were observed to have higher perception of consultation self-efficacy. School administration was considered as the most frequent source of support while parents as the least one. The most stated suggestion for enhancing the impact of the consultation was to increase the consultation education. As a result, it was revealed that there is a need for studies on consultation education for both counselors and students of psychological counseling and guidance.

In this study, it was aimed to adapt the Technology Proficiency Self-Assessment Scale for 21st Century Learning (TPSA C-21), developed by Christensen and Knezek, into Turkey's conditions. The study sample consisted of 606 teachers working in 58 public schools affiliated to the Ministry of National Education in Bartin province. The original scale had a six-factor structure consisting of 34 items. In the adaptation stage, the Turkish version of the scale was initially created and then retranslated back into the source language. Next, the scale items were evaluated by linguists. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine the construct validity of the scale. As a result of the EFA, some of the items having inappropriate values were excluded from the scale and finally a structure with 24 items and four factors named "E-mail", "WWW", "Integrated Applications", and "Teaching with Technology" was obtained. The results of the CFA showed that the factor structure had adequate fit indexes. For reliability, internal consistency and test-retest correlation coefficients of the whole scale and its sub-dimensions were examined and these values were found to be acceptable. After all, this scale has become a measurement tool that can be used for research which enables educators to make relevant inferences about technology proficiency in 21st century learning.

Although environmental aesthetic has received considerable attention in recent years, there is a need for measuring and evaluating environmental aesthetic. With considering this gap in the literature, the purpose of this study is to develop the "Scale for Environmental Aesthetic Awareness" for university students and to compare students' levels of environmental aesthetic awareness according to gender, interest in art and the place where family lives. The study group is comprised of 969 university students. For conducting the validity study of the scale, the study group was randomly divided into two: Exploratory Factor Analysis group and Confirmatory Factor Analysis group. After the elimination of outliers, 329 students remained in the EFA group and 255 students in the CFA group. As a result of EFA, 27 items were gathered under three sub-dimensions. As a result of the first-order and second-order CFA, it was seen that the model-data fit was achieved and the three-factor structure of the scale and its general structure were confirmed. The Cronbach Alpha reliability coefficient of the first, second, third sub-dimensions were calculated respectively as 0.80, 0.71 and 0.71. The Cronbach alfa coefficient value for the whole scale was 0.82. Three-way variance analysis results showed that the effects of gender and the place where family lives were not found to be statistically significant while the effect of interest in art was found to be significant; thus, the mean of the students stating they were interested in arts was found to be higher.

The aim of this study was to adapt the Scale of Organization Improvisational Capability (SOIC) into Turkish culture and determine schools' organizational improvisation capability. The study first presented the theoretical framework of the concept of organizational improvisation, which has been understudied in Turkey so far. In the experimental stage, SOIC was adapted into Turkish culture and used for the first time in Turkey. SOIC-TR has linguistic equivalence, construct validity, and reliability. However, it has a uni-dimensional structure whereas the original version (SOIC-EN) consists of eight items, loading on two separate factors. In the second stage, a single screening model was employed to determine schools' organizational improvisation capacity and to compare it by various variables. In this stage the study sample consisted of 366 school administrators and teachers in Batman. Participants were recruited using convenience sampling. Participants had an "Agree" level perception of their schools' organizational improvisation capacity. Their views significantly differed by their position and school size but not by school grade level.

The purpose of this study is to develop a Teachers' Autonomy on Curriculum Scale. For this aim, an item pool consisted of 50-item was prepared for the study. These scale items were reduced to 29 items after expert review and pilot implementation. This preliminary form was applied to 178 science teachers working in secondary schools in Izmir, Turkey. Validity and reliability studies have been done and Cronbach's Alpha internal consistency coefficient was calculated as 0.82. The scale is four-dimensional and reveals 67.4% of the total variance. The scale has four sub-scales (Professional Autonomy, Process Autonomy, Assessment Autonomy, and Planning Autonomy). Confirmatory factor analysis results support that the scale consisted of four subscales (RMSEA= 0.05, CFI= 0.98, AGFI= 0.89, RMR= 0.05, GFI= 0.93, SRMR= 0.06).

