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Öğe The Adaptation of Romantic Relationship Perfectionism Scale into Turkish Culture(KAMLA-RAJ ENTERPRISES, 2015) Ozteke, H. Irem; Buyukbayraktar, Cagla Girgin; Kesici, SahinIn current study, the researchers aimed to adapt Romantic Relationship Perfectionism Scale (RRPS) into Turkish. For reliability and validity of scale, four studies were conducted. Turkish and English forms of the Romantic Relationship Perfectionism Scale (RRPS) are administered over a two-week period and the translated version was accepted as equivalent to the original. Sample of the study consisted of university students in a romantic relationship more than 12 months. In analyzing data, confirmatory factor analysis was used and the model revealed acceptable fit indices. Item-total analyses and Cronbach alpha of scale revealed that the scale can be used in a Turkish sample. In criterion-related validity study, RRPS has significant correlations with Frost Multidimensional Perfectionism Scale (FMPS), Dysfunctional Attitude Scale (DAS) and Rosenberg Self-Esteem Scale. Lastly, reliability coefficient scores revealed acceptable results. As a result, validity and reliability studies show that the RRPS scale is acceptable for Turkish sample.Öğe Adaptation of the Mindful Attention Awareness Scale into Turkish(TURKISH EDUCATION ASSOC, 2011) Ozyesil, Zumra; Arslan, Coskun; Kesici, Sahin; Deniz, M. EnginThe purpose of this study was to adapt Mindful Attention Awareness Scale (MAAS) developed Brown & Ryan (2003) into Turkish on a group of university students. The original and Turkish versions of the scale were administered to English language teaching students and significant positive correlations between Turkish and English version scores were found. To determine the construct validity of MAAS, exploratory and confirmatory factor analyses were employed and analyses showed a strong single factor solution. The relation for all items of the scale was calculated above .40 as a result of item total correlations. The factor loading was between .48 and .81 for each item of the MAAS. The Cronbach's Alpha internal consistency of the scale was .80 and test-retest correlation was .86. There were significant positive relationships with respect to the correlation analysis employed for the Discriminated Validity of MAAS.Öğe Are the dimensions of metacognitive awareness differing in prediction of mathematics and geometry achievement?(ELSEVIER SCIENCE BV, 2011) Kesici, Sahin; Erdogan, Ahmet; Ozteke, Hatice IremIn this study, it is aimed to determine whether there is a differentation of metacognitive awareness strategies in prediction of high school students's mathematics and geometry course achievements. Data were obtained from 213 high school students and it is used to stepwise regression analyze technique to analyze the data. It is seen from the result that declarative knowledge of high school students is an significant predictor of mathematics course achievement (p<.05). Besides, it is found that the evaluation and procedural knowledge of metacognitive awareness strategies are significant predictors of geometry course achievement.Öğe A COMPARATIVE STUDY OF USES OF THE INTERNET AMONG COLLEGE STUDENTS WITH AND WITHOUT INTERNET ADDICTION(SAGE PUBLICATIONS INC, 2009) Kesici, Sahin; Sahin, IsmailThe current study examined uses of the Internet among college students classified as addicted to the Internet or not. Data were gathered from 384 college students. Students classified as Internet Addicted used the Internet more for social functions, leisure functions, and virtual emotional functions, when compared to students considered as Internet Nonaddicted. Effect sizes were large, indicating important group differences in uses of the Internet.Öğe A descriptive study of individual and cross-cultural differences in statistics anxiety(ELSEVIER SCIENCE BV, 2011) Baloglu, Mustafa; Deniz, M. Engin; Kesici, SahinThe present study investigated individual and cross-cultural differences in statistics anxiety among 223 Turkish and 237 American college students. A 2 x 2 between-subjects factorial multivariate analysis of covariance (MANCOVA) was performed on the six dependent variables which are the six subscales of the Statistical Anxiety Rating Scale. Independent variables were country and gender. Grade Point Average (GPA) and age were entered as covariates. Results showed that GPA and age had significant covariate effects on the combined dependent variables. There was no significant interaction effect of country by gender: however, after adjusting for the covariates, significant main effects for country and gender were found. The main effect of country was significant on worth of statistics, interpretation anxiety, fear of asking for help, and fear of statistics teachers on which American students scored higher than Turkish students. The main effect of gender was significant on interpretation anxiety and test/class anxiety where women scored higher than men. (C) 2011 Elsevier Inc. All rights reserved.Öğe Developing a sexual education program for students with special education needs(MEHMET TEKEREK, 2016) Er, Rukiye Konuk; Buyukbayraktar, Cagla Girgin; Kesici, SahinThe purpose of this research is to determine sexual problems of mentally handicapped students depending on the opinions of teachers of mentally handicapped individuals and to present a preliminary study for the sexual education program in order to solve these problems. The study population of the research consisted of 38 teachers of mentally handicapped individuals working in Konya province. The semi-structured interview technique was used as the data collection tool in the research. The results of the research can be the attainments such as sexual satisfaction, private parts sanitation, changes in adolescence period. The content of the program may include issues such as gender differences, sexual abuse, knowing his/her body, sexual satisfaction. The issues of the sexual education program for individuals with special education needs can be taught using methods such as teaching through videos, being a model, drama.