In this study, the relationship between high school students' test anxiety, academic procrastination behaviours, family attitudes and academic achievements were examined; the predicting of test anxiety, academic procrastination and family attitudes on the academic achievement was also investigated. The participants of the study were composed of 496 high school students. The end-of-term grade average of the students was defined as the criterion of their academic achievements. The students' test anxiety was measured by the Revised Test Anxiety Scale and the academic procrastination behaviours by the Academic Procrastination Scale. The family attitudes were measured by determining the frequency of the activities that support the academic achievement of the students. Data were analysed by correlation and regression methods. The findings indicate that there was a negative correlation between "achievement score" and "anxiety", "test irrelevant thinking" and "academic procrastination" while there was a positive correlation between "achievement score" and "family attitude". The findings also revealed that "tension", "bodily symptoms" and "family attitude" significantly predicted the "end-of-term grade average" positively, while "worry", "test irrelevant thinking" and "academic procrastination" significantly predicted the "achievement score" negatively. The findings were discussed in the light of literature along with the suggestions for further studies.

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This research explores the relationship between scientific epistemological beliefs and educational philosophies of formation teacher candidates. The research was conducted in the summer pedagogical formation program at Balikesir University of Necatibey Education Faculty during the 2016-17 academic years. The research, conducted with 379 candidate teachers, indicates that teacher candidates hold a significantly high score in sub-dimensions of reasoning and in changeability of knowledge concerning scientific epistemological beliefs. The most adopted educational philosophies are progressive and reconstructionist philosophies of education. There is a significant difference between the viewpoints of teacher candidates in terms of gender in relation to both scientific epistemological beliefs and educational philosophies. Same difference also prevails between the teacher candidates' fields of study. Departmental difference is between Natural Sciences/Mathematics fields and Skill/Competence fields. The research has determined a low correlation between the teacher candidates' scientific epistemological beliefs and their educational philosophies. The research results support the results of the existing researches in the literature.

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This paper is a situational research aiming at determining teachers' perceptions with regard to Modules Used in Vocational and Technical Education. The data were collected from 12 teachers via semi-structured interview method. Context analysis is applied for the data. According to the data, teachers have positive ideas in some main points with regard to the modules, but they stated that there were very important problems in the process of their application. There are two main reasons for these problems. First, modules were not prepared by specialist and they were very far from real business life. Teachers' perceptions towards modules are not different from each other in three different institutions.