The aim of this research is to develop a scale aiming to measure the effects of digital games on children during early childhood period according to parent perceptions. In the course of developing the scale items, related literature was reviewed in detail and relevant scales and the previous research carried out were examined. After the expert opinions were obtained, the scale was sent to the families of 1500 children by administrators and teachers who worked in the primary schools and kindergartens, which were randomly selected and were affiliated to the Provincial Directorate of National Education of Istanbul. 731 data were included in the survey. 342 girls and 389 boys aged between 55-95 months constituted the sample of the research. The data regarding the children were gathered by means of forms filled out by their parents. In order to determine the construct validity of the scale, exploratory factor analysis, which is one of the principal component analyses, was applied. As a result of the analysis, the KMO value was found as 0.90. The total variance explained is 63.40%. Factor load values were found to be ranging from 0.87 to 0.54. The internal consistency coefficient of the total scale was found to be 0.91. Internal consistency coefficients of the factors were 0.82 for entertainment, 0.90 for learning, 0.86 for physical, 0.87 for social dimension and 0.84 for emotional dimension. Analyses showed that the "Effects of Digital Games in Early Ages Scale" which is a scale of 25 items, is a valid and reliable scale.

The purpose of the current study is to develop the Adolescent Happiness Scale (AHS). A systematic approach was utilized for developing the scale. In this study, the data were collected from 1136 adolescents including 490 females and 646 males between 11-17 years of age. The psychometric properties of AHS were analyzed by means of item analysis, exploratory and confirmatory factor analyses, criterion-related validity, internal consistency and test-retest methods. The exploratory and confirmatory factor analyses results revealed that the scale had a single-factor structure. Within the scope of the criterion-related validity studies, significant positive correlations were found between AHS and positive affects and overall happiness levels, and a significant negative correlation was found between AHS and negative affects. The internal consistency coefficient of AHS was 0.92 for the first study and 0.91 for the second study. Test-retest reliability coefficient was determined to be 0.74. In conclusion, AHS can be recommended as a reliable and valid tool in measuring the happiness level of adolescents.

The aim of this study is to develop a valid and reliable data collection tool that teachers can evaluate the ability of principals to manage generational differences in the schools. The study was conducted with 380 teachers who work in Nigde. In this context, item pool was created and presented to the experts. According to expert's opinions and pre-application, the last version of scale was created and applied to 380 teachers. Based on the KMO and Bartlett values, the data set was found suitable for Exploratory Factor Analysis. The number of factors was determined as one, based on eigenvalues and scree plot. According to the factor loadings of the items, values ranged from 0.871 to 0.722. As a result, a structure consisting of 19 items and one factor. Based on the fit indices obtained from Confirmatory Factor Analysis, the model was found perfectly compatible with the model. The structure found with EFA was confirmed by CFA. The Cronbach alpha value calculated as 0.971 which indicates that the scale is reliable. As a result, it can be said that "Managing Generational Differences in Schools Scale" which composed of 19 items and one dimension is a valid and reliable data collection tool.

The aim of this study was to adapt the scale developed by Hong et al. (2016) to the Turkish culture, to revise the scale as six dimensional by adding the dimensions of hope and frustration and to determine the views of the teachers. The research was carried out with three groups consisting of teachers working in secondary schools in different cities of Turkey. In the study, firstly linguistic equivalence was provided (r=0.849, p<0.01), then the scale was submitted to expert opinion and dimensions were added to the scale after it was revised. As a result of the EFA performed to determine the construct validity of the scale, it was determined that the factor loads ranged between 0.609 and 0.855 and the CFA result was in good agreement with the model. Cronbach's alpha coefficients ([alpha]=0.749-[alpha]=0.896) and item-total correlations (r=0.502-0.813) revealed the reliability of the scale. In addition, significant relationships between the dimensions (r=-0.166-0.581) showed that the internal consistency of the scale was ensured. The scale which was finalized as six dimensions and twenty-seven items was applied to teachers (N=732). It was found out that teachers' views were "I certainly do not agree" in the dimension of Anxiety, "I agree" in the dimension of Pride, "I certainly agree" in the dimensions of Enjoyment and Hope and "I do not agree" in the dimension of Anger and Frustration.

