Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1926

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Citation - Scopus: 7
Bilinçli-farkındalık Temelli Öz-yeterlik Ölçeği-yenilenmiş (bföö-y): Türkiye Uyarlama Çalışması
(2017) Taylan, Rukiye Didem; Bulgan, Gökçe; Atalay, Zümra; Aydın, Utkun
Bu araştırmanın amacı, Cayoun, Francis, Kasselis ve Skilbeck (2012) tarafından geliştirilen "Bilinçli- Farkındalık Temelli Öz-yeterlik Ölçeği-Yenilenmiş"i (Mindfulness-Based Self Efficacy Scale-Revised) Türkçe'ye uyarlayarak geçerlik ve güvenirliğini araştırmaktır. Özgün ölçek İngilizce'dir ve altı boyutta toplam 22 maddeden oluşan beşli likert tipi bir ölçme aracıdır. Uyarlanan Türkçe form iki farklı devlet okulunun 5., 6. ve 7. sınıflarında okuyan 713 öğrenciye uygulanmıştır. Tüm ölçek (?= .72) ve ölçeğin Duygu Düzenleme (?= .73), Duygusal Denge (?= .68), Sosyal Beceriler (?= .65), Sıkıntı Tahammülü (?= .62), Sorumluluk Alma (?= .61) ve Kişilerarası Etkenlik (?= .65) alt boyutları için Cronbach Alfa içtutarlık katsayıları her bir alt boyutta yer alan düşük madde sayısı göz önüne alındığında kabul edilebilir seviyededir. Ayırt edici geçerlik analizleri kız ve erkeklerin bilinçli-farkındalık temelli öz-yeterlik ortalama puanları arasında anlamlı bir fark olmadığını gösterirken sınıf düzeyi açısından anlamlı farklılıklar gözlemlenmiştir. Analiz sonuçları, Türkçe'ye uyarlama çalışması gerçekleştirilen bu ölçeğin öğrencilerin bilinçli-farkındalık temelli öz-yeterlik düzeylerini belirlemede geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir. Sonuçların kuramsal ve yöntemsel uygulamaları tartışılmıştır
Citation - WoS: 4
Citation - Scopus: 5
But the Poor Needed It More: Children's Judgments on Procedural Justice To Allocate Resources Between Two Candidates Equal in Merit, Different in Need
(Elsevier Science Inc, 2023) Sıvış, Özce; Acar, Melike
The current study investigated children's judgments on procedural justice and its outcomes when the candidates were equal in merit but different in need. A total of 88 children (41 girls and 47 boys) aged 7 to 11 years were individually interviewed (Mage = 8 years 9 months, SD = 14.065 months). Results showed that, regardless of age, children tended to give educational resources to the resource-poor candidates. However, children's welfare considera-tion of the resource-poor candidates increased with age. Children also made differentiated judgments based on the resource type and treated educational materials as more necessary than educa-tional experiences. Children's age and socioeconomic status (SES) were associated with this differentiation. Younger and high-SES children were more likely to view the outcome of procedural jus-tice (i.e., drawing a stick) for allocating an educational experience (i.e., summer camp) as fair when the result favored the resource -rich candidate. Overall, findings revealed that children do not use a unitary form of fairness in the procedural justice context. The shift from strict equality to welfare concerns continues to develop over middle childhood. (c) 2023 Elsevier Inc. All rights reserved.
Decoding Adolescents Internet Addiction, Academic Achievement, and Empathy Levels: Untangling Complex Associations
(IGI Global, 2025) Meral, S.; Altan, Servet
This study explores the relationships between internet addiction, academic achievement, and empathy levels among 179 eighth- grade students. Using regression analyses, the research investigates how internet addiction impacts academic performance and empathy, and whether gender plays a role in internet addiction. Results indicate no statistically significant correlation between internet addiction and either academic achievement or empathy levels. However, a moderate positive correlation is found between empathy and academic performance. These findings suggest that internet addiction may not be a strong predictor of academic or empathic outcomes in adolescents. The study underscores the importance of promoting empathy to enhance academic success and highlights the need for balanced internet use. Future research should consider longitudinal designs and diverse samples to further explore these complex relationships. Implications for educational practices include integrating social- emotional learning programs to foster empathy and support students’ overall well- being. © 2025 by IGI Global Scientific Publishing.
