The Effect of Memory Bias Modification on Academic Frustration and Achievement Motivation of University Students

This paper explores the influence of memory bias on university students’ level of academic frustration and achievement motivation, highlighting the critical interplay between cognitive-emotional processes and educational outcomes. Memory bias—a tendency to recall information aligned with one%20s emotional state—can distort self-assessments of academic ability and hinder motivation. Memory Bias Modification (MBM), a cognitive intervention aimed at correcting such distortions, has emerged as a promising tool to alleviate academic frustration and enhance motivation. Drawing on empirical research and theoretical models, we investigate how memory bias functions within academic settings and evaluate the effectiveness of MBM in promoting resilience, reducing negative emotional patterns, and supporting students’ intrinsic drive for achievement. A quasi-experimental research design (experimental- control group) was used on a research sample consists of 64 first year university students divided into two groups and applied three questionnaires in pre- post intervention measurements. The data analysis indicated the effectiveness of memory bias modification intervention in modifying negative memory bias and reducing the levels of academic frustration and enhancing the levels of achievement motivation

Exploring Counselor Trainees’ Professional Irrational Beliefs and Emotional Struggles%253A A Document Analysis

The counselors themselves have more influence on the success of the counseling process than the techniques or skills they use. Counselors’ expectations of themselves and their clients may facilitate or jeopardize this process. The purpose of this study is to explore the irrational beliefs held by counselor trainees and to examine the emotional struggles associated with these beliefs. This study employs a qualitative approach, specifically a document analysis. In this context, the study examined 56 self-evaluation reports written by 9 counselor trainees. All trainees are enrolled in a Guidance and Counseling undergraduate program at a university in Türkiye as part of the Individual Counseling Practicum course. The data in this study were analyzed inductively. As a result, three main themes were identified%253A “Unreasonable Expectation of Achievement from Oneself,” “Unreasonable Expectation of Motivation, Commitment, and Achievement from Clients,” and “Expectation of an Irrational Level of Respect, Acceptance, and Love from Clients.” In conclusion, the findings revealed that counselor trainees hold irrational beliefs about themselves and their clients, which are accompanied by emotional struggles. Based on these findings, several recommendations are provided for counselor trainees, counselor educators, and researchers

Literacy Skills in Social Studies Textbooks in Türkiye and a Critical Approach

Literacy is a lifelong process through which individuals learn basic knowledge, skills, values, and concepts. Textbooks are an effective teaching tool for teaching literacy skills. This study critically examines the representation of literacy skills in Turkish social studies textbooks within the framework of the 2018 Social Studies Curriculum (SSC). The research aims to analyse how literacy competencies—environmental, digital, financial, map, legal, media, and political—are integrated into textbooks for grades 4 through 7 and to evaluate their adequacy in meeting contemporary educational goals. Employing a qualitative research design based on document analysis, the study systematically reviewed curriculum documents and textbooks approved by the Ministry of National Education. Data were coded and analysed using MAXQDA software to determine the distribution of literacy skills across learning areas, units, and grade levels. The findings reveal significant inconsistencies between curriculum objectives and textbook content. Financial, political, and map literacy are relatively well represented, while environmental and legal literacy are scattered, and cultural literacy is not included as a literacy despite its thematic relevance. In particular, environmental literacy appears to be poorly aligned with the spiral curriculum model at the 7th grade level. Digital and media literacy is reduced to functional technology use rather than critical, ethical, and civic participation, reflecting technological reductionism. Similarly, political and legal literacy are often confused with each other, obscuring their distinct pedagogical purposes. The study concluded that although social studies textbooks cover a wide range of literacy skills, their treatment is fragmented, superficial, and inconsistent with international standards. To strengthen literacy education, the curriculum should incorporate emerging types of literacy such as cultural and scientific literacy, adopt clearer achievement goals, and support interdisciplinary, inquiry-based teaching methods. Such reforms are expected to ensure vertical and horizontal alignment across grade levels and better equip students with the critical, participatory, and citizenship skills necessary for the 21st century

Assessment of Students’ Satisfaction with Counselling Services in Federal Universities in Southwestern Nigeria