The purpose of this study is to develop a valid and reliable measurement tool determining teachers' self-efficacy regarding rubrics. Especially in educational environments, rubrics are measurement tools used in the assessment phase of student products usually based on higher-order thinking skills. Determination of teachers' self-efficacy regarding rubrics can give researchers an idea on how often and how accurately teachers use such tools. For this reason, the existence of a tool accurately measuring self-efficacy variable is necessary. This study's sample consists of 641 elementary, middle and high school teachers. To determine teachers' self-efficacy levels regarding rubrics, 47-item draft was developed. As a result of validity and reliability analyzes, a 28-item measurement tool with a four-factor structure was obtained. The total scale's and sub-factors' internal consistency is quite high. Using this scale, researchers can examine the relationships between teachers' self-efficacy and various variables that play an important role in education. In addition, comparative studies on the intended use of rubrics can be conducted by determining teachers' self-efficacy levels regarding rubrics. [Article contains a questionnaire.]

The purpose of this study was to develop a scale to investigate Turkish pre-service teachers' perceptions of professional ethics in teaching. This survey research consisted of two studies. In study 1, an exploratory factor analysis (EFA) was performed in SPSS 23 in order to investigate the scale's factorial structure. Study 1 involved a convenience sample of 220 senior pre-service teachers studying at two Turkish public universities. The EFA yielded a single factor structure which accounted for 39.36% of the total variance and included 43 items. In study 2, a confirmatory factor analysis (CFA) was conducted in LISREL 9.30 to test and confirm the unidimensional structure of the 43-item scale obtained in study 1 on a data set of 724 participants from four public universities. Overall, the results prove that this 43-item scale is a valid and reliable tool to test pre-service teachers' perceptions of professional ethics.

The purpose of this study is to develop a valid and reliable assessment scale in order to determine protective factors that teachers have. The study was conducted with 348 primary school teachers teaching at primary schools in Aydin city Efeler district at 2017-2018 school year, fall semester. In the study, exploratory factor analysis and confirmatory factor analysis techniques were used for construct validity of the study. Within the context of results obtained, the measurement scale developed could be defined as a valid and reliable measurement scale to be used to determine protective factors which primary school teachers have. [This study was presented at the 15th European Conference on Social and Behavioral Sciences.]

The purpose of this study is to develop a valid and reliable measurement tool determining teachers' self-efficacy regarding rubrics. Especially in educational environments, rubrics are measurement tools used in the assessment phase of student products usually based on higher-order thinking skills. Determination of teachers' self-efficacy regarding rubrics can give researchers an idea on how often and how accurately teachers use such tools. For this reason, the existence of a tool accurately measuring self-efficacy variable is necessary. This study's sample consists of 641 elementary, middle and high school teachers. To determine teachers' self-efficacy levels regarding rubrics, 47-item draft was developed. As a result of validity and reliability analyzes, a 28-item measurement tool with a four-factor structure was obtained. The total scale's and sub-factors' internal consistency is quite high. Using this scale, researchers can examine the relationships between teachers' self-efficacy and various variables that play an important role in education. In addition, comparative studies on the intended use of rubrics can be conducted by determining teachers' self-efficacy levels regarding rubrics.

The purpose of this study was to adapt Preservice Teachers' ICT Competencies Scale which was developed by Tondeur, Aesaert, Pynoo, Braak, Fraeyman, and Erstad (2017) into Turkish. The participants were composed of 206 preservice teachers studying at Gaziosmanpasa University during 2017-2018 academic year. The results showed that the Turkish version fits the original two factor structure. The correlation coefficients between the data obtained from the Turkish version and the data obtained from General ICT Tendency, Reality Shock Expectation, and Prospective Teachers' Perceived Competencies about Integrating ICT into Education were examined to test convergent, divergent and concurrent validity. The results indicated that the data obtained from the Turkish version of the scale were valid. Moreover, the Cronbach alpha coefficients indicated that the data were internally consistent. In conclusion, the Turkish version of Preservice Teachers' ICT Competencies Scale was determined to have good psychometric properties to be used in Turkish context. [Note: The page range (665-691) shown on the PDF is incorrect. The correct page range for this article is p665-689.]

