WoS İndeksli Yayınlar Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12514/3595

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The Analysis of the Effects of Olfactive Stimulus in Learning in Context of Educational Technology
(Elsevier Science Bv, 2013) Akpinar, Burhan; Özdaş, Faysal; Ozdas, Faysal; Yildirim, Bilal; Batdi, Veli; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
When the educational Technologies, which are used in the process of learning-teaching process, are associated with sensory organs, the least used one becomes the olfactive stimuli. Nowadays, because of being foreground of visual-audio Technologies, Positivism is based on vision and audition but it ignores the other senses. Although seeing and hearing play important roles, the ineffectiveness of other senses is delusion in this process. In this delusion the impact of visual-audio Technologic devices from telescope to television, internet, mobile phones is inevitable. However sensation and learning is wholistic and based on togetherness of five senses. Thus, with the delusion olfactive stimulus which is rejected from the educational field is effective on senses, attention, concentration and memory in learning. The purpose of this study, which is in form literature review, is to discuss the nature of olfactive stimulus the effectiveness in education, areas of usage in context of educational technology, to deduce and to make suggestions. (C) 2013 The Authors. Published by Elsevier Ltd.
Citation - WoS: 22
Are Lesson Plans Created by ChatGPT More Effective? An Experimental Study
(INT SOC TECHNOLOGY EDUCATION, 2024) Göksu, İdris; Göksu, İdris; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
In this research, we aimed to determine whether students' math achievements improved using ChatGPT, one of the chatbot tools, to prepare lesson plans in primary school math courses. The research was conducted with a pretest-posttest control group experimental design. The study comprises 39 third-grade students (experimental group = 24, control group = 15). The implementation process lasted five weeks and 25 lesson hours. In the experimental group, lessons were taught according to plans prepared using ChatGPT, while in the control group, existing lesson plans were used. Students' academic achievement was measured with a multiple-choice achievement test of 25 questions with two separate questions for each learning objective. According to the results, students' academic achievement increased significantly (d = 1.268) in math lessons taught according to lesson plans prepared using the ChatGPT. Although there was a difference between the posttest scores of the experimental group and the control group in favor of the experimental group, it was determined that this difference was not significant. These results show that teaching primary school math according to lesson plans prepared using ChatGPT is effective in academic achievement. Teachers should consider ChatGPT and their plans, combining them and benefiting from both in the implementation process.
Aspects of Refugee Students' Financial Path To Academic Achievement in Higher Education
(Springer, 2025) Kavak, Osman; Sakız, Halis; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; Department of Banking and Insurance / Bankacılık ve Sigortacılık Bölümü; 22. Vocational School of Savur / Savur Meslek Yüksekokulu; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
This study examined the relationships between financial aspects-scholarships, student loans, salary, and household income-and academic achievement of 931 refugee students enrolled in Turkish universities. Employing structural equation modeling, it explored the mediating roles of work motivation and financial literacy in the relationship between financial aspects and academic achievement. Findings revealed that scholarship and salary directly predicted academic achievement, the influence of student loan and household income varied, and work motivation and financial literacy mediated the relationships between financial aspects and academic achievement. Findings highlight the financial dynamics affecting refugee students, providing implications for policy and career guidance.
Citation - WoS: 4
Citation - Scopus: 6
Attitudes promoting coping with death anxiety among parents of children with disabilities
(Taylor and Francis Online, 2021) Sakız, Halis; Sakız, Halis; Bayram Değer, Vasfiye; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 09.01. Department of Nursing / Hemşirelik Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 9. Faculty of Health Sciences / Sağlık Bilimleri Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
We investigated death anxiety among parents of children with disabilities and its associations with coping attitudes and psycho-demographic factors. Surveys were administered to 382 parents of children who possess a severe disability and data were analyzed via descriptive and inferential statistics. Findings revealed that parents experienced high levels of death anxiety; the level of death anxiety changed according to some psycho-demographic factors, such as external support, type of disability, and death-related beliefs; and death anxiety was significantly explained by demographic variables, death-related thoughts, and experiences, and adaptive and maladaptive coping attitudes.
