Altan, Servet

Profile Picture
Profile URL
https://hdl.handle.net/20.500.11779/2888
Name Variants
Altan, Servet
Servet, Altan
Altan, S.
Job Title
Email Address
altans@mef.edu.tr
Main Affiliation
06.01. Department of Guidance and Psychological Counseling
Status
Current Staff
Website
ORCID ID
0000-0001-6331-7556
Scopus Author ID
57200795650
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
GOG-8170-2022
Files
1728230411-academic-2201024521.avif (33 KB)

Sustainable Development Goals

2

ZERO HUNGER
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0

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16

PEACE, JUSTICE AND STRONG INSTITUTIONS
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0

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1

NO POVERTY
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11

SUSTAINABLE CITIES AND COMMUNITIES
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7

AFFORDABLE AND CLEAN ENERGY
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10

REDUCED INEQUALITIES
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3

GOOD HEALTH AND WELL-BEING
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6

CLEAN WATER AND SANITATION
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9

INDUSTRY, INNOVATION AND INFRASTRUCTURE
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12

RESPONSIBLE CONSUMPTION AND PRODUCTION
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1

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5

GENDER EQUALITY
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14

LIFE BELOW WATER
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13

CLIMATE ACTION
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15

LIFE ON LAND
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8

DECENT WORK AND ECONOMIC GROWTH
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17

PARTNERSHIPS FOR THE GOALS
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1

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4

QUALITY EDUCATION
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2

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Documents

9

Citations

182

h-index

5

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Documents

8

Citations

143

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Scholarly Output

7

Articles

4

Views / Downloads

1546/86

Supervised MSc Theses

1

Supervised PhD Theses

0

WoS Citation Count

25

Scopus Citation Count

31

WoS h-index

3

Scopus h-index

3

Patents

0

Projects

0

WoS Citations per Publication

3.57

Scopus Citations per Publication

4.43

Open Access Source

0

Supervised Theses

1

JournalCount
Environmental Education Research1
Journal of Educational Psychology1
Journal of Research in International Education1
Students’ Online Risk Behaviors: Psychoeducational Predictors, Outcomes, and Prevention1
Studies in Educational Evaluation1
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Now showing 1 - 7 of 7
  • Thumbnail Image
    Article
    Citation - WoS: 16
    Citation - Scopus: 18
    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.
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    Book
    Mindfulness and Thoughtfulness
    (Rowman & Littlefield, 2023) Altan, Servet; Lane, Jennie Farber
    Teachers and researchers in education today are charged with helping learners resolve constantly changing global and regional issues. These issues do not have simple solutions and addressing them requires critical and creative ways of thinking. Essential to developing these thinking skills is to examine current dispositions and behaviors; to become more mindful of why we think the way we do and to become more thoughtful about actions we take. In Mindfulness and Thoughtfulness: Leading and Teaching with Habits of Mind in Research and Practice, practitioners and researchers in the field of education present learning theories, case studies, teaching techniques, and professional development strategies associated with these Habits of Mind. Readers will find teaching inventories, self-assessment tools, and reflection exercises to become mindful and thoughtful teachers and educational researchers.
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    Article
    Citation - WoS: 3
    Citation - Scopus: 4
    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.
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    Book Part
    Citation - Scopus: 1
    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.
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    Article
    Citation - WoS: 3
    Citation - Scopus: 3
    Learner Profile Attributes in Ib Teaching: Insights From a Continuum School in Turkey
    (Sage, 2022) Lane, Jennie F; Altan, Servet; Keser, Özlem
    This article presents findings from a case study of a K-12 school in Turkey where teachers shared perceptions of how the International Baccalaureate Learner Profile attributes related to their own practice. While discussing the interdependency of the attributes, teachers considered that being an inquirer is the most valuable attribute for effective International Baccalaureate teachers. Participants at all grade levels believed that being open-minded and reflective were important attributes. Despite the importance of inquiry, participants shared that they feel most capable of implementing the attribute of being knowledgeable. The conceptual framework developed for this study may be used by schools and teacher educators to develop attributes of teachers who can help students become global citizens with intercultural understandings.
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    Master Thesis
    Dijital Çağda Akıllı Telefon Bağımlılığı ve Akademik Başarı Arasındaki İlişki: Öz Düzenlemenin Aracı Rolü
    (2025) Işık, Şeyma Nur; Altan, Servet
    Bu araştırma, üniversite öğrencilerinde akıllı telefon bağımlılığı, öz düzenleme becerileri ve akademik başarı arasındaki ilişkileri incelemeyi amaçlamaktadır. Araştırmada, öz düzenleme becerisinin, akıllı telefon bağımlılığı ile akademik başarı arasındaki ilişkide aracılık rolü değerlendirilmiştir. Çalışma ilişkisel tarama modeline dayalı olarak gerçekleştirilmiş ve örneklem, Türkiye'de öğrenim görmekte olan 340 üniversite öğrencisinden oluşmuştur. Veriler, Akıllı Telefon Bağımlılığı Ölçeği (Kısa Form), Öz Düzenleme Ölçeği ve öğrencilerin beyan ettikleri akademik not ortalamaları aracılığıyla toplanmıştır. İstatistiksel analizler, SPSS 30.0 programı ve Hayes'in PROCESS Makro Model 4 yapısı kullanılarak gerçekleştirilmiştir. Bulgular, akıllı telefon bağımlılığı ile öz düzenleme arasında negatif yönde anlamlı bir ilişki olduğunu göstermiştir. Ayrıca, öz düzenleme ile akademik başarı arasında pozitif ve anlamlı bir ilişki saptanmıştır. Aracılık analizine göre, akıllı telefon bağımlılığının akademik başarı üzerindeki dolaylı etkisi öz düzenleme aracılığıyla istatistiksel olarak anlamlı bulunmuştur. Sonuçlar, akıllı telefon bağımlılığının öğrencilerin öz düzenleme becerilerini zayıflatarak dolaylı olarak akademik başarılarını olumsuz etkilediğini ortaya koymaktadır. Bu bağlamda, öğrencilerin dijital teknoloji kullanımına yönelik farkındalıklarının artırılması ve öz düzenleme becerilerinin geliştirilmesine yönelik müdahale programlarının önem taşıdığı söylenebilir.
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    Article
    Citation - WoS: 3
    Citation - Scopus: 5
    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.