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With the declaration of the Republic, the administration determines a new ideal child type within the framework of the "new human" design, which is the policy to raise its own citizens. The most important criterion for the formation of national consciousness in this ideal child is that she knows her history, Mustafa Kemal and the national struggle. To build this generation quickly, magazines and newspapers are used as tools to reach citizens. Gürbüz Türk Çocuğu magazine tries to convey the importance given by the state to the child to the public with all the texts it publishes. In this study, it is aimed to examine the poems in the magazine that depict the ideal child type and guide the parents, and to reveal the characteristics that the ideal child and parent through poems. 36 poems were identified in the first 24 issues of the magazine published in Arabic letters, 24 of these poems were about education and 13 were about national consciousness. To the poems, it was seen that the child should have listed in physical, mental, spiritual and cultural terms; it has been revealed that the poems provide a template for today's child and tomorrow's ideal citizen and parent, from cleanliness to clothing, from education to health. [ABSTRACT FROM AUTHOR]

This study aims to classify student profiles based on the type and frequency of Information and Communication Technologies (ICT) usage. Each profile exhibits homogeneous characteristics and heterogeneous characteristics compared to other groups. Additionally, the study investigates whether covariates at the school and student levels create differences in these profiles. For this purpose, a mixed-method analysis (Latent Profile Analysis (LPA), Multi-level Latent Profile Analysis (MLPA) and Multi-level Logistic Regression Analysis (MLRA)) were used to identify ICT usage profiles. The study analysed data from 6,890 Turkish students across 186 schools participating in PISA 2018 (Program for International Student Assessment), revealing three distinct ICT usage profiles: Profile-1 (Low-Level ICT Users (19.06%)), Profile-2 (Intermediate-Level ICT Users (71.10%)), and Profile-3 (Advanced-Level ICT Users (9.84%)). The MLRA showed that students with low ICT usage have less access to ICT resources. Students in the Low-Level ICT Users profile also had lower scores on ICT-related motivation factors (interest, competence, social interaction, and autonomy). No significant effect of ICT usage on mathematics, reading, and science scores was observed. Variance differences at student and school levels could not be fully explained by covariates at the school level (type of school, ratio of computers connected to the internet per student, lack of educational materials and personnel). However, the ratio of computers per student effectively explained these differences. According to an MLPA, schools were categorised into two groups based on ICT resources: 'high' and 'low'. In schools with high ICT resources, the proportion of students in Profile-2 was found to be 45.8%, while those in Profile-3 accounted for 9%. In contrast, in schools with low ICT resources, the percentage of students in Profile-2 was 22.45%, and in Profile-3, it was 1.82%. These findings indicate that the level of a school's ICT resources significantly impacts students' technology usage skills. A significant finding of the research is that most Turkish students use ICT at an intermediate level at home for school lessons. The COVID-19 pandemic has further increased the importance of studying at home using ICT resources. [ABSTRACT FROM AUTHOR]

This study used the Vygotskian concept of perezhivanie, an emotionally lived experience, to examine the identities of two Turkish language learners. Learner identity has been researched from social and psychological perspectives; however, the role of emotion and its relationship with cognition has not been sufficiently addressed. As a unit of analysis, Perezhivanie offers a holistic approach to examining learners' identities by considering their emotional and cognitive processes in their learning environments. This study reports on a qualitative case study. Data were obtained from Dodo and Uraz's observations while taking an elective course in Global English and Culture, their multiple reflections written throughout the course, and their interviews. The data analysis revealed ontological instances of perezhivaniya (plural) that stemmed from the two participants' emotionally charged, memorable moments. It revealed how these perezhivaniya formed and transformed their identities throughout their language‐learning experience. These results indicate the importance of assisting language learners by introducing them to the new World of Englishes, thus providing new theoretical frameworks that create a fertile environment for identity transformation. [ABSTRACT FROM AUTHOR]

Copyright of Instructional Technology & Lifelong Learning is the property of Instructional Technology & Lifelong Learning 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 acquisition of the competencies of sustainability literacy through education requires an understanding of how sustainability literacy is shaped. In this connection, in the current study, the interaction between the following dimensions of sustainability literacy was investigated; SA (sustainability attitude), SB (sustainability behavior) and SK (sustainability knowledge). The study was conducted as a survey study on university students in the UK and Turkey within the context of a project entitled "Ecological Literacy Education" and supported by TUBITAK (Turkish Scientific and Technological Research Organization). The participants (n:1023) of the study are students attending several departments of Plymouth University in the UK and Mugla Sitki Kocman University in Turkey. The data were collected by using the Scale of Sustainability Literacy and analyzed using AMOS version 24. Although it was understood that there were mutual and positive correlations between the dimensions of sustainability literacy, it was revealed that the correlations between some sub-dimensions of these dimensions showed variation. The results of the study are expected to contribute to revealing the interaction between the dimensions of sustainability literacy in more detail and accordingly to the effectiveness of sustainability education. [ABSTRACT FROM AUTHOR]

