http://www.journals.lapub.co.uk/index.php/perr/issue/feed Psycho-Educational Research Reviews 2021-09-20T08:28:51-04:00 Editor IJPES editor_ijpes@journals.lapub.co.uk Open Journal Systems <p>Call for Papers - Vol. 10, No. 3 (December 2021)<br />Submission Deadline: September 30, 2021</p> http://www.journals.lapub.co.uk/index.php/perr/article/view/1876 Financial literacy in Turkish preschool education 2021-06-04T04:21:06-04:00 Semra Tican Başaran semratbasaran@gmail.com Gözde Gürdal gozgurdal@gmail.com Sedat Altıntaş sedataltintas@mu.edu.tr <p>Financial literacy is one of the basic skills of the 21st-century. It is an important skill to survive in the complex economies of the modern era. It is better to develop financial literacy skills at early ages. This study aims to examine the current state of FL education in preschool education in Turkey. For this aim, in this qualitative study, the Turkish preschool education curriculum was examined and the interviews were conducted with 20 preschool teachers constituting the study group. The data collected from document analysis were subjected to descriptive analysis and the data collected by interviews were subjected to content analysis. Results of the study show that Turkish preschool education is not supportive of financial literacy both in terms of curriculum and the teachers. For a strong foundation of FL in Turkey, the Turkish preschool education curriculum should be revised and the preschool teachers must be supported in terms of the development of FL skills at early childhood.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1733 Mediating role of work-life balance and job satisfaction in the relationship between person-job fit and life satisfaction among teachers 2021-03-17T07:05:57-04:00 Aydan Ordu akursunoglu@gmail.com <p>This study aims to determine the intermediary role of work-life balance (WLB) and job satisfaction (JS) in the relationship between person-job (PJ) fit and life satisfaction (LS) based on perceptions of teachers. A total of 401 teachers working in schools in Denizli province were included in the study. The Person-Job Fit Scale, Work-Life Balance Scale, Job Satisfaction Scale, and Life Satisfaction Scale were employed to collect data. Based on the results of correlation analysis, positive significant relationships were found between all variables. Structural equation model analyses showed that JS and WLB can play a full intermediary role in the relationship between PJ fit and LS.</p> <p>&nbsp;</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1735 Effect of an instructional design based on the algo-heuristic theory of instruction on 7th grade students’ mathematics performance and logical thinking skills 2021-03-25T07:07:51-04:00 Murat Çirakoğlu cmurat0904@hotmail.com Asuman Seda Saracaloğlu sedasaracal@gmail.com Ruken Akar Vural rakarvural@gmail.com <p>The main aim of this research is to examine the effect of an instructional design based on the Algo-Heuristic Theory of Instruction (AHTI) on students’ mathematics performance and logical thinking skills in the subject of 7th grade mathematics. The research is grounded in a mixed method. In the quantitative part of the research, a semi-experimental design including pretest, posttest, retention test and retention monitoring test with experimental, placebo and control groups is used, while the qualitative section is based on a case study. The study group of the research consisted of three classes at a secondary school having a “medium” level of achievement. The quantitative and qualitative data of the study revealed that with the effect of the instructional design based on the AHTI, the mathematics performance of students in the experimental group increased, and that their logical thinking skills were positively impacted. Furthermore, it was revealed that students in the experimental group were able to transfer the stages of the Landamatics algorithm that they learned in the unit named “Ratios and Proportions” to their performance in science.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1740 The associations between learning - teaching conceptions and technological pedagogical content knowledge: A structural equation modeling study 2021-04-18T10:15:23-04:00 Ufuk Uluçınar ufuk.ulucinar@gmail.com <p>Competency in technological pedagogical content knowledge is one of the fundamental standards to become a qualified teacher in 21. century. Teachers are expected to have TPACK with technology integration efficacies in their classroom. This research aims to explain the roles of TPACK and its components on behaviorist and constructivist learning – teaching conceptions. Designed as an explanatory research the current study employs hypotheses explaining cause – result connections amongst independent variables (knowledge of technology, knowledge of pedagogy and content knowledge), mediators (technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge) and dependents (behaviorist and constructivist teacher conceptions). One of the structural equation modeling applications benefits from path analysis to uncover these associations. Mediation effects between them are tested through the Sobel tests and bias-corrected bootstrapping confidence interval. The path analyses point out that behaviorist teacher conception is just affected by technology knowledge. They show also that technology and pedagogy knowledge have indirect effects on constructivist teacher conceptions via technological content, pedagogical content, technological pedagogical knowledge, and TPACK. It is found that content knowledge is an agent directly affecting constructivist teacher conceptions. It is suggested that teachers should take part in workshops, projects etc. on TPACK or technology integration.