Aim/Purpose: This paper examined the balance and meaning of two types of experiences in the day-to-day activity of doctoral students that draw them into academia and that move them away from academia: ‘feeling like an academic and belonging to an academic community;’ and ‘not feeling like an academic and feeling excluded from an academic community.’ Background: As students navigate doctoral work, they are learning what is entailed in being an academic by engaging with their peers and more experienced academics within their community. They are also personally and directly experiencing the rewards as well as the challenges related to doing academic work. Methodology : This study used a qualitative methodology; and daily activity logs as a data collection method. The data was collected from 57 PhD students in the social sciences and STEM (Science, Technology, Engineering, and Mathematics) fields at two universities in the UK and two in Canada. Contribution: The current study moves beyond the earlier studies by elaborating on how academic activities contribute/hinder doctoral students’ sense of being an academic. Findings: The participants of the study generally focused on disciplinary/scholarly rather than institutional/service aspects of academic work, aside from teaching, and regarded a wide range of activities as having more positive than negative meanings. The findings related to both extrinsic and intrinsic factors that play important roles in students’ experiences of feeling (or not) like academics are elaborated in the study. Recommendations for Practitioners: Supervisors should encourage their students to develop their own support networks and to participate in a wide range of academic activities as much as possible. Supervisors should encourage students to self-assess and to state the activities they feel they need to develop proficiency in. Future Research: More research is needed to examine the role of teaching in doctoral students’ lives and to examine the cross cultural and cross disciplinary differences in doctoral students’ experiences.

This study examines factorial structure and the gender invariance of the Turkish version of the Survey of Attitudes toward Statistics (SATS-36). The SATS-36 has 36 items measuring six components: affect, cognitive competence, value, difficulty, effort, and interest. Data were collected from 347 university students. Results showed that the Turkish version of the SATS-36 had a six-factor structure and it was gender invariant. Internal consistency coefficients supported good score reliability for the subscales of the SATS-36.

This study investigates the effect of student response system (SRS) on students' achievement and achievement emotions in an English course. The participants were 9 th grade students (n = 83, 40 female and 43 male) attending a high school in Turkey. Study involved one experiment and two control groups. In the experimental group, SRS was used to ask questions and to provide immediate feedback to the students. Paper and pencil form of the same questions (that were used in the experimental group) were asked to the students in the control group 1 and immediate feedback was provided. These questions were not used in the control group 2. Before and after the implementation, the English Achievement Test and Class Related and Test Related Achievement Emotions Questionnaires were administered to the experimental and control groups. Mixed ANOVA was used to examine the within and between group differences. Semi-structured interviews were carried out with experimental group students. The results showed that using an SRS had statistically significant effect on students' achievement in English. In terms of the achievement emotions, the SRS had a statistically significant effect on decreasing students' test anxiety. The SRS and using questions and immediate feedback in a paper and pencil format positively impacted students' class-related boredom and enjoyment, and test relief. The results of the interviews supported these findings. Students reported that lessons with SRS were more enjoyable and SRS helped them to learn the subject matter better. They also reported that SRS helped them for the self-assessment of their progress. The findings of the study also showed that technical problems that arise from the lack of internet infrastructure might cause time management problems during the implementation of SRS. KeywordsStudent response system • Achievement emotions • English course achievement • English language teaching • Secondary school students * Yafes Can

Integrating ICT into Education were examined to test convergent, divergent and concurrent validity. The results indicated that the data obtained from the Turkish version of the scale were valid. Moreover, the Cronbach alpha coefficients indicated that the data were internally consistent. In conclusion, the Turkish version of Preservice Teachers' ICT Competencies Scale was determined to have good psychometric properties to be used in Turkish context.

Bu çalışmanın amacı, Pekrun, Goetz ve Perry (2002) tarafından öğrencilerin akademik ortamlarda yaşadığı başarı duygularını ölçmek için geliştirilen Başarı Duyguları Anketini (BDA) Lise öğrencileri örnekleminde Türk dili ve kültürüne uyarlamaktır. BDA, öğrencilerin başarı duygularını üç farklı bölümde (Ders, Sınav ve Öğrenmeye İlişkin Duygular) ve 24 farklı ölçekle değerlendirmek için tasarlanmış çok boyutlu bir öz bildirim aracıdır. Ders ile ilişkili başarı duyguları ölçekleri toplamda 80 maddeden oluşmaktadır ve keyif, umut, gurur, öfke, kaygı, utanma, umutsuzluk ve sıkılma olmak üzere 8 ölçekten oluşmaktadır. Öğrenme ile ilişkili başarı duyguları ölçekleri 75 maddeden oluşmaktadır ve ders duyguları ölçekleri ile aynı duyguları ölçmektedir. Sınav ile ilişkili duygular bölümü toplam 77 maddeden ve keyif, umut, gurur, öfke, kaygı, utanma, umutsuzluk ve rahatlama olmak üzere 8 ölçekten oluşmaktadır. BDA modüler olarak tasarlanmıştır ve araştırmacının ihtiyacı doğrultusunda şekillendirilebilir. Çalışmada veriler 14-19 yaş arasındaki 1155 Türk öğrencisinden (%59.6 kadın, %40.4 erkek) elde edilmiştir. Uyarlama aşamasında ölçek maddeleri dört İngilizce öğretmeni ve bir İngilizce okutmanı tarafından birbirlerinden bağımsız olarak Türkçeye çevrilmiştir. Araştırmacılar tarafından çeviriler incelenerek en tutarlı şekilde çevrilen maddeler seçilmiştir. Ölçek maddeleri daha sonra iki Türk Dili ve Edebiyatı Öğretmeni tarafından Türk diline uygunluğu açısından incelenmiştir. Uyarlanan ölçeğin faktör yapısını incelemek için doğrulayıcı faktör analizi gerçekleştirilmiştir. Pekrun ve diğerlerinin (2011) çalışmasına dayanarak ölçeklerin faktör yapısı üç farklı model karşılaştırarak incelenmiştir. Model 1 tek faktörlü yapıdadır ve ölçek maddeleri duygu durumuna ilişkin faktörün gözlenen göstergeleridir. Model 2 dört faktörlü yapıdadır ve her bir duygu durumu fizyolojik, güdüsel, bilişsel ve duyuşsal olmak üzere dört faktör altında toplanmaktadır. Model 3 ise Model 1 ve 2'nin birleştirildiği hiyerarşik bir modeldir; duygu durumu ikinci sıralı faktör; fizyolojik, güdüsel, bilişsel ve duyuşsal durumlar, birinci sıralı faktörlerdir. Çalışma sonuçları ölçekten elde edilen puanlara ait geçerlilik ve güvenilirlik kanıtlarının yüksek olduğunu göstermektedir. Buna göre, Türk kültürüne uyarlanan Başarı Duyguları Anketinin Türkiye bağlamında kullanılabileceği önerilmektedir.