This study assessed the level of awareness of students on counselling services that are available in federal universities in Southwestern Nigeria. The study also assessed the level of availability of counselling services in the study area. It further determined the level of students’ satisfaction with counselling services in the study area. The study equally examined the influence of counselling services on students’ satisfaction in the study area. This study employed descriptive survey research design. The population for the study comprised 193,526 students from the seven federal universities in Southwestern Nigeria. The sample for the study comprised 1,144 students from three selected universities in the region. The instrument for the study was tagged ‘Students’ Satisfaction with Counselling Services Questionnaire’ (SSCSQ). Data were analysed using percentages and regression analysis. The results showed that the level of students’ awareness of counselling services in the study area was low (75.9%25). The results also showed that the level availability of counselling services in the study area was low (79.6%25).The results further indicated that the level of students’ satisfaction with counselling services in the study area was low (69.4%25) and that counselling services in terms of level of availability, had significant influence (β%253D0.212%253B

Oh No! There’s a Gifted Student in the Class%253A The Other Side of Giftedness

In the late 20th century, specialists began using tests like IQ assessments to identify children who displayed differences in their thinking and learning patterns. The use of these tests raised questions about how schools and teachers could best adapt their methods to help these exceptional students thrive in school. However, the practice of identifying and categorizing children sparked debates about the fairness of labeling students based on test results. Educators questioned the tests’ fairness, accessibility, and ability to capture the diverse dimensions of intelligence and giftedness, especially since test-taking skills do not always accurately reflect a person%20s true talents. Giftedness extends beyond natural intelligence%253B it encompasses emotional awareness, cognitive flexibility, and the ability to navigate complex social dynamics. This paper focuses on the challenges faced by gifted children. It explores the experience of giftedness from multiple perspectives of parents, teachers, and the students themselves providing a comprehensive view of gifted education. Through this multi-faceted analysis, we aim to contribute to ongoing discussions about gifted education and illuminate the challenges educators encounter in identifying and properly instructing gifted students across various educational settings. Findings of the study indicated that gifted students demonstrate more acceptable attitudes toward others and themselves in the course of the study

Student Experiences on the Use of Artificial Intelligence-Based Chatbots in Programming Education

The aim of the study is to examine student opinions about the artificial intelligence-based chatbot developed to support programming learning. For this purpose, a case study from qualitative research methods was used. The study group consisted of 42 6th grade students attending a public school in Keçiören district of Ankara province. In order to obtain opinions on the use of the chatbot, a form consisting of open-ended questions was developed by the researcher and sent to the participants via Google Forms, and the opinions of the participants were obtained with the questions in the form. Descriptive analysis technique was used to analyze the qualitative data obtained. While analyzing the students%252339%253B answers, the frequency of occurrence of codes and their relationship with each other were examined. Repetitive expressions were grouped under appropriate codes, and necessary interpretations were made according to the intensity of these groupings. When the students were asked how they did their activities, it was seen that most of them did it by asking the chatbot, reached the desired result, did not have much difficulty, the chatbot facilitated their work, directed their questions whenever they needed, understood the answers given, and that the students thought it was effective for them to learn by asking questions and discovering themselves with the answers given to the questions. In addition to positive opinions about the environment such as quot%253Bexcellent, beautiful, good, enjoyable, fun, useful, interesting, conveys information to us accurately, we learn what we do not know without needing anyone, it is a very good explanatory and really useful environment, we learn things we cannot do from there, it is useful, facilitating, very useful for those who want to learn codingquot%253B, negative features such as quot%253Bit responds according to the old version of the coding environment and it is difficult to understand some answersquot%253B were also mentioned, although very few in number

Examining the Role of Sustainable Leadership in School Effectiveness

This study aims to determine the relationship between school principals%252339%253B sustainable leadership behaviors and school effectiveness based on teachers%252339%253B views. For this purpose, the quantitative method and relational design were used in the study. The study was conducted with 368 teachers working in Yozgat in the 2022-2023 academic year. Data were collected using the Sustainable Leadership Scale and the School Effectiveness Index. The data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analyses According to the study results, teachers view school principals%252339%253B sustainable leadership behaviors and school effectiveness as high. Environmental and social responsibility received the highest score among the dimensions of sustainable leadership. Analyses revealed that the mean scores for school effectiveness were high according to teachers%252339%253B views. As a result of the research, it was found that there is a positive relationship between sustainable leadership and its dimensions and school effectiveness. Regression analysis showed that sustainable leadership is an essential factor in school effectiveness. Studies on sustainable leadership in educational organizations are limited in the literature. For this reason, perceptions of sustainable leadership can be examined in the context of educational organizations with an approach that addresses different concepts together