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1742 Teachers’ informal learning in the context of professional development: resources, barriers and motivation 2021-09-20T08:28:51-04:00 Ümit Kahraman drumitkahraman@gmail.com Kazım Çelik kcelik@pau.edu.tr Osman Tayyar Çelik otayyar44@gmail.com <p>This research aims to determine the teachers’ informal learning resources, their motivation and the barriers to the learning process. In this study, basic qualitative research design, which is among the qualitative methods, was used. The study group consists of 21 teachers who worked in public schools in Denizli and they participated in the research voluntarily. Teachers in the study group serve in different schools and at various grades. The research data was collected using semi-structured interview forms. As a result of the analysis of the research data, teachers’ informal learning resources were observed under two headings as interactive and personal ones. Teachers’ motivation towards learning were accumulated under two headings as intrinsic and extrinsic motivation sources. The barriers to the learning process were grouped under four headings in accordance with teachers’ opinions. Those are personal barriers, school-related barriers, job-related barriers and barriers caused by central policies. Since teachers have different kinds of learning methods, creating the sources that support these methods, linking the teachers’ professional developments with their career progressions and averting the dilemmas caused by work and family perceptions and transforming the schools into learning environments are the main suggestions made as a result of the research.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1745 Establishment and challenges of research universities in Turkey 2021-05-01T17:17:57-04:00 Aydin Balyer balyer@yildiz.edu.tr Damla Özvural damlaozvurall@gmail.com <p>This qualitative research aims to examine the establishment and challenges of research universities in Turkey. To this end, specifying their missions, funding, leadership needs, autonomy, physical and academic infrastructures of research universities were researched. The data were collected with interview technique, and analyzed with content analysis technique. Research results revealed that as all research universities in Turkey were chosen among existing universities without making their missions clear, preparing their academic and physical infrastructures ready in advance, they face severe challenges regarding specifying their missions, leadership, funding, and autonomy, physical and academic infrastructure. Only a benefit of having considerably %25 more academic staff employment chance was noted in the study. It can be concluded that the idea of the establishment of research universities has no clear understanding, and due to insufficient planning, unclear policies, and legal base, they are bound to fail in the long term.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1749 Video game addiction in Turkey: Does it correlate between basic psychological needs and perceived social support? 2021-02-10T07:44:01-05:00 Emre Yıldırım emreyldrm16@gmail.com Şerife Gonca Zeren goncazeren@yahoo.com <p>Even though video games are generally appealing to adolescents, sometimes this can be an issue. In this study, the correlation between video game addiction of adolescents and gender, game genres, types of schools attended to and grade levels, basic psychological needs, and the social support perceived are researched. In this study, conducted in the Ba?c?lar district of Istanbul province in Turkey, 262 female and 271 male students, making a total of 533 participants from various types of high school. The data was collected using the Basic Psychological Needs Scale, the Perceived Social Support Scale, and the Gaming Addiction Scale for Adolescents. For independent samples t-test, a one way analysis of variance and Pearson correlation coefficient was used for the analysis of the data. According to the results of the study, the levels of game addiction were significantly higher in males than in females, in vocational high schools than in Anatolian or Imam Hatip high schools, and featured online games rather than offline games. It was observed that game addiction affects basic psychological needs and perceived social support significantly negatively.