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Copyright of International Journal of Management Academy is the property of Uluslararasi Yonetim Akademisi 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.)

Copyright of Social Sciences Studies is the property of Social Sciences Studies 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 Online Journal of Recreation & Sports is the property of Online Journal of Recreation & Sports 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 Humanistic Perspective is the property of Fuat Aydogdu 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.)

Çalışmada işyeri mutluluğu kavramının A kişilik tipine göre farklılık gösterip göstermediği ve bu bağlamda içsel motivasyonun rolü incelenmiştir. Bireyler dış görünüşleri ve zihinsel yapıları bir birinden farklıdır. Bu durumun doğal bir sonucu olarak da dış dünyayı algılayış biçimleri de bir birinden farklıdır. Kişilik kavramının esası bu unsurlardan meydana gelmektedir. Kişilik bireyin dış dünya ile olan münasebetini etkiler ve hislerini, düşünce ve eylemlerini yönlendirir. Bu çalışmada A kişilik tipi ele alınacaktır. İşyeri mutluluğu Türkiye’de akademik olarak az çalışılan ve işletmeler açısından düşündüğümüzde ise çoğunlukla üstünde fazla durulmayan bir kavramdır. Bununla beraber işyerinde mutlu olan çalışanın bulunduğu kuruma her anlamda katkı sağlaması beklenmektedir. Çalışanların mutluluğunu etki eden hisler ve bireyin kendisinde olduğunu düşündüğü potansiyeli gerçekleştirdiğine ilişkin fikri işyeri mutluluğu kavramının temelini meydana getirmektedir. Motivasyon kuramları uzun yıllardır araştırılan ve teorilerle açıklanmaya çalışılan kavramlardır. Çalışmamızda sadece içsel motivasyon ele alınmıştır. İçsel motivasyonu dışsal motivasyondan ayıran en önemli nokta motivasyon kaynağının bireyin kendisi ve iç dünyası olmasıdır. Bireylerde içsel motivasyonun dışsal motivasyondan daha etkili olması beklenmektedir. Bunun nedeni ödüllendirme gibi dışsal motivasyon faktörlerinin ortadan kalkması durumunda bireyin motivasyonunun kolayca düşmesidir. Araştırmada bireylerin işyerinde mutlu olma hallinin A kişilik tipi ve içsel motivasyon gibi işletme dışı faktörlerinden etkilenmesinin araştırılması bakımından literatüre katkısı bulunmaktadır. Araştırma öğretmenlere yönelik yapılmış olup 500 anketten 390 geçerli anket çalışmada kullanılmıştır. Araştırma sonuçlarına göre; A kişilik tipinin işyeri mutluluğuna doğrudan ve dolaylı etkisi bulunduğu saptanmıştır. Araştırma ile literatüre yapılan katkının yanı sıra insan kaynakları süreçlerinde kişilik yapısı motivasyon ve işyeri mutluluğu gibi kavramları dahil etmek isteyen kurumlara de katkı sağlanabilir. Araştırmanın örneklemini öğretmenler oluşturması nedeniyle elde edilmiş olan bulguların özellikle eğitim kurumlarına katkı sağlaması beklenmektedir.

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational 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.)

Copyright of Turkish Studies - Economics, Finance, Politics is the property of Electronic Turkish Studies 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 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.)

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 Journal of Ilahiyat Researches / Ilahiyat Tetkikleri Dergisi is the property of Ataturk University Coordinatorship of Scientific Journals 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.)

