Psycho-Educational Research Reviews <p>Call for Papers - Vol. 10, No. 2 (August 2021)<br />Submission Deadline: May 31, 2021</p> en-US (Editor IJPES) (Technical Support) Wed, 31 Mar 2021 21:56:56 -0400 OJS 60 The Reasons for Gaining and Losing the Popularity of a Paradigm in Constructivism: Why? and How? <p>In the context of paradigmatic transformations, different approaches have periodically dominated in the field of educational sciences, as happened in other fields. There are views related to which the scientific paradigms are rising rapidly and falling slowly. The purpose of this study is to investigate why? and how? paradigms gain and lose their popularity. Constructivism studied as a basic paradigm in this study. In Turkey, MoNE changed the primary and secondary school curriculum based on the constructivism approach which was a new concept for teachers and researchers. Within this change an increases research happened about constructivism. Because of the increase and popularity of constructivism, the researchers of this article decided to analyze this change in a paradigmatic change. The researchers collected data from researchers who studied and experienced the constructivist approach in their papers. So, this study used phenomenological approach to why, what, and how participants experienced the constructivism. The study reached the findings that the reasons why scientists start to conduct a research were "intellectual curiosity, faddism, external history, belief and authority"; the reasons of maintaining a study based on a specific approach were "development and belief”, and the reasons of not continuing their study were explained as "dullness, hobbies and belief". Consequently, an approach in Turkey does not show a rapid rise and then a slow decrease, contrary to what is expressed theoretically; it can be said that it shows a very rapid uptrend and a very strong downward trend.</p> Erdal Bay, Mehmet Başaran, Bülent Döş Copyright (c) 2021 Psycho-Educational Research Reviews Wed, 31 Mar 2021 00:00:00 -0400 The Relationship between Grit and Emotional Intelligence in University Students <p>The purpose of this research is to explore the relationship between grit and emotional intelligence among university students. The study group was composed of 230 students studying at Konya Selçuk University during the 2017-2018 academic year. Among them, 22 were female students, 208 were male students, 123 were students in the first year and 107 were students in the second year. The Short Grit Scale (Sar?çam, Çelik &amp; O?uz, 2015) and the Trait Emotional Intelligence Scale-Short Form (Deniz, Özer &amp; I??k, 2013) are part of the study. These were methods of data collecting. The Pearson Product Moment Correlation Methodology has examined whether grit and emotional intelligence have a significant connection. Multiple regression analysis tested emotional intelligence's predictive value. It has been determined that there is a significant and constructive correlation between grit and emotional intelligence, according to the findings. The significance of the coefficients of regression is tested and it is shown that emotional intelligence's total score, self-control and emotionality are important predictors on grit.</p> Esin Özer Copyright (c) 2021 Psycho-Educational Research Reviews Wed, 31 Mar 2021 00:00:00 -0400 Investigating Education Faculty Students’ Views about Asynchronous Distance Education Practices during Covid-19 Isolation Period <p>This study has been aimed to evaluate the asynchronous distance education practices applied during the Covid-19 isolation period in an education faculty. The research sample was constituted of 1444 undergraduate students studying at an education faculty in a state university. Data have been collected with a “Questionnaire for the evaluation of distance learning applications”. The obtained data were subjected to descriptive statistics and chi-square analysis. As a result of research, it was determined that undergraduate students were partially satisfied with asynchronous distance education and that there was a positive correlation with the satisfaction of having a computer and internet. In the research, it was seen that students considered it to be insufficient for distance learning to enable motivation and permanent learning. Besides, it was determined that students preferred face-to-face learning to distance learning and that after the isolation period they expected to proceed with face-to-face learning. Based on the results of the research, it was suggested that distance education should be carried out by blending synchronous and asynchronous application, increasing interaction and paying attention to the workload.</p> Taner Altun, Salih Akyıldız, Ahmet Gülay, Caner Özdemir Copyright (c) 2021 Psycho-Educational Research Reviews Wed, 31 Mar 2021 00:00:00 -0400 The Effectiveness of Somatic Experience Based Stabilization Program for Refugee Women’s Post-Traumatic Stress, Mindfulness And Social Support Level <p>This quasi-experimental study examines the effects of the Somatic Experience Stabilization Program (SESP) on post-traumatic stress, mindfulness, and social support levels among refugee women. This study was conducted with 22 women who applied to a non-governmental organization for social and psychological support. Impact of Event Scale-Revised (IES-R), Mindfulness Attention Awareness Scale (MAAS) and Multidimensional Scale of Perceived Social Support (MSPSS) were utilized for pre-test, post-test, and follow-up tests. While the experimental group received a six-session SESP intervention developed by the researcher, the control group received no intervention. SESP for refugee women was found to be significantly effective in decreasing post-traumatic stress and increasing mindfulness and social support levels. The effects of the program persisted during the follow-up test.