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1755 Investigation of body perception and personality traits of individuals according to their sporting status 2021-04-06T09:05:12-04:00 Seda Tüfekçibaşi sedatufekcibasi@gmail.com Mustafa Şahin mustafa61@trabzon.edu.tr <p>This study aims to examine the body perception and personality traits of individuals who regularly do sports and those who do not. The research was conducted with 222 people who were reached by an accidental sampling method. Participants were provided with a personal information form prepared to obtain demographic information, Body Image Scale to measure body perception, and Adjective Based Personality Test to measure personality traits via Google Forms. The data obtained were analyzed using the SPSS 22.0 program. To measure whether the body perception and personality traits differ according to the regular exercise variable, an independent t-test was applied. According to the analysis result; body perception, extraversion, responsibility, and openness to experience differ significantly between individuals who do regular sports and those who do not. While body perception differs in favor of individuals who do not practice sports; Extraversion, responsibility, and openness to experience differ in favor of individuals who do sports regularly. Mildness and emotional instability do not differ significantly. The findings were discussed based on the literature, and suggestions for further research were presented.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1756 Investigation of teachers’ approaches to the principles of critical pedagogy 2021-03-22T09:06:55-04:00 Mehmet Aydın Sağlik mehmetsaglik1979@gmail.com Kevser Özaydinlik baykara@mu.edu.tr <p>The purpose of the current study is to examine the opinions of teachers working in different education levels on the principles of critical pedagogy in terms of various variables. The explanatory sequential mixed design, one of the mixed method approaches, was used in the study. In the quantitative dimension of the study, the opinions of the teachers were obtained with the help of a scale. In the qualitative dimension, a semi-structured interview form was used. Research data were collected in the 2019/2020 academic year; statistical analysis and descriptive analysis were used in the analysis of the collected data. According to the findings of the study, the level of agreement of the teachers participating in the study with the principles of critical pedagogy is generally “low”. In the qualitative dimension of the study, it can be stated that even for the teachers who evaluate the education system positively from different angles, the education system constitutes an obstacle, rather than a contribution, to the liberation of the individual or society.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1759 Problems faced in the education of Syrian immigrant students and solution recommendations 2021-02-23T05:05:47-05:00 Mehmet Özenç mozenc38@hotmail.com Mevlüt Kara mevlutkara85@gmail.com <p>The purpose of this study is to put forth the current situation of studies that examined the problems faced in the education of Syrian students attending schools in Turkey within the scope of formal education through meta-synthesis. In line with the study purpose, studies with qualitative findings and results related to the subject were examined and synthesized, and the results related to the subject were presented with a holistic perspective. The keywords of Syrian, foreign student, immigrant, refugee, asylum seeker and temporary protection were used during the literature review conducted to determine the studies to be addressed within the scope of the study. The searches were carried out on online databases and search engines between February 15, 2020 and April 18, 2020. Google Scholar, Sobiad, Dergipark, ULAKB?M, YÖK National Thesis Center, ERIC, Academia, Researchgate, EBSCOhost and Web of Science were the online resources for the searches. The studies found as a result of the literature review were re-examined considering the inclusion criteria. A total of 80 studies, 61 articles and 19 theses, formed the studies from which the study data were collected. The data obtained by paying attention to the main study purpose and study questions were analyzed using the content analysis method. According to the study results, the problems encountered in the education of Syrian students and the solution recommendations were examined under six categories, namely classroom management, academic achievement, communication, family, administration and students’ psychosocial status. Recommendations for practitioners, policy makers and researchers were developed based on the results obtained from the studies examined within the scope of the study.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1760 Religiosity/spirituality, affective moral reasoning, and generative altruism 2021-03-25T05:10:31-04:00 Umut Birkan Ozkan uozkan@msu.edu.tr <p>The aim of this study was to comparatively investigate the predictability of religiosity/spirituality and affective moral reasoning levels of Muslim and non-Muslim students in Muslim societies on their generative altruism. The data of the study were based on a sample of 6722 students in 9th, 10th, 11th, and 12th grade in 10 countries for which data collection and data entry were performed in Wave 1 of Advancing Education in Muslim Societies 2018-2019 fieldwork. Religiosity/Spirituality Scale, Affective Moral Reasoning Scale, and Generative Altruism Scale for Muslim and non-Muslim students were utilized for data collection. T-test and effect size was used for comparing sample means while the Multiple Linear Regression Analysis method was utilized in the regression analysis. The research results showed the level of generative altruism of Muslim students was statistically significantly higher than their non-Muslim peers. It was concluded with the regression model that religiosity/spirituality and affective moral reasoning levels explained generative altruism of Muslim students by 21% and non-Muslim students by 30%. What was noteworthy in this study was that the affective moral reasoning is a stronger predictor of the generative altruism of both Muslim and non-Muslim students than religiosity/spirituality. In light of these results, recommendations were provided about activities that can be conducted on students’ generative altruism and future research.