Studies investigating the effect of childhood traumas on religious orientation are very limited and do not address all dimensions of religious orientation. However, including all religious orientation dimensions in the studies is important to understand the different religious attitudes observed after traumatic experiences. In addition, there has been no studies examining the mediating role of religious orientation in the relationship between childhood traumas and purpose in life in the literature. For that reason, in this study, we investigated the mediating role of religious orientation (intrinsic, extrinsic, quest, fundamentalist) in the relationship between childhood traumas and purpose in life. 421 Muslim adults were reached through online questionnaire mothod. Childhood Trauma Questionnaire-Short Form, Purpose in Life Scale and Muslim Religious Orientation Scale – Revised were delivered to the participants using conveniance sampling technique. Data was analyzed With PROCESS v3.5 macro extension in IBM SPSS 22. The results showed that childhood traumas significantly and negatively predicted purpose in life. In addition, it was obseved that childhood traumas significantly predicted intrinsic religious orientation negatively and quest religious orientation positively. Childhood traumas were not significantly related to the extrinsic and fundamentalist religious orientations. Parallel multiple mediation analysis revealed that childhood traumas nefatively affected purpose in life and some of the effect of childhood traumas on the purpose in life were mediated through lower intrinsic religious orientation and higher quest religious orientation. Based on the findings of the present study, we concluded that childhood traumas did not affect every aspect of an individual’s religiousness. We also concluded that childhood traumas might cause a sense of meaninglessness damaging the attitude of intrinsic devotion towards God and increasing a more questioning attitude towards religion. [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches 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 Hacettepe University Journal of Economics & Administrative Sciences / Hacettepe Üniversitesi Iktisadi ve Idari Bilimler Fakültesi Dergisi is the property of Hacettepe University, Faculty of Economic & Administrative 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.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari 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 purpose of this research is to determine the relationship between democratic attitudes and behaviors of school administrators and motivation and organizational commitment levels of teachers according to teachers' perceptions. The research was carried out with 366 teachers working in public education institutions in a province in the Western Black Sea Region in the 2020-2021 academic year. The "Democratic Attitude and Behaviors Scale of School Administrators", "Teacher Motivation Scale" and "Organizational Commitment Scale" were used as data collection tools. The findings revealed that according to teachers' perception, the democratic attitudes and behaviors of school administrators did not differ according to the gender variable, but according to the variable of professional seniority and school type. It was concluded that there is a positive and significant relationship between teachers' intrinsic and extrinsic motivations and their organizational commitment. The study was carried out with teachers, and similar studies can be carried out with school administrators. [ABSTRACT FROM AUTHOR]

The aim of this research is to reveal the underlying basic psychological needs and the intrinsic motivations of digital game addiction through the experiences of gamers. The theoretical framework of the study is grounded on self-determination theory developed by Deci and Ryan (2000). In addition, this study benefits from the concepts of achievement, social and immersion which are identified as the components for player motivations by Yee (2006) and the concept of immersion coined by Murray (2016). The study embraces phenomenological approach. Snowball sampling is taken for the research. Semi-structured interviews are conducted as a data collection tool. According to the findings, the participants do not position themselves as "game addicts." The participants mostly play games to satisfy their desire for success, to maintain relationships with friends, to spend their free time and to have fun. As a conclusion, it is found that there is a positive relationship between the act of playing games and autonomy, competence, and relatedness which are identified as basic psychological needs by Deci and Ryan (2000), as well as Yee's (2006) concepts of achievement, social and immersion and Murray's (2016) concept of immersion. It is observed that game has a positive contribution to psychological well-being too. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Administrative Sciences / Yonetim Bilimleri Dergisi is the property of Canakkale Onsekiz Mart Universitesi, Terzioglu Kampusu 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.)