Citation - WoS: 78
Citation - Scopus: 109
Bibliometric mapping of mobile learning
(Telematics and Informatics, 2021) Göksu, İdris; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
This study aims to reveal the tendency towards research in the field of mobile learning with the analysis of co-authorship, bibliographic coupling, co-occurrence, and citation by taking into consideration of author, publication, keyword, journal, country, university and citation variables. As of September 2019, the meta-data of a total of 5167 studies in the Web of Science database constituted the scope of this study. VOSviewer and sciMAT were used for the bibliometric analysis while Harzing's Publish and Perish software was used for the h-index. As a result of the bibliometric analysis, it was concluded that the most effective countries in mobile learning are Taiwan, USA, China, and England. According to the keyword co-occurrence analysis, mobile devices, higher education, mobile technologies, tablet, and smartphone keywords stand out in the field of mobile learning. Within the period of 2015–2019, trending topics were broadly educational technologies and, more specifically, tablets, mobile phones, MOOCs and learning strategies. It was found that G. J. Hwang is the most influential researcher and National Taiwan University of Science and Technology is the most influential university. It can be concluded that the most effective researches are augmented reality, higher education, and smartphone oriented mobile learning researches. According to the analyses conducted in the context of journals, Computers & Education, British Journal of Educational Technology and Educational Technology & Society were the most contributing journals
Citation - WoS: 3
Citation - Scopus: 4
Career Aspirations of Refugee Women in Turkey Within the Context of Higher Education
(Palgrave Macmillan Ltd, 2024) Sakız, Halis; Cirkin, Zeynep; Çuhadar, Pınar; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 04.01. Department of Economics / İktisat Bölümü; 04. Faculty of Economics and Administrative Sciences / İktisadi ve İdari Bilimler Fakültesi; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
Access to higher education for refugees remains a focal point in discussions concerning human rights. In the aftermath of the Syrian civil war, T & uuml;rkiye has become a significant host country for forcibly displaced individuals. While the Turkish government has implemented an open-door policy toward refugees, the actual participation of women in higher education and the workforce falls short of anticipated levels. Through the lens of Amartya Sen's Capability Approach (CA), this study delves into the perspectives of Syrian refugee women regarding their experiences with higher education in T & uuml;rkiye and investigates how their educational pursuits shape their career aspirations. Employing a qualitative methodology involving semi-structured interviews, this research examines the viewpoints of 40 women enrolled in a state university in T & uuml;rkiye. The findings underscore the role of higher education in enhancing women's career-related skills, fostering their awareness of rights, and predominantly fostering optimistic outlooks toward future labor market engagement.
Citation - WoS: 18
Citation - Scopus: 23
The Content Analysis and Bibliometric Mapping of call Journal
(Routledge Journals, Taylor & Francis Ltd, 2022) Göksu, İdris; Ozkaya, Ebru; Gunduz, Ali; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
The primary aim of this study was to investigate the methodological trends of the articles published in the Computer Assisted Language Learning (CALL) journal between 2014 and 2019 via content analysis. The secondary aim was to analyze the CALL journal with the bibliometric mapping method to reveal the keyword trend and identify the countries, universities, and authors that made the highest contribution to the journal between 2008 and 2019. Full texts of 310 articles were analyzed by content analysis and a meta-data set of 469 articles from the Clarivate Analytics Web of Science (WoS) database was evaluated by bibliometric mapping. According to the results, most of the studies published in the CALL journal employed a quantitative research design and were conducted at higher education level. Additionally, most of the studies focused on language skills when compared to other educational factors such as motivation and perception. 'English as a foreign language', 'communication', 'motivation', 'telecollaboration', 'mobile learning', 'writing', and 'blended learning' were revealed as the most common keywords used in the studies. Countries that had the largest contribution to the CALL journal included Taiwan, USA, and China, respectively. Moreover, Taiwan-based universities contributed the highest number of publications and the authors including Wu-Yuin Hwang, Siew Ming Thang, Greg Kessler, Rustam Shadiev, Chun Lai, Mark Peterson, Jai Li, Liwei Hsu, and Wen-Chi Vivian Wu had the highest numbers of publications.
Citation - WoS: 26
Content Analysis of Research Trends in Instructional Design Models: 1999-2014
(QUEENSLAND UNIV TECHNOLOGY, 2017) Göksu, İdris; Ozcan, Kursat Volkan; Cakir, Recep; Goktas, Yuksel; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international Social Science Citation Index (SSCI) and Science Citation Index (SCI) journals. Studies on instructional design models are explored in terms of journal of publication, preferred model, country where the study was conducted, research method, data collection tool, data analysis method, sampling interval, and field in which the model was applied. Studies are also examined in terms of variables, focusing on connections with model used, relevant results, and orientation of the model (e.g., system-oriented, class-oriented, or product-oriented). Results identified the most preferred models as ADDIE, ARCS, Gagne and Briggs, 4C-ID, and Dick and Carey. System-based instructional design models were most common. These results show recent trends in instructional design models and will contribute to both researchers and instructional designers.