Background: Students are a group particularly high risk of adverse effects from such restrictions introduced within counter transmission the SARS-CoV-2 pandemic. Fear felt of contracting the disease and social isolation can lead to consuming excessive amounts of energy with food, resulting in weight gain and eating disorders. Objective. The aim of the study was analysed selected lifestyle aspects of Polish and Turkish students before and during the COVID-19 pandemic and to determine the existence of differences between the lifestyles of these individuals during the two periods. Material and methods. The study was conducted at the turn of 2020-2021 among 435 students, including 331 Polish and 104 Turkish students: The research instrument was an original questionnaire created in a Google Forms, consisting of metric and a proper part regarding lifestyle before and during the pandemic. Prior to the actual study, in order to verify whether the research tool is understandable, a pilot study was conducted, which included 40 individuals. The Wilcoxon test was used to examine the differences between the lifestyle of students before and during the pandemic. A value of p

Various errors come out during writing as it is a highly complicated skill and requires higher-order thinking skills to activate the cognitive processes. Determining these errors is crucial for eliminating them. Mostly preferred way for determining them is performing an Error Analysis (EA). Hence, employing a screening model, the study aimed to reveal types, categories, and sources of errors in Turkish English as a Foreign Language (EFL) students’ writings as well as to explore potential differences in error frequencies based on their departments and genders by performing an EA. The data obtained from the research were analyzed through document analysis. The sample of the study included 42 students studying at English Language Teaching (ELT) and English Language and Literature (ELL) departments of a state university in Türkiye. All of them were in English preparatory classes and at B2 level. They were asked to write an essay in 150-250 words about one of the given topics. The error analysis revealed a total of 962 errors in Turkish EFL students’ writings. The errors were gathered under three types: grammatical, semantical, and mechanical errors. Among these, grammatical errors were the most prevalent, encompassing a wide range of categories including verb/tense errors, article errors, preposition errors, and others. Semantical errors, involving word choice, coherence, and ambiguity, followed next in frequency. Mechanical errors namely spelling, capitalization, punctuation, and contractions, were also prominent. The current study sought to explore whether there were statistically significant differences in error frequencies between students studying in the departments of ELT and ELL, as well as between female and male students. The analysis revealed no significant differences between the error frequencies of ELT and ELL students. On the other hand, a statistically significant difference was observed between error frequencies of female and male students. Female students produced less errors compared to the male ones. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Curriculum & Instructional Studies (IJOCIS) / Uluslararasi Eğitim Programlari & Ögretim çalışmaları Dergisi is the property of Curriculum & Instruction Association 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.)

Copyright of Acibadem Saglik Bilimleri Dergisi is the property of Acibadem University Medical 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.)

This study reveals the roles of various student and school characteristics in defining the academically resilient Turkish and Italian students' profiles based on TIMSS 2015 mathematics scores. The results of logistic regression analysis put forth that models for both countries were significant. The achievement of Turkish students was predicted by seven variables while the achievement of Italian students was predicted by two variables. Among all variables, 'academic expectations' and 'confidence in math' had the highest level of increase in the odds of being academically resilient. Results are comparatively discussed, and the study offers critical results for understanding resilience. [ABSTRACT FROM AUTHOR]

The adverbial participle in Russian is one of the most difficult topics, which even native speakers have problems from time to time. While learning the subject of adverbial participle Turkish students may also encounter some difficulties. This study discusses the concept of the adverbial participle in the Russian language, the basic rules for its formation and use. It is also mentioned that there is no definite consensus among Russian linguists on the status of the adverbial participle. The main topic of the article is not a detailed comparative analysis of the adverbial participle in Russian and Turkish, however the subject is described briefly in Turkish too. In order to facilitate the learning process of Turkish students, in both languages are determined some similarities related to the adverbial participle. The aim of the study is to define the adverbial participle in modern Russian language in terms of semantic, syntax and morphological features. The study also aims to provide a method to facilitate the learning process and minimize the occurrence of errors by revealing the difficulties of Turkish students in learning this topic. [ABSTRACT FROM AUTHOR]