İmam Hatip Liseleri, Milli Eğitim Bakanlığı Din Öğretimi Genel Müdürlüğüne bağlı ortaöğretim kurumlarıdır. Bu kurumlarda, Fen ve Sosyal Bilimler ile Temel İslam Bilimleri eğitimi birlikte verilmektedir. Okutulan derslerin, %75 oranında Fen ve Sosyal Bilimler dersleri, %25 oranında da Temel İslam Bilimleri dersleri olduğu görülmektedir. Kur’an-ı Kerim Dersi, İmam Hatip Lisesi 9. 10. 11. ve 12. sınıflarda okutulmaktadır. Kazanımlara ulaşmada motivasyonun önemli bir etken olduğu düşünüldüğünde söz konusu derste hedeflerin gerçekleşmesi ve anlamlı bir öğrenmenin gerçekleşebilmesi için öğrencilerin derse yönelik motivasyon düzeylerinin yüksek olması gerekmektedir. Çünkü belirli düzeyde motive olmuş bir öğrencinin derse yönelik ilgisi ve dikkati, dersin içeriğini öğrenme arzusu ve çabası da artacaktır. Motivasyon kişide içsel veya dışsal olarak gelişebilir. Bu durum motivasyonun iki türünü oluşturmaktadır. Bunlar içsel motivasyon ve dışsal motivasyondur. İçsel motivasyon, kişinin dışarıdan herhangi bir karşılık beklemeden hoşlanmak, mutlu olmak amacıyla özverili bir şekilde davranmayı arzulamasıdır. Dışsal motivasyon ise kişinin, dışarıdan gelen ödüllendirme veya teşvik sebebi ile ya da cezalandırılma kaygısı ile bir davranışı yapmaktan sakınma veya vazgeçme yönünde istek duyması halidir. Bu çerçevede öğrenme üzerinde önemli etkisi olan motivasyonun, öğrencilerin herhangi bir derse yönelik motivasyonlarının incelenmesi, dersin hedeflerinin gerçekleşmesi ile ilgili önemli veriler sunabilir. Alanyazında Kur’an-ı Kerim dersiyle alakalı çalışmalar incelendiğinde bu çalışmaların çoğunlukla seçmeli Kur’an-ı Kerim dersiyle alakalı olduğu tespit edilmiştir. Bu çalışmalarda ele alınan konuların ise, ders öğretmenlerinin kullanmış oldukları yöntemlerin incelenmesi, derse ilişkin görüşlerin belirlenmesi, öğrencilerin dersle ilgili tutumlarının tespit edilmesi şeklinde olduğu görülmektedir. Ancak, alanyazında İmam Hatip Lisesi’ndeki temel derslerden biri olan Kur’an-ı Kerim dersine yönelik öğrenci motivasyonlarının incelendiği bir çalışma tespit edilememiştir. İlgili araştırmaların incelenmesi neticesinde İmam Hatip Lisesi’ndeki Kur’an-ı Kerim dersine yönelik öğrenci motivasyonlarının incelenmesinin alana katkı sağlayacağı kanaatine ulaşılmıştır. Bu araştırmada nicel araştırma yöntemlerinden kesitsel tarama araştırması kullanılmıştır. Araştırmanın örneklemi 2021-2022 eğitim-öğretim yılında Antalya ilinin merkez ilçelerinde bulunan Anadolu İmam Hatip Liseleri’nde öğrenim gören 564 (398 kız, 166 erkek) öğrencidir. Veri toplama aracı olarak katılımcılara araştırmacılar tarafından oluşturulan kişisel bilgi formu ile Seçmeli Kur’an-ı Kerim Dersine Yönelik Motivasyon Ölçeği uygulanmıştır. Söz konusu ölçek 18 madde ve 3 boyuttan oluşmaktadır. Veriler, çevrimiçi form olarak oluşturulan veri toplama aracının öğrencilere ulaştırılması ile elde edilmiştir. Çalışmada ilk olarak, ölçeğin iç tutarlığını hesaplamak amacıyla alt boyutların ve ölçeğin tamamının iç tutarlılık (Cronbach’s Alpha) değerleri hesaplanmıştır. Buna göre içsel motivasyon alt boyutu .85, dışsal motivasyon alt boyutu .57, işbirliğine dayalı motivasyon alt boyutu .81 olurken, ölçeğin tamamı için ise .90 olarak hesaplanmıştır. Bu sonuçlar ölçeğin, İmam Hatip Lisesi öğrencilerinin Kur’an-ı Kerim dersine yönelik motivasyon düzeylerini ölçmek için güvenilir bir araç olduğunu ortaya koymaktadır. Yapılan doğrulayıcı faktör analizi, ölçeğin yapısının da orjinal hali ile uyumlu ve bu sayede olduğu anlaşılmaktadır. Daha sonra ise İmam-Hatip Lisesi öğrencilerinin Kur’an-ı Kerim dersine yönelik motivasyonlarının yüksek düzeyde olduğu, cinsiyete göre Kur’an-ı Kerim derslerine yönelik motivasyonun farklılaşmadığı ancak sınıf değişkenine göre motivasyon türlerinin farklılaştığı sonucuna ulaşılmıştır.

