Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection

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

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Now showing 1 - 5 of 5

Citation - WoS: 7
Citation - Scopus: 7
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.
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.
High School and University Students' Reasoning About Decision-Making Autonomy and Parental Authority Legitimacy in Child–Mother Conflicts
(WILEY, 2025) Kuyel, N.; Acar, M.
This study investigated youths' reasoning about personal autonomy and maternal authority in hypothetical emerging adult child–mother conflicts in Türkiye. High school and university students (N = 138, Mage = 19.72 years) from secular and religious schools completed a self-report questionnaire including eight conflict scenarios where the mother opposes her child's decision to marry a non-Muslim or get a tattoo. Maternal opposition in hypothetical scenarios was presented in the forms of maternal advice and maternal use of haram opposition. Haram opposition implies the declaration of maternal accrued rights (a concept deeply rooted in Turkish culture) as haram. The results showed that participants were more likely to subordinate child autonomy to maternal authority when the mother in hypothetical scenarios was depicted as using haram opposition. Authoritative parenting appeared to strengthen this effect. This study has shown that haram opposition is a psychological control mechanism to subordinate child autonomy to maternal authority. © 2025 British Psychological Society.
Citation - WoS: 3
Citation - Scopus: 3
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: 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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