The aim of this study was to investigate the relationship between self-handicapping, academic procrastination, the locus of control and academic success. The aim was also to determine whether these variables predicted self-handicapping behavior. The population of the study consisted of 263 undergraduates studying in different departments of the Faculty of Education at Uludağ University. The Self-Handicapping Scale (Akın, 2012), Academic Procrastination Scale (Çakıcı, 2003), and Locus of Control Scale (Dağ, 1991) were used as data collection tools. Data was analyzed via Pearson correlation analysis and multi linear regression. As a result of the correlation analyses, a positively significant relationship was determined between self-handicapping, the external locus of control and academic procrastination. As a result of the regression analysis, it was concluded that academic procrastination, the locus of control and academic success predicted self-handicapping in terms of their explanation rates, respectively. Educators and psychological counselors discussed this issue and they made suggestions in line with the findings.
The purpose in this study was to investigate the relationship between the test anxiety and learned helplessness levels of students preparing for the Turkish High Schools Placement Test (HSPT) and University Entrance Examination (UEE). The study was conducted with the participation of 708 students from Aksaray Province in Turkey, of whom 319 were preparing for HSPT and 389 were preparing for UEE. The Learned Helplessness Scale (Aydın, 1985;Seligman et al., 1984) and the Test Anxiety Scale (Baltaş, 1993) were used to collect data. Although HSPT students scored higher than UEE students for levels of anxiety and learned helplessness, there was no significant difference between level of test anxiety and learned helplessness (r = 0.048).
In this study, the correlation between 526 prospective teachers’ beliefs about education for sustainable development (ESD) and their perceptions of self-efficacy and abilities to focus on solutions was addressed. This descriptive study found that prospective teachers had strong beliefs about ESD. In terms of the “beliefs about the implementation of sustainable development” and “beliefs about the limitation of sustainable development”, the prospective teachers who are studying at the faculty of education had stronger beliefs than those enrolled in the Pedagogical Formation Certificate Program. In addition, fourth-year prospective teachers and those perceiving themselves as showing good academic performance had stronger beliefs about ESD. Also, participants’ beliefs about ESD were found to be related to their abilities to focus on solutions and their perceptions of self-efficacy. Additionally, our study found that perceptions of self-efficacy significantly predicts the ability to focus on solutions and beliefs about ESD (29%). One of the limitations of our study is that our findings can be generalized only to a limited extent. Furthermore, further research is needed to validate the predictive variables that have arisen. Finally, longitudinal and experimental research that use qualitative analysis techniques is needed to investigate the implications of the results for professional improvement and to find out what sort of sustainable education practices there are in different education levels.
INTRODUCTION: Due to the working areas of anesthesiologists, the possibility of encountering COVID-19 positive or suspected patients is very high. In this study, it was aimed to raise awareness by determining the fear of COVID-19, medical prophylaxis, isolation and general approaches of the anesthetists during the COVID-19 pandemic process. METHODS: Anesthesia doctors in Turkey were included in the study. A questionnaire was prepared including demographic data, COVID-19 fear scale, perceived fear level and medical prophylaxis they used. The link was sent online to anesthetists via e-mail and WhatsApp. RESULTS: Two hundred and twenty-seven participants were included in the study. While 19% of the participants met with COVID-19 positive or suspected patients every day, 10.2% stated that they never had contact. Fear of Covid-19 was statistically significantly higher in women, specialists and participants with chronic diseases (respectively, p=0.003, p=0.024 and p=0.014). Anesthetists working in the COVID 19 intensive care unit had a higher level of perceived fear at the beginning of the pandemic (p=0.006). Covid-19 scores of anesthetists who changed their smoking habits were found to be statistically significantly higher (p<0.001). About half of the Anesthetists were taking vitamin supplements for prophylaxis, while one fourth were using hydroxychloroquine. DISCUSSION AND CONCLUSION: As a result of these findings, it is seen that the fear of Covid-19, in anesthetists, causes notable psychological effects and need for prophylaxis. We hope that these data will raise awareness in the near and distant future to protect the mental health of anesthetists and to reduce their fears by psychological support.
The purpose of this study is to examine the correlation between Teachers' Self-efficacy beliefs, locus of control and intercultural sensitivities and to analyze these variables based on various demographic variables. The data of the study were collected through teachers’ locus of control scale developed by Sadowski, Taylor, Woodward, Peacher, & Martin (1982) adopted into Turkish by Buluş (2011), teachers’ self-efficacy beliefs scale developed by Dellinger, Bobbett, Olivier, & Ellet (2008) adopted into Turkish by Taşkın & Hacıömeroglu (2010) and Intercultural Sensitivity scale developed by Chen & Starosta (2000) adopted into Turkish by Bulduk, Tosun, & Ardıç (2011). The research is a descriptive study in relational screening model. 237 volunteer teachers who worked in different schools all of which are in the city of Bursa participated in the research. According to the results of the research, the self-efficacy beliefs of the teachers participating in the research differ significantly from the variables studied in the scope of the research according to the branch and seniority variables. The intercultural sensitivity of the teachers differed significantly only according to the seniority variable. It has been determined that the level of locus of control of teachers is not significantly different from the variables studied in the scope of the research. It was determined that there was a statistically significant relationship between teachers’ self-efficacy beliefs; intercultural sensitivity and locus of control levels. It was also found that self-efficacy beliefs and intercultural sensitivity variables together account for 30% of change in locus of control.
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