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1761 Primary school adaptation problems of children 2021-02-22T09:46:29-05:00 Murat Çomaklı m.comakli@gmail.com Sinan Koçyiğit kocyigit@atauni.edu.tr <p>In this study, According to the opinions of the parents whose children have adaptation problems when starting the first grade of primary school; identifying of the sources of adaptation problems, the measures taken by parents and the practices they do was aimed. In the study, a semi-structured interview form was applied to 22 parents whose children had adaptation problems while starting primary school in A?kale, Erzurum. The obtained findings were analyzed by content analysis method. According to the findings obtained, parents stated that they faced social, physical and academic changes with their children starting school, they developed negative attitudes to school and displayed negative behavior in home. Parents stated that they increased their interest towards their children and rewarded them; some parents also stated that they resorted to punishment and violence to solve the children's adjustment problems. Parents gave many advices to other parents whose children will start to primary school.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1763 Analyzing the relationship between social studies teacher candidates’ motivation for teaching profession and self-efficacy 2021-04-04T10:56:56-04:00 Serpil Recepoğlu srecepoglu@kastamonu.edu.tr B.Ünal İbret bibret@kastamonu.edu.tr <p>The aim of this study is to investigate the relationship between the self-efficacy perceptions of social studies prospective teachers and the motivation for teaching profession. This study is a descriptive study in relational survey model. This research was carried out with 2193 social studies prospective teachers of 1th 2nd 3th 4th grade at Faculty of Education at twelve universities. According to findings of the research, there is a moderate, positive significant relationship between social studies prospective teachers’motivation for teaching profession and social studies prospective teachers’ sense of efficacy. When the results of regression analysis are examined, it is seen that the motivation for teaching profession is a significant predictor of teachers’ sense of efficacy. In conclusion, these research findings are thought to be important for the education faculties that have the responsibility of raising qualified teachers. Taking a qualified education of social studies prospective teachers will affect their professional self-efficacy and their motivation for the teaching profession. It is therefore important to increase the effectiveness of the teacher training process and to encourage prospective teachers to develop opportunities in their own willness and interests. &nbsp;&nbsp;&nbsp;</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1764 The role of teacher autonomy and school climate on goal orientations for teaching 2021-04-19T08:45:29-04:00 Hasan Yücel Ertem hyertem@gmail.com Ali Arslan aliarslan.beun@gmail.com Esra Özenir-Üren esraurenn@gmail.com <p>Goal orientations of teachers for teaching are significant in shaping educational settings such that they are linked to some school concepts. The curriculum and teaching autonomy of teachers is related to the teachers' goal orientation. Further, school climate that is shaped by behaviors of teachers, students, and administrators affects the goal orientations for teaching. The aim of this study is to reveal the role of teachers’ autonomy behavior and perceptions of school climate on their goal orientations for teaching. The study was designed as correlational study. The participants consisted of 284 teachers in National Education Schools. Instruments were “goal orientation scale for teaching”, “school climate scale”, and “teacher autonomy scale”. Multiple Hierarchical Regression Analysis method was used to analyze data. The results indicated that school climate was more powerful of and significant predictor of goal orientation than teacher autonomy. Further, some dimensions of teacher autonomy and school climate predicted mastery, performance-approach, work-avoidance, and student relations which are dimensions of goal orientation for teaching. The study made a contribution to teacher education and school effectiveness literature by revealing factors related to teachers’ goal orientations for teaching.