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The goal of this study is to determine the effectiveness of mind games played by secondary school sixth grade students as classroom activities in math and grammar courses on their perceived problem-solving skills and achievements. In the quantitative part of the study, the nonequivalent groups pre-test-post-test control group design from single-factor quasi experimental designs was used. Qualitative data collection and analysis approaches have also been used to support and explain quantitative data. The study's sample group, which was formed using a convenience sampling method, consisted of 48 sixth grade secondary school students who studied in a moderately developed city center in Turkey and their teachers. An achievement test, perceived problem-solving skills scale and semistructured interview guide were used as the data collection tools. According to the findings, the students in the experimental group who played mind games showed development in their perceived problem-solving skills and achievements compared to the control group. The opinions of the teachers and students on the effects of the mental practices were also found to be positive.

The purpose of this study is to reveal the changes that occurred between 2010 and 2015 in the Internet activities performed, Internet use skills, online risks, and coping strategies related to such risks of children between the ages of nine and 16 in Turkey as well as the impact of the contextual issues on such changes. An explanatory design using mixed research methods was used for this study. In the quantitative part of the study, the data were collected from 784 children between the ages of nine to 16 who were selected, via a survey, from 12 regions in Turkey in 2015. The data were compared to 2010 data which used similar sampling method and instruments and which collected from 1018 children. In the qualitative part of the study, 84 participants were interviewed, including two children, two parents, two teachers, and a school administrator from each of the 12 regions. The results showed that the Internet access age for children has gradually decreased and that children's Internet access time has increased. An increase has also occurred in regard in the activities performed by children online, such as social networking and watching online movies or video clips, which adds up to an increase in the entertainment factor related to the Internet for children. A significant increase has also occurred in the number of children who feel uncomfortable when they are not online, seek new friends online, and receive general sexually explicit messages over the Internet due to the long hours that they spend online.

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