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Öğe Analysing the Trait Anxiety and Locus of Control of Undergraduates in Terms of Attachment Styles(EDAM, 2009) Dilmac, Buelent; Hamarta, Erdal; Arslan, CoskunThe aim of this research is to analyse the trait anxiety and locus of control of undergraduates in terms their attachment styles. This research has been conducted in accordance with general screening model. The target population of the research is constituted of 480 undergraduates. Pearson moments multiplication correlation coefficient technique, analysis of variance and Tukey test have been employed for analysing the data. As a result of the research, it has been found out that trait anxiety and the locus of control of negative self model and negative others model are positively correlated. Another symptom of the research is the finding that the trait anxiety point averages of the individuals of preoccupied and fearful attachment is higher than those of secure attachment style. Also, the point averages of trait anxiety of fearful attachment individuals have been determined to be expressively higher than the individuals who are dismissing attachment. It has been found out that the locus of control point averages of secure attachment undergraduates is expressively lower than those of preoccupied and fearful attachment undergraduates.Öğe COPING WITH STRESS AND TRAIT ANXIETY IN TERMS OF LOCUS OF CONTROL: A STUDY WITH TURKISH UNIVERSITY STUDENTS(SOC PERSONALITY RES INC, 2009) Arslan, Coskun; Dilmac, Buelent; Hamarta, ErdalThe purpose of this study was to determine whether trait anxiety and coping with stress vary significantly according to locus of control. The study was carried out with 514 (286 female and 228 male) Turkish university students, aged between 18 and 27. It was found that average trait anxiety scores of the students with internal locus of control were significantly lower than those of the students with external locus of control and that average problem-focused coping with stress scores of the students with internal locus of control were significantly higher than those of the students with external locus of control. There was no significant difference in incidence of avoidance and seeking social support between the students with internal locus of control and those students with external locus of control.Öğe An Examination of the Humane Values Education Program on a Group of Science High School Students(EDAM, 2007) Dilmac, Buelent; Kulaksizoglu, Adnan; Eksi, HalilThe purpose of this study is to rind out whether the humane values education program has produced any changes on the students' level of humane values, The research was conducted with the first-and second-grade students in Konya Meram Science High School it, the 2006-2007 academic year. Thirty students participated in the study. Half of the participants were assigned to the experimental group and the other half to the control group. The research period spans April & May. Having prepared the education program and the scale, the experimental and control groups were formed objectively. The experimental group, consisting of 15 students, was provided with the Humane Values Education Program lasting 14 sessions. Two sessions were held in a week. Statistical methods were used to balance the control and experimental group. The control group didn't receive any program. Findings of the research can be summarized as follows: Between the pre-test and post-test of the experimental group, a significant difference can be seen in favor of the post-test. There is no such it difference for the control group. According to the post-test results of the control and experimental group, there are meaningful differences in favor of the experimental group in the sub-dimensions of responsibility, friendship, amiability, respect, honesty, and tolerance. Thus, these results show the effectiveness of the program presented. The sub-dimensions of the Humane Values Education Program given above show that this study is effective with regard to affective, cognitive, and behavioral outcomes. Suggestions tire made in the light of the findings and it has been concluded that the program is effective in the development of secondary education students' value acquisition.Öğe Psychological Needs as a Predictor of Cyber bullying: a Preliminary Report on College Students(EDAM, 2009) Dilmac, BuelentRecent surveys show that cyber bullying is a pervasive problem in North America. Many news stories have reported cyber bullying incidents around the world. Reports on the prevalence of cyber bullying and victimization as a result of cyber bullying increase yearly. Although we know what cyber bullying is it is important that we learn more about the psychological effects of it. Therefore, the aim of the current study is to investigate the relationship between psychological needs and cyber bullying. Participants of the study included 666 undergraduate students (231 males and 435 females) from 15 programs in the Faculty of Education at Selcuk University, Turkey. Questions about demographics, engagement in and exposure to cyber bullying, and the Adjective Check List were administered. 22.5% of the students reported engaging in cyber bullying at least one time, and 55.3% of the students reported being victims of cyber bullying at least once in their lifetime. Males reported more cyber bullying behavior than females. Results indicate that aggression and succorance positively predict cyber bullying wheras intraception negatively predict it. In addition, endurance and affiliation negatively predict cyber victimization. Only the need for change was found as a positive, but weak predictor of cyber victimization. In light of these findings, aggression and intraception should be investigated further in future research on cyber bullying.Öğe THE RELATIONSHIP BETWEEN MATHEMATICS ANXIETY AND LEARNING STYLES OF PRESERVICE MATHEMATICS TEACHERS(SOC PERSONALITY RES INC, 2009) Ertekin, Erhan; Dilmac, Buelent; Yazici, ErsenThe aim was to determine the relationship between preservice mathematics teachers' mathematics anxiety and their learning styles. The Mathematics Anxiety Scale (MAS; Erktin, Donmez, & Ozel, 2006) was used to determine teacher trainees' mathematics anxiety, while the Marmara Learning Styles Scale (Otrar, 2006) was administered to determine their learning styles. The correlation coefficients indicate significant relationships between preservice teachers' mathematics anxiety levels and their teaming styles.Öğe Teacher Trainees' Epistemological Beliefs: Effects of Gender, Institution, and Discipline (Mathematics/Social Sciences)(WYDAWNICTWO ADAM MARSZALEK, 2009) Ertekin, Erhan; Dilmac, Buelent; Delice, Ali; Aydin, EminHow knowledge is acquired in various disciplines or the existence of other knowledge sources have been the focus of more recent research. Three types of knowledge have been specified in relation to the teaching of a discipline content, pedagogical and pedagogical content knowledge. Teachers and teacher trainees are expected to have expertise on these three knowledge areas. Within the process individuals develop epistemological beliefs. Little research exists which studies how similar/different mathematics and social sciences students are in terms of their epistemological beliefs. Therefore, the aim of this research was to investigate whether mathematics and social sciences teacher trainees differed in terms of their epistemological beliefs and if they did to test these differences with regards to certain variables. The sample consisted of mathematics and social sciences teacher trainees registered at four departments of two education faculties at two universities in Turkey. The data was collected using an 'Epistemological Beliefs Scale and a background information schedule. The results indicated gender differences in all three sub-scales of the epistemological beliefs scale. A difference in terms of discipline was also observed in the 'belief that learning depends on ability' factor of the epistemological beliefs scale.
