Academic procrastination is seen to be quite common among undergraduates and time management is thought to be one of the possible reasons of it. Two surveys, academic procrastination and time management, were given to 332 undergraduate students in this correlational research. Students' academic procrastination is explained through frequencies and percentages and a correlation is questioned between academic procrastination and time management. Regression analysis is used to find out if time management predicts academic procrastination in a statistically significant way. Besides, students' level of time management (low, medium, high) is examined and covariance analysis has been carried out to see if time management level and gender, time management level and housing type (private or state dormitory or house), time management level and their major and time management level and where they live have a common effect on academic procrastination. Results indicate that students are generally indecisive about their behaviors of procrastination in academic tasks and are in middle level in terms of time management skills. There is a moderate level, negative sided and statistically significant correlation between academic procrastination and time management. Not a common effect of mentioned above variables is seen.

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The aim of this study is to investigate pre-service ELT teacher's awareness of and attitudes towards multicultural teaching and learning.This qualitative study employs survey method and the data was collected through the shortened version of "Preservice Teachers' Attitudes about and Awareness of Multicultural Teaching and Learning Scale" which includes 18 items in three sub-dimensions, namely awareness of multicultural issues, the effect of professional courses on dealing with multicultural approaches to education and interest in additional training in multicultural approaches to education.The participants as pre-service ELT teachers are commonly aware of multicultural issues in schools.It can be seen that the student-teachers escape facing cultural diversity despite training provided by the university. However, the results show that the participants are eager to receive further training in multicultural education. This can be related to the gap between theory and practice in which students may not be taught what is required in the field.

Collaboration skill has become one of the key skills in the 21st century both in education and work life. That is why educators need to learn about their students’ preferences and readiness in collaboration in the classroom. This study aims to develop a scale that lets secondary school students self-evaluate their collaboration skills. To follow this aim, a general survey methodology was used. A draft scale consisting of 33 items was developed through the relevant literature and was examined by experts. Then, the draft version was applied to a total of 402 secondary school students at a state secondary school in Aksaray City in Turkey in the 2019-2020 academic year. The data was subjected to first explanatory then confirmatory factor analysis. The explanatory factor analysis and first and second stage confirmatory factor analysis results indicate that the Scale for Self-Evaluation of Collaboration Skills (SSCS) with 29 items under three sub-dimensions -namely affective considerations, collaboration process, and roles and responsibilities- is a valid and reliable tool to examine collaboration skills of secondary school students.

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Aims: In this study, mathematics self-report levels of secondary school students were examined in terms of gender, grade level and participation in Support and Training Courses (STC) were and the findings and suggestions were provided. For this purpose, the problem of the research consists of the question "Do the mathematics self-report levels of secondary school students show a significant difference in terms of some variables?" Study Design:  In the study, since a study was conducted to determine the mathematics self-report levels of secondary school students, the general survey model, one of the quantitative research methods, was preferred. Place and Duration of Study: The study population of the research consists of 5th, 6th, 7th and 8th grade secondary school students in Afyonkarahisar in the 1st semester of the 2021-2022 academic year. While 298 participants were reached, in the preliminary examination of the data obtained from the reached sample, it was seen that 281 data sets were suitable for use. Methodology: "Personal Information Form" was used to obtain information about the demographic characteristics of secondary school students, and "Mathematics Self-Report Inventory" developed by [5] to determine the levels of mathematics self-report. The descriptive analysis was used to determine self report levels of the participants; and the comparisons in terms of grade, gender and STC participation were made through t-test and ANOVA. Results: In terms of interest value sub-dimension, it is seen that the general level of the participants is "high" (X=27.66). In terms of usability sub-dimension, the general level of the participants is "high" (X=19.97). In terms of success value sub-dimension, the general level of the participants is in the "high" category (X=24.04). In terms of personal-value sub-dimension, the general level of the participants is in the "medium" category (X=13,73). The scale general score averages of the participants, on the other hand, are at a “high” level (X=85,41). Conclusion: When the mathematics self-report levels of secondary school students and the scores obtained from the whole self-report scale were examined, it was determined that there was no significant difference in terms of the gender variable. There was a significant difference in the mathematics self-report levels of secondary school students in terms of grade levels. It has been determined that this difference is in favor of 5th and 6th grade students.