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The aim of this research is to adapt the scales "Homework Management, Homework Effort, Teacher Homework Involvement, Teacher Feedback and Parental Homework Support" into Turkish. The research data were collected from 1,698 secondary school students in grades 5 to 8. The sample was divided into four subgroups and explanatory factor analysis was conducted on two groups and confirmatory factor analysis was conducted on two groups. Concurrent validity analyses were carried out on all students. Data were collected from students studying in 24 classes of six different secondary schools in the Maltepe, Kartal and Pendik regions of Istanbul. 49.12% of this group of students are girls and 50.88% are boys, and the mean age of the participants is 11.84 years. In addition to the scales adapted to the Turkish language, homework behavior (homework completion, time spent on homework, going to school without homework) and academic achievement were measured for concurrent validity. The results of the EFA and CFA analyses were similar to the original scales for all scales. These findings regarding the number of sub-dimensions, the placement of scale items within these sub-dimensions, and the concurrent validity scores indicate that the Turkish versions of the five scales are valid and reliable for assessing mathematics homework at the secondary school level.

Digital transformation encompasses all the principles of people, working methods, and technology that support organizations in achieving their goals with the possibilities provided by the constantly developing information technologies that are in almost every aspect of our lives. Today, the impact of digital transformation is visible in every field with constantly developing technologies, and there is a rapid transition to digital innovations in almost all sectors. Web 3.0 and Metaverse, which are two innovations that support each other, are technological developments that can be used in many areas, and it is curious what role they will play in daily life. This study aims to present research on how the education and human-computer interaction fields can be synchronized with Metaverse technology with the impact of the digital age. In this study, the articles accessed by using the systematic analysis method were examined under the headings of subject, journal, year, research method, study group and sample, data analysis method, data collection method, field, country, conclusion, and suggestions for future studies. As a result of the research, 61 articles were found in the Web of Science database. Thus, it is aimed to obtain and discuss the results of how Metaverse technologies are reflected in the fields of education and human-computer interaction, in which direction they evolve, and how they will be reflected in future studies.

The main purpose of this research is to develop a measure to determine university students' perceptions of the flipped learning model. Exploratory and confirmatory factor analysis were conducted within the scope of the validity study of the scale, and its internal consistency was analyzed for its reliability. The data for exploratory factor analysis was collected from 360 preservice teachers who experienced the flipped learning model in the 2019-2020 academic year. As a result of the exploratory factor analysis, a three-dimensional structure (learning readiness, learning support and motivational interaction) consisting of 22 items was obtained, and factor loadings were between 0.82 and 0.50. The total variance ratio explained by the factors of the scale was determined as 57.59. Moreover, the confirmatory factor analysis was carried out on the data obtained from 354 pre-service teachers who did not participate in the exploratory factor analysis study. The most important values for CFA were X[superscript 2] =719.34; df=201; RMSEA = 0.08; SRMR =0.06; CFI = 0.97 and NNFI =0.97, which showed an acceptable level of fit confirming the three-factor structure. The findings show that the developed scale is a valid and reliable measure to determine the perceptions of university students regarding the flipped learning model.

Throughout the period of pandemic, many studies have been conducted on emergency remote teaching (ERT) in different fields and from different perspectives, which reveal that there has been a lack of a comprehensive map showing the rapid and continuous responses of these studies to the process. The purpose of this research is to analyze open access research on ERT using bibliometric method, and to reveal current trends in this field. VOSviewer software was used for data analysis; the data collection process was shaped using the PRISMA framework. 238 studies were included in the analysis. The distribution of the open access studies analyzed in the field of emergency remote teaching by year, type of publication, subject, country, and sources was examined; citation analysis (by journal and publication), authorship patterns and collaboration, common word analyses are included. It was found out that these open access publications mainly consisted of journal articles and were dated 2020 and 2021; most of the publications were in the field of educational sciences. Based on common word analysis, the most important topics that are addressed in studies on the ERT process are the process of pandemic, distance education and higher education, while the challenges experienced regarding teachers and pedagogic issues during the process, teacher education, student-related characteristics (such as self-regulated learningmotivation-academic success) and participation are found to be frequently studied topics. The concepts of instructional design, collaborative learning, social presence, and assessment are also among the topics covered. It is anticipated that the implications for policy and practice based on the examination of research trends will have a significant effect on the structuring of future online learning environments, as well as the ERT designed for emergencies.

