Predictors of Subjective Well-Being: Interpersonal Sensitivity, Close Relationship Experiences and Academic Self-Concept
Fatma SapmazPages: 390-405
The emphasis on well-being in mental health definitions and the impact of positive psychology studies, it is observed that the interest in the factors explaining the subjective well-being (happiness) of individuals is increasing day by day. Subjective well-being involves cognitive and emotional evaluation of life. These evaluations may vary from one area of life to another and may have positive or negative effects on happiness. For this reason, numerous studies have focused on the relationship between subjective well-being and various aspects of life domains including friendship, romantic relationships, and academic achievement. However, it is noteworthy that the extent and priority of how the dynamics of various life domains collectively contribute to individuals' subjective well-being have not yet to been sufficiently clarified. From this point of view, the present study aimed to investigate the predictive role of the subcomponents of university students' interpersonal sensitivity, academic self-perception and attachment-based experiences in close relationship in their subjective well-being and to determine the priority status of these factors. The participants of the study consisted of 410 (235 female, 175 male) university students between the ages of 18-25. As a result of the correlation analysis, statistically significant relationships were found between all of the sub-dimensions of interpersonal sensitivity, academic self and experiences in close relationship and subjective well-being. The results of the stepwise regression analysis revealed four statistically significant models to explain subjective well-being. At each stage, when the effects of the sub-dimensions included in the previous model were controlled, the explanatory levels of the variables included in the model for subjective well-being were 30% for lack of social self-confidence, 12% for academic effort, 3% for interpersonal anxiety and dependency, and 4% for non-assertive behaviors, respectively. The findings were discussed and supported by the explanations and findings in the literature.
View it in PDFInvestigation of Classroom Teachers' Technological Pedagogical Content Knowledge in the Context of Mathematics Teaching for Inclusive Students
Emrah Bilgiç Emine Nur Ünveren BilgiçPages: 406-417
Mathematics teaching has a special place in implementing successful inclusion practices (SIP) for students with special needs (SWD). However, while teaching mathematics skills to SWD, various learning problems are experienced for different reasons, and inclusion cannot be fully achieved. In order to eliminate or minimize this problem situation, effective mathematics teaching should be carried out. In order to achieve this goal, it is essential to make adaptations to SWD by using technological pedagogical content knowledge (TPACK) in mathematics teaching. Based on this importance, the study aims to examine the TPACK of classroom teachers regarding their implementation of SIP in teaching mathematics to SWD. The research has a qualitative research paradigm. In this context, the research model was determined as a multiple-case study. The study participants consisted of eight classroom teachers determined by the criterion sampling method. The "Semi-structured Interview Form" developed by the researchers was used as a data collection tool. In this context, the answers given by the participants to the interview questions were subjected to descriptive analysis within the framework of themes, sub-themes, and standard codes created by the researchers. As a result of the analysis, it was concluded that the classroom teachers' competencies in technology and content knowledge (mathematics and special education) varied. There are some positive aspects (advantages) and negative aspects (disadvantages) of using technology in both general education and mathematics education. They include the use of technology in different aspects of the presentation and evaluation processes of mathematics teaching within the scope of SIP, and they also need additional services such as developing TPACK competencies in the mathematics teaching process providing devices, infrastructure, facilities, and training for this purpose. The findings obtained from the study were discussed within the literature framework, and limitations and suggestions for further research were stated
View it in PDFKayseri Zincidere Village Teachers’ School (1926-1932) Teachers’ Board Decision books (Meclis-i Muallimin) (1929-1932) Review
Savaş KaragözPages: 418-432
One of the first applications for teacher training, which was seen as the locomotive of development and progress, was the issue of training village teachers. In line with this aim, the first village teacher training school was opened in September 1926 in the town of Zincidere in Kayseri. Another village teacher training school was opened in Denizli in 1927. In Turkey, many teachers were trained in just 6 years of education, and these teachers worked in the remotest corners of the country. In line with the possibilities of the period, both theoretical and practical education was provided at the village teacher training schools, which set an example for the Village Institutes to be opened later. This research, which is an examination of the decision book of the Kayseri Zincidere Village Teacher Training School Council (1929-1932), is a qualitative study and was framed with the content analysis technique. Although the school opened in 1926, the existing decision book (1929-1932) was analyzed because the book belonging to the first years of the school could not be reached. Because of the examination, it was seen that topics such as "status of one-month education, actions to be followed, disciplinary situation, books and stationery, instructions, examinations, curriculum program, discussion of one of the lessons", which will set an example for today’s teachers’ council, were emphasized. In addition, in line with the information obtained, the structure, functioning, and practices of the teachers’ boards of that period also lead to the idea that the issues discussed are more effective and efficient than the structure, functioning, and practices of today’s teachers’ boards.
View it in PDFBibliometric Analysis of Articles on Web3
Mutlu Tahsin ÜSTÜNDAĞ Gizem YILDIZ Mustafa TANRIVERDİ Togay Seçkin BİRBUDAKPages: 433-459
In this study, it is aimed to analyze the articles on Web3 and present the general situation about Web3 to researchers. Within the scope of this purpose, the trends of the studies published on Web3 according to years, the trends of the journals in which they were published, the institutions and countries that contributed the most, the keywords used in the studies, the topics and themes based on the studies, and the distribution of research areas were revealed. The research is based on bibliometric analysis. A total of 280 articles published in WoS and SCOPUS databases were analyzed. WoSViewer and Bibliometrix programs were used in data analysis. The findings were analyzed and interpreted separately in WoS and SCOPUS. As a result of the research, there was a significant increase in studies on Web3 in 2022, and the journals with the highest number of publications in WoS and SCOPUS differ. The countries that contributed the most to Web3 were China, The USA, India, England, Germany. The most cited countries are China, the USA, India, England, Iran and Canada. In general, it can be said that countries and institutions have conducted studies on Web3 by addressing many issues related to Web3. Within the scope of the results, Web3 studies address many different disciplines with many topics. However, there is a need to deepen the studies. The policies, practices and even the laws created by countries on Web3 are important for studies on Web3. Blockchain is one of the most studied topics, but it is understood that there are some hesitations about blockchain security. For this reason, Web3 studies can be conducted to increase blockchain security
View it in PDFResisting EFL Textbooks in the English as a Foreign Language Education System
Ömer Gökhan UlumPages: 460-470
A society's language reflects its values, norms, and other characteristics and is considered an integral component of these traits. This would be an incomplete language education, despite the fact that it is possible to teach a language without addressing the cultural aspects of the society that speaks it. This study aims to highlight the predominance of inner circle cultural and societal traits in English language education. The evaluation of a global EFL textbook revealed that the majority of the content reflected inner circle cultural characteristics. The efficacy of this method of language instruction is a subject of debate among academics. Critics argue that this approach may perpetuate linguistic imperialism and hinder the development of intercultural communicative competence. However, proponents suggest that a standardised curriculum can provide learners with a solid foundation in the language and facilitate communication with speakers from different parts of the world
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