In this study, while teaching Arabic to Turkish students, we have faced various challenges that in one way or another reflect the problems that these students face. However, these are diverse, intricate and complex challenges that arise in the students' lives. This is manifested in the form of phonetic, syntactic, written errors, etc. in the students' spoken and written language. This is because many of these students come to the conclusion that it is difficult to learn the language, or often impossible to master Arabic. It turns out that the learning problems and difficulties are not caused by the words themselves or the largely incomplete Arabic structures, but rather by the completed grammatical structures and Arabic phrase sequences in general. Thus, our research has revealed the aspects of harmony, similarity or difference between the structural system of the two languages [in which the intention is revealed] and the main reason for them. This study was accompanied by the results of a survey of students' views on the Arabic language, which was the best basis for drawing conclusions. The study is theoretically based on the comparative analysis approach. Because this approach is the most effective approach in terms of analyzing linguistic phenomena in order to reach the goal of the study. Then, a comparative presentation between Arabic and Turkish languages was added to this analysis in order to create the desired balance and thus reveal the degree of difficulty faced by Turkish learners of the Arabic language. The mother tongue, here Turkish, effectively influences and largely controls the process. The study believes that the learner's first language experience in his/her mother tongue (Turkish) effectively influences and largely controls the process of learning a foreign language (Arabic). Studies in the field of linguistic psychology have confirmed that it is necessary and inevitable for the learner to remember his/her mother tongue when faced with a new language phenomenon in a language being learned, and that this even happens unconsciously. On the other hand, from a practical point of view, this study was based on the rules of the descriptive approach and used statistical tools to analyze the results of the questionnaire distributed to 152 Turkish students at the Faculty of Theology, Gaziantep University. The study represented a random sample after ensuring the eligibility of the sample and excluding those who violated it. This article is based on two issues and a conclusion: The first issue is entitled "The Balance between the Levels of Arabic and Turkish Language Learning". This represents the theoretical aspect of the study. This is followed by the second issue, which is titled "Presenting the Data Based on the Questionnaire and Analyzing the Results". This represents the scientific aspect of the study. In the conclusion, in addition to the appendix with statistical tables, figures and graphs, as well as pictures of the questionnaire distributed to the students, the important final conclusions and recommendations that emerged from the research are collected. [ABSTRACT FROM AUTHOR]

In recent years, a new life style has been started via internet and social media. Communication among distant individuals become popular and trendy thanks to the internet. Internet has become a vital tool of communication which is mostly carried out by the visuals like images, icons, pictures, etc. These figurative styles lead to a kind of visual communication which needs understanding the meanings and usage of the visuals. To understand the meaning of the visuals and to interpret them correctly one has to have a good level of visual literacy skill. Hereby, the main goal of this study is to determine the visual literacy skill level of Italian university students and the visual literacy skill level of Turkish university students. It is predicted that a comparative study conducted in Italy can contribute to the follow-up system of European structures. It is expected that the outputs of the study will contribute beyond the visual literacy content of the two countries, Türkiye and Italy. The visual literacy scores of Italian and Turkish students are supposed to be at a good level. In the research, the visual literacy scores of Italian and Turkish students did not display any meaning by gender. The findings show that visual literacy scores differ by the students' country of residence. The interaction of country of residence and reproduction did not have any effect on visual literacy. When Italian students evaluated their visual literacy scores up to their grade level, the results of the analysis showed that the visual literacy scores of the second-grade students were higher than the first and third grade students. On the other hand, Turkish students did not show any meaningful difference according to their classroom perception. The t-test results of the Italian students' visual literacy scores according to the departments they studied did not display any difference, too. [ABSTRACT FROM AUTHOR]

This study aimed to examine bullying, achievement motivation, and resilience levels of both Syrian refugee students and Turkish students at an Islamic religion-based high school for boys. The sample included 289 students. One hundred and forty-three (49.50%) of the participants were Syrian and 146 (50.50%) were Turkish students. The mean age of the participants was 16 years (SD = 1.30). This study found that the level of bullying among refugee students was higher, and the level of achievement motivation was lower than for Turkish students. However, there was not a significant difference with regard to resilience scores. In terms of grade level, 9th-grade students reported lower scores of bullying than 10th- and 12th-grade students. The results indicated that bullying, resilience, and the demographic information of nationality (Syrian and Turkish) were significant predictors of achievement motivation. In addition, the relationship of resilience with achievement motivation was the same strength for both groups when separately analysed. These findings may help school counsellors, teachers and administrators to raise awareness in schools about issues such as forced migration and refugee psychology, trauma and its effects, bullying, low motivation, and problems faced by refugee students in general. [ABSTRACT FROM AUTHOR]

Simulations, which are very powerful educational tools on their own, enable concretization of abstract concepts and help students research the variables related to the subject matter of the simulation. Simulations provide powerful modelling environments that include the interaction processes of physics concepts, bring active participation of students into the learning process and support their learning by doing and living. This research was carried out to answer if simulatios with images from everyday life or abstract things yield different results in being more comprehensible, suitable for students' level, more beneficial, more interesting and helping permanent learning. To this end, "Solid Pressure" in the 10th grade physics curriculum in Turkey was taken as basis, and two different simulations were developed to help teach this topic. ADDIE design model was used during the preparation of the simulations. One simulation (human simulation) contained tangible variables from everyday life, such as shoe size, weight, height, while the other simulation (cube simulation) was prepared by using abstract variables such as surface area, elevation and heaviness. Then, views of physics teachers and 10th grade students regarding the simulations were taken through online survey. The participants included four physics teachers and 37 students. The survey consisted of open-ended items and the participants' answers were analyzed with content analysis. Each participant were coded for ensuring the privacy of paritipant, and each answer to questionnarie coded by two researchers It was found that most of the participants would prefer human simulation The students preferred the version which they found comprehensible, suitable for their level, more beneficial and interesting and which helped permanent learning. On the other hand, the factors affecting the teachers' preference included the simulation's ensuring learning and referring to everyday life. The students stated that both of the simulations were beneficial in learning the content and making the learning permanent as well as developing a positive attitude towards the lesson and the topic of learning. As a conclusion, the two simulations did not vary with their context in terms of benefits for students, but they were dissimilar in suitability for the purpose. [ABSTRACT FROM AUTHOR]