The present study aims to determine the social anxiety levels of prospective teachers in e-learning environments. The research adopts the cross-sectional survey model. The study group consists of 506 pre-service teachers through a convenience sampling technique from a state university in northern Turkey during the fall semester of the 2021-2022 academic year. The data are collected online through the "Social Anxiety Scale for E-Learning Environments" in the spring semester of the 2021-2022 academic year. The study found that teacher candidates have a moderate level of social anxiety in e-learning environments which unfavorably affects academic achievement. Moreover, it is concluded that gender is not directly affecting social anxiety in e-learning environments, but the grade level is influential on social anxiety. There is a positive correlation between prospective teachers' self-efficacy in using computers and their social anxiety levels in e-learning environments. This study has revealed new empirical results on the reflections of social anxiety in e-learning environments. The results are discussed in line with the relevant literature and some recommendations are made.

The purpose of the present study was to explore the relationship between internet addiction, relationship satisfaction, and Gestalt contact styles among university students. A sample from a university in Turkey was recruited, which included 373 university students (271 females, 72.7%), aged 15-55. We administered and assessed the Gestalt Contact Disturbances Scale, Young's Internet Addiction Test, and the Relationship Assessment Scale. The relations were explored using Pearson's correlation and path analysis. Results indicated that contact, dependent contact, final contact, and full contact has significantly effect relationship satisfaction. Also, contact, full contact, relationship satisfaction has significantly effect internet addiction. Dependent contact and final contact has no significant effect on internet addiction. The results provided a perspective on expanding the literature of Gestalt therapy and internet addiction. We have provided some suggestions for Gestalt therapists and counselors.

College students face a diverse range of difficulties that risk their wellness. Therefore, understanding factors affecting college students' wellness would be important for preventing and intervening strategies. This study examined the mediating role of coping styles on the relationships between basic psychological needs and wellness in Turkish college students. A total of 599 college students participated in the study by filling out self-reported questionnaires on basic psychological needs, coping styles, and wellness. A path analysis was conducted to test the hypotheses. The findings showed positive direct effects of basic psychological needs on wellness. The results also revealed that self-confident, optimistic, and helpless coping styles were partial mediators between basic psychological needs and wellness. However, social support-seeking and submissive coping styles did not play any significant mediation role. Specifically, satisfaction of basic psychological needs was associated with self-confident and optimistic styles, which is in turn positively associated to college students' wellness. These findings advance our understanding of the association of basic psychological needs with wellness via coping styles. The limitations and practical implications, along with the future research directions, were discussed.

Stereotype threat occurs when educational institutions remind us of the stereotype that men are more successful in mathematics and that women's mathematics achievement is negatively affected. In this study, the effect of stereotype threat on the academic achievement of high school students was examined. In the designed experimental study, there are two experimental groups (threat 1 and 2) and a control group. The effects of two different stereotype threats were compared in the experimental groups. After the explanations to reveal stereotype threat in the experimental groups, a mathematics test was used and the "State Anxiety and Stereotype Awareness Scale" was administered at the end of the test. In this study conducted in the 10th grade of high school, data was also obtained from male students. According to the data, while there was no significant difference in terms of academic success between the study groups consisting of female students, it was seen that the academic success of the threat 1 group was higher among males. In terms of academic achievement, threat 1 group shows the greatest inequality between genders. It was observed that the state anxiety levels of female students in the experimental groups increased. According to the findings, in addition to a positive and low-level significant relationship between anxiety and academic success in female students, there is also a mediating relationship between anxiety and stereotype threat and academic success. There is no difference between male student groups. Awareness of stereotypes was low in both genders, and it was concluded that boys' awareness was higher than girls.

Abstract Familial Mediterranean Fever (FMF) is an autosomal recessive genetic disorder, primarily observed in populations around the Mediterranean Sea, linked to MEFV gene mutations. These mutations disrupt inflammatory responses, increasing pyrin-protein production. Traditional diagnosis relies on clinical symptoms, family history, acute phase reactants, and excluding similar syndromes with MEFV testing, which is expensive and often inconclusive due to heterozygous mutations. Here, we present a biosensor platform that detects differences in pyrin-protein levels between healthy and affected individuals, offering a cost-effective alternative to genetic testing. Our platform uses gold nanoparticle-based plasmonic chips enhanced with anti-pyrin antibodies, achieving a detection limit of 0.24 ng/mL with high specificity. The system integrates an optofluidic system and visible light spectroscopy for real-time analysis, with signal stability maintained for up to six months. Our technology will enhance FMF diagnosis accuracy, enabling early treatment initiation and providing a cost-effective alternative to genetic testing, thus improving patient care.