Öğe Effect of Gender on Humanistic Values(KAMLA-RAJ ENTERPRISES, 2015) Buyukbayraktar, Cagla Girgin; Ozteke, H. Irem; Kesici, Sahin; Dilmac, Bulent; Yalcin, S. Barbaros; Eksi, HalilThe aim of this paper is to determine the effect of gender on humanistic values. The study group is composed of 256 high school students. The "Humanistic Values Scale" was used to determine humanistic values. Humanistic values in the scale are measured with 42 items in six dimensions. This study was conducted in "Relational Screening Model". Screening models are research approaches that aim to describe a past or current situation as it was or as it is. Quantitative data obtained as a result of the study were analyzed using the independent t-test, which is used to determine the relation between dependent variable and independent variable and Cohen's technique. According to the findings of the paper, while the effect of gender on responsibility, honesty and tolerance as sub-dimensions of humanistic values was small, its effect on friendship was medium and its effect on being peaceful was great. Discussions and suggestions are made in line with the results.Öğe Gender Differences in Geometry and Mathematics Achievement and Self-efficacy Beliefs in Geometry(ANI YAYINCILIK, 2011) Erdogan, Ahmet; Baloglu, Mustafa; Kesici, SahinProblem Statement: Individual differences in education have great importance. Such differences become particularly crucial in disciplines such as mathematics and geometry. One of the most frequently investigated individual differences is gender-related. Gender differences in mathematics may be different depending upon the particular area of mathematics. Therefore, gender differences in geometry performance and efficacy deserve attention. Purpose of Study: The present study is aimed to investigate gender differences in mathematics course achievement, geometry course achievement, and geometry self-efficacy. Methods: A total of 199 high school sophomores voluntarily participated in the study. A mathematics and geometry end-of-the-year GPA was obtained from the official student records. Students responded to a set of brief demographic questions that asked their gender in addition to the Self-efficacy Scale toward Geometry (SESTG). Data were screened for the assumptions of parametric statistics. In order to test mathematics and geometry end-of-the-year achievement differences simultaneously between men and women, a between-subjects MANOVA was used. A second MANOVA was used to test three dependent variables of self-efficacy beliefs simultaneously in a non-orthogonal design. The independent variable was gender (male and female). Findings and Results: Results showed that there was a significant multivariate effect of gender on the combined dependent variables. There was a large association both between the dependent variables and gender. The results of univariate F analyses indicated that there were significant gender differences on both mathematics achievement and geometry achievement. Women achieved significantly higher than men. A second one-way, between-subjects MANOVA was performed on the three dependent variables that were the subscales of the SESTG. The independent variable was gender. Results showed that there was not any significant multivariate effect of gender on the combined dependent variabels. Conclusions and Recommendations: Variables that may have an effect on mathematics or geometry achievement are multi-faceted. The present study focused on one of such variables, namely gender. We investigated the relationship between self-efficacy beliefs in geometry and geometry achievement and found that the two variables were significantly related. The present study also shows a significant relationship between the mathematics and geometry achievement level. Results show that there are not any significant multivariate gender differences on the sub-scales of the geometry self-efficacy beliefs.Öğe Middle School Students' Guidance and Counseling Needs(EDAM, 2007) Kesici, SahinThe purpose of this study is to determine the guidance and counseling needs of middle school (i.e., sixth, seventh, and eighth grades) students from their points of views by using qualitative research techniques. In addition, while collecting the data, semi-structured interview technique is used as a method of data collection. The study was conducted with 7th and 8th graders at public primary schools in the district of Selcuklu/Konya, during the 2006-2007 academic school year. The data obtained were coded into Nvivo2 and the following themes are established: Educational guidance and counseling, career guidance and counseling, and personal/social guidance and counseling. The findings emerging from this research Eire discussed and the recommendations are developed with regard to these results.Öğe Self-regulated learning strategies in relation with statistics anxiety(ELSEVIER SCIENCE BV, 2011) Kesici, Sahin; Baloglu, Mustafa; Deniz, M. EnginDealing with students' attitudinal problems related to statistics is an important aspect of statistics instruction. Employing the appropriate learning strategies may have a relationship with anxiety during the process of statistics learning. Thus, the present study investigated multivariate relationships between self-regulated learning strategies and statistical anxiety using canonical correlation analysis (CCA). Three hundred twenty Turkish college students responded to the Motivated Strategies for Learning Questionnaire and the Statistical Anxiety Rating Scale. Of the group, 189 (59.1%) were women and 131 (40.9%) were men. Participants' ages ranged from 18 to 33 years with a mean of 21.28 years (SD = 1.53). Bivariate correlation coefficients showed significant relationships between the dimensions of learning strategies and statistical anxiety. CCA showed that students who used more rehearsal, elaboration, organization, critical thinking, metacognitive regulation. time and study environment management, and effort regulation strategies experienced lower computational anxiety and had more positive attitudes toward statistics. Additionally, a combination of effort regulation and help seeking strategies is associated with test/class anxiety. (C) 2011 Elsevier Inc. All rights reserved.