In an attempt to clarify the behavioral differences and a dimension of the individual"s metacognitive processes, Snyder introduced the "Self-Monitoring Theory" in 1974. According to the theory, individuals differ in the extent to which they control their self-presentation in social interactions. Some people can observe and control their self-presentation and expressive behaviors. Besides, they are sensitive to cues indicating what expression or behavior is appropriate in any case. This sensitivity has been called "Self-Monitoring" skill (Snyder, 1974). In this study the effect of setting "Self-Monitoring" strategies during and after the Social Studies course on self-monitoring, self-regulation and academic achievement levels of the students has been investigated. In the present study, a mixed methods approach was taken, and an experimental design with pre-test and post-test and control group was used in the study. The study was carried out with three groups (two experimental groups and one control group). In the qualitative dimension of the study, the opinions of 10 classroom teachers and 20 students were gathered using Fixed Format Questionnaire. Quantitative data were analyzed using the SPSS 15 program and qualitative data were analyzed through descriptive analysis. As a result of the study, it has been observed that self-monitoring strategies used in Social Studies course had an effect on the students" self-monitoring and development of academic performance levels, but they had no effect on their self-regulation skills. Conducting the courses or themes such as "Me and others" taught in some countries in our country will help us to raise a happy, well-adjusted and productive individual. Thus, more and specific time can be devoted to raising individuals who can monitor themselves in a balanced way.

The purpose of this study is to determine the academic self-efficacy and motivation levels of preservice teachers and to investigate these cognitive aspects in terms of various variables. The participants of the current study consist of 621 preservice teachers studying at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in 2020-2021 academic year. The study adopted a single survey model. Research data were collected using Academic Self-Efficacy Scale and Academic Motivation Scale. Independent sample T-test and one-way ANOVA were used to analyze the data. The findings of the study revealed that the academic self-efficacy and academic motivation levels of the preservice teachers were high; academic self-efficacy did not reveal any significant difference according to gender and year of study variables. It was found out that the academic motivations of the participants revealed significant differences according to gender, year of study, academic achievement, and career expectation variables.

The purpose of this study is to investigate the effect of Personalized Book Advice Smart Application on secondary school students' motivation as well as determining the views of students, teachers, and parents regarding the application. In the research, a mixed method approach, in which quantitative analysis and qualitative analysis methods are used together, was adopted. In the quantitative part, 585 secondary school students, 300 of whom are in the experimental group and 285 in the control group; In the qualitative part, 105 students, 6 teachers and 247 families were included in the research. Similarly, the qualitative of the study involved 105 students, 6 teachers, and 247 parents. In the quantitative part of the research, data collected with the Reading Motivation Scale developed by Durmus. In the qualitative part, the data were collected through a questionnaire. The quantitative data were analyzed using parametric descriptive statistics, while the qualitative data were analyzed using descriptive analysis technique. According to the findings obtained from the research, there is a significant difference in reading motivation of secondary school students in terms of post-test scores. It is seen that the students like to read adventure books and think that the books proposed by the application are suitable for their interests. Teachers state that they find the application successful, and they like that the application forms reading habits, and recommends books according to their interests, moreover, the recommended books are suitable for the students' levels. On the other hand, the teachers think that teacher control is necessary. Additionally, parents state that they like the application because it recommends books according to the children's interests and those recommended books were suitable for their levels, however, they added that the number of the books needs to be increased.

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Bu çalışma ile, ortaokul öğrencilerinin engellilere yönelik tutumlarının belirlenmesi amacıyla Engellilere Yönelik Tutum Ölçeğinin geliştirilmesi için yapılan çalışmalar açıklanmaya çalışılmıştır. Bu kapsamda alan yazın taraması ve uzman görüşleri doğrultusunda 50 maddelik 5’li Likert tipi soru bankası hazırlanmıştır. Soru bankasından ise yine uzman görüşleri doğrultusunda 10 madde elenerek 40 maddelik deneme bataryası oluşturulmuştur. Genel tarama modeline uygun yürütülen araştırmada ortaokul öğrencileri arasından küme örnekleme yoluyla belirlenen 5-8. Sınıflarda öğrenim gören 2082 öğrenciden veriler toplanmıştır. Elde edilen veriler istatistik programları ile analiz edilmiştir. Ölçeğin güvenirlik analizinde Cronbach alfa değerinin 0.85 olarak hesaplanmış, buna göre güvenirliğin yüksek derecede olduğu belirlenmiştir. Kaiser-Meyer Olkin (KMO=0,91) ve Bartlett Küresellik Testi (χ2 = 15228,66) ile verilerin analiz için uygunluğu belirlendikten sonra yapılan açımlayıcı faktör analizi ile ölçeğin “Arkadaşlık”, Korku ve kaygı “ve “Akademik başarı” olarak üç faktör ve 21 maddeden oluştuğu tespit edilmiştir. Ölçeğin alt boyutlarının güvenirlik katsayılarının “Arkadaşlık” için 0,85, “Korku ve kaygı” alt boyutu için 0,77 ve “Akademik başarı” alt boyutu için ise 0,74 olarak tespit edilmiştir. Engellilere Karşı Tutum Ölçeğinin açımlayıcı faktör analizi ile keşfedilen üç faktörlü yapısı, doğrulayıcı faktör analizi (DFA) ile test edilmiş ve tüm ölçütlerde “kabul edilebilir” ve “iyi uyum“ değerleri ortaya çıkmıştır. Ölçeğin değer ve diğer duyuşsal eğitimlerin etkisini belirlemek amacıyla kullanılabileceği düşünülmektedir.