Cerebrotendinous xanthomatosis (CTX) is a rare autosomal recessive neurometabolic disease caused by a mutation in the CYP27A1 gene and deficiency of the mitochondrial 27-sterol hydroxylase enzyme. Deficiency of this enzyme leads to the accumulation of cholestanol and cholesterol in various systems (brain, lens, tendons), resulting in chronic diarrhea, juvenile cataracts, tendon xanthoma, and progressive neurodegeneration. Neurological manifestations include ataxia, dystonia, parkinsonism, seizures, dementia, and peripheral neuropathy. We report a 55-year-old woman who presented with chronic and progressive difficulty walking with a history of juvenile cataracts and a family history of parkinsonism. She was found to have cognitive decline, pyramidal-cerebellar signs, and xanthomas at her distal extremities. The diagnosis of CTX was confirmed by a homozygous pathological variant of the CYP27A1 gene, and treatment with chenodeoxycholic acid was initiated. Because CTX is treatable and preventable, accurate diagnosis and initiation of treatment at the earliest stages are crucial.

Aim: Sepsis remains a leading cause of mortality among the older hospitalized patients, particularly those with complex comorbidities. This study investigates the prognostic factors influencing one-year mortality in patients aged 65 years and over, who were hospitalized with sepsis, emphasizing the role of sepsis-associated encephalopathy (SAE) in long-term outcomes. Materials and Methods: In a retrospective cohort of 207 older patients treated for sepsis, clinical and laboratory data were meticulously recorded. Demographic details, comorbidity indices, and specific treatment interventions were analyzed. The association between these variables and one-year mortality was evaluated using univariate and multivariate Cox regression models. The Kaplan-Meier curves, complemented by the Log-rank test, assessed the survival probabilities. Results: The cohort consisted of patients with a nearly equal gender distribution, with a mean age of 73.7 years. The study found that SAE, increased international normalized ratio (INR), and advanced age were significantly associated with higher one-year mortality (p

Abstract Next-generation sequencing (NGS) coupled with bioinformatic tools has revolutionized the detection of copy number variations (CNVs), which are implicated in the emergence of Mendelian disorders. In this study, we evaluated the diagnostic yield of exome sequencing-based CNV analysis in 449 patients with suspected Mendelian disorders. We aimed to assess the diagnostic yield of this recently utilized method and expand the clinical spectrum of intragenic CNVs. The cohort underwent whole exome sequencing (WES) and clinical exome sequencing (CES). Using GATK-gCNV, we identified 12 pathogenic CNVs that correlated with their clinical findings and resulting in a diagnostic yield of 2.67%. Importantly, the study emphasizes the role of CNVs in the etiology of Mendelian disorders and highlights the value of exome sequencing-based CNV analysis in routine diagnostic processes.

The percentage of students with lower academic achievement than their peers due to their socio-economical disadvantages is globally accepted as an indicator of inequality. Some students, despite their disadvantages, are as successful as their advantaged peers. The family and individual characteristics and academic experiences of these students, who are referred to as academically resilient, provide useful information to the institutions that work to increase the academic success levels of other disadvantaged students. Accordingly, this study aims to determine the individual characteristics of academically resilient students, focusing on the PISA Turkey results. In line with the OECD criteria, an equal number of academically resilient (N=214) and academically disadvantaged (N=214) students participated in the study. Students whose economic, social, and cultural index values are amongst the bottom 25% were considered to be disadvantaged, and those who performed at level 3 and above in reading proficiency were regarded to be successful. Eighteen individual characteristics measured within the scope of PISA research were included in the study as independent variables. A binary logistic regression analysis was used in the analysis of the data. The regression model created in line with the findings predicted 67 percent of the variance in academic resilience and made an accurate classification of 85 percent. In order of their power, the predictors of academic resilience are grade repetition, use of metacognitive learning strategies (understanding, summarizing, evaluating credibility), reading for enjoyment, attitude towards academic competition, self-efficacy, and the desired occupation.

Teaching counselling ethics is not only about distributing a list of codes of ethics, but it also plays an important role in the acquisition of competencies. The current study utilised a single-group pre-test and post-test design to evaluate counselling students' multicultural counselling competencies, effective counsellor characteristics, basic psychological needs, and empathy skills as a result of taking a 14-week ethics course designed with a flipped classroom approach. The study group included 59 counselling students. The results showed a significant increase in the post-test scores of students' multicultural counselling competencies, effective counsellor characteristics, basic psychological needs, and cognitive empathy skills. Limitations of the study and implications for future research are discussed.