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1765 The adaptation of newly arrived immigrant students to education 2021-03-05T09:26:14-05:00 Funda Nayir fnayir09@gmail.com Gurkan Saridas theapeiron@gmail.com <p>In general, it can be said that the problems experienced by immigrant students are due to cultural differences. Language problem arising from cultural differences also raises the problem of adaptation. In the report prepared by the European Commission supports that can be provided stated as language support, academic support, family participation, intercultural adaptation and peer learning.. The research aims to determine the adaptation model implemented by Turkey for newly arrived immigrant students. Within this research was discussed with school administrators and application made for new immigrant students has been identified and Turkey has tried to put forward an adaptation model is included.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1769 Impact of perfectionism and self-compassion feelings of undergraduate students on their foreign language speaking anxiety 2021-03-30T03:41:37-04:00 Görsev Sönmez gorsevi@gmail.com Mustafa Kurtoğlu mustafa.kurtoglu@hku.edu.tr <p>Foreign language anxiety is an important research topic in the field of foreign language education and speaking is accepted as the most anxiety-provoking language skill. Therefore, present study aims at investigating the extent that perceived feelings of perfectionism and self-compassion of undergraduate students affect their speaking anxiety. For this purpose 200 undergraduate students participated in the study. A mixed method design was adopted with the administration of both quantitative and qualitative instruments. Quantitative data were gathered through three scales (Self-compassion scale, Multidimensional perfectionism scale and Second language speaking anxiety scale). With the aim of strengthening quantitative data with more in-depth questions, eight voluntary participants were administered open-ended questions. The findings of the study indicated that perfectionism and self-compassion do not correlate both with each other and with foreign language speaking anxiety. However, findings of qualitative data revealed divergent results. The impact of the feelings of perfectionism and self-compassion on foreign language speaking anxiety were discussed together with the implications for a variety of parties.</p> <p><strong>&nbsp;</strong></p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1770 The use of the history of mathematics in teaching-learning process 2021-03-05T06:28:41-05:00 Gülçin Tan-Şişman gulcintans@gmail.com Şeyda Gençkaya seydauyar88@gmail.com <p>The aim of this study was to investigate the faculty members’ and the middle school mathematics teachers’ perspectives regarding the use of the history of mathematics in the learning-teaching process of mathematics. As a phenomenological study, the qualitative data were collected through semi-structured interviews from 27 middle school mathematics teachers and seven faculty members and then, subjected to the content analysis. The findings revealed that both teachers and faculty members believed that using the history of mathematics is a worthwhile effort, with the potential to not only provide meaningful learning opportunities for students but also enrich teachers’ professional development. However, it was also found that lack of historical perspective in the curriculum, teachers’ inadequate knowledge, time constraint, no room for the history of mathematics in the textbooks and exams, overloaded curriculum and students’ inadequate desire to learn were some of the reasons for rarely-use of the history of mathematics. Based on the overall findings of the study, it is concluded that teacher education (both pre-service and in-service), the structure of mathematics curriculum, teachers’ and students’ characteristics were the most important dynamics to integrate the history of mathematics into teaching effectively.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1772 Levels of peer relationships of atypically and typically developing children in preschool education 2021-05-03T17:14:08-04:00 Gülşah Yüce gulsahyildirim87@gmail.com Ümit Şahbaz sahbazumut@hotmail.com <p>The aim of the present study was to determine peer relationship levels of preschool children showing atypical and typical development. The study group consisted of 60 children with atypical development and 60 children with typical development who participated in the inclusion practices in the formal preschools and nursery classes of primary schools in the city centers of Burdur and Isparta and in Soma district of the city of Manisa in the 2012-2013 and 2013-2014 academic years. The data was collected using the Child Behavior Scale developed by “Ladd and Profilet (1996)”. The data were were analyzed on SPSS 16.0 applying t-Test and correlation calculations. The results of the study showed significant correlations between developing prosocial behavior, being anxious-fearful with peers, developing asocial behavior and hyperactivity among the peer relationships of the children with typical and atypical development attending preschool education.