School Administrators%252339%253B Perceptions of Competency in Managing Change

The purpose of this research is to reveal the competence perceptions of school administrators working in public schools at the basic education level (primary and secondary school) in Çanakkale in the 2021-2022 academic year. Since the research describes an existing situation, it is organized as a quot%253Brelational screening modelquot%253B. The population of the research consists of a total of 198 school administrators working in public schools at the basic education level in Çanakkale. Since all schools at basic education levels (primary school, secondary school) in Çanakkale province can be reached, sampling was not used in the research. In the study, the quot%253BChange Management Competencies Scale of Primary School Administratorsquot%253B developed by Ak (2006) was used as a data collection tool. All data obtained as a result of the research were analyzed through SPSS 26.0 program and while analyzing the data%253B Percentage, mean, t-test, frequency one-way analysis of variance (One-Way ANOVA) calculations were used. Research findings show that school principals%252339%253B perceptions of competence in managing change are largely sufficient in all dimensions. Research findings show that school principals consider themselves largely competent in all dimensions of their perception of competence in managing change. While school principals%252339%253B perceptions of competence in managing change create a significant difference according to the gender variable, it does not show a significant difference according to the variables of years of service and the number of teachers in the school they work in. Since there is no program to train school administrators in our country, the findings of the research can serve as a source for future studies in this direction. In the study, the competencies of school administrators in managing change were found to be high, but the subject can be examined in more depth with applied action research studies

Primary and Elementary School Students%252339%253B Profiles of Scientist Images

It is thought that students%252339%253B images of scientists based on the expectation that they work like scientists are directly or indirectly affected by various features in the learning process. Affective characteristics such as motivation and interest in science teaching process are some of them. While positive views may contribute to the increase in the desire to learn science and science and the development of science in the following period, negative views may create resistance to science and science learning with the opposite effect. Based on this, the aim of this study was to determine the scientist images of primary school 3rd grade and middle school 6th grade students and to determine whether there are differences between these groups in terms of drawings. Accordingly, 28 3rd grade students from a primary school in the South Marmara region and 28 6th grade students from a middle school were used as the sample. These students were instructed quot%253BCan you draw a scientist at work%253Fquot%253B and they were expected to complete the picture without any intervention. In addition, 12 students were asked open-ended questions on a form about the scientist%252339%253Bs field of study, appearance and what he%252Fshe was dealing with. The data obtained from the drawings were analyzed through DAST- m, while the data obtained through the form were analyzed in the computer environment. As a result of the study, it was found that students in both groups had traditional profile drawings. Accordingly, it was found that traditional images were defined as a man dealing with chemical materials and the sky, alone, working indoors, experimenting or working around a desk. In this framework, various suggestions were made

A Qualitative Study on University Students Seismic Awareness Maps%253A The Case of ÇOMÜ

This research aims to assess the earthquake awareness of university students in Çanakkale. The study was carried out within the scope of qualitative research design and was conducted with a study group consisting of 35 university students selected by purposeful sampling method. Data were collected through a semi-structured interview form and analyzed using the descriptive analysis method. The findings show that the most important issue against earthquake risk in Turkey is building inspection and reinforcement. In the case of Çanakkale, critical expectations such as accelerating the urban transformation process and re-evaluation of settlement plans have emerged. In addition, post-earthquake behavior and safety in student accommodation and dormitories came to the fore among university students primary opinions regarding the earthquake. 82.86%25 of the participants think that the general level of awareness against natural disasters in Turkey is insufficient. At the same time, 37.14%25 stated that the societys earthquake preparation was inadequate after the February 6 Kahramanmaraş earthquakes. It has been emphasized that in countries with high earthquake awareness, such as Japan, the most important strategic element is learning from the past by confronting disasters. In line with these results, it was suggested that practical training regarding earthquakes should be increased and earthquake drills should be carried out in a more realistic manner. In addition, reconsideration of environmental plans according to the current risk situation is among the recommendations