Citation - Scopus: 1
Context and Implications Document for: Does the ARCS motivational model affect students' achievement and motivation? A meta-analysis
(John Wiley and Sons Inc, 2021) Göksu, İdris; İslam Bolat, Yusuf; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
Motivation can be a powerful influencing factor on students’ efforts in a given activity and their perseverance in completing the activity. The ARCS (attention, relevance, confidence, satisfaction) model of motivation was developed by John Keller in 1979 to find effective and systematic ways to understand the effects of ARCS on students’ learning motivation
Citation - WoS: 9
Citation - Scopus: 9
Delayed educational services during Covid-19 and their relationships with the mental health of individuals with disabilities
(Wiley Online Library, 2021) Sakız, Halis; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
During the coronavirus disease 2019 (Covid-19) pandemic, individuals with disabilities (IWD), like many others, have not been able to benefit effectively from educational and school-based mental health services, which are vital to achieving mental good health. This study aimed to collect views of IWD about how their mental health was affected by the school closure during Covid-19. Thirty-one IWD were interviewed and data were analyzed thematically. Findings indicated that the educational delay, combined with the pressure of the preventive measures against Covid-19 was associated with (i) difficulties in emotional well-being, structured routines, learning, and socialization, (ii) enhanced feelings of isolation and pain, and (iii) negative perceptions of academic-self-efficacy and therapy-related outcomes. The findings of the study highlight the importance of urgent short-term and long-term measures to provide safe and individually oriented educational services to compensate for the consequences of the pandemic.
Citation - WoS: 2
Determining the Quality of Life of Children with Learning Disabilities and Their Parents
(ANKARA UNIV, FAC EDUCATIONAL SCIENCES, 2019) Sakız, Halis; Bas, Guldest; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
The purpose of this study is to investigate the quality of life of children with learning disabilities and their parents. The level of quality of life among 120 children and 120 parents was measured by the Turkish versions of KINDL-R and WHOQOL-BREF, respectively. Descriptive and inferential statistics were used to analyze the levels of quality of life and to determine the extent to which child quality of life predicts parent quality of life. Findings indicated that there were significant relationships between child and parent quality of life and child quality of life significantly predicted parent quality of life. Findings also implied that all related elements including families need to be taken into account while planning and applying psychosocial and psycho-educational services.
Citation - WoS: 6
Citation - Scopus: 6
Developing a Scale for Constructivist Learning Environment Management Skills
(Ani Yayincilik, 2014) Yildirim, M. Cevat; Yıldırım, Muhamet Cevat; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment should be an assessment priority. Purpose of the Study: The purpose of this study is to develop a scale that will determine elementary and high school teachers' management skills within the constructivist learning environment. Methods: The study was conducted on three different study groups composed of teachers working in elementary and high schools located in the city center of Sanliurfa, Turkey. The groups were determined by the random sampling method. A draft scale composed of 47 items was compiled for use in this study. Exploratory factor analysis (EFA) was applied to evaluate the factor structure of the scale. Item analysis was used to evaluate the consistency of each item within the entire scale and the distinctive quality of each item. Confirmatory factor analysis (CFA) was applied to assess whether the factors obtained as a result of EFA were confirmed or not. The reliability of the scale was calculated by Cronbach's alpha coefficient for internal consistency and test-retest methods. Findings and Results: As a result of EFA, a six-factored structure composed of 33 items, which have factor load values of .49 and above was finalized. Item analysis affirmed that each item was consistent with the entire scaleand the distinctive powers of the items were at an acceptable level. CFA indicated that the fit indexes had values significantly above acceptable values, which confirmed the 6-factored structure. The scale's internal consistency coefficient, which was .95, indicated high reliability. Conclusions and Recommendations: The study results showed that this scale was an appropriate instrument to evaluate teachers' management skills within the constructivist learning environment in elementary and high schools in Turkey. A version of this scale for students can be developed to collect more detailed information about the constructivist learning environment management skills of teachers.
