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Ethnobotanical studies revealed the experience and knowledge of people who learned the therapeutic virtues of plants through trials and errors and transferred their knowledge to the next generations. This study determined the ethnobotanical use of Juniperus drupacea (Andiz) in the Antalya province and the current and future potential distribution areas of J. drupacea in Türkiye during 2041–2060 and 2081–2100 according to the SSP2-4.5 and SSP5-8.5 scenarios and based on the IPSL-CM6A-LR climate change model. The very suitable areas encompassed 22379.7 km2. However, when the SSP2-4.5 scenario was considered, the areas most suitable for J. drupacea comprised 6215.892 km2 for 2041–2060 and 378.318 km2 for 2081–2100. Based on the SSP5-8.5 scenario, the area most suitable for J. drupacea was 979.082 km2 for 2041–2060. However, no suitable areas were identified with the SSP5-8.5 scenario for 2081–2100. Considering the models for the future estimated distribution areas of J. drupacea, serious contractions endangering the species are predicted in its distribution areas. Therefore, scientific research should focus on identifying J. drupacea populations and genotypes that demonstrate resilience to future drought conditions resulting from climate change. This endeavor is crucial as it holds significant ecological and economic values.

This research was carried out to examine the serial mediation role of mathematics self-efficacy and metacognition for problem-solving in the effect of reading comprehension on problem-solving. The relational research model, one of the quantitative research designs, was used in the study. A total of 699 middle school students studying in official public schools in Turkey participated in the study. SPSS and PROCESS macros were used in the analysis of the data of the study. The study revealed that reading comprehension, mathematics self-efficacy, and metacognition were related to problem-solving. The result of the study showed that mathematics self-efficacy and metacognition significantly mediate the relationship between reading comprehension and problem-solving.

In this study, it has been tried to develop a different perspective in the literature by determining the reflection of couple burnout of mothers, which is examined as a problem between couples or a personal problem, on the social development of children. The study was designed in the relational survey model, one of the general survey models. In the study, the Social Skills Assessment Scale was used to measure the social skills of children, and the Couple Burnout Scale Short Form was used to measure the mother's burnout level. According to the findings, a significant negative relationship was found between the Social Skills Scale's sub-dimensions of Initiating and Maintaining Relationships, Aggressive Behaviors and Coping Skills with Impulses, Planning, Group Communication and Conducting a Job Skills, and Social Skills Scale Total Score and Couple Burnout. It has been observed that couple burnout of mothers negatively and significantly predicts children's social skills and sub-dimensions of social skills, such as initiating and maintaining relationships, coping with aggressive behaviors and impulses, planning, communication with the group and running a business. It was concluded that the couple burnout of the mothers negatively predicted the social skills of the children.

Supervision is an essential part of school counsellor education training, particularly during internship and practicum experiences, as it plays a crucial role in assisting counsellor trainees in adapting to their new roles and identities. While essential to the profession, supervision literature lacks comparison studies across countries, leaving a significant gap in our understanding of whether, and to what extent, supervision is being effectively practised cross-nationally. In the current study, authors utilized a multisite analytic approach as a form of case study method to investigate similarities and differences in counsellor educators' school counselling supervision practices in the US and Türkiye. The study sample included a total of four counsellor education programmes, consisting of two programmes from each country. The results indicated that while counsellor educators in the US pay more attention to crisis management, suicide assessment, feedback acceptance, multicultural issues, school counsellor self-care, and mindfulness, their counterparts in Türkiye focus on creating counselling goals, counselling micro-skills, theories, and techniques. The results also provided further support for an independent counsellor education accreditation body that could oversee the supervision practices across counsellor education programmes in Türkiye for a united counsellor training, supervision, and professional counsellor identity.

This study was conducted to develop a valid and reliable measurement tool that can identify middle school students' self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely "forethought" and "volitional control and self-reflection." In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability (CR) were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis (CFA) was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.