Citation - WoS: 2
Citation - Scopus: 2
Exploring Habits of Mind Associated With Incremental Learning Theory To Explain Actions of Teachers Integrating Environmental Education
(Routledge Journals, Taylor & Francis Ltd, 2024) Lane, Jennie F.; Franzen, Rebecca L.; Altan, Servet
This study was launched after re-analyzing teacher narratives from an earlier study; the narratives were reflections on environmental education practices. The analysis involved using a framework that relates Habits of Mind to educational theories. An unsurprising outcome was finding Habits of Mind associated with mindfulness and constructivism. An unanticipated finding was to learn how incremental learning theory explains why teachers strive to include environmental education in their lessons. Although there has been environmental research related to growth and fixed mindsets, more studies in environmental education are needed to explore how incremental learning theory plays a role in the decisions and actions of exemplary environmental educators. Therefore, to begin this exploration, a new study was conducted using the framework to analyze interviews with ten currently practicing teachers. The findings give insights into the following Habits of Mind associated with incremental beliefs: wonderment and awe, continuous learning, striving for accuracy, risk-taking, and persistence.
Citation - WoS: 4
Citation - Scopus: 5
Feeling Guilt and Shame Upon Psychological Dating Violence Victimization in College Women : the Further Role of Sexism
(SAGE Publications, 2022) Fincham, D. Frank; Demirtaş, Toplu Ezgi; Öztemür, Gizem; Oflaz, Çiğdem
Dating violence is manifested in different forms between romantic partners. Psychological violence, the most common form of dating violence, is more likely to affect women, eliciting feelings such as shame and guilt. The robust relationship of sexism to psychological dating violence victimization (PDVV) is well-documented but whether PDVV serves as a mechanism linking sexism to guilt and shame remains unexplored. This study, therefore, investigated the potential mediating role of PDVV in the association between sexist attitudes and feelings of guilt and shame. Dating college women (N = 219) from Turkey, an honor culture in which one’s self-worth lies on one’s evaluation as well as the assessment of what others think, participated in the study. High rates of PDVV were found in this culture, and structural equation modeling revealed that PDVV mediated the relationship between sexism and feelings of guilt and shame. These findings are discussed in terms of their implications for future research and how sexist attitudes might be challenged to reduce the adverse emotional effects experienced by women who are victims of psychological dating violence.
Gender-Based Exclusion in Turkish Schools
(Springer International Publishing, 2023) Acar, Melike
This chapter explores understandings of gender-based exclusionary practices in Turkish educational settings and illustrates the theme of the "everydayness" of such practices through empirical studies from Turkey. A social domain theory is introduced that explains how children and young people evaluate gender-based exclusionary attitudes and practices, and suggestions are made about how teachers and schools can help to challenge gender-based discrimination and stigmatisation. It is also argued that national education policy related to inclusion is too narrowly focused and its scope should be widened to include sexual minorities and gender-based discrimination and exclusion. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023. All rights reserved.
Citation - WoS: 2
Citation - Scopus: 3
How Constructive Is That Feedback? Associations With Undergraduates' Future Time Perspectives Moderated by Student Characteristics'
(Elsevier, 2024) Lin, Shengjie; Schallert, Diane L.; Fong, Carlton J.; Altan, Servet
Beliefs about the future, instantiated as a learner's future time perspective, have been largely overlooked in the research on the connection between feedback and motivation. Because feedback statements vary in their level of specificity and friendliness (a commonly reported distinction between peer-provided and instructor-provided feedback), we were interested in the interplay between such feedback characteristics and learners' future time perspective. With 392 U.S. undergraduates, we investigated how future time perspective (specifically, its valence and connectedness) affected whether learners perceived as constructive feedback statements that varied in specificity and friendliness, and whether gender and academic discipline would influence these perceptions. Future time perspective connectedness was positively associated with perceptions of feedback constructiveness for specific statements but was negatively related to constructiveness for unspecific statements. Valence was positively correlated with feedback constructiveness for unspecific statements. Although no differences in academic discipline were found, gender effects emerged. Implications for peer feedback are discussed.