&nbsp; &nbsp;</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1802 An examination of values education based on the experiences of classroom teachers 2021-04-10T12:18:42-04:00 Nermin Karabacak nermin.karabacak@erdogan.edu.tr <p>Classroom teachers, who have the duty of fostering values in the socialisation of the child, occupy a key position in achieving success in primary education. In this research, the impact of values education on the Turkish education system is revealed, based on the experiences of classroom teachers. The research was conducted with a case study design in the qualitative paradigm. A purposive sampling method was used to determine the study group by considering gender, professional experience, graduate/postgraduate education status, length of tenure, work location and class levels. The results of the research reveal that the contribution of values education is that it enables hardworking, honest, successful and virtuous individuals, who produce and share knowledge, to be raised. The values that need to be nurtured in students are primarily universal, individual and national values. Values education must be supported by integrating it with lessons and by the participation of the family. In order to attain success in a sustainable values education, it is seen that for fostering of basic values, responsibility needs to be shared among education stakeholders.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1806 The relationship between teacher academic optimism and student academic achievement 2021-04-20T09:22:28-04:00 Aysel Ateş ates.aysel@yahoo.com Ali Ünal aliunal37@hotmail.com <p>This meta-analysis of 13 studies examines the relationship between teacher academic optimism and student academic achievement. The studies have been reached from Web of Science, ERIC, Proquest Digital Dissertations, Turkish Academic Network and Information TR Directory, Google Academic and Council of Higher Education Thesis Center databases. The correlation values of the studies included in the meta-analysis were combined with the Fisher z method and Comprehensive Meta-Analysis V3 (CMA) Program was used. As a result, the relationship between teacher academic optimism and student academic achievement has a strong effect size with a value of 0.513 according to the random effects model. Additionally, the moderator analysis was performed for verbal and non-verbal courses. There was no statistically significant difference observed and no publication bias in the meta-analysis study. Some suggestions were made for improving teachers’ academic optimism and for further studies.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1807 The effect of augmented reality and mobile application supported instruction related to different variables in 7th grade science lesson 2021-03-17T10:37:22-04:00 Yasemin Koç yaseminkoc83@hotmail.com Mehmet Coşkun m_coskun2@hotmail.com <p>In this study, it was aimed to examine the effect of teaching supported by augmented reality and mobile applications in the seventh grade Science lesson "Solar System and Beyond / Earth and Universe" unit on students' academic achievements, attitudes towards astronomy and anxiety and motivation towards learning science . The study group consists of 56 students, who are studying in two different 7th grades of a secondary school in Hatay / Antakya, which were selected with the convinience sampling method. Experimental groups of 29 students and control groups of 27 students were determined through random assignment. As data collection tool, the "Solar System and Beyond Success Test" (SSBST) developed by the researcher,&nbsp; "Science Learning Anxiety Scale" (SLAS) developed by Y?ld?r?m (2015) “Astronomy Attitude Scale” (AAS) developed by Zeilik, Schau and Mattern (1999) and adapted to Turkish by Bilici, Arma?an, Çak?r and Yürük (2012) and "Students' Motivation Scale for Science Learning" (SMSS) developed by Tuan, Chin and Shieh (2005) and adapted to Turkish by Y?lmaz and Çava? (2007) was used. The data were analyzed using the SPSS 21 package program, mean, standard deviation, frequency percentage values from descriptive statistics, and dependent and independent t test from inferential statistics. As a result, it was determined that teaching supported by mobile application and augmented reality had a positive impact on academic success, did not have any effect on anxiety and motivation towards the lesson, and negatively affected attitude towards the subject according to the methods suggested by the current program.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1809 Measuring “Crabs in a Bucket” phenomenon at schools 2021-04-16T13:15:12-04:00 Bariş Çavuş baris.cavus@adu.edu.tr Ruhi Sarpkaya ruhi@sarpkaya.net <p>The purpose of this research was to develop a “Crabs in a Bucket at Schools Scale” (CBSS) measuring the perceptions of teachers regarding crab mentality in educational organizations. The data of the study was collected in 2019-2020 academic year from high school teachers working at different high schools of Ayd?n province, located in Aegean Region in Turkey. In order to provide the validity of the measurement tool, content and construct validity analyses were performed. So as to provide content validity, the item pool was subjected to expert view and expert panel. Following this, the data was collected from high school teachers by using the 44-item draft scale and then, the data was subjected to construct validity analysis. For construct validity, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed by using separate datasets (305 participants for EFA and 279 participants for CFA). In an effort to provide the reliability of the scale; Cronbach Alpha, Spearman-Brown and Guttman Split-Half coefficients were calculated. As a result of the analyses, it was concluded that the scale comprised a 27-item and 2 factor (<em>individual factors sub-dimension</em> and <em>organizational factors sub-dimension</em>) structure, and the psychometric properties of CBSS was quite valid and reliable.