Background: Negative consequences of traumatic experiences, such as depression, anxiety, or dissociative symptoms, etc. have been reported by many researchers. However, it is proposed that stressful events not only lead to poor psychological outcomes but also may trigger positive changes. Several instruments gauging posttraumatic benefits have been developed to examine the effects of factors that may promote positive psychological outcomes in the aftermath of stressful events. The Posttraumatic Growth Inventory (PTGI) is one of the prominent instruments that assess posttraumatic positive changes. In this study we aimed to assess psychometric properties of the Turkish version of the PTGI. Method: This study differed to an extent from previous studies concerning the features of the PTGI. We used a dispositional form of the instrument in a sample recruited from high school and university students. Our data were collected from 723 volunteers. 367 subjects were males (50.76%) and 356 subjects were females (49.24%). Also we did not specify any selection criteria in recruiting subjects owing to their adverse life experiences with a presumption that stressful life events are not uncommon in normal population. We administered to participants a dispositional form of the Posttraumatic Growth Inventory and the Personal View Survey-III. Item statistics for the measure were computed. We performed an explanatory factor analysis by using principal components with promax rotation and a confirmatory factor analysis by using structural equation modeling. Since the factor inter-correlations were higher than .40 we computed Schmid-Leiman transformation to obtain second-order general factor loadings. Inner consistencies and 15-day test-retest intracorrelations were calculated. Results: Item discrimination indexes ranged from .28 to .72. Promax rotated principal components analysis pointed out a three-factor structure. It was found in model testing with structural equation modeling that three-factor structure was valid for the Turkish version of the PTGI. After computing second-order factor loadings, we detected that general factor accounted for 64 percentage of the total variance. Three subscales of the measure were the Changes in Self-Perception, Changes in Philosophy of Life, and Changes in Relationship. Internal consistency for the Changes in Self-Perception subscale was 0.88, for the Changes in Philosophy of Life subscale was 0.78, for the Changes in Relationship was 0.77, and for the overall items was 0.92. 15-day test-retest intra-correlation for the composite scores was 0.83 and intra-correlations for the subscale scores ranged from 0.70 to 0.85. Conclusion: Turkish version of the measure revealed a three-factor first-order structure. However, it seems that the concept of posttraumatic benefits measured by the PTGI has a tendency to represent a unidimensional psychological construct in Turkish sample. Since the three-factor structure was validated, three-subscales may also be used to make an extensive assessment instead of comp...
The purpose of this study was to explore relations and mediating factors among dissociation, depression, and state-trait anxiety for individuals who experienced physical abuse, sexual abuse, both physical and sexual abuse, or no abuse. In all, 549 Turkish undergraduate university students participated in the study and completed the Dissociative Experiences Scale, the Beck Depression Inventory, the State-Trait Anxiety Inventory, and a demographic measure. Both physical abuse and sexual abuse were associated with elevated levels of dissociative symptoms and with pathological dissociation. Results demonstrated that patterns of relations between anxiety, depression, and the forms of dissociation differed significantly among the participants who reported sexual abuse as compared with the other groups. Results suggest that dissociative symptomatology may differ in its relation to depression and anxiety according to abuse subtype.
In this research, experimental studies comparing the effectiveness of technology-assisted teaching to traditional method up on mathematical and geometry success are combined through meta-analytical review method. For that purpose, articles, master’s, and doctoral theses carried out between the years 2000-2016 in Turkey are examined. 98 studies on academic achievement meet the specified criteria and thus were included in the meta-analysis and the effect size between variables has been demonstrated by assembling numerically the findings of these studies. CMA 2.0, MS Office Excel 2010 programs were used in the analysis of the data. As a result of the calculations of meta-analysis, the effect size of the technology-assisted teaching is calculated as 0,758 on students' mathematics achievement and as 1,136 on students' geometry achievement. This study is based on the classification system according to Cohen (1988). The effect sizes attained represent a medium effect size for mathematics academic achievement and a very large size for geometry achievement. Those both values are regarded as medium effect size according to Cohen (1988). In addition, the comparative effect sizes of the studies included in the study were calculated according to techniques of implementation, level of education and learning fields. At the end of the research, it is found that according to the traditional learning method of technology-assisted mathematic and geometry teaching is more effective in terms of achievement. It is concluded that the effect size on the academic achievement of mathematic and geometry does not differ according to time of implementation, level of education, and learning fields
Öz: Millî Eğitim Bakanlığı 2023 vizyon belgesinde, okul bazında veriye dayalı planlama ve yönetim sistemine geçileceği yer almış ve bakanlığın tüm kararlarının veriye dayalı hale geleceği birinci hedef olarak belirlenmiştir. Bu kapsamda; Bakanlığın mevcut veri sistemlerinden elde edilecek verilerin bütünleştirilmesi ile erişimi kolay bir Eğitsel Veri Ambarının oluşturulması öngörülmüştür. Bu sürece katkı sağlayacak en önemli bileşenlerden birisi, FATİH projesi kapsamında kurulan ve e-içerik merkezli bir eğitim platformu olan Eğitim Bilişim Ağı'dır (EBA). Bu çalışmada ortaokul matematik öğretmenlerinin EBA kullanım düzeylerinin araştırılması ve EBA yeterlilikleri hakkında öğretmen görüşlerinin belirlenmesi amaçlanmıştır. Bu bağlamda, Kayseri ili ortaokullarında görev yapan matematik öğretmenleri arasından, gönüllülük esası ile 312 öğretmen üzerinde karma araştırma yapılmıştır. Anket ve yarı yapılandırılmış görüşme formları ile elde edilen veriler analiz edilmiştir. Araştırma sonucunda, ortaokul matematik öğretmenlerinin genel olarak EBA'yı eğitim öğretim süreçlerinde faydalı bulmakla beraber içerik yönünden yetersiz ya da kısmen yeterli buldukları ve hali hazırda çok fazla tercih etmedikleri sonucu ortaya çıkmıştır. Sonuç olarak, EBA'nın eksik yönlerinin giderilmesi yönünde çalışmalar yapılmasının gerekli olduğu ve bu sürecin olumlu kazanımlar doğuracağı değerlendirilmiştir.
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