The globalizing competitive environment has caused the human capital of organizations to become a determining factor in their competitiveness. Various social relations within the organization can affect this human capital positively or negatively. Employees are ignored and made to feel worthless by others in the organization they are in. It can cause them not to enjoy their work and not to express useful and innovative ideas and opinions for the organization they are working. From this point of view, the study is about to organizational exclusion which has effects on employee voice and workflow experience. At the time of the literature review, the effect of organizational exclusion on employee voice is investigated in foreign literature, but no study can be found in domestic literature. A study on the effect of organizational exclusion on the workflow experience cannot been found in both domestic and foreign literature. In this respect, it is thought that the work has an exploratory and precursor feature. As the universe of research, 200 blue-collar employees of a company who are operating in the glass industry are selected. The results of the research reveal that organizational exclusion negatively effects on employee voice and workflow experience. At the same time, it is determined that organizational exclusion negatively affects the workflow experience and job enjoyment. On the other hand, no significant relationship is found between organizational exclusion and workflow experience, dedication to work and creating intrinsic motivation. [ABSTRACT FROM AUTHOR]

Bu araştırma ilkokul dördüncü sınıf öğrencilerinde yazma motivasyonlarının incelenmesini amaçlamaktadır. Nicel araştırma yöntemlerinden tarama deseninin kullanıldığı araştırmanın örneklemini 2018-2019 eğitim-öğretim yılında Türkiye’nin Orta Karadeniz Bölgesinde öğrenim gören 582 ilkokul dördüncü sınıf öğrencisi oluşturmaktadır. Veri toplama araçları İlkokul Öğrencileri Motivasyon Ölçeği ve öğrenci bilgi formudur. Verilerin analizi SPSS 22 programı kullanılarak gerçekleştirilmiştir. Öğrencilerin demografik özelliklerini belirlemek amacıyla betimsel istatistiklerden; yazma motivasyonu ortalama puanlarındaki farklılıkları test etmek için t-testi ve tek yönlü ANOVA analizlerinden yararlanılmıştır. Araştırma sonuçlarına göre yazmada içsel motivasyon puan ortalamalarının dışsal motivasyonlarından daha yüksek olduğu görülmüştür. Yazma motivasyonunun alt boyutlarının birbiri ile doğrudan ve pozitif yönde ilişkili olduğu belirlenmiştir. Kız öğrencilerin erkek öğrencilerden ve günlük çok kitap okuyan öğrencilerin biraz okuyan ve hiç okumayanlardan yazma içsel motivasyon düzeylerinin daha yüksek olduğu görülmüştür. Günlük kitap okumanın yazma motivasyonu üzerinde .11’lik bir etki büyüklüğü olduğu belirlenmiştir. Okul öncesi eğitim alma ve anne-baba eğitimi düzeyine göre yazma motivasyonunda bir farklılığın olmadığı belirlenmiştir. Sonuç olarak, bu çalışma ile ilkokul dördüncü sınıf öğrencilerinin yazma faaliyetlerini sürdürmede veya yerine getirmede içsel bir motivasyon sergiledikleri söylenebilir.

