It has been seen that the effect of cooperative learning is not handled with a holistic perspective in spaces such as honesty, self-development, self-control and prosocial behavior, and due to this deficiency in the literature, it is aimed to examine the effect of cooperative learning on social, emotional and moral development. A total of 48 students, 24 male and 24 female, studying in the 7th grade of secondary school participated in the study. In the study, pretest-posttest experimental design with control group is used. Students are divided into experimental and control groups. While the jigsaw technique, one of the techniques of the 8-week cooperative learning model, is applied to the experimental group, the direct instruction model is applied to the control group. “Social-Emotional and Moral Development Scale”, which is developed by Ji et al. and adapted into Turkish by Bozgün and Baytemir, is applied to both groups before the training started and 8 weeks after the training. "Independent t test" and "paired sample t test" are used in the study. In the study, it is observed that there is no meaningful difference between the dimensions in the experimental and control groups at the beginning of the experiment. However, as a result of the training; according to the group to which the cooperative learning model is used, the group to which the direct instruction model is applied, it is determined that the scores of prosocial behavior, honesty, self-development, self-control, respect at school and respect at home showed a statistically significant difference.
Bu çalışmanın amacı geç ergenlik döneminde ahlaki uzaklaşmanın farklı yaş ve cinsiyetlerdeki düzeylerinin belirlenmesidir. Çalışmaya 18-24 yaş aralığında 235 üniversite öğrenci katılmıştır. Çalışmaya katılanların ahlaki uzaklaşma düzeylerinin belirlenmesi amacıyla Moore ve diğ. (2012) tarafından geliştirilen, Ekmekçioğlu ve Aydoğan (2019) tarafından Türkçeye uyarlanan ''Ahlaki Uzaklaşma Ölçeği'' kullanılmıştır. Verilerin analizinde katılımcıların kişisel bilgilerinin dağılımlarını belirlemek için yüzde ve frekans gibi tanımlayıcı istatistiksel yöntemler, verilerin normal dağılım gösterip göstermediğini belirlemek için verilerin çarpıklık ve basıklık değerleri kontrol edilerek Kolmogorov-Smirnov testi yapılmıştır. Verilerin normal dağılım parametrelerine uygunluğu olduğu belirlendikten sonar ise T-testi ve Anova testi kullanılmıştır. Araştırmada anlamlılık düzeyi p<,05 olarak alınmıştır. Çalışma sonucunda erkeklerin ahlaki uzaklaşma skorlarının geç ergenlik döneminde olan kadınların puanlarından anlamlı düzeyde yüksek olduğu tespit edilirken; yaşlar arasında anlamlı bir farklılığın olmadığı belirlenmiştir. Ayrıca geç ergenlik döneminde ahlaki uzaklaşma davranışlarının düşük seviyede sergilendiğini görülmüştür.
The aim of this study was to investigate the effect of perceived self-regulation levels on target commitment of secondary school students participating and no-participating in inter-school sports competitions. “General Information Form”, “Perceived Self-Regulation Scale (PSRS) and “Goal Commitment Scale (GCS)” were used to collect the data. The sample group consisted of 313 (male = 130, female = 183) students studying at secondary level. Pearson Moment Correlation test, Manova analysis and simple linear regression analysis were used for data analysis. As a result of the analysis, the main effect of the variables of gender and participating in inter-school sports competitions was not determined to be statistically significant for PSRS and GCS. As a result of the regression analysis, it was determined that perceived self-regulation predicted the target commitment positively and statistically significant. Also, it was determined that there was a positive and significant difference between PSRS and GCS. In this study, it was determined that participating in inter-school sports competitions did not significantly affect perceived self-regulation and target commitment levels. It is recommended that the study should be applied to students who do regular sports and students who do not do regular sports.
The aim of the research is to investigate the digital game addiction and social anxiety levels of adolescents who play sports recreationally. 226 adolescents (69 girls, 157 boys) who do sports recreationally participated in the research. In the research, the personal information form prepared by the researcher and the short form of the digital game addiction scale (DGAS-7) developed by Lemmens and friends (2009) and adapted into Turkish by Irmak and Erdoğan (2015) and La Greca and others, (1988) developed by Demir and others, (2000) Social Anxiety Scale for Children which was adapted into Turkish, were used. SPSS 22 statistical program was used in the analysis of the research. Manova analysis and regression analysis were used in the research. The level of significance in the research was taken as p<.01. As a result of the analysis, the digital game addiction score averages of boys were found to be significantly higher than girls. As a result of the regression analysis, it was determined that digital game addiction, together with the variables of gender and having a computer at home, predicted social anxiety at a statistically significant level.
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