WoS İndeksli Yayınlar Koleksiyonu

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

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Citation - WoS: 6
Citation - Scopus: 6
Resilience and mental health literacy mediate the effect of caregiver burden on internalized stigma among mothers of children with disabilities
(Routledge, 2023) Sakız, Halis; Kaçan, Havva
This study explores the mediating role of psychological resilience and mental health literacy in the relationship between caregiver burden and internalized stigma among mothers of children with disabilities (CWD). A sample of 252 mothers completed measures assessing these variables. Results showed significant correlations between psychological resilience, caregiver burden, mental health literacy, and internalized stigma. Mediation analyses indicated that psychological resilience and mental health literacy partially mediated the relationship between caregiver burden and internalized stigma. These findings highlight the importance of enhancing psychological resilience and mental health literacy to alleviate caregiver burden and reduce internalized stigma among mothers of CWD.
Citation - WoS: 152
Citation - Scopus: 205
The potential of immersive virtual reality to enhance learning: A meta-analysis
(ScienceDirect, 2022) Coban, Murat; Bolat, Yusuf İslam; Göksu, İdris
Research on the impact of immersive virtual reality (I-VR) technology on learning has become necessary with the decreasing cost of virtual reality technologies and the development of high-quality head-mounted displays. This meta-analysis investigates the overall effect size by combining the results of primary experimental studies that reveal the effect of I-VR on learning outcomes. Besides, effect sizes were calculated based on measuring moment, types of measurement, education level, the field of education, control group educational resources, and immersion type subgroups. One hundred five independent results were calculated from 48 primary studies published between 2016 and September 2020, including 39 randomized controlled trials and nine quasi-experimental studies. The sample size of primary studies includes 3179 students, 847 from K12, and 2332 from higher education. Random effects model was used in the calculation of effect size. As a result of the meta-analysis, it was determined that the overall effect size on the learning outcomes of I-VR was small (g = 0.38). Additionally, according to the subgroup analysis results, it was revealed that I-VR significantly differentiated effect size based on educational level, the field of education, and computer-based/traditional sources. There was no significant difference in terms of the other subgroups
Citation - WoS: 2
Citation - Scopus: 4
Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis
(SAGE Publications, 2022) Özdaş, Faysal
This study investigated the associations between teachers’ immediacy behaviors, high school students’ academic achievement, and several demographic variables including gender, school type, class level, and the transition from primary to secondary education examination (TPSE) scores. A mixed methods research design was employed involving surveys and interviews. The survey was administered to 340 high school students attending 11 state schools in the Southeastern Region of Turkey. Interviews were conducted with 60 students attending the same schools. Findings of the research indicated (1) a moderate, positive, and significant relationship between students’ academic achievement and their TPSE scores; (2) a low, positive, and significant relationship between their academic achievement and teachers’ immediacy behaviors; and (3) a low, negative, and significant relationship between the students’ TPSE scores and teachers’ immediacy behaviors. Findings point to the importance of a holistic investigation of the factors associated with achievement at high school and the specific role played by teachers’ immediacy behaviors.
Citation - WoS: 13
Citation - Scopus: 17
Positive versus negative contact and refugees' intentions to migrate: The mediating role of perceived discrimination, life satisfaction and identification with the host society among Syrian refugees in Turkey
(Journal of Community and Applied Social Psychology, 2021) Ergün, Naif; Özkan, Zafer; Çakal, Hüseyin
Most research on refugee integration focuses on attitudes toward refugees among the members of the host society. Consequently, little is known on refugees' intentions to return home or migrate to another country. The present research investigates whether positive and negative contact with Turks are related to Syrian refugees' migration decisions via perceived discrimination, identification with the host society, and life satisfaction. Using a sample of Syrian adults (N = 285), we found that positive contact with Turks was associated with reduced return intentions via perceived discrimination and identification with the host society and with reduced intentions to migrate from Turkey to the Western countries via life satisfaction. Negative contact was only associated with increased return intentions via perceived discrimination. This study underscores the role of intergroup contact to better understand migration decisions of refugees and potential underlying mechanisms to explain this association. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.