Background: Gonarthrosis (GA) is a chronic degenerative disease. This study aimed to determine the frailty level of patients with GA aged 65 and over and to investigate the effect of pain on frailty. Methods: The population of this cross-sectional study consisted of patients and their relatives who applied to the orthopedics and traumatology outpatient clinic of a university hospital for examination, follow-up and treatment from October 1, 2021, to January 31, 2022. The study was completed with 160 elderly people aged 65 years and over. Data were collected using Personal Information Form, Tilburg Frailty Indicator (TFI), Get Up and Go Test (GGT), and Geriatric Pain Scale (GPS). Simple descriptive statistics, as well as correlation and multiple linear regression analysis, were used to analyze the data using SSPS 20. The significance level was set at p

Objective: Greater trochanteric pain syndrome (GTPS) is a prevalent condition that can significantly affect patient comfort and function. This study aims to compare the effectiveness of ultrasound (USG)-guided and anatomic landmark-guided corticosteroid injections in managing GTPS. Methods: Patients diagnosed with GTPS received either USG or anatomic landmark-guided corticosteroid injections. Pain scores (Visual Analog Scale, VAS) and functional outcomes (modified Harris Hip Score, HHS) were assessed at baseline, 1 month, and 1 year postinjection. Cost-effectiveness was calculated using public and private payor pricing from June 2024. Results: Both treatment groups exhibited significant improvements in pain and function. The USG group demonstrated greater initial improvements at the 1-month mark, particularly in VAS activity and HHS. However, these differences between the groups converged over time, with similar long-term outcomes observed in these parameters. The USG-guided injections showed more pronounced initial benefits, especially for patients with higher initial pain levels and lower functional scores. USG was found to be more cost-effective in terms of HHS, but not VAS measures. Conclusion: While both USG and anatomic landmark-guided injections are effective for managing GTPS, USG-guided injections may provide greater initial relief in pain and function, particularly for patients with higher initial pain levels. USG does not demonstrate longterm superiority over anatomic injections. The study underscores the importance of evaluating long-term outcomes to comprehensively assess the sustained effectiveness of different treatment strategies for GTPS. Level of Evidence: Level III, Therapeutic study.

The aim of the present cross-sectional study was to investigate the relationship between academic self-efficacy, life goals and subjective well-being of middle school students. The study group for the research comprised 434 middle school students. According to the findings, subjective well-being was correlated at a significant level with academic self-efficacy and life goals. Regression analysis revealed that academic self-efficacy and life goals significantly explained subjective well-being. The research findings provide important data about variables related to the subjective well-being of middle school students. Due to the research results, studies to increase academic self-efficacy and develop life goals for middle school students will contribute to increasing students' subjective well-being. For experts working in the field, the research findings will encourage the emergence of new research ideas related to other variables associated with the subjective well-being of middle school students.

It's assumed that university students' negative expectations for the future, combined with their prevalent resort to cognitive distortions, will heighten their anxiety regarding the profession. In this context, this study attempts to uncover the mediating role of cognitive distortions regarding the effects of negative expectations for the future on occupational anxiety. The findings of the mediation analysis demonstrated that cognitive distortions have a mediating role in the relationship between negative future expectations and occupational anxiety. Furthermore, the variables included in the model account for 22% of the total variance in occupational anxiety.

The purpose of this study is to examine the trends in recent years by focusing on the bibliometric results of previous studies on scientific creativity. For this purpose, a total of 370 publications on scientific creativity obtained from Web of Science and Scopus databases were examined in terms of different bibliometric variables, and they were presented with visuals and tables. Bibliometric analyses of the publications in both databases were performed separately. Afterwards, a comparison of the top 10 studies that stand out in terms of scientific creativity studies in both databases was made and they were integrated with each other. Tables and images were created using the VOSviewer package program. The results of the study showed that the most frequently used keywords in research in both databases were "scientific creativity" and "creativity". In both databases, the countries that had the highest number of studies and whose scientific studies were most cited were determined as USA and China. In addition, it was also determined that the top three most cited authors in scientific creativity studies in both databases were D. K. Simonton, W. Hu, and R. J. Sternberg.