Budapest is well known as a tourist destination, but it is also a study destination, attracting more and more international students each year. Destinations are important in tourism: their perceived image can influence the decision of travelers. The same is true for study destinations and educational tourism: the perceived image of a city and of a university among students influences whether a student prefers a given destination. In the current research we analyze the image of Budapest as a study destination: we show the opinion of 10 Turkish students of the city and analyze the motivations and experiences behind and connected to their chosen place of study. We will show that the international reputation of the universities in the city is just one factor influencing students: accessibility and social and cultural activities also play a decisive role in the decision of students to study in Budapest. Results also show that Budapest as an educational destination fulfilled the expectation of Turkish students. [ABSTRACT FROM AUTHOR]

In this research, it is aimed to examine the attitudes of Turkish students attending middle school according to various variables (gender, class level, academic achievement, daily study time, maternal education status, maternal occupation, father education status, father's profession, family income status, number of people living in households). The research is designed according to one of the quantitative research methods, the scanning pattern. The sample group of the study consists of 452 secondary school students who were educated in the central district of Kilis province in the fall semester of the 2021-2022 academic year, aged between 10 and 13, selected using simple unelected sampling method. The data of the research were analyzed using the SPSS 23 program. The research findings reveals that middle school students have a high attitude towards scientific field trips. Student attitudes towards the learning tool and adventure direction, which are the sub-dimensions of scientific field trips, are moderate; student attitudes towards social and environmental aspects are high. It was also concluded that the attitudes of secondary school students towards scientific field trips differed importantly according to gender, academic achievement, study time, parental education level and occupation and number of households. However, it was detected that the attitudes of middle school students towards scientific field trips did not differ importantly according to class level and economic level variables. [ABSTRACT FROM AUTHOR]

This study is carried out within the scope of aim to determine the areas and courses of interest of gifted and talented students, using a survey research model among quantitative research design. Within this scope, data was obtained from 370 gifted students using stratified purposive sampling method with electronic forms created in two parts via Microsoft Forms. Data analysis was carried out with SPSS 22 packet data analysis program. Descriptive statistics and difference tests were utilized in the analysis of the data. As a result of the study, it was found that gifted and talented students are most interested in courses of chemistry, informatics and mathematics while courses of history, literature and philosophy were the least favored. Other findings of the study are significant differences in course interest of gifted childrenobtained according to the variables of gender, duration of education in SAC, type of identification area in SAC and type of program in SAC. [ABSTRACT FROM AUTHOR]

Vocabulary is regarded as an important part of communicative language ability and a significant predictor of second language proficiency. The relation between vocabulary knowledge and communicative language ability has important implications for L2 students, foreign language teachers and educational systems. Thus, many studies have been conducted to investigate this relation. However, there is scarce literature related to different factors which affect EFL learners' vocabulary knowledge. Hence, this study explored the relationship between motivation and vocabulary knowledge. 711 preparatory school students participated in the study. Language Learning Orientation Scale and Vocabulary Levels Test (VLT) were utilized in the data collection process. Participants emphasized the pragmatic use of English (extrinsic motives) rather than intrinsic motives, so findings revealed a moderate level of self-determination. The results of the vocabulary levels test showed that the mean score of the total vocabulary knowledge was below the average. On the other hand, a significant relationship was found between learners' motivation and their vocabulary knowledge. The results implied that language teachers should pay attention to their learners' motivation levels in order to increase their vocabulary knowledge. [ABSTRACT FROM AUTHOR]

The purpose of this study is to compare the attitudes of Turkmenistanian and Turkish university students towards environmental ethics approaches and their naturalistic intelligence (NI) field. In addition, it was investigated whether there is a gender difference in environmental ethics levels in both countries students'. Environmental Ethics Attitude Scale (EEAS) and Multiple Intelligence Areas Inventory were applied to the students. A total of 172 Turkish and 103 Turkmenistanian university students participated. A significant difference between the mean scores of Turkish and Turkmenistanian was observed in all four categories of environmental ethics [Anthropocentric, Ecocentric, Ecofeminism, Teocentric]. The analyses conducted to test gender differences showed that there was not a significant difference between male and female Turkmenistanian students' EAA mean scores. Comparison of NI levels of students from both countries suggested that Turkish students' NI levels were "developed" and Turkmenistanian students' NI levels were "moderately developed". The research findings were considered for both countries students'. [ABSTRACT FROM AUTHOR]