In this study, a reading culture scale was developed that can be used in determining the reading cultures of teacher candidates who study in education faculties. When looking at the literature, the attitudes about reading, habit, perception, self-efficacy and so on. It was seen that there were scales measuring the concepts but not a scale that could measure reading culture. For this reason, it was the aim of this study to develop a 5-point likert type measurement instrument for describing and measuring reading cultures and to demonstrate the validity and reliability studies of this tool. Firstly, 49 items prepared by researchers were presented to expert opinion. Expert opinions and a preliminary 51-item scale draft were applied to 379 teacher candidates in different departments of a faculty of a state university and validity and reliability studies were carried out. Statistical package program was used for analysis of data in the study. The Kaiser-Meyer-Olkin value of your scale is 0.89 and Bartlett's Sphericity Test value [?[superscript 2] = 4221,390; Df = 435, p <0.000]. Factor analysis was performed after the appropriateness of these measures to the factor analysis was determined. As a result of the factor analysis, a 5-point likert type scale of 30 items was developed by eliminating the items with low factor values. Scope validity of the scale was determined by taking the expert opinions of 13 academicians and 5 Turkish teachers. Pearson correlation coefficients were calculated to determine the relationship between the sum of the items in the scale and the factors. The Cronbach's Alpha reliability coefficient of the scale was found to be 0.90. It can be said that a valid and reliable scale is obtained as the result of the study in the direction of these findings. The scale called the "Reading Culture Scale" (RCS) was determined to be a valid and reliable instrument that could be used to measure reading cultures of groups of university-levels students and different professions.

Copyright of Turkish Journal of Psychiatry is the property of Turk Psikiyatri Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to adapt the workplace cyber incivility scale, which consists of 14 statements and 2 dimensions developed by Lim and Teo (2009), to both today and Turkish, and to study its validity and reliability. In the scale adaptation study, data were obtained from 2 separate samples. The first of these groups consists of academics (n=183), and the second consists of people working in three different sectors (n=202). For the validity of the scale, construct validity, convergent and divergent validities were performed. As a result of the validity analysis, 1 statement from the 14-statement scale was removed from the scale as a result of exploratory factor analysis. For criterion-related validity, the relationship between the total and dimensions of the scale and life satisfaction was examined and all relationships were found to be negative. For reliability analysis, the Cronbach Alpha (CA) coefficient of the first group and the Cronbach Alpha and Combined Reliability (CR) coefficients of the second group were examined. As a result of the reliability analysis of the scale, it was determined that it was a reliable scale in both groups. As a result of the study, it was determined that the cyber incivility scale at work is a scale compatible with the Turkish business world, consisting of 13 items and 2 dimensions. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the mediating role of transformational leadership in the effect of strategic human resources management on the performance level in organizations. The data obtained from 412 participants were processedinto the SPSS package program and normality test, reliability and validity test, factor analysis, correlation and regressionanalyzes were applied to these data. As a result of the research, it was revealed that transformational leadership has a significant and positive effect on the effect of strategic human resources management on the performance level of the organization. Transformational leadership has been shown to add positive value when evaluated in terms of performance. Besides, in this research, in addition to the impact of HRRM on performance, transformational leadership has an impact on HRCM. In addition to these implications, transformational leadership also has an effect on performance. As a result, it was concluded in the research that one of the dominant factorsthat increases and affects performance is transformational leadership. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Selçuk University Social Sciences Vocational School is the property of Journal of Selcuk University Social Sciences Vocational School and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ereğli Faculty of Education Journal / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi is the property of Eregli Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Health & Nursing Management / Sağlık ve Hemşirelik Yönetimi Dergisi is the property of Logos Medical Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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The aim of this study was to develop a valid and reliable academic achievement test for the 4th grade "Properties of Matter" unit by taking into account the learning outcomes in the current science curriculum. In the study, the survey model, one of the quantitative research methods, was used. The sample of the study consisted of 280 fifth-grade students studying in a province in the Southeastern Anatolia Region in the 2022-2023 academic year, who were selected according to maximum variation sampling and had studied this unit last year. There are 10 outcomes in the related unit. A total of 30 questions were prepared, 3 questions for each outcome. A specification table was prepared for the face and content validity of the test and experts' opinions were taken. Based on the item analyses, with 3 questions were removed from the test and 6 questions were edited, developed and put back into the test. The final version of the test consists of 27 items, the average item difficulty is 0.59; the average item discrimination index is 0.45; and the reliability coefficient, which was calculated using the KR-20 technique, is 0.81. The developed test is recommended to be used by teachers and researchers. [ABSTRACT FROM AUTHOR]

