The purpose of this study is to investigate 6 th students' attitudes towards mathematics, the gender effect on attitude and the relationship between attitude and achievement. The data were collected from 120 6 th grade students. Participants were assigned to complete mathematics attitude scale which is developed by Aşkar (1986). In addition students were grouped as low, medium and high achiever with respect to their grades. Students' attitude scores were computed, descriptive statistics were examined and scores were compared with respect to achievement and gender. The results indicated that students have relatively positive attitudes towards mathematics. The difference between high and low achiever students' attitude scores is significant. Hence there is a relationship between attitude and achievement. On the other hand no gender difference was found in this study.

Although some lab studies suggest older adults rely more on attentional deployment to regulate their emotions, little is known about age differences in specific attention deployment tactic use and how they relate to mood regulation in everyday life. The current longitudinal experience sampling study considered several different attention deployment tactics, such as shifting or focusing attention to positive and negative elements either internally or externally (thoughts and feelings vs. external environment). Younger, middle-aged, and older adults (N = 236) responded to surveys about their affective experience five times a day for 5 days, five times over the course of a year; they reported on types of attention deployment they used, how they felt, and the nature of their current situation. We also considered the role of COVID-19. Positive attention deployment tactics were the most popular tactic for all age groups and were positively related to affective experience. However, younger adults used positive internal attention focus less than the other age groups, whereas older adults used all negative attention deployment tactics less than the other age groups (all ps , .05). After the onset of COVID, participants felt more negative and increased attention shift tactics, although this varied by age. Although older adults generally seem to shift and focus attention less frequently toward negative aspects than other age groups, life challenges (such as COVID-19) may modulate their use of positive attention deployment tactics.

Bu araştırmanın amacı, ebeveynlik biçiminin kişilik özellikleri, benlik saygısı ve yaşam doyumunu yordama gücünü araştırmaktır. Araştırmada ilişkisel araştırma deseni kullanılmıştır. Araştırma grubu, Ankara'da bir devlet üniversitesinin Eğitim Fakültesinin çeşitli bölümlerinde okumakta olan 441 lisans öğrencisinden oluşmaktadır.

he Bologna process officially started in 1999 with the meeting of the higher education ministers of 29 European states in Bologna and the signing of the Bologna declaration in order to create a common higher education area in Europe. Although the goal stated in the declaration was to create a European higher education area by 2010 (Çelik, 2012), the target date for this goal was revised as 2020 with the Leuven Declaration (Süngü, 2009). In 2001, Turkey joined the Bologna process which aims to bring standards to higher education in Europe, and in 2015 the number of member states increased to 48, with the entry of Belarus (European Higher Education Area, 2015). Araflt›rman›n amac› E¤itim Fakültesi ve E¤itim Bilimleri Bölümü ö¤retim program›n›n (program ve ders bilgi paketlerinin) Bologna süreci ba¤lam›nda incelenmesidir. Fenomenoloji araflt›rma yöntemine göre desenlenen araflt›rmada "Bologna süreci ba¤lam›nda e¤itim programlar›n›n etkilili¤i" problemi incelenmifltir. Veriler ö¤renciler ve ö¤retim elemanlar›ndan oluflan iki ay-r› odak grup görüflmesi ile toplanm›fl ve Miles ve Huberman'›n aflamalar›na göre analiz edilmifltir. Araflt›rman›n bulgular› haz›rlama, uygulama, ve kalite güvencesi olmak üzere üç araflt›rma problem çerçevesinde raporlanm›flt›r. Araflt›rman›n baz› sonuçlar› flunlard›r: Sürecin olumlu yönü olarak hem ö¤renciler hem de ö¤retim elemanlar› sürecin bilgiye ulaflmay› ve seçmeli dersler yard›m› ile ders seçim sürecini kolaylaflt›rd›¤› konusunda ortak görüfl bildirirken; tüm kat›l›mc›lar bilgi ak›fl›ndaki eksiklikten, verilen görevlerin net olmamas›ndan, sürecin önemine inan›lmamas›ndan, haz›rlama sürecine gösterilen dirençten, adil olmayan ifl yükü da¤›t›m›ndan, yeterlilikler ve derslerin efllefltirilmesindeki hatalardan yak›nm›flt›r. Ayr›ca ö¤retim görevlileri, gözden geçirme ve dönüt süreçlerindeki problemlerden de bahsetmifltir.

The aim of this study is to find out whether the science self-efficacy scale in PISA 2006 and PISA 2015 applications ensure measurement invariance. Sample of the study consists of 4791 students in PISA 2006 and 5071 students in PISA 2015 implementation. Multi-group Confirmatory Factor Analysis (MGCFI) was performed to determine invariance of the science self-efficacy scale across year and gender. Invariance stages were examined by means of the comparison of fit indexes. The results of the study indicated that the science self-efficacy scale satisfied all stages of invariance by gender both in 2006 and 2015. Structural and metric invariance was provided for both gender across years and total group across years.