The aim of the study is to examine strategies used in intercultural encounters by Polish and Turkish students of Foreign Languages (n1=50, n2=50, respectively) who have experienced intercultural communication. Intercultural encounters are viewed as ‘language-inaction’ situations because they provide a rich source of information about linguistic devices used during intercultural exchanges, sources of misunderstanding and miscommunication, and strategies implemented to transfer information or maintain conversational involvement of the interlocutors. This study offers some insights into the frequency and variety of the strategies used in intercultural encounters. It was conducted as a small-scale project, with the Critical Incident Technique and questionnaires administered to collect data. The research participants (C1/C2 levels of proficiency) were supposed to produce written narratives describing the most memorable intercultural encounters and report on intercultural communication strategies. Their narratives were later analysed to identify strategies applied to manage intercultural communication and achieve communicative goals (e.g. maintaining contact and/or conveying necessary information). Research findings show that Proactively seeking clarification and Building intercultural connection or relationship were the most frequent strategies used by these two groups. However, research results also suggest that the choice of strategies depends on such factors as the participants’ level of language proficiency, their cultural background or the quality and quantity of intercultural contacts. Cross-cultural analysis indicates that Turkish students are more socially- and culturally oriented, whereas Polish students display a tendency to focus more on cognitive and linguistic aspects of intercultural encounters. Findings from the study can be of help for educators and trainers involved in researching intercultural communication, strategic involvement and training. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop a 3D virtual reality environment and to examine its effectiveness in order to facilitate the adaptation and integration of immigrant students into school. In the study, which was carried out in two stages, the design-based research method and the mixed research method were used, respectively. In the study conducted with eight immigrants and eight Turkish students studying at the 5th-grade level, first of all, the 3D virtual reality environment was developed, and in the next part, the effectiveness of the 3D virtual reality environment was evaluated. During the eight-week design-based research process, various activities were designed regarding the subjects of basic Turkish concepts (introduction expressions, school objects, colours, numbers, etc.), the physical structure of the school, school staff, school and classroom rules that immigrant students needed in their adaptation to school, and a 3D virtual model of the school they attended was created. In the second stage of the study, the 3D virtual reality environment developed was applied to the immigrants and Turkish students for four weeks, and its effectiveness was tested. The results revealed that the attitudes of the immigrant students using the3D virtual reality environment towards school changed positively and that the 3D virtual reality environment increased their love for the school and helped them know the school and learn Turkish. Although the 3D virtual reality environment used caused negative feelings such as nausea and dizziness in the immigrant students and Turkish students, it was seen that it had a positive effect on the development of positive emotions such as friendship bonds, love, confidence and happiness. It was found that the immigrant students performed all the performance criteria in the application process at a good level and that there was a significant positive difference in their academic achievement scores before and after the application. [ABSTRACT FROM AUTHOR]

This research aims to assess the impacts of the COVID-19 epidemic process on the knowledge, thoughts, actions, and awareness of primary school pupils regarding "healthy life," in accordance with the attainments of the Turkish Life Science curriculum. The research was conducted using phenomenology. Maximum variation sampling was utilized to determine the study participants. Accordingly, primary schools located in three distinct settlements (middle-upper and lower-middle socio-economic levels located in the district centre and the town connected to the district) were chosen for the 2020-2021 academic year in the Tavşanlı district of the Kütahya province of Turkey. The information was collected from 18 pupils in the primary schools' 1st, 2nd, and 3rd classes. A semi-structured interview form was utilized to collect data for the study. The dataset was analysed using the approach of descriptive analysis. According to the findings of the study, the students were aware of healthy life. In addition, it was revealed that a large percentage of student responses overlapped with the associated subjects and attainments of the Life Science courses. During the COVID-19 outbreak, students reported that their lives were affected in the areas of "academic, health, personal, and social". Concurrently, it has been determined that their lifestyles have changed in a variety of ways, as well as their attitudes and actions regarding healthy living. In this context, it may be stated that diverse subjects should be incorporated into students' in-school and extracurricular activities in order to increase their knowledge, abilities, and awareness of healthy living. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the influence of teaching materials that can enrich the views of middle school students about the role of imagination and creativity in scientific research. The study was conducted in a village middle school in Rize Turkey. It used a case study method within the scope of the qualitative research approach, seven activities were designed by the researchers toward the imaginative and creative nature of science (NoS). They were applied to the study group by the first researcher for twelve weeks. Data were collected with four openended questions and semi-structured interviews as also reflective writings and worksheets during the intervention. The NoS questionnaire and subsequent interviews were administered to participants twice, at the beginning and the end of the teaching. By using qualitative data, pre-post profiles of the students regarding the NoS were created. Each profile was classified using three-stage categories informed, transitional and naive. It was concluded that students' naive views on the imaginary and creative NoS changed towards transitional and/or informed. [ABSTRACT FROM AUTHOR]

