No abstract

Son yıllarda başarı yönelimi üzerine yapılan çalışmalar öğrenme-temelli hedefler için görev/öz ayrımı yaparak daha önceki yıllarda ortaya atılan 2x2 Başarı Yönelimi Teorisini genişletmiş ve 3x2 olarak nitelendirmişlerdir. Mascret, Elliot, ve Cury (2015a), öğretmenlerin başarı yönelimlerinin bu yaklaşıma göre belirlenmesinin bireysel farklılıkları daha iyi ortaya koyacağını ifade etmişlerdir. Bu nedenle, Türkiye'deki öğretmenlerin motivasyonel süreçlerini daha iyi belirleyebilmek adına bu çalışmada öğretmenler için 3x2 modeline göre geliştirilmiş olan "Başarı Yönelimi Ölçeği'nin" Türkçe'ye uyarlanması ve Türkiye bağlamında da geçerli ve güvenilir bir ölçek olduğuna kanıt sunulması hedeflenmiştir. Bu amaçla Türkçe'ye çevrilen ölçek, çeşitli branşlardaki 207 öğretmene uygulanarak veri toplanmıştır. Elde edilen verilerle yapılan doğrulayıcı faktör analizi sonuçları, 3x2 Başarı Yönelimi Ölçeğinin Türkiye bağlamında da orijinalindeki gibi 6 faktörlü yapıyı sağladığı ve maddelere ait faktör yüklerinin yeterince yüksek olduğu bulunmuştur. Ayrıca hesaplanan Cronbach alfa değerleri, her bir altboyut için iç tutarlılığın yeterli düzeyde olduğunu göstermiştir. Sonuç olarak bu ölçeğin Türkiye'deki öğretmenlerin başarı yönelimlerini ölçmek için geçerli ve güvenilir bir ölçme aracı olduğunu destekleyen bulgular elde edilmiştir.

In the present study, it was aimed to examine the effect of gender, education level, perceived socio-economic status and age on the xenophobic attitudes of local people toward Syrian refugees in Turkey. The data, based on AFAD (2018) refugees’ reports, were collected from 604 volunteers aged between 16 and 85 living in Istanbul, Hatay, Mardin, Malatya, Batman, and Gaziantep provinces. The Revised Xenophobia Scale was used to collect the data. The relationship between gender and xenophobia was examined by using t-test analysis for independent samples and the relationship between participants’ education level, perceived socio-economic status and age, and xenophobic attitudes towards Syrian refugees were examined by using one-way variance (ANOVA) analysis. In addition, the interaction effects of gender and education level, perceived socio-economic status, and age on xenophobia were also analyzed with different two-way ANOVAs. The findings showed that; being male, having a high school or lower education level, having low socio-economic conditions, and being 46 and over aged increase the xenophobic attitudes of individuals towards Syrian refugees. Finally, it was determined that the source of the relationship between education level, socio-economic status, age and xenophobia came from these variables and was independent of their gender. In other words, the interactions effects of gender and of these variables on xenophobia were not significant.

The aim of this study is to examine the effect of internet parental style on cyberbullying and cyber victimization of high school students and the relationship between big five personality traits, cyber bullying and cyber victimization. In accordance with this aim, 467 students studying in various high schools in Sakarya in autumn semester of 2014-2015 education year were selected as sample. 244 (52.1%) of the students are males, 223 (47.8%) of them are females. Cyber Bully/Victim Questionnaire, Internet Parental Style Scale and Big Five Personality Inventory were used as data collecting instruments in the research. In the research cyber bullying and cyber victimization were selected as dependent variables, big five personality traits (extraversion, agreeableness, conscientiousness, neuroticism and openness), internet parental style (parental control and parental warmth), gender and age variables were considered as predictive variables. To examining these relationships regression analysis was conducted. As a result of regression analysis agreeableness, parental control and gender were found as the predictors of cyber bullying. Second result of regression analysis showed that, gender and parental control were found as predictors of cyber victimization. The findings were discussed in the light of related literature.

There has been a long-standing debate among scientists as to whether intelligence is something innate, tangible, fixed, and relatively unchanging, or whether intelligence is not fixed and unchanging, but rather something that can be developed, dynamic, shaped, and strengthened with effort. Carol Dweck and her colleagues, who have focused their studies in this field, have developed the implicit theory of intelligence, which deals with this topic. According to the implicit theory of intelligence, which is based on people's beliefs about the nature of their intelligence, these beliefs are the perspectives on whether the intellectual abilities of individuals are fixed or whether they can be developed or not. Implicit theory of intelligence; expresses people's beliefs related to their intelligence as a structure consisting of two parts: the growth mindset and the fixed mindset. The implicit theory of intelligence see intelligence as ranging from either being stable, fixed, unchangeable, and innate (fixed mindset) or being improvable, dynamic, malleable, and could be changed by effort or hard work (growth mindset). This theory has been renamed as growth mindset in the recent period. Shortly, growth mindset interventions. Express that human abilities are not fixed and these abilities can be developed. However, as a result of a detailed search in the national literature, it has been determined that there is no study growth mindset. Therefore, in this study, it is aimed to introduce growt mindset, whose effectiveness has been tested by many studies and evidence-based, especially to young researchers working in the academic field and field workers in Türkiye.