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational 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.)

Copyright of Journal of Aksaray University Faculty of Economics & Administrative Sciences / Aksaray Üniversitesi Iktisadi ve Idari Bilimler Fakültesi Dergisi is the property of Aksaray 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 Religious Studies / Dini Araştırmalar is the property of Diyanet Isleri Baskanligi Yayinlari 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.)

Imam Hatip High Schools are secondary education institutions affiliated to the General Directorate of Religious Education of the Ministry of National Education. In these institutions, Science, Social Sciences, and Basic Islamic Sciences education are given together. Seventy-five percent of the courses taught are Science and Social Sciences, and twenty-five percent are Basic Islamic Sciences. The "Qur'an" is taught in the 9th, 10th, 11th and 12th grades of Imam Hatip High School. Considering that motivation is an important factor for success, students' motivation levels for the course should be high in order for the objectives of the course to be realized, and for a meaningful learning to take place. Because highly motivated students will have a high interest and attention, their desire and effort to learn the content of the course will also increase. Motivation can develop internally or externally. This situation creates two types of motivation. These are intrinsic motivation and extrinsic motivation. Intrinsic motivation is the desire to act selflessly in order to enjoy and be happy without expecting any external reward. Extrinsic motivation, on the other hand, is the state of wanting to avoid or abandon a behavior due to external reward or encouragement or fear of punishment. In this context, examining the motivation, which has a significant effect on learning and the motivation of students for any course, can provide important data about the realization of the goals of the course. When the studies related to the "Qur'an" course in the literature are examined, it is seen that these studies are mostly related to the elective Qur'an course. In these studies, methods used by the course teachers, the opinions about the course and the attitudes of the students about the course have been examined. However, no study has been found in the literature examining student motivation for the Qur'an course, one of the basic courses at Imam Hatip High Schools. As a result of the examination of the related studies, it is concluded that the examination of student motivation for the Qur'an course at Imam Hatip High Schools will contribute to the field. In this study, cross-sectional survey research, one of the quantitative research methods, was employed. The sample of the research consists of 564 (398 girls, 166 boys) students studying at Anatolian Imam Hatip High Schools in the central districts of Antalya in the 2021-2022 academic year. As a data collection tool, the personal information form created by the researchers and the Motivation Scale for Elective Qur'an Course were applied to the participants. The scale consists of 18 items and 3 dimensions. The data was collected through an online form, which was sent to the students. In the first stage of the study, the internal consistency (Cronbach's Alpha) values of the sub-dimensions and the entire scale were calculated in order to evaluate the internal consistency of the scale. Accordingly, intrinsic motivation sub-dimension was .85, extrinsic motivation sub-dimension .57, cooperative motivation sub-dimension .81, and .90 for the whole scale. These results reveal that the scale is a valid and reliable tool to measure the motivation level of Imam Hatip High School students towards the Qur'an course. It is understood that the structure of the scale is compatible with its original form. In the second stage, it is found that the motivation of Imam-Hatip High School students towards the Qur'an course is at a high level. The motivation for the Qur'an course do not differ according to gender, but the types of motivation differ according to the class variable. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim 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.)

Copyright of Optimum: Journal of Economics & Management Sciences / Ekonomi ve Yönetim Bilimleri Dergisi is the property of Optimum: Journal of Economics & Management 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.)

Copyright of Optimum: Journal of Economics & Management Sciences / Ekonomi ve Yönetim Bilimleri Dergisi is the property of Optimum: Journal of Economics & Management 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.)