This study aimed to examine the environmental awareness of Turkish primary school students in the context of some demographic variables. The study was carried out with the general survey method. An online questionnaire was used as a data collection tool due to the Covid 19 pandemic conditions during the study. The first part of this survey form included demographic questions about gender, grade, household income, mother's graduation, and father's graduation. The second part included the 5-Likert type 21-item Elementary School Environment items. As a result of a pilot study, it was decided to exclude 14 items from the original scale. The exploratory factor analysis result revealed that the scale showed a structure with five sub-dimensions (ecocentric, nature responsibility, anthropocentric, environmental knowledge, and hedonistic). Two hundred sixty primary school students at the 2nd and 4th-grade levels participated in the study. The present study's results, which examined elementary school students' environmental awareness levels, showed that the null hypothesis was accepted in most scores related to scale factors. These results show that the students who participated in the study tended to have information about the environment and the factors that threatened the environment, to be sensitive to nature, and to be ready to sacrifice to solve environmental problems. The analysis results show that the participants agreed with the statements in ecocentric, nature responsibility, ecological knowledge, and hedonistic sub-dimensions. At the same time, they disagreed with the views of the anthropocentric sub-dimension. It was determined that there was a significant difference between the groups in the context of some demographic variables. [ABSTRACT FROM AUTHOR]

As the source of an individual’s learning, listening and reading skills are also a prior condition to use speaking and writing skills. Therefore, eliminating the problems encountered in these skills is also important for the development of other skills. In this study, the aim is to determine the listening and reading anxiety levels of students and the relationship between them in terms of various variables during the Covid-19 pandemic which has been emphasized in various studies to cause learning losses. In accordance with the stated aim, the target population of the research consists of secondary school students. Data from the participants were collected with the use of the Listening Anxiety Scale for Secondary School Students and the Reading Anxiety Scale, and the SPSS program was used to analyze the data. As a result, it was determined that listening anxiety levels of the participants were moderate and reading anxiety levels were low, and there was a positive and significant relationship between the listening and reading anxiety levels of secondary school students. [ABSTRACT FROM AUTHOR]

In this study, Syrian refugee students', who have been living in Turkey since the beginning of the Syrian civil war, adaptation problems and the level of Turkish students' adoption, are searched in terms of gender and class level. In this context, investigating Republic of Turkey's education policies, possible problems in future and solutions are aimed with the opinions of the instructors of temporary training centers with the help of semi-structured interview form. The sample group of this study is formed of 700 students from Şanlıurfa Haliliye Rabia Hatun Girl Anatolian Religious High School, Konuklu Vocational and Technical Anatolian High School, Rabia Hatun Religious Temporary Training Center and Milli İrade Temporary Training Center, 211 of them are refugees and 489 of them are Turkish. 173 of these students are male and 527 of them are female. For the qualitative part of the study, 15 temporary education center instructors are viewed from 4 different cities. In this study, Syrian refugee students' adaptation problems and the level of Turkish students' adoption are searched in terms of gender and class level and temporary training centers' instructors' opinions on these topics and refugees' educational status are analyzed. In addition to this, while explaining the variances, the figures like average, standard deviation, and percentiles were represented. [ABSTRACT FROM AUTHOR]

Background: Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure—namely, contingency, clear expectations, help and support, and monitoring—are equally important for student learning and motivation. Aims: In this cross‐sectional study, we aimed to investigate to what extent students' autonomous motivation is linearly and curvilinearly related to their perceptions of their teachers' contingency, clear expectations, help and support, and monitoring. Sample: Participants were 12,036 Turkish adolescent students (age range: 15–19 years; 54.4% males) from 446 classes, nested into 24 public schools. Methods: Cross‐sectional, based on student ratings of their self‐determined motivation and their teacher structure provision and autonomy support. Results: Multilevel and ordinary least‐squares polynomial regression analyses showed all the four perceived structure elements to predict autonomous motivation, with expectations and contingency (especially when coupled with monitoring) being even more important predictors than the other elements. Response surface analyses also showed strong positive relation between autonomous motivation and all the possible pairs of the four elements of perceived structure along the line of congruence, suggesting an additive effect when teachers are thought to be contingent and helpful and supportive (or monitor their students, or clearly communicate their expectations). Conclusions: These findings imply the key role that teachers could play in enhancing their students' autonomous motivation by providing all the elements of structure. [ABSTRACT FROM AUTHOR]

It is a fact that personal features and qualities play a crucial role in determining learners' success or failure in their attempt to learn foreign languages. It was these factors that lit a bulb in the mind and opened a path to set off to find out how these features affected the learners' communication eagerness in L2. The main aim of the current study is to explore the relevance between the learners' horoscopes and their willingness to communicate utilizing a mixed-method research design. Willingness to communicate (WTC) and Self-perceived communicative competence (SPCC) surveys have been conducted for the quantitative section and a semi-structured interview with an in-depth content analysis for the qualitative part. Interestingly, no significant affect of horoscopes on students' willingness to communicate was found out, however, the interviews elaborated to some extent that among the 5 other stated horoscopes, Leos were more willing to communicate with their friends, with their classmates and with strangers. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, 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.)

