Bu çalışmada, ortaokul öğrencilerinin öğrenmeye yönelik sorumluluk düzeylerini belirlemek amacıyla bir ölçek geliştirilmiştir. Çalışma grubunu, Muğla ilinden üç farklı ortaokulda, 5., 6., 7. ve 8. sınıflarda öğrenim gören 335 öğrenci oluşturmaktadır. Ölçeğin geliştirilmesi sürecinde, alan yazın tarama, madde havuzu oluşturma, uzman görüşleri alma, ön deneme çalışması yapma, ana uygulama, geçerlilik ve güvenilirlik analizleri yapma işlemleri gerçekleştirilmiştir. Açımlayıcı ve doğrulayıcı faktör analizleri ile madde analizleri sonucunda, ölçekte 35 madde yer almıştır. Bu analizlerin sonucunda ölçeğin, öğrenmeye yönelik sorumluluğa ilişkin tek boyutlu bir yapıya sahip olduğu görülmüştür. Yapılan faktör analizleri sonucunda ölçek maddelerinin madde-faktör yük değerlerinin .61 ile .75 arasında değiştiği belirlenmiştir. Ölçek maddelerinde %27'lik alt-üst grupların ortalamaları arasındaki farkların anlamlı olduğu bulunmuştur. Tüm ölçeğe ait Cronbach Alpha iç tutarlılık katsayısı, α=.94'tür. Ölçeğin ölçüt bağıntılı geçerliliğini belirlemek için "Sorumluluk Duygusu ve Davranışı Ölçeği" ve "Akademik Öz-Yeterlilik Ölçeği" ile korelasyon ve anlamlılık düzeyleri incelenmiş ve ölçeğin ölçüt bağıntılı geçerliliğe sahip olduğu belirlenmiştir. Bu bulguların, ölçeğin geçerliliği ve güvenilirliği için tatmin edici kanıtlar olduğu ifade edilebilir.

The effects of multi-modal representations used within the context of process-based instruction on problem solving, academic achievement, and retention.

The aim of this study is to examine the relationship between emotional intelligence levels and creativity levels of pre-service teachers in the process of constructing educational system in Turkey. In the study, mixed methods which include qualitative and quantitative data were used. The study was done in 2011-2012 academic year with the participation of the students of Muğla University, Faculty of Education, Departments of Elementary Science Teaching, Elementary School Teaching, Pre-School Teaching, Elementary Social Sciences Teaching, Turkish Language Teaching and English Language Teaching. The questionnaire which was adapted to Turkish language by Tatar et al. (2011) "Emotional Intelligence Questionnaire" was used to determine the pre-service teachers' emotional intelligence levels. Additionally, the questionnaire which was adapted to Turkish language by Aksoy (2004) "How Creative Are You?" was used to determine the pre-service teachers' creativity levels. And "Personal Data Form" was used to collect personal data of the pre-service teachers. For the collection of qualitative data, semi-structured interview form prepared by the researchers, and "Personal Data Form" were used to. In order to analyze the quantitative data, "t test" and one-way anova were used. Both critical and interpretive analysis techniques were applied together in the analysis of the qualitative data. According to results of the study, it was determined that emotional intelligence levels of pre-service teachers vary significantly based on gender; yet, no significant difference based on grade level and department was observed. Additionally, it was determined that creativity levels of pre-service teachers vary significantly depending on department, but no significant difference is observed based on gender and grade level. And finally, it was determined that there was positive and significant relationship at a low level between emotional intelligence levels and creativity levels of pre-service teachers.

The purpose of the current study is to investigate the distance learning responsibility levels of secondary school students attending schools in the Aegean Region of Turkey by developing a scale of responsibility for distance learning. The study is a descriptive study employing the survey model. Two different study groups were used in the current study. In the first stage, a total of 477 secondary school students attending schools in the cities of İzmir, Denizli and Muğla in Turkey in the 2020-2021 school year were included in the study group to develop the Scale of Responsibility for Distance Learning. In the second stage of the study, the study group is comprised of 2043 secondary school students selected from among the secondary school students attending schools located in the cities of İzmir, Manisa, Aydın, Denizli, Muğla, Afyonkarahisar, Kütahya and Uşak in the Agean Region of Turkey in the 2020-2021 school year. The data were collected face-to-face and online via Google Forms during COVID-19 pandemic by using the Scale of Responsibility for Distance Learning. According to the findings of the study, the scale is a valid and reliable scale with adequately satisfied psychometric features. Another finding of the current study is that the participating secondary school students’ responsibility scores vary significantly depending on the city where they attend the school, grade level and gender.

The aim of this research is to examine the positive and negative motivational sources of students with internal and external characteristics during the preparation process for national centralized exams in Turkey in the light of longitudinal data. The research is important in terms of revealing the sources of motivation for the national centralized exams, which have an important place regarding both the education system and shaping the future of the youth in Turkey. It is clear that an educational process with high-quality carried out throughout the country has an undeniable role in future elections and school placements. The study was carried out using a longitudinal research design. In order to collect longitudinal data, the study group of the research consists of 43 eighth grade students studying in a secondary school in a province in the Aegean Region of Turkey in the 2013-2014 academic year. The data of the research were collected through an interview form with open-ended questions. By conducting focus group interviews with the students in the study group, the same 43 students who continued their education in different high schools in the 2017-2018 academic year were reached, in order to collect longitudinal data in the process of preparing for the high school entrance exam and in the following process, this time the motivation sources in the process of preparing for the university entrance exam were revealed. In order to reveal what the students thought as a source of motivation during the preparation process for the national centralized exams, the data obtained after the focus group interviews with the students were handled in comparative, thematic and classified forms and analyzed according to mixed content analysis and reflected in the findings. In the focus group interviews conducted in the research, six different themes emerged as "Family", "Teacher", "School, Lessons and Exams", "Friends and Social Life", "Career and Future" and "Psychological Factors". For each theme, the results of the quantitative analysis of internal-external weighted and positive-negative motivational sources and the results of qualitative analysis within the framework of categories and codes are included. Various suggestions have been developed with the discussion made within the scope of the results obtained in the research. The suggestions reflect that, along with the learning and studying processes for the needs of the students, they expect behaviors that will enrich their motivational sources from the people who can support them (families, teachers, school administrators, friends, etc.).