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 Hacettepe University Journal of Education is the property of Hacettepe University Journal 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 Journal of Academic Inquiries / Akademik Incelemeler Dergisi is the property of Akademik Incelemeler Dergisi (Journal of Academic Inquiries) 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 the study is to reveal the relationship and interaction between employees' self-control, self-management perceptions, their intrinsic motivations and happiness levels. In particular, it is tried to determine whether employees' self-control and selfmanagement perceptions affect their happiness through intrinsic motivation. Based on this, data is collected from 221 participants using snowball sampling method and survey technique. The sample consists of the employees in the enterprises operating in the IT sector according to the flexible working system in the province of Istanbul. According to the results of the analysis, self-control and self-management affect both intrinsic motivation and happiness significantly and positively. In addition, it is determined that intrinsic motivation predicts happiness significantly. The most important result of the research is the finding of the mediating effect of intrinsic motivation in the relationship of self-control and self-management with happiness. As a result, increasing the level of self-control and self-management of people enables employees to work with internal energy. This situation is also seen to be reflected in the happiness of people. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine the relationship between selfregulated learning strategy use and online learning motivation and also investigate whether self-regulated learning strategies have a predictive role in online learning motivation. Two scales were used in the study. The first scale was developed by Dündar ve Köksal (2017) to identify L2 learners’ strategy preferences and the second scale was developed by Özbaşı, Cevahir and Özdemir (2018) to determine students’ motivation sources for online learning. An online survey was conducted with 125 participants at Selçuk University. According to results, Cognitive Strategies, Affective Strategies, Meta Cognitive Strategies, Meta-Affective Strategies related were at a high level and used more by students. In addition, the results showed that students mostly used Intrinsic Motivation to Know (X=22.79). It was determined that self-regulated strategies significantly predicted motivation in the online learning environment. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed 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.)

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi 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 main purpose of the study is to examine the effects of organizational identity on in-role and extra-role performance, and to explore the possible mediating role of intrinsic motivation in this process. The data were collected from 592 academic staff using the survey method. The relationship between study variables was investigated by correlation and structural equation modeling analyses. Moreover, the mediation tests were conducted for determining the indirect effects among variables. The results showed that merely the affective-attachment to organization increases in-role and extra-role performance. We couldn't find any significant effects of other sub-dimensions i.e. selfcategorization, the goodness of fit, and behavioral involvement on in-role and extra-role performance. What's more it was found that the relationship between affective-attachment and in-role performance is mediated by intrinsic motivation. All these findings were discussed based on theoretical and cultural context. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational 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.)

Copyright of Journal of Administrative Sciences / Yonetim Bilimleri Dergisi is the property of Canakkale Onsekiz Mart Universitesi, Terzioglu Kampusu 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 the present study is to show the links between the domains of knowledge management and human resources management. This study was conducted among employees from multiple organizations (within different organizational frameworks) in the banking sector in Turkey to examine the relationship between perceived training intensity (PTI) and knowledge sharing considering intrinsic motivation and self-efficacy as the moderating variables. Data was collected from 497 employees working in four different types of banking sector organizations (public banks, private banks with Turkish capital, private banks with foreign capital and participation banks). While a positive relationship was found between perceived training intensity and knowledge sharing, it was reported that, intrinsic motivation and self-efficacy had a positive impact on knowledge sharing and moderated this relationship.

This study aimed to investigate the predictive power of fondness for children on teaching motivation of teacher candidates who take pedagogical formation courses or attend faculty of education. The study was conducted with 206 students who attended the faculty of education at a public university in the Mediterranean region and 207 students attending the formation program of the same faculty. Data were collected with"Fondness for Children Scale" and "Teaching Motivation Scale". As a result of the study, it was found that type of program enrolled and fondness for children significantly predicted intrinsic teaching motivation while type of program enrolled significantly predicted ex̄trinsic teaching motivation. It was concluded that levels fondness for children and the intrinsic and ex̄trinsic motivation of teacher candidates who attended the formation program at the faculty of education were significantly higher than those of teacher candidates who attended the faculty of education [ABSTRACT FROM AUTHOR]