</p> Neslihan Arıcı Özcan Copyright (c) 2021 Psycho-Educational Research Reviews Wed, 31 Mar 2021 00:00:00 -0400 Examination of Teacher Candidates’ Learning Responsibility <p>This study aims to examine teacher candidates’ learning responsibility through goal-setting activities carried out on a weekly basis. The research employed the case study method, one of the qualitative research methods. The study group consisted of 36 fourth-year teacher candidates studying at a state university in the spring semester of the 2018-2019 academic year. Data was collected through diaries prepared by the researcher and kept by the participants for 12 weeks. The data were analyzed using the descriptive analysis technique and quantified with frequency distributions and percentage values. The study concludes that setting goals increase teacher candidates’ learning responsibility and that the Public Personnel Selection Exam (PPSE) and academic achievement concern cause teacher candidates to focus more on cognitive goals rather than other types of goals.</p> Mehmet Altin Copyright (c) 2021 Psycho-Educational Research Reviews Wed, 31 Mar 2021 00:00:00 -0400 Adaptation of Technological Pedagogical Content Knowledge Scale into Turkish Culture within the Scope of 21st Century Skills <p>The purpose of this study was to test the validity and reliability of the Turkish version of the 21st-century skills-oriented TPACK scale, developed by Valtonen et al., (2017). The participants of the study selected using the convenient sampling included 339 pre-service teachers who enrolled in the teacher education faculty of a state university located in the western part of Turkey. Confirmatory factor analysis was performed for the construct validity of the scale, and Rasch analysis for its validity and reliability. Rasch person and item reliability coefficients for the TPACK were around .90. Rasch analysis showed that infit and outfit mean values were in the acceptable fit range. In addition, correlations between the factors showed a strong relation in the theoretical model, indicating good construct validity. Also, all dimensions of the scale were significantly related to the teaching self-efficacy of pre-service teachers. Examination pre-service teachers’ responses, it was found that they believed that they had adequate knowledge of content and pedagogic matters, but their knowledge of technology and integrating it with pedagogic and context knowledge were at a satisfactory level. Educational implications and future directions were discussed.</p> Muhammet Mustafa Alpaslan, Ozgur Ulubey, Ridvan Ata Copyright (c) 2021 Psycho-Educational Research Reviews Wed, 31 Mar 2021 00:00:00 -0400 Accommodation Access by Southern California Community College Students with Specific Learning Disabilities <p>An increasing number of students with disabilities (SWD) are attending college. Yet, many SWD, including students with specific learning disabilities (SLD), do not access accommodations needed for their academic success (Travis, 2014). To identify barriers and supports that affect access to accommodations, the researcher used a qualitative methodology with a descriptive, phenomenological approach to explore experiences of accessing accommodations for a convenience sample of students who self-identified with SLD and were attending Southern California community colleges. Data collected from semistructured interviews were analyzed through the lenses of self-advocacy theory and self-determination theory. The researcher found and identified three practical themes: (a) assigned advocates, (b) meeting with instructors, and (c) positive school experiences that assist students with SLD on postsecondary campuses access their accommodations. The themes support recommendations to those working with postsecondary students with SLD. Those recommendations include (a) assigning advocates, (b) facilitating meetings with instructors, (c) ensuring all students have positive educational experiences, (d) training and educating all those who encounter SWD on postsecondary campuses, and (e) alleviating stigma and negative perceptions associated with disabilities.</p> Denise Hoogendoorn Copyright (c) 2021 Psycho-Educational Research Reviews Wed, 31 Mar 2021 00:00:00 -0400 Effects of Test Anxiety, Distance Education on General Anxiety and Life Satisfaction of University Students <p>The objective of this study was to investigate the effects of test anxiety and dimensions of distance education on general anxiety and life satisfaction of university students. A total of 426 university students voluntarily asked to respond on online scales of test anxiety, distance education, general anxiety, and life satisfaction. The results revealed a strong direct positive path from test anxiety to general anxiety (B=0.35) (p&lt;.001). Also, test anxiety negatively influenced the students' life satisfaction in either a direct or indirect way. Furthermore, general anxiety negatively affected the student's life satisfaction. Likely, Student autonomy directly and negatively affected the general anxiety. Moreover, student interaction, authentic learning, and active learning directly and positively affected the life satisfaction of the students. Student autonomy directly depressed the general anxiety which indirectly improved the students' life satisfaction. Likely, student interaction, authentic learning, and active learning directly improved the students' life satisfaction. Further researches required to be conducted in this research area.