Citation - WoS: 80
Citation - Scopus: 114
Bibliometric mapping of mobile learning
(Telematics and Informatics, 2021) Göksu, İdris
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: 70
Citation - Scopus: 84
Effects of Phubbing: Relationships With Psychodemographic Variables
(SAGE, 2020) Ergün, Naif; Göksu, İdris; Sakız, Halis
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: 26
Citation - Scopus: 30
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
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: 4
Citation - Scopus: 6
Engagement of Higher Education Students in Live Online Classes: Scale Development and Validation
(SpringerLink, 2023) Koçak, Ömer; Göksu, İdris
This study aimed to develop and validate the Live Online Classes Engagement Scale (LOCES) to measure higher education (HE) students' live online classes (LOCs) engagement levels. The scale items were created after reviewing the studies focusing on engagement and those developing engagement scales. For validity and reliability, data were collected from 1039 students (Female=749, Male=290) who were receiving distance education via LOCs in 34 diferent departments of 21 universities in Turkey. As a result of exploratory and confrmatory factor analyses, a structure with six factors (social, instructional, technological, emotional, behavioral, and withdrawal) and 46 items was obtained. The total variance explained was 63.45%. As a result, the LOCES met the criteria necessary for validity and reliability. In conclusion, the LOCES can be used to measure the engagement levels of HE students in LOCs.
Citation - WoS: 8
Citation - Scopus: 10
Attitudes promoting coping with death anxiety among parents of children with disabilities
(Taylor and Francis Online, 2021) Kaçan, Havva; Sakız, Halis; Bayram Deger, Vasfiye
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: 6
Mediator Role of Metacognitive Awareness in the Relationship between Educational Stress and School Burnout among Adolescents
(2017) Sarıçam,Hakan; Çelik, İsmail; Halis Sakız
Bireyin görev ve stratejiler hakkındaki bilgilere ek olarak öğrenmeyi planlama, kullanma, düzenleme ve öğrenme stratejilerini değerlendirme gibi üstbiliş becerilerinden oluşan metabiliş, öğrencilerin öğrenmelerini doğrudan etkileyen bir süreç olarak kabul edilir. Eğitim stresi öğrencilerin okulda ya da okul dışındaki başarısını etkileyen, okul ile ilgili görevleri yerine getirmek için karşılaştıkları problemlere verilen bir reaksiyondur. Okul tükenmişliği ise bir öğrenci olarak yetersiz hissetme, okula karşı soğuma ve okul gerekliliklerine karşı tükenmeye dayanan bir kavramdır. Bu çalışmanın amacı eğitim stresi, okul tükenmişliği ve üstbiliş arasındaki ilişkiyi belirlemek ve eğitim stresi ile okul tükenmişliği arasındaki ilişkide üstbilişsel farkındalığın aracı rolünü incelemektir. Çalışmanın örneklemi, Ağrı ilinde ortaokula devam eden 7. ve 8. sınıflardan seçilmiş 303 öğrenciden oluşmaktadır. Veri toplamak amacıyla "Ortaokul Üstbilişsel Farkındalık Envanteri" ile "Eğitim Stresi ve Okul Tükenmişliği Ölçeği" kullanılmıştır. Değişkenler arası ilişkileri saptamak için Pearson Momenler Çarpımı Korelasyon analizi ve okul tükenmişiği üzerinde üstbiliş ve eğitim stresinin yordama gücünü tespit etmek için basit ve Çoklu/Aşamalı Regresyon analizi kullanılmıştır. Korelasyon analizi sonucuna göre; üstbiliş, eğitim stresi ve okul tükenmişliği arasında istatistiksel olarak önemli ilişkilerin olduğu, aşamalı regresyon analizi sonucuna göre ise; üstbilişsel farkındalığın, eğitim stresi ve okul tükenmişliği arasında aracı role sahip olduğu ve eğitim stresinin okul tükenmişliğinin güçlü bir yordayıcısı olduğu tespit edilmiştir
Citation - WoS: 9
Citation - Scopus: 10
Delayed educational services during Covid-19 and their relationships with the mental health of individuals with disabilities
(Wiley Online Library, 2021) Sakız, Halis
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: 6
Citation - Scopus: 4
Evaluation of mobile games in the context of content: What do children face when playing mobile games?