The article deals with Russian prefixed verbs of motion in the reflection of the Turkish language. The topic is relevant due to the fact that in recent years the role of Russian language learning in Turkey is increasing because of the expansion of economic and cultural relations between the two countries. The aim of the study is to create a linguodidactic basis for developing methodological recommendations for teaching Russian prefixed verbs of motion to Turkish students. Different methods have been used to realize the goal. The article is based on the dissertations, textbooks and manuals on the Russian language for foreigners, scientific works comparing the Russian and Turkish languages. The study of verbs of motion in the practical course of the Russian language for Turkish students has a special place. Russian and Turkish language speakers perceive the world and their identity differently. The differences between the pictures of the world are reflected in culture and language, its vocabulary and grammatical categories. Thus, while there are universals in the verb systems of the Russian and Turkish languages, there are also significant differences in the idea of action, state, change, movement, denoted by verb units in the two languages. Russian prefixed verbs of motion do not have exact equivalents in Turkish and are translated by means of verbs with different root or translation transformations. The results of the comparative description of Russian prefixed verbs of motion and transferring their meanings in Turkish, and the identified differences served as the basis for developing methodological recommendations for teaching Russian prefixed verbs of motion to Turkish students, taking into account their native language. Basing on the research, a system of teaching prefixed verbs of motion to Turkish students, including methods of verb presentation and consolidation in oral and written speech, was developed. The prospects of this work are to create a nationally-oriented textbook on the topic Russian prefix verbs of motion.

Purpose: Using self-determination theory, this study examined unique contributions of relatedness need satisfaction (to both teachers and peers) to intrinsic motivation and engagement (behavioral, cognitive, and emotional) over and above those of autonomy need satisfaction and competence need satisfaction among Turkish students in secondary school physical education. Methods: Participants were 331 (162 boys, 169 girls) middle and high school students enrolled in physical education classes at four public schools in the southwest Turkey. Data were collected by previously validated questionnaires. Results: No gender differences occurred in the mean levels of relatedness to teachers need satisfaction and relatedness to peers need satisfaction. These two types of relatedness need satisfaction made significant unique contributions to student engagement for both boys and girls. The differential roles of relatedness to peers need satisfaction in predicting boys' and girls' engagement were observed. Discussion/Conclusion: The study demonstrated that two types of relatedness need satisfaction uniquely predicted students' engagement in a secondary school physical education setting. This finding supports self-determination theory that relatedness need satisfaction is an important motivator for students in schools. [ABSTRACT FROM AUTHOR]

Purposes: This study aimed to determine the perceptions of gender and honor of students (n = 427) in various health science faculties and the relationship between those perceptions. Design and Methods: An introductory information form, the Gender Roles Attitude Scale (GRAS), and the Attitude Scale for Women‐Related Conception of "Honor" (ASWRCH) were used as data collection tools. Findings: The students' average scores on GRAS and ASWRCH were 159.7 ± 23.1 and 104.1 ± 15.5, respectively, demonstrating that students had an egalitarian attitude and perception of honor. Conclusions: Students from health science faculties, trained to provide service for healthy/sick individuals, were found to have strong egalitarian attitudes in terms of gender and perception of honor. Practice Implications: Raising health sciences students, with an egalitarian approach in terms of gender and honor perception will enable them to adopt an egalitarian attitude in their personal and professional lives and to become agents of change in initiating and sustaining social change. [ABSTRACT FROM AUTHOR]

Copyright of International Innovative Education Researcher (IEdRes) is the property of International Innovative Education Researcher (IEdRes) 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 study is to determine Turkish and refugee middle school students’ views on their national belonging. The study employed the qualitative research approach aligned with the purpose; semi-structured interviews were conducted with Turkish and refugee students. Data were analyzed using the content analysis method. Results showed that the most important common features for national belonging of both Turkish and refugee students were the common language they spoke and the place they lived in and the difference of views regarding national belonging were in terms of discrimination. Regarding Turkish society’s expectations of them, both groups emphasized universal values such as being hardworking and being a good person, but their perceptions of serving the state differed. As for what Turkish and refugee students should do for this society, Turkish students believed that they should be hardworking and refugee students thought that they should be good people. It can be said that the differences of opinion between Turkish students and refugee students who migrated to Turkey would decrease if both groups came together on the subject of universal values. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Social Science Studies is the property of Journal of Academic Social Science 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 Sakarya University Journal of Education is the property of Sakarya University, Institute of Education 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.)

As highlighted by international assessments, the reading comprehension levels of Turkish students are far from the desired level. In this sense, the competencies of teachers who play a vital role in promoting students' reading comprehension skills are of high importance. The expectation that teachers who have a long educational life will have a high level of reading comprehension skills is the central starting point for this study. Identifying the level of reading comprehension of teachers is crucially important in terms of revealing competency levels of teachers. In this study, a descriptive screening model, one of the quantitative research methods, was employed to identify teachers’ levels of reading comprehension and use of reading strategies. The universe of the research consists of teachers working in secondary schools in Denizli province. Stratified sampling, which is based on probability sampling, was used for the selection of the sample. The sample included a total of 418 teachers. The research findings indicate that the teachers' reading comprehension and use of reading strategies levels differ by the branch variable, and Turkish teachers exhibit better reading comprehension than other teachers since it is their field of study. In addition to that, it is seen that there is a positive and significant relationship between the level of use of reading strategies and the level of reading comprehension. Therefore, it is thought that an effective instruction of reading strategies will enable teachers of other branches to yield better performance. [ABSTRACT FROM AUTHOR]