In the study, mathematics self-efficacy perceptions, mathematic anxieties, mathematic motivations and mathematic attitudes of secondary school of 5th to 8th grade students, the differences were examined according to gender, class, mother-father education level. Secondly, the. perceptions of mathematics self-efficacy; effects on mathematic anxiety, mathematic motivation and mathematic attitudes were investigated. The perceptions of mathematics self-efficacy are three group, mathematics anxieties are four group, mathematics motivation are four group and mathematics attitudes are handled in three dimensions. The participants of the study involve 633 students studying in the 5th to 8th grade schools in the North Marmara Region. The study Mathematics Self-Efficacy Scale, Mathematics Anxiety Scale, Mathematics Motivation Scale and Mathematics Attitude Scale is a data tool. Analysis for the data collected from the study were made with the SPSS21.0 package program. Statistical analyses were used to examine the data. As a result of the study, secondary school students showed significance differences in all sub-dimensions of their math anxiety, math motivation sub-dimensions did not differ significantly by gender, while math attitudes sub-dimensions did not differ significantly according to ‘grade level’ but ‘maternal education status’. In the study, the fact that fifth grade student’s ‘self-confidence’, ‘behavioral awareness’, ‘satisfaction with mathematics’ and ‘intrinsic motivation’ when using mathematics were higher than other grade levels is a different result from the literature. This condition varies for a new approach of 4+4+4 educational system. Teachers should perform important roles. It is received to student take education with high mathematics lesson motivation, low anxiety level and positive attitude towards to mathematic lesson. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Economics & Administrative Sciences / Afyon Kocatepe Üniversitesi Iktisadi ve Idari Bilimler Fakültesi Dergisi is the property of Afyon Kocatepe University, Faculty of Business Administration 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 Turkiye Klinikleri Journal of Health Sciences / Türkiye Klinikleri Sağlık Bilimleri Dergisi is the property of Turkiye Klinikleri 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 Nigde University Journal of Physical Education & Sport Sciences / Nigde Üniversitesi Beden Egitimi ve Spor Bilimleri Dergisi is the property of Journal of Physical Education & Sports Science 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 Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

Motivation can be defined as the underlying mechanism of the individual's behavior. In terms of education, there are two types of motivation: internal motivation, external motivation. The high motivation of the students toward the course is an important factor in achieving the aims of that course. This is also valid for the elective Koran (EK) course. EK course has been added as an elective course to the curriculum of the secondary schools and high schools in 2012. In other words, EK courses have been taught in schools for about eight years. In this process, various researches have been done on EK in Turkey. In these studies, the reasons of students for choosing the course, the opinions and attitudes of teachers, and students toward the course were discussed. However, no research on the motivation toward the EK course has been done yet. In this context, the problem statement of the research was determined as "To develop a scale in order to determine the motivation of high school students towards EK course and to examine it in terms of various variables". The research was done in 3 steps. These steps were designed according to an exploratory sequential design, which is one of the mixed-method research approaches. Study groups were created according to these steps. The common feature of all study groups is that they are high school students taking EK courses. In the first step, the study group consists of a total of 284 students, of which 155 are girls and 79 are boys. The study group for the item analysis of the second step consists of 92 students, 57 of whom are girls and 35 are boys. For the factor analysis of the second step, the study group consists of 385 students, 47% female, and 52.7% male. The factor analysis study group of the second step is the same as the study group of the third step. The interview form was used as the data collection tool in the first step, the survey in the second step, and the scale and the survey in the third step. Content analysis was used as data analysis in the first step; item analysis, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) in the second step; normality analysis, t-test, ANOVA, and relationship analysis were used in the third step. In the first step, it can be said that students' positive and negative attitudes towards EK courses stem from three things: teaching-learning process/teacher of the lesson, exam anxiety-failure, and religious reasons. In the second step, in addition to these three factors, eight other factors were added from the literature, a draft form consisting of 49 items with 11 sub-dimensions was obtained and applied. A total of 31 items were removed from the form, of these 16 were removed in the analysis step and 15 were removed in the factor analysis step. EFA was performed after KMO and Barlett tests and a 3-factor structure was obtained. Item total correlations of items ranged from .31 to .68 and item factor values ranged from .41 to .81. The first factor explains 34.89% of the scale, the second factor explains 8.33% and the third factor explains 6.48%. In total, three factors explain 49.71% of the cases. The first factor is named internal motivation (IM), the second factor is the external motivation (EM) and the third factor is the collaborative motivation (CM). The three-factor model structure of the scale, which was obtained with EFA, was examined with first-level CFA and the fit indices were found to be significant (x2 = 274.01, sd = 132, p = .00, x2 / sd = 2.07). The model fit indexes are accepted as the acceptable value of GFI, CFI, NFI, RFI, IFI and AGFI as .90 and the perfect fit value is 0.95. In this scale, these values were calculated as .93, .98, .96, .95, .98 and .90, respectively. So, the values are acceptable and excellent. Cronbach Alpha values of each factor were calculated: IM factor .84, DM factor .58, IDM factor .77 and total motivation .88. After the second step, a valid and reliable scale was developed toward the EK course. In the third step, the levels of IM and CM of students for the EK course differ significantly according to the school type and class. The motivation of Anatolian High School students towards the EK course is lower than that of vocational high school students. The motivation of high school 2nd-year students towards the EK course is lower than that of high school first-year students. There are a negative, low level, and significant relationship between students' IM levels toward the EK course, monthly income, and school average. There are a negative, low level, and significant relationship between students' CM levels toward the EK course and monthly income. As a result, a valid and reliable motivation scale toward the EK course was developed. The researchers were offered the following suggestions about the study: Using the obtained scale in different sample groups, carrying out research on the causes of the findings obtained, and planning of experimental designs for the solution of these problems. [ABSTRACT FROM AUTHOR]