The present study aimed to determine the knowledge levels secondary school students have on ecosystem, biodiversity, and environmental problems within the context of a science class and to identify the relationship between their knowledge levels on these subjects according to gender and science course grades. The study applied the survey design, a quantitative research method. The participants for the study included 400 eighth-grade students from a public secondary school in Ankara, Turkey during the 2018-2019 academic year. The Ecosystem, Biodiversity, and Environmental Problems Achievement Test (EBET) was used to collect the study data, and SPPS 17 software was used for data analysis. The students' responses to EBET were evaluated based on Bloom's Original taxonomy. The results revealed that the students had no difficulty in answering knowledge and comprehension questions, partial difficulty in answering application questions, and great difficulty in answering analysis questions. There was a positive, moderately significant relationship between the students' science course grades and their scores on the knowledge and comprehension questions; however, no significant relationship was found between their science course grades and their scores on application and analysis questions. Regression analysis was performed to determine the predictive value of science course grades on the knowledge levels of ecosystem, biodiversity and environmental problems. The students' knowledge and comprehension scores varied significantly by gender in favor of the female students, whereas their application and analysis scores did not vary significantly by gender.

Technology integration is the use of appropriate technology in line with the objectives set in the learning-teaching process. Teachers who carry out learning and teaching activities in schools have a great importance in technology integration. In this study, it was aimed to investigate the music teachers? perceived self-efficacy for technology integration. Technology integration self-efficacy perceptions of music teachers were compared based on the variables of gender, age, school type and level. The participants of the research consisted of 216 music teachers working in different cities in Turkey. Personal information form and perceptions of self-efficacy for technology integration scale were used in the research. The research findings indicated that music teachers? perceived self-efficacy for technology integration were moderate. In addition, their perceived self-efficacy differed based on gender, age and school type. In general, male music teachers and the teachers working with younger students and in private schools had significantly higher perceived self-efficacy for technology integration.

In this study, it is aimed to examine the speaking and writing anxiety levels of gifted students according to various variables. For this purpose, the study group consists of 50volunteer students who continue their education in a Science and Art Center (BILSEM) in Turkey and come to the school on the days of the study. The study was designed in the survey model and carried out according to the quantitative research method. In the study, the "Speaking Anxiety Scale" developed by Gündüz and Demir (2020) for secondary school students was used to determine the speaking anxiety of gifted students, and the "Writing Anxiety Scale for Secondary School Students" developed by Karakus Taysi and Taskin (2018) was used to determine their writing anxiety. The data were analyzed using the SPSS 26 package program. For analysis, t-Test and One Way Anova Test, which is one-way analysis of variance, were used from parametric tests. As a result of the study, it was determined that the writing and speaking anxiety levels of the gifted students were moderate, and the students do not differ according to their gender, grade level, school type and BILSEM program they are studying. In the study, it is suggested that more studies should be done on the speaking and writing anxiety of gifted students.

This study aims to examine high school students' class-related achievement emotions and to examine teachers' role in students' class-related achievement emotions in geography lessons. The participants of the study were 376 high school students (94 male and 282 female) and three Geography teachers (2 male and 1 female) from four different high schools. This study uses a survey design. Data from the students were collected by the Achievement Emotions Questionnaire developed by Pekrun et al. (2011) and translated to Turkish by Can, Emmioglu-Sarikaya, and Bardakci (2020). Data from the teachers were collected using a questionnaire consisting of three open-ended questions. Results showed that students' enjoyment, anger, and hopelessness emotions have changed statistically significantly from the beginning to the end of the geography lessons. Having a different teacher had a statistically significant effect on students' class-related achievement emotions of enjoyment, hope, hopelessness, anger, and pride. Findings showed that the three teachers participating in this study used lectures, discussion, and question-and-answer techniques, and they use presentations on the smartboard for the instruction. Teachers stated that they felt enjoyment, hope, hopelessness, anger, and anxiety when teaching geography lessons and that their emotions depend on the students' achievement and interest in learning geography. This study suggests high school geography teachers be aware of their emotions and students' achievement-related emotions. We suggest further research to examine the student-teacher relationships in terms of the class-related achievement emotions in geography lessons.