(E-Learning and Digital Media, 2020) Göksu, İdris; Aslan, Alper; Turgut, Yiğit Emrah
The aim of this study is to examine mobile games in the context of their content and to evaluate the situations faced by children through document analysis in terms of age-rating, game score, access permissions, the inclusion of advertisements, in-game purchases, encouraging consumerism, the inclusion of violence, bad habits, and educational value. The review and rating data of the games which can be found in Common Sense Media and Google Play Store were included in the study. These data were analyzed by descriptive content analysis using frequency (f) and percentage(%) values. According to our findings, it was revealed that 92% of the games involved in the study included in-game purchases and 75% of them included advertising. As a result of the investigations, it was also found that mobile games requested a lot of access permissions during installation. In addition, it was concluded that 90% of mobile games encouraged consumerism and 50% contained violence and fear elements. We think that the results are important in the way that they reveal the possible risks encountered by young people while they are playing mobile games and also in terms of increasing the awareness on the subject for both the users and their parents.
A Study on Contribution of the Basic Training Course to the Professional Development of Probationary Teachers
(EDAM, 2012) Yıldırım, Muhamet Cevat
Bu çalışmanın amacı, temel eğitim kursunun aday öğretmenlerin mesleki gelişimlerine katkısı hakkında bir değerlendirme yapmaktır. Çalışma grubu, Şanlıurfa ilindeki 21 aday öğretmen ve 5 eğitim müfettişinden oluşmaktadır. Veriler, yarı yapılandırılmış gözlem, odak grup görüşmesi ve yarı yapılandırılmış görüşme yöntemleriyle toplanmıştır. Verilerin analizinde, betimsel analiz ve içerik analizi teknikleri kullanılmıştır. Çalışmanın sonuçları, temel eğitim kursunun örgütsel sosyalleşme, bilgilenme ve psikolojik etki açısından aday öğretmenlerin mesleki gelişimlerine olumlu etkisinin olduğunu göstermiştir. Bununla birlikte, temel eğitim kursunda içerik, planlama ve örgütleme, öğretim ortamı, öğrenme ve öğretme süreci açısından bazı sorunların yaşandığı belirlenmiştir. Dolayısıyla, aday öğretmenlerin ihtiyaçları ve günümüz koşuları dikkate alınarak temel eğitim kursu ile ilgili gerekli düzenlemelerin yapılmasının bir zorunluluk haline geldiği söylenebilir.
Citation - WoS: 27
Citation - Scopus: 28
Self-esteem and perceived social competence protect adolescent students against ostracism and loneliness
(Journal of Psychologists and Counsellors in Schools, 2021) Sakız, Halis; Mert, Abdullah; Sarıçam, Hakan
The purpose of this research was to examine the associations between self-esteem, perceived social competence, ostracism and loneliness among adolescent students. For the investigation of self-esteem and perceived social competence as key developmental constructs concerning negative experiences such as ostracism and loneliness, it is important to understand the experiences that may inhibit individual development in adolescence. Participants were 542 presecondary and secondary school students who completed the Rosenberg Self-Esteem Scale, the Perceived Social Competence Scale, the Ostracism Experience Scale for Adolescents, and the Loneliness Scale for Children. The data were analysed with Pearson moments correlation analysis and multiple regression analysis. Findings showed that: (1) self-esteem, perceived social competence, ostracism and loneliness were related to each other; (2) self-esteem and perceived social competence were negatively related to ostracism and loneliness; (3) ostracism had a positive relationship with loneliness and a negative impact on self-esteem; and (4) an increase in the level of perceived social competence predicted a decrease in the levels of ostracism and loneliness. The results were discussed in the light of relevant literature.
Citation - WoS: 7
Citation - Scopus: 7
Developing and Validating the Attitudes Towards Inclusive Education Scale (AIES) Around Contemporary Paradigms of Inclusion
(Springer, 2023) Sakız, Halis; Ergün, Naif; Göksu, İdris
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: 28
Citation - Scopus: 30
Does the ARCS motivational model affect students’ achievement and motivation? A meta-analysis
(BERA, 2021) Göksu, İdris; Bolat, Yusuf İslam
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.