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to develop a valid and reliable measurement tool to determine teacher perceptions of unethical pro-organizational behavior of school administrators. School Administrators' Unethical Pro-Organizational Behavior Scale (SAUPBS), which was created as a result of the literature review and the opinions of field experts, is of the 5-point Likert type. Exploratory Factor Analysis (AFA) was performed to test the construct validity of the scale and Confirmatory Factor Analysis (DFA) was performed to test the validity of the structure formed by the resulting sub-dimensions. As a result of AFA, a measurement tool consisting of 21 items and 3 dimensions was obtained. The first sub-dimension of the scale is named "image", the second subdimension is called "finance" and the third sub-dimension is called "learning climate". On the scale, it was determined that there were three factors with an initial eigenvalue above 1, and the contribution of these three factors to variance was 65.47% in total. The DFA result was χ2/sd = 2.25, RMSEA= .067, RMR= .034, SRMR= .064 and CFI= .89. All compliance indices are acceptable. Cronbach Alpha reliability coefficient; α = .975 for the scale whole, α = .945 for the image subdimension, α = .939 for the finance sub-dimension and α = .88 for the learning climate subdimension. Item total test score correlations also ranged from .33 to .66. The results confirm that the developed scale is valid and reliable. [ABSTRACT FROM AUTHOR]

The aim of this research is to adapt the Teacher Grit Scale developed by Baraquia (2020) into Turkish. The scale consists of 14 items and consists of two sub-dimensions called perseverance in teaching and passion and purpose in teaching. A total of 641 (402+239) teachers and teacher candidates were included in the research. While examining the psychometric properties of the scale, EFA, CFA and criterion-related validity (concurrent validity), test-retest, and Cronbach's alpha reliability methods were used. The Short Grit Scale developed by Duckworth and Quinn (2009) and adapted into Turkish by Sarıçam, Çelik, and Oğuz (2016) was added to calculate the criterion validity. As a result of the confirmatory factor analysis, the goodness of fit values of the two-dimensional structure (Perseverance in Teaching, Passion and Purpose in Teaching) [CMIN=141.943, df=76 CMIN/df =1.87; (p=.00), RMSEA=.061, CFI=.96, GFI=.93, TLI=.95, SRMR=.040], thus showing a perfect fit. In addition, item factor loads were found to range from .61 to .77. Statistically significant relationships were found between the Teacher Grit Scale and the Short Grit Scale. Cronbach's alpha value for the reliability coefficient of the measurement tool was α=.92 for the whole scale; α=.85 for perseverance in teaching and α=.91 for passion and purpose in teaching. The corrected itemtotal correlation coefficients range from .44 to .77. All these results show that the Teacher Grit Scale, which consists of 14 items and 2 dimensions, is a valid and reliable scale that can be used to evaluate the level of determination of Turkish teachers and prospective teachers in the teaching profession. [ABSTRACT FROM AUTHOR]