Citation - WoS: 5
Citation - Scopus: 5
Developing and Validating the Attitudes Towards Inclusive Education Scale (AIES) Around Contemporary Paradigms of Inclusion
(Springer, 2023) Sakız, Halis; Ergün, Naif; Göksu, İdris; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02.10. Department of Psychology / Psikoloji Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
A few educational models have evolved fast as inclusive education (IE), which has expanded from being a special education technique focused on integration to a comprehensive model that encompasses the education of all students. However, there is a lack of measurement tools that align with the evolving conceptualizations of IE, provide insights into its implementation in the field, and capture the perspectives of school staff. Therefore, the primary objective of this study was twofold: firstly, to develop the Attitudes towards Inclusive Education Scale (AIES) to assess the attitudes of school staff, including teachers, managers, and school counselors, towards IE; and secondly, to examine the relationships between staff attitudes, demographic factors (age, gender), work experience, educational level engaged with and prior training in IE. The AIES comprised 43 items and three distinct dimensions, demonstrating a valid factor structure and satisfactory internal consistency. The findings revealed that school staff's attitudes significantly varied based on gender and prior training in IE. This study makes a valuable contribution to the field by developing a robust and up-to-date attitude scale to assess attitudes towards IE.
Citation - WoS: 8
Development of the School Principals' Servant Leadership Behaviors Scale and Evaluation of Servant Leadership Behaviors According to Teachers' Views
(TURKISH EDUCATION ASSOC, 2015) Ekinci, Abdurrahman; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
The purpose of this research is to develop a scale describing the servant leadership behaviors for school principals and also evaluation of school principals' servant leadership behaviors according to teachers' views as based on this developed scale. For this purpose, a scale outline was firstly formed based on literature and was presented to experts to take their opinions. According to experts' feedback, nine items were taken from the outline. The obtained data was analyzed by superimposing the outline scale with 39-items on 363 teachers who work at primary schools. A construct of five-dimensional (altruist behaviors, empathy, justice, integrity, humility) and 36-items were produced at the end of Exploratory Factor Analysis (EFA). In the second stage, 262 teachers' views were obtained from the implementation of the developed scales were analyzed descriptively. According to the obtained results, it was determined that "School Principals Servant Leadership Behaviors Scale" (SPSLBS) was a valid and reliable measurement. Also, there are significant differences according to teachers' views on school principals servant leadership behaviors, based on factors such as teacher gender, duration of time working with current principals, school principals membership in professional associations, and whether or not the teacher and principal are in the same association.
Citation - WoS: 24
Citation - Scopus: 28
Distance education amid a pandemic: Which psycho-demographic variables affect students in higher education?
(Journal of Computer Assisted Learning, 2021) Sakız, Halis; Göksu, İdris; Ergün, Naif; Özkan, Zafer; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02.10. Department of Psychology / Psikoloji Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
The Covid-19 pandemic has led to a rapid transition from face-to-face to distance learning. The problems caused by this rapid transition are combined with the negative psychological outcomes of the pandemic, leading to numerous problems and difficulties in the teaching and learning processes. The recentness of these issues and developments requires detailed investigation as to how they affect distance learning. This study aims to investigate the role of psycho-demographic variables in the motivation and attendance of higher education students in distance education within the context of the Covid-19 pandemic. In this descriptive study, we collected data from 1494 Turkish university students via an online survey. Quantitative data were analysed using correlation analysis, t test, one-way ANOVA, multiple linear regression analysis, and structural equation modelling. Stress, anxiety, depression and intolerance of uncertainty were correlated negatively with distance learning motivation and frequency of distance learning attendance. While students who attended distance learning only synchronously joined the courses more frequently, the motivation of those who joined the courses sometimes synchronously and sometimes asynchronously was higher. The strength of the relationships between intolerance of uncertainty and distance learning motivation was significantly increased via anxiety and depression. Findings highlight the need for analysis of psycho-demographic variables while designing and implementing distance education programmes. Psychological variables including stress, anxiety and depression are related to motivation and attendance during distance education. While using both synchronous and asynchronous distance learning enhances motivation, synchronous learning increases attendance.
Citation - WoS: 2
Citation - Scopus: 3
Does disability matter in counselling? Views of counsellors with visual disabilities and their clients
(British Journal of Guidance and Counselling, 2020) Sakız, Halis; Sarıcalı, Mehmet; Türküm, Ayşe Sibel; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
In this study we investigated the case of disability from the perspective of counsellors with visual disability (CWVD) and their clients by focusing on the counselling skills of CWVD, the relationships with their clients, and the perspectives of their clients in relation to their counselling experiences. Fifteen CWVDs and 11 clients (N = 26) were interviewed and data were analysed thematically. Findings show that CWVDs used their set of skills to build trustworthy therapeutic relationships through genuineness, established here and now relations in therapeutic encounter effectively, and produced meaningful outcomes. Findings of this research indicate the need to reconsider the field of counselling around pluralist, inclusive and multicultural paradigms.
