This research aimed to investigate the relationships between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. For this purpose, an extensive literature review was conducted and a model was suggested. Structural equation model was employed to test the model. The study group of the research consisted of 350 students studying at the Faculty of Muallim Rıfat Education at Kilis 7 Aralık University. The data was collected through positive and negative perfectionism scale, self-handicapping scale, self-efficacy scale and personal information form. Descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the data analysis, it was revealed that students' positive perfectionism have a significant positive effect on their academic achievement and self-efficacy, while they have a significant negative effect on their self-handicapping. Besides, it was found that the negative perfectionism have a significant negative effect on their academic achievement and self-efficacy, and a significant positive effect on self-handicapping. Lastly, it was seen that selfefficacy and self-handicapping play partial mediation roles in the relationship between positive and negative perfectionism and academic achievement. Based on this result, it can be stated that positive and negative perfectionisms are significant variables which have direct and indirect effects on academic achievement.

<span>The aim of this research </span><span lang="IN">was</span><span> to analyze the measurement invariance of the "Teachers' Sense of Self-Efficacy Scale," developed by Tschannen-Moran and Hoy, and adapted into Turkish and Turkish culture by Çapa, Çakıroğlu and Sarıkaya, with respect to gender. Turkish version of the scale consists of 24 items and 3 subscales. The scale measures pre-service teachers' and teachers' sense of and belief in self-efficacy for student engagement, classroom management and instructional strategies. Research revealed that the scale is being used by a myriad of researchers. The sample of this study consists of 267 female, 163 male pre-service teachers who participated in the Pedagogical Formation Certificate Traning at Inönü University in the 2017-2018 academic years. First of all, CFA was executed in order to confirm the validity of the scale's current structure for both genders which was confirmed based on the analysis results. Then, MGCFA was executed to analyze the scale's measurement invariance in terms of gender. The results of the MGCFA indicated that the scale has the measurement invariance with respect to gender at each of the stages of strict, metric, scalar and <br /> configural invariance.</span>

The purpose of this research is to examine to what extent pre-service teachers' personal values predict their social entrepreneurship characteristics. In this context, statistical analysis was conducted on the data obtained from 393 pre-service teachers studying at the Faculty of Muallim Rıfat Education at Kilis 7 Aralık University in 2016-2017 academic semester. The data was collected through social entrepreneurship and personal value scales. The results of the data analysis indicated the mean scores for pre-service teachers' perceptions for social entrepreneurship at mostly level, for self-control and intellectualism values at agreement level and religiousness, social skills and honesty values at moderate agreement level. It was found out that there is a moderate positive relationship between pre-service teachers' religiousness, social skill, honesty and self-control values and their social entrepreneurship, while there is a low positive relationship between intellectualism and their social entrepreneurship. Besides, religiousness, social skill, honesty, self-control and intellectualism values significantly predicted pre-service teachers' social entrepreneurships and accounted for 40% of the total variance. In this regard, it can be stated that personal values have a decisive role on social entrepreneurship activities.

Amaç: Bu çalışmada ergenlerin sosyal medya bağımlılığının yordayıcıları olarak sosyal kaygı, akademik öz yeterlik, sosyal öz yeterlik, duygusal öz yeterlik değişkenlerinin rolü incelenmiştir. Yöntem: Araştırma betimsel tarama yöntemlerinden olan ilişkisel tarama yöntemi kullanılarak ortaokul öğrencileriyle gerçekleştirilmiştir. Araştırmanın çalışma grubunu 7. ve 8. sınıf düzeyinde eğitime devam eden 532 öğrenci oluşturmaktadır. Araştırmanın amacı doğrultusunda verileri toplamak için ‘Ergenler İçin Sosyal Medya Bağımlılığı Ölçeği’ ‘Ergenler İçin Sosyal Kaygı Ölçeği’ ‘Çocuklar İçin Öz Yeterlik Ölçeği’ ve ‘Kişisel Bilgi Formu’ kullanılmıştır. Bulgular: Araştırmadan elde edilen bulgulara göre sosyal medya bağımlılığı ile sosyal kaygı arasında pozitif yönde anlamlı bir ilişki, sosyal medya bağımlılığı ile akademik öz yeterlik, sosyal öz yeterlik ve duygusal öz yeterlik arasında ise negatif yönde anlamlı ilişkiler olduğu belirlenmiştir. Yapılan çoklu doğrusal regresyon analizi sonuçlarına göre ergenlerin sosyal kaygı, akademik öz yeterlik ve sosyal öz yeterlik puanlarının sosyal medya bağımlılığının anlamlı bir yordayıcısı olduğu ancak duygusal öz yeterlik puanlarının sosyal medya bağımlılığının anlamlı bir yordayıcısı olmadığı sonuçlarına ulaşılmıştır. Sonuç: Ergenlerin sosyal medya bağımlılıkları sosyal kaygı, akademik ve sosyal öz yeterlik değişkenleri ile açıklanabilmektedir. Araştırma bulguları başka araştırma bulguları eşliğinde tartılmış, araştırma sonuçlarından hareketli uygulayıcı ve araştırmacılara önerilerde bulunulmuştur.