This study focused on to examine prevalence of nomophobia among university students; and the relationship among nomophobia, self-esteem, loneliness and selfhappiness with respect to gender and year of study of the university students in Pakistan and Turkey. The study subjects consisted of 729 students 368 (50.5%) of which were from Turkey and 361 (49.5%) from Pakistan. The data were collected by using Nomophobia Scale (NMP-Q), UCLA Loneliness Scale (ULS-8), Self-Happiness Scale, and Rosenberg' Self-Esteem Scale by the researchers from Pakistan and Turkey respectively. The relationship and the effect of each psychological structure on nomophobia were examined with multiple linear regression model. The difference across the categories of independent variables on each of the dependent variables (loneliness, selfhappiness, self-esteem and nomophobia) and on linear combination of dependent variables for each country was examined by multivariate MANOVA. According to multivariate effects results, the main effect of gender on self-esteem and nomophobia was statistically significant which indicates that differences between male and female students with respect to self-esteem and nomophobia were significant. The study demonstrated differences between Turkish and Pakistani students' score on nomophobia, loneliness and self-happiness were significant, while difference on selfesteem across countries was not statistically significant.

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The purpose of this study is to examine the psychological structure of selfcompassion and to determine the relationship between the sub-dimensions (or factors) of the self-compassion-scale and the contribution of each factor to the construct. Although the selfcompassion scale has been commonly used in the area of psychology, the number of the studies that examine the relationship between the factors (or sub-dimensions) of self-compassion is limited. The contribution of this study is assumed to be substantial since it examines the relationship between the several factors of self-compassion and determines the unique and common contribution of each factor to the self-compassion construct. Method: This study employed a relational survey method. A purposive sampling

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The purpose of this study is to determine (1) the learning approaches that students favor during the exam preparation process (2); and to determine the factors that cause favoring these learning approaches in the context of educational measurement and evaluation methods. This study is a qualitative study in which content analysis method was used to analyze the data. The study group consists of 121 third year and fourth year volunteer students that measures in department of elementary teaching. The results suggest that students tend to use surface learning approach based on memorization and repetition when the test items are at knowledge level in multiple choice and essay questions. In addition, they use surface learning approach for both multiple choice and true-false examinations since there is a chance of randomly guessing and possibility of remembering the answer within the options. On the other hand, when teachers ask questions that require interpreting the information and when the subject domain is numeric, they tend to use deep learning approach in order to perceive the meaning deeply. To conclude, teacher's behavior and attitude during the development and evaluation of test, type of test and content of subject (whether it is verbal or numeric) have effect on students' learning approaches that they employ during the preparation of examination.

The computerized adaptive tests (CAT) apply an adaptive process in which the items are tailored to individuals' ability scores. The multidimensional CAT (MCAT) designs differ in terms of different item selection, ability estimation, and termination methods being used. This study aims at investigating the performance of the MCAT designs used to measure the language ability of students and to compare the results of MCAT designs with the outcomes of corresponding paper–pencil tests. For this purpose, items in the English Proficiency Tests (EPT) were used to create a multi-dimensional item pool that consists of 599 items. The performance of the MCAT designs was evaluated and compared based on the reliability coefficients, root means square error (RMSE), test-length, and root means squared difference (RMSD) statistics, respectively. Therefore, 36 different conditions were investigated in total. The results of the post-hoc simulation designs indicate that the MCAT designs with the A-optimality item selection method outperformed MCAT designs with other item selection methods by decreasing the test length and RMSD values without any sacrifice in test reliability. Additionally, the best error variance stopping rule for each MCAT algorithm with A-optimality item selection could be considered as 0.25 with 27.9 average test length and 30 items for the fixed test-length stopping rule for the Bayesian MAP method. Overall, MCAT designs tend to decrease the test length by 60 to 65 percent and provide ability estimations with higher precision compared to the traditional paper–pencil tests with 65 to 75 items. Therefore, it is suggested to use the A-optimality method for item selection and the Bayesian MAP method for ability estimation for the MCAT designs since the MCAT algorithm with these specifications shows better performance than others.