Purpose: Framed within self-determination theory, this study examined relationships among perceived instructional choices (cognitive, organizational, and procedural), autonomy need satisfaction, and engagement (behavioral, cognitive, and emotional) among Turkish students in middle school physical education. Methods: Participants consisted of 246 (124 boys, 122 girls) middle school students enrolled in physical education classes at four public schools in the west Turkey. Questionnaires were used to collect the data. Results: Perceived cognitive, organizational and procedural choices were found all important to students' autonomy need satisfaction and/or engagement. Autonomy need satisfaction fully or partially mediated the relationships between perceived instructional choices and engagement. Discussion/Conclusion: The study provides empirical data that instructional choices supported student autonomy need satisfaction, and were related to student engagement in middle school physical education. [ABSTRACT FROM AUTHOR]

Mobility is becoming a defining feature of today's globalising society. Individuals move for a variety of reasons, including finding employment or pursuing education. This paper focuses on the interrelationship between two different types of migrants who have all moved out of one specific country to another. It builds on the perceptions of Turkish graduates of German universities who moved cross-border recently to study in German universities, the self-styled 'New Wave Turks', to understand their place within the existing Turkish diaspora there. Although the existing Turkish diaspora in Germany is well researched, as is how diasporas can facilitate further mobility, the interaction between these newcomers and the existing Turkish diaspora in Germany has received little scholarly attention. Through in-depth semi-structured interviews with recent Turkish graduates of German universities, we explored how the existing diaspora provides support but also challenges for the newcomers, complicating their experiences. We argue that international student mobility led to the emergence of a new form of 'total diaspora' in Germany, comprising both the existing Turkish diaspora and newly joined Turkish graduates of German universities. Social media was instrumental for these newcomers in setting themselves apart within the total diaspora, allowing them to create their own community identity. [ABSTRACT FROM AUTHOR]

Personality priorities are important concepts in Adlerian theory, contributing to understanding and conceptualizing clients' lifestyles. Even though Adlerian psychology promises multicultural applications and has been interested in Turkey, no instrument measuring personality priorities has been developed or adapted into Turkish. Therefore, the purpose of this study was to adapt the Adlerian Personality Priority Assessment (APPA) into Turkish and examine its psychometric properties with a sample of Turkish undergraduate students. This study was conducted in three steps. In the first step, a linguistic equivalence test was performed with a sample of 73 students enrolled at the Department of English Language Education. In the second step, the structure of the APPA was examined using exploratory and confirmatory factor analyses with a sample of 1,279 undergraduate students. In the final step, test-retest reliability was tested with a sample of 93 undergraduate students within 4-week interval. The results of the linguistic equivalency study revealed that translations were linguistically and culturally proper. According to the exploratory and confirmatory factor analyses, the Turkish form of the APPA consisted of 24 items loaded with four factors consistent with the original form. The results also revealed good levels of internal and test-retest reliabilities. The findings of this study showed that the Turkish form of the APPA is a valid and reliable instrument, and it can be used in research and practice with Turkish populations. The results and limitations were discussed, along with implications for future research and practice. [ABSTRACT FROM AUTHOR]

Counseling scholars have increasingly utilized the relational-cultural theory (RCT) to promote growth fostering connections as a healthy way of managing various life problems. The Relational Health Indices (RHI) was developed to understand relational interactions among women. In an attempt to broaden the utility of the RHI, the purpose of this study was to develop and validate a Turkish language version of the RHI for research and clinical use. In translating the RHI from English to Turkish, we followed a seven-step process. Data were collected from 213 Turkish-speaking college students enrolled in two Turkish public universities with the mean age of 22.29 (SD= 3.41). The findings revealed that the RHI-T proved to be a two-factor structure (the Peer and Mentor subscales) among Turkish students and that the Community subscale was not an acceptable fit even after removing several items. Potential explanations, implications, and recommendations for clinical use and future research are provided. [ABSTRACT FROM AUTHOR]

The present study reports on the adaptation of the Student Feedback Literacy Scale developed for the Turkish learning context by following a rigorous scale adaptation process. Three groups participated in this study: 31 undergraduate students in the translation stage, and two groups, including 291 and 401 undergraduate students, in the construct validity stages. The statistical analyses include paired-samples t -test, correlation analysis, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), multi-group CFA, and reliability analyses. According to the EFA results, two items under two different factors were removed from the scale due to their low factor loadings and negative impact on the reliability indices. The results from CFA and reliability analyses indicated that the Student Feedback Literacy Scale including 22 items and six factors of Eliciting, Processing, Enacting, Appreciation of Feedback, Readiness to Engage, and Commitment to Engage is valid and reliable in Turkish learning context. This adapted instrument can be used by researchers and practitioners working with Turkish undergraduate students to better capture students' level of feedback literacy, enabling the development of tailored feedback strategies. It can also serve as pre- and post-tests in longitudinal research, allowing for a critical evaluation of pedagogical interventions designed to enhance student feedback literacy. [ABSTRACT FROM AUTHOR]