Citation - WoS: 20
Citation - Scopus: 22
Does the ARCS motivational model affect students’ achievement and motivation? A meta-analysis
(BERA, 2021) Göksu, İdris; Bolat, Yusuf İslam; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
In this meta-analysis, the aim is to determine the overall effect of the ARCS (attention, relevance, confidence, satisfaction) model of motivation on students‘ academic achievement, motivation, attention, relevance, confidence and satisfaction. Additionally, the effect of the model is analysed according to the learning environment in which the model is integrated, discipline area, education level and sample size. The primary studies included in the study were obtained from Web of Science, Scopus, Science Direct, ERIC and PsycARTICLE databases. A total of 38 controlled experimental studies in the form of peer-reviewed articles were coded, resulting in 110 extracted effect size (ES). The sample size of the primary studies involves 8690 students from K-12 (kindergarten to 12th grade) and higher education. Random-effects model was used for overall ES, mixedeffects model for categorical moderators and meta-regression analysis for integer moderators. As a result of the study, it was determined that the overall effect of ARCS on achievement was at medium level (ES = 0.74) and the overall effect on motivation was at small level (ES = 0.43). ESs of achievement differed by the moderators of discipline and the ESs of motivation differed by the moderator of education level. There was not a significant relationship between the effect of ARCS on achievement and motivation, and moderator of sample size. Remarkable ESs have been obtained in the learning environment moderator related to the dependent variables of blended learning, robots, augmented reality; in the discipline moderator related to architecture, computer technologies, sciences and maths; in the level of education moderator related to undergraduate variables. In addition, very large ES related to the attention component of ARCS was obtained. The results obtained in this study do not represent the strength of the evidence, as it is based on the validity and reliability of primary studies.
Citation - WoS: 65
Citation - Scopus: 77
Effects of Phubbing: Relationships With Psychodemographic Variables
(SAGE, 2020) Ergün, Naif; Göksu, İdris; Sakız, Halis; 02.10. Department of Psychology / Psikoloji Bölümü; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
The aim of this research is twofold: First, to adapt the Generic Scale of Phubbing and the Generic Scale of Being Phubbed into Turkish language and culture. Second, to investigate the relationships between phubbing, being phubbed, and various psychodemographic variables including anxiety, depression, negative self, somatization, hostility, loneliness, life satisfaction, and phone use duration. The two scales were adapted to Turkish with high psychometric properties, and the original item numbers were preserved. Analysis of the associations between variables showed that (1) phubbing was associated negatively with loneliness and positively with all other variables; (2) there was a strong relationship between phubbing and phone use duration; (3) somatization, satisfaction with life, and phone use duration predicted phubbing; (4) phubbing predicted all variables except satisfaction with life; (5) being phubbed was associated negatively with loneliness and satisfaction with life and positively with all other variables; and (6) anxiety, negative self, and hostility predicted being phubbed. This study is innovative for introducing two phubbing scales to Turkish and highlighting the psychological impact of phubbing on individuals.
Citation - WoS: 4
The Effects of Social Capital Levels in Elementary Schools on Organizational Information Sharing
(EDAM, 2012) Ekinci, Abdurrahman; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
This study aims to assess the effects of social capital levels at elementary schools on organizational information sharing as reported by teachers. Participants were 267 teachers selected randomly from 16 elementary schools; schools also selected randomly among 42 elementary schools located in the city center of Batman. The data were analyzed by using a regression model and correlation analysis on the total scores obtained by using mean scores from the "Scale for Social Capital at Schools" and "Scale for Information Sharing at Schools." The findings showed that a statistically meaningful relationship existed between all subdimensions of social capital and organizational information sharing. The correlation coefficients revealed that the highest correlation existed between the trust dimension of social capital and organizational information sharing. These results indicate that the information sharing levels at schools were, overall, strongly predicted by social capital and that the regression model was highly supported by the data set at hand. Considering these findings, it is possible to argue that school administrators can make significant use of social capital in improving information sharing levels within their schools.
An Effort To Understand Parents' Media Mediation Roles and Early Childhood Children's Digital Game Addiction Tendency: a Descriptive Correlational Survey Study (Vol 29, Pg 17825, 2024)
(Springer, 2025) Calhan, Ceren; Göksu, İdris; Goksu, Idris; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi

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