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Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In organized travels, people who inform and accompany visitors in the destinations visited as a profession are defined tourist guides. Tourist guides-attributed as cultural interpreters in intercultural interaction-should have the capacity of cultural awareness and sensitivity in today's life where intercultural relations are intensified. Tourist guides interact with three different cultures during the tour: their own culture, the culture of the local people and the tourist culture. The ability to adapt to other cultures in today's world and the culturally appropriate interpretation techniques used by tour guides are significant variables influencing their success as cultural interpreters in intercultural engagement. Therefore, this study aims to reveal the relationship between tourist guides' metacognitive, cognitive, motivational, and behavioral aspects of cultural intelligence and interpretation performance. For this purpose, a survey was conducted with the 308 tourist guides operating as active tourist guides in Turkey. Datas were carried out in the SPSS and Lisrel package program. The obtained data were first subjected to descriptive statistics. Confirmatory factor analysis was performed to test the construct validity of the scales in our country, correlation analysis was used to test the relationship between variables. Research hypotheses were tested with regression analysis. The findings demonstrate a positive relationship between the cultural intelligence dimensions (metacognitive, motivational and behavioral) of the tourist guides and the interpretation performance. This study contributes to theoretical and practical aspects regarding the cultural intelligence levels and interpretation performance of tour guides. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Marmara University Social Sciences Institute / Öneri is the property of Marmara University, Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this research, the Turkish validity and reliability study of the "Child Health Internet Research Parent Scale (CSSAI)" was conducted and it was aimed to gain the scale to the Turkish society. The data of this research, which was carried out in methodological design, were collected by reaching the parents via the online data collection platform in June-August 2021. To the study, 355 parents who met the study criteria were included. The language validity analysis of the scale was performed with the translation-retranslation method, and the content validity was performed with expert opinions. The Content Validity Index (CGI) was found to be 0.960. It was determined that the scale formed as the result of the translations showed parallelism with the original scale. The scale was applied to the sample group after the pilot application was done. As the result of the internal consistency analysis of the scale, it was found that the item-total score correlations in the scale were sufficient and the Cronbach's alpha coefficient was 0.916. Our research result showed that the "Child Health Internet Research Parent Scale (CSSAI)" is a valid and reliable tool for evaluating parents' internet use in health research. [ABSTRACT FROM AUTHOR]

The Health Free Zone (SASEB) is a new global phenomenon. Declared by the Emir of Dubai in 2002, Dubai Health City has the distinction of being the first Health Free Zone established in the world. In the following years other SASEB projects has been implemented in China, South Korea, Indonesia, and Nigeria. Countries see SASEB as an important tool in achieving their health tourism goals. The Turkish SASEB project, which was brought to the agenda in Turkey in 2010, attracted great attention from the public and remained on the agenda of the health sector for many years. With the change of the Minister and top bureaucrats of the period, the government's interest in the project is decreased. There were local interests and initiatives in some cities such as Izmir, Bursa, Istanbul and Ankara that wanted to continue the project, but they did not succeed. The aim of this study is to investigate whether there is a need for a Health Free Zone in Turkey, and if there is such a need, the content and size of the expected benefit from Turkish SASEB project. Questionnaires and scales developed by the researcher were used in the study. In order to test the validity and reliability of the questionnaire and scales, a pilot study was conducted with 54 people. After the necessary arrangements were made on the questionnaire and scales within the framework of the findings obtained from the pilot study, the main survey studies were carried out between 15 November 2022 and 15 February 2023 with the approval of the Istanbul Gedik University Ethics Committee. The sample group (491 people) has been formed by the stratification method. The dataset is subjected to t-test, one-way ANOVA, correlation and regression analyses with SPSS v.23 statistical program. The majority of the respondents (59%) stated that there is a need for SASEB project in Turkey. In the regression analysis, it was concluded that SASEB project will increase the number of health tourists and health tourism revenues in Turkey by 44.8%. [ABSTRACT FROM AUTHOR]

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Copyright of SPORMETRE: The Journal of Physical Education & Sport Sciences / Beden Eğitimi ve Spor Bilimleri Dergisi is the property of SPORMETRE: The Journal of Physical Education & Sport Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal of Health & Life Sciences / Sağlık ve Yaşam Bilimleri Dergisi is the property of Istanbul Kultur University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi Journal of Educational Sciences (GJES) is the property of Gazi Journal of Educational Sciences (GJES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Managerial literacy is defined as "the level of knowledge of individuals about basic techniques, methods and tools related to management such as planning, organizing, leadership and decision making". The aim of this research is to develop a valid and reliable Managerial Literacy Scale to measure the administrative literacy level of individuals. For this purpose, data were obtained from 358 university students selected as a sample. As a result of the explanatory and confirmatory factor analyzes carried out to test the construct validity of the scale, a scale structure consisting of 23 items and 5 factors was confirmed and construct validity was ensured. The Cronbach's Alpha coefficient of the scale was measured as 0.708, and it was concluded that the scale was reliable. In addition, the correlation coefficients between the scale and sub-dimensions were calculated and it was seen that there was a positive and significant relationship between the scale and all sub-dimensions. The results of the research show that the Managerial Literacy Scale is a valid and reliable measurement tool that can be used to measure the managerial literacy levels of individuals. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)