Citation - WoS: 1
Citation - Scopus: 2
Never Mind: Social Class Differences in Children's Developing Emotion Attributions To Procedural Justice Outcomes
(Routledge Journals, Taylor & Francis Ltd, 2024) Sienkiewicz, Vincent H.; Sivis, Ozce; Acar, Melike
This study examined children's emotion attributions and moral judgements to hypothetical procedural justice outcomes when the candidates were equal in merit but different in need. Children (7 to 11 years old, N = 88) were presented with four vignettes depicting resource-rich and resource-poor candidates losing educational materials and experiences. Results demonstrated that children attributed more negative emotions when the resource-poor candidate lost resources. Older children attributed more two-sided emotions to procedural justice outcomes, mainly when the resource-poor candidates lost resources. However, emotion complexity was not always positively associated with welfare justifications, such that children considered the type of resource, needs of the candidates, and outcomes. In addition, children from low subjective social status (SSS) attributed more positive emotions and used more emotion complexity for the loser. Results are discussed concerning children's developing emotion attribution and understanding of procedural justice.
Citation - WoS: 7
Citation - Scopus: 10
Stay Motivated and Carry On: a Meta-Analytic Investigation of Motivational Regulation Strategies and Academic Achievement, Motivation, and Self-Regulation Correlates
(Amer Psychological Assoc, 2024) Fong, Carlton J.; Altan, Servet; Gonzales, Cassandra; Kirmizi, Mehmet; Adelugba, Semilore F.; Kim, Yeo-eun
Motivational regulation, or the way learners purposefully initiate, maintain, or supplement their willingness for task engagement and completion, has been an important area of research in educational psychology. However, despite the surge of research on this topic, it remains unclear how specific motivational regulation strategies relate to learners' academic performance, motivation, and other forms of self-regulation. Based on findings from 55 studies (67 unique samples), we found a range of positive correlations among 10 types and subtypes of motivational regulation strategies and the following variables: academic achievement (rs = .01-.15), motivation (effort, rs = .11-.52; value perceptions, rs = .21-.35; and competence beliefs, rs = .22-.40), and self-regulation (cognitive, rs = .28-.51; behavioral, rs = .10-.33). Moderator results indicated that the magnitudes of associations among motivational regulation strategies and achievement and self-regulation varied by grade level and geographic region. Intercorrelations among motivational regulation strategies indicated wide-ranging degrees of overlap across strategies. Using meta-analytic structural equation modeling, we explored how motivational regulation strategies indirectly related to achievement through motivational beliefs and how self-regulatory factors were precursors to motivational regulation. Our meta-analytic findings shed light upon which motivational regulation strategies might be most adaptive for academic achievement, motivation, and self-regulation, and identified for whom and under what circumstances specific strategies can be most adaptively used.
Citation - WoS: 1
Citation - Scopus: 1
Turkish Teachers' Social Judgements on Autism Spectrum-Based Exclusion in Primary Schools
(Wiley, 2020) Acar, Melike
Inclusive education has become a primary educational goal in many countries that aim to end the exclusion of students with different needs. However, we still know little about the perspectives of teachers regarding the exclusion of students with different needs. Given that background, the present study used semi‐structured clinical interviews to investigate Turkish pre‐service (N = 31, mean age = 20.02 years) and in‐service (N = 23, mean age = 40.88 years) teachers' judgements and justifications related to peer exclusion of students with autism spectrum disorder (ASD) and teachers' failure to include. Findings revealed that the context of exclusion has a significant effect on whether the teachers judged typically developing students' exclusion of their peers with ASD as acceptable. Teachers evaluated peer exclusion in the academic context as less acceptable than exclusion in the play context, citing more moral concerns. Further findings and implications for teacher education are discussed.

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