Öğe Sixth-, seventh, and eighth-grade students' guidance and counseling needs according to parents' views(ANI YAYINCILIK, 2008) Kesici, SahinProblem Statement: In order to give a more qualified education to sixth-, seventh-, and eighth-grade students and to develop their life skills, their counseling and guidance needs should be met. In order to do so, an analysis of their guidance and counseling needs is essential. One way to analyze their needs for guidance and counceling is to apply their parents' views because students spend most of their time with their parents, who observe their needs directly. Purpose of Study: The purpose of this study is to analyze guidance and counseling needs of sixth-, seventh-, and eighth-grade students according to their parents' opinions. Methods: This study applied qualitative research techniques. In addition, while collecting data, a semi-structured interview technique was used. Interviews were conducted during the 2006-2007 academic school year with the sixth-, seventh-, and eighth-grade students' parents whose children attended primary school in Selcuklu, a distinct of Konya in Turkey. The data obtained were coded into Nvivo2. Findings: Sixth-, seventh-, and eighth-grade students need guidance and counceling to find more efficient methods of learning; address their lack of motivation; overcome examination anxiety; address their lack of interest in lessons and lack of attention; help students adapt to school; help them clarify their professional interests; provide them with more information about professions; help them utilize their leisure time in better ways; help them develop social skills and cope with the general problems of adolescence; help them overcome introversion, aggression, and problems with friends; develop skills for communicating with the opposite sex; help them deal with jealousy; enable them to take on responsibilities; show them how to spend time with computers more efficiently; help them cope with emotional disorders and obstinacy; and help them deal with authoritarian family attitudes. Recommendations: Individual or group guidance programs related to effective learning, exam anxiety, motivation techniques, adaptation to school, and lack of attention and interest towards lessons should be implemented in order to prepare students thoroughly for courses and lessons. School guidance services and counselors should frequently present introductory information to students about a variety of professions.Öğe Turkish Adaptation Study of Internet Addiction Scale(MARY ANN LIEBERT, INC, 2010) Kesici, Sahin; Sahin, IsmailThe purpose of this study was to adapt the Internet Addiction Scale (IAS) for Turkish-language use and test the validity and reliability of the scale. This study was conducted in four phases: (a) translation, (b) validity and reliability, (c) discriminant validity, and (d) test-retest reliability of the IAS. To examine language equivalence, both Turkish and original versions of the IAS were administered to students studying English-language education. Since the questionnaire has high levels of language equivalence, validity and reliability studies were conducted. To determine construct validity, exploratory and confirmatory factor analyses were employed. To ascertain reliability, internal consistency and test-retest analysis were conducted. Results demonstrate that the Turkish version of the IAS is a valid and reliable measure.Öğe THE VALIDITY AND RELIABILITY OF THE TURKISH VERSION OF THE SELF-COMPASSION SCALE(SOC PERSONALITY RES INC, 2008) Deniz, M. Engin; Kesici, Sahin; Sumer, A. SerkanThe purpose of this study was to adapt the Self-Compassion Scale (SCS; Neff, 2003) into Turkish and test the validity and reliability of the measure. The study was conducted in four phases with 341 (184 female, 157 male) university students. Both the Turkish and original versions of the SCS were applied to 66 English language teachers to examine the language equivalence. Since the scale had high levels of language equivalence, validity and reliability studies were conducted. For construct validity, exploratory and confirmatory factor analysis, discriminant validity and item-total correlations were employed. For reliability, internal consistency and test-retest analysis were employed. Results demonstrated that the Turkish version of the SCS is a valid and reliable measure.Öğe The Validity and Reliability Study for the Turkish Version of the Commitment Scale(KAMLA-RAJ ENTERPRISES, 2015) Buyukbayraktar, Cagla Girgin; Ozteke, H. Irem; Kesici, SahinThe purpose of this paper is to adapt the Commitment Scale to Turkish. Four studies were conducted. for the validity and reliability of the scale. Turkish and English versions of the Commitment Scale were administered for two-week periods and it was made sure that the translated version was true to the original. The sample of the study consisted of married couples. Confirmatory factor analysis was conducted in the paper and it was found that the model had acceptable goodness of fit indices. Total item analyses and Cronbach alpha value indicated that the scale could be used on the Turkish sample. In the criterion-referenced validity study, the scale was found to be significantly correlated with the Relationship Assessment Scale Dyadic Adjustment Scale, Marital Adjustment Scale, Future Time Orientation in Romantic Relationships Scale and The Heartland Forgiveness Scale. The reliability coefficient scores revealed acceptable results. In conclusion, validity and reliability studies demonstrated that the Commitment Scale was applicable to the Turkish sample.