The purpose and main problem of this research; to identify the relationship between intrinsic and extrinsic religious orientation and perception of goodness. The sub-problem is the relationship between these two variables and demographic variables. Documentation technique was applied in the theoretical part of the study. In the field study, a questionnaire was conducted with 379 students studying in five different high school types in Ankara. According to the research findings; a positive meaningful correlation was found between the intrinsic religious orientation and perception of goodness, and a negative correlation was found between extrinsic religious orientation and perception of goodness. Significant correlations were also found between religious orientation and perception of goodness and some demographic variables. [ABSTRACT FROM AUTHOR]

The search for meaning for life and events is the one of the most basic spiritual needs. To find meaning is also necessary to protect physical and mental health. People who don't give meaning to the events face more physiological and psychological problems. Religion is one of the most important facts that give meaning to human life. Religion is also the centre of all the individual's orientations regarding life. In this study, the relationship between religiosity and the sense of meaning among university students was examined. The sample of the study consists of 505 young people, 430 are female and 75 are male, studying at Trabzon University during the 2019-2020 academic year. In the research, the Meaning and Purpose of Life Scale, Intrinsic Religious Motivation Scale and Ok-Religious Attitude Scale were used as measurement tools. As a result of the analysis of the data obtained, the following conclusions have been reached in summary. Women's meaning and religiosity levels are higher than men's meaning and religiosity levels. Negative relationships were found between smoking and alcohol use and finding meaning in life, religious attitude, intrinsic religious motivation. Positive relations were found between being healthy and extraversion and finding meaning in life. Positive relationships were found between finding meaning in life and religious attitude and intrinsic religious motivation. Research has revealed that religion is a unique meaning system. [ABSTRACT FROM AUTHOR]

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty 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 Management & Economics Research is the property of Journal of Management & Economics Research 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 Cumhuriyet Ilahiyat Dergisi / Cumhuriyet Theology Journal is the property of Cumhuriyet Universitesi, Ilahiyat Fakultesi / Cumhuriyet University, Faculty of Theology 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.)