</p> Rehab Tahoon Copyright (c) 2021 Psycho-Educational Research Reviews Wed, 31 Mar 2021 00:00:00 -0400 Perceptions of University Students about Coronavirus: a Metaphor Is Study <p>The aim of this study is to analyse university students’ perceptions about the Coronavirus concept through metaphor analysis. The data were obtained from 186 students studying in the Education Faculty of a university. Phenomenology research design, one of the qualitative research patterns, was used in this study. The data obtained in the study were collected with the expression “Coronavirus is like…because…” and document analysis technique was used in the analysis of the data. It was found that the students who participated in the study created 133 well-structured metaphors related to the concept of coronavirus. According to the results obtained from the study, it was found that students mostly created negative metaphors about the concept of coronavirus. The metaphors created by the students who participated in the study were grouped under 11 conceptual categories as “being contagious, causing damage / being fatal, being hidden, being unifying/regulating / leaving positive effects on people, affecting large areas / the process covering a large period of time / changing life and affecting everyone equally, isolation, taking measures, social distance, emotions, restriction, uncertainty”. Based on the metaphors created by the students, it was found that the concept of Coronavirus was explained with more than one and different metaphors.</p> Okan Bilgin, Erhan Yesilyurt Copyright (c) 2021 Psycho-Educational Research Reviews Wed, 31 Mar 2021 00:00:00 -0400 The Predictive Power of Problematic Internet Use on Learning Responsibility of High School Students <p class="TableParagraph" style="text-align: justify; line-height: normal; margin: 10.25pt 13.25pt .0001pt 0cm;">The aim of the study is to determine the relationship between problematic internet use and learning responsibilities of students studying at different types of high schools in the province of Ayd?n and also to examine whether problematic internet usage and learning responsibilities of high school students differ significantly according to gender and school type variables. In this quantitative study using the relational survey model, Adolescent Form of Problematic Internet Usage Scale and Learning Responsibility Scale were used as a data collection tool. For the analysis of the data collected within the scope of the research, independent samples t-test, one-way analysis of variance, pearson moments correlation test and multiple linear regression analysis were used. According to the results obtained in the study, it was observed that there was a significant difference between gender and school type variables and problematic internet usage. It was observed that the learning responsibility scores of high school students differed significantly according to gender. There was no significant difference between school type and learning responsibilities. A moderate negative relationship was found between problematic internet use and learning responsibilities. As a result of the multiple regression analysis, it was found that negative results of the internet and excessive use scores significantly predicted learning responsibilities. It was determined that the social benefit / social comfort did not have a significant effect on learning responsibilities.</p> Halil Ibrahim Kolan, Beste Dinçer Copyright (c) 2021 Psycho-Educational Research Reviews Wed, 31 Mar 2021 00:00:00 -0400 Teachers’ Views on the Classroom Inspection Practices of School Principals <p>The research aims to identify the attitudes of middle school teachers and school principals on lecture inspections. This research uses a case study research design. The data collection tool was used in interviews because it aimed to help principals access more extensive data in relation to the comments of middle school teachers on lecture inspection. The study group of the research was five teachers working in different branches of the Buca Otuken Middle School in the academic year 2016-2017. The sample in the research was determined with convenience sampling. The data for the research was obtained through the semi-structured interview form prepared by the researchers after a literature review. The validity of the interview form used in obtaining research data was considered stepwise in terms of criteria. The findings on the comments of the teachers in the school in which the research was performed on lecture inspections by principals. The findings are considered separately as sub-problems. In the first sub-problem, we aimed to establish the expectations of the school principal in terms of duties and competence. The participants were asked to list the duties and competencies they expected. In the second sub-problem, the participants were asked about their opinion of the leadership role of the school principal during inspections. The participants desire a principal who is a constructive leader who can control the style and level of criticism. In the third sub-problem, the teachers were asked for their opinions on the evaluation and feedback style of the school principal after inspection. The duration should be determined based on the teacher. As a leader, the school principal should be aware of this duration with each teacher.</p> Bertan Akyol, Mehmet Ulutaş, İlknur Durdu Copyright (c) 2021 Psycho-Educational Research Reviews Wed, 31 Mar 2021 00:00:00 -0400