Tendencies of medical education researches in Turkey: Content analysis of 2000-2014 period
(Marmara University, 2015) Özcan, Kürşat Volkan; Göksu, İdris; Küçük, Sevda; Göktaş, Yüksel
Amaç: Bu araştırmanın amacı, Türkiye’de tıp eğitimiyle ilgili yapılmış çalışmaları; çalışmaların yapıldığı öğretim basamakları, yöntemsel boyutları ve çalışmalarda uygulanan öğretimsel faaliyetler açısından inceleyerek araştırmalardaki eğilimleri ortaya koymaktır. Gereç ve Yöntem: Araştırmanın örneklemini 2000-2014 yılları arasında yayınlanmış ULAKBİM ulusal veri tabanında dizinlenen tıp bilimleri dergileri ile PubMed veri tabanı tarafından taranan uluslararası yabancı dergilerde yayınlanmış Türkiye adresli çalışmalar oluşturmaktadır. Bukapsamda 214 makaleye ulaşılmıştır. Çalışmalar Tıp Eğitimi Yayın Sınıflandırma Formu (TEYSF)’na göre incelenmiştir. Araştırmada içerik analiz yöntemi kullanılmıştır. Bulgular: Sonuçlara göre çalışmalar en çok mezuniyet öncesi öğretim basamağında gerçekleştirilmiştir. İncelenen çalışmalarda yaygın olarak nicel araştırma yönteminin uygulandığı, veri toplama aracı olarak genellikle anketlerden yararlanıldığı ve program geliştirme ve değerlendirme konulu öğretimsel faaliyetlerin sıklıkla tercih edildiği görülmüştür. Sonuç: Elde edilen sonuçların tıp eğitimindeki eğilimlerin görülmesine, araştırmacıların farklı açılardan tıp eğitimi alanını değerlendirmesine yardımcı olacağı düşünülmektedir.
Citation - WoS: 3
Citation - Scopus: 5
Instructional Design Studies Between 1975 and 2019: A Bibliometric Analysis
(International Journal of Online Pedagogy and Course Design, 2021) Göksu, İdris; Koçak, Ömer; Gündüz, Ali; Göktaş, Yüksel
This study aimed to examine the bibliometric results (co-authorship, citation, co-occurrence, bibliographic coupling, and co-citation) of publications in the field of instructional design. The study includes the publications in the database of the Web of Science in the period between 1975 and 2019. It was found through co-authorship analysis that 9,344 authors who had written in the field of instructional design functioned as co-authors and had links. There were studies on an instructional design from 103 different countries. It was also found that keywords such as e-learning and online learning were frequently used and that the studies published in recent years prioritized the keywords of the massive open online courses, mobile learning, flipped classroom, gamification, and augmented reality. While the most published authors were F. Paas and J. van Merrienboer in the field, the author who was the most cited was J. Sweller.
Citation - WoS: 42
Are Lesson Plans Created by ChatGPT More Effective? An Experimental Study
(INT SOC TECHNOLOGY EDUCATION, 2024) Karaman, Muhammet Remzi; Göksu, İdris
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.
İlköğretim okullarında müfettişlerce yapılan rehberlik ve denetim çalışmalarının işlevselliği
(EDAM, 2011) Ekinci, Abdurrahman; Karakuş, Mehmet
In this study, it was aimed to determine to what extent the problems detected at the guidance and supervision reports could be solved and in this context, to what degree these visits were functional. So, with a qualitative research approach, data were obtained at two stages and analyzed through NVivo 7 software. At the first stage, the guidance and supervision reports of 2007-2008 academic year were obtained from Education Supervisors Board and were analyzed comparatively for forty primary schools which were randomly selected from the schools in the city center of Yozgat. At the second stage, ten education supervisors were interviewed. The results of the research showed that there were some problems unsolved at each of the six categories (physical situation, instructional situation, clerical works, student affairs, personnel affairs and affairs of budget and movable goods). Especially the physical problems that necessitate pecuniary resource and instructional problems that require some competencies related to the new curriculum were revealed to remain unsolved in most of the schools. It was recommended for schools to be allocated a sufficient budget and for school administrators and teachers to be equipped with necessary competencies to solve problems.

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