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1814 Validity and reliability study of the parent-child shared book reading inventory 2021-04-22T07:28:26-04:00 Şule Tepetaş Cengiz suletepetas@gmail.com Erol Dilek admin@lapub.co.uk <p>This study aimed to adapt the original form of the “Parent-Child Shared Book Reading Survey” developed by Cutler (2020) to Turkish and to test its validity and reliability. During the adaptation process, the survey was translated into Turkish first, and then the expert opinion was sought for validity, followed by back translation. The adapted inventory was finalized after the pilot implementation. The validity study of the Parent-Child Shared Book Reading Inventory included testing the factor analysis assumptions for the following five questionnaires included in the inventory: Reading Skills Beliefs Scale for Shared Book Reading, Parents’ Reading and Writing Habits Scale, Parents’ Modeling for Reading-Writing Habits Scale, Shared Book Reading Activity Scale and Child’s Reading Habits Scale. Then exploratory factor analysis (EFA) was implemented to 332 parents with preschool children. The accuracy of the factor structures revealed by EFA was tested on a second data set with confirmatory factor analysis (CFA) on 158 parents. The results demonstrated that the Parent-Child Shared Book Reading Inventory is a valid and reliable measurement tool in assessing the quality and characteristic of parent-child shared book reading activities.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1815 The effect of a cooperative argumentation model on listening and inquiry skills and argument level 2021-03-26T02:38:21-04:00 Seda Okumuş seda.okumus@atauni.edu.tr <p>The aim of this study was to determine the effect of cooperative- argumentation model on the listening and inquiry skills and argument level of pre-service science teachers. Mixed method was used. The sample consist of 54 pre-service science teachers. Two experimental groups were studied and the study was conducted in Special Issues in Biology course. Co-learning of cooperative learning model was used on of the experimental group (CLG, n=31). Argumentation and co-learning of cooperative learning model was used the another experimental group (CLAG, n=23). To collect data, Listening Skills Scale (LSS), Inquiry Skills Scale (ISS), written arguments were used. For analyzing quantitative data independent sample t test and Mann Whitney U test were applied. To analyze qualitative data content analyses were used. A significant difference was found in favor of the CLAG in terms of listening skills (p&lt;.05). However, there was no significant difference between the group in inquiry skills. When the written arguments created by PSTs are examined in terms of inquiry types; They mostly used inquiry based on experimental data, inductive reasoning, inquiry based on values and inquiry within the framework of economics perspective. In addition, the levels of arguments formed by PSTs developed throughout the process.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews http://www.journals.lapub.co.uk/index.php/perr/article/view/1820 Research method trends related to cognitive development in 3-6 ages between 2008-2018 years in turkey 2021-04-05T16:19:50-04:00 Tuba Akar tubaakar80@gmail.com Ayşe Belgin Aksoy aksoya@gazi.edu.tr <p>The individual's learning process begins with the birth and continues with discoveries in the living spaces. The curiosity-driven learning process is the basis of cognitive development and nowadays much research are being done to understand this development ?eld. Determining the focal point of research on cognitive development in preschool in Turkey has shed light on the work to be done later. This study consists of theses and articles written in development and education related to the ?eld of cognitive development in children aged 3-6. The study consists of 53 studies chosen randomly from the scienti?c research published between the years 2008-2018 within the ?eld of cognitive development in 3-6 aged children. The keywords of "cognitive development, mental development, cognition" were applied while searching through both the Higher Education Council Theses Center and The Turkish Academic Network and Information Center (ULAKBIM). 24 theses that have been in Higher Education Council Theses Center and 29 articles in The Turkish Academic Network and Information Center (ULAKBIM) were reviewed using content analysis through a form that includes subject areas, data collection tools used in the research, data analysis methods, references, and sample characteristics. In this study, it was found that academic studies of early childhood were focused on 60-72 months.It has been observed that there has been an increase in the number of studies conducted on children aged 0-2 years. However, conducting new academic studies on this period, which is an important period in brain development, will create a strong basis for understanding and developing the later stages of early childhood.</p> 2021-08-02T00:00:00-04:00 Copyright (c) 2021 Psycho-Educational Research Reviews