Determinants of phubbing, which is the sum of many virtual addictions: A structural equation model

Background and aims Phubbing can be described as an individual looking at his or her mobile phone during a conversation with other individuals, dealing with the mobile phone and escaping from interpersonal communication. In this research, determinants of phubbing behavior were investigated; in addition, the effects of gender, smart phone ownership and social media membership were tested as moderators. Methods To examine the cause–effect relations among the variables of the theoretical model, the research employs a correlational design. Participants were 409 university students who were selected via random sampling. Phubbing was obtained via the scales featuring mobile phone addiction, SMS addiction, internet addiction, social media addiction and game addiction. The obtained data were analyzed using a correlation analysis, multiple linear regression analysis and structural equation model. Results The results showed that the most important determinants of phubbing behavior are mobile phone, SMS, social media and internet addictions. Discussion Although the findings show that the highest correlation value explaining phubbing is a mobile phone addiction, the other correlation values reflect a dependency on the phone. Conclusions There is an increasing tendency towards mobile phone use, and this tendency prepares the basis of phubbing

Scientific Publication Map of Journals Published in the Field of Educational Sciences in Turkey: An Analysis Impact Factors of Journals

Bu araştırmada, Türkiye’de eğitim bilimleri alanında yayımlanan bilimsel dergilerin atıf analizlerinin ve etki faktörlerinin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda, 32 hakemli bilimsel dergide 2005- 2014 yılları arasında yayımlanan 7681 makale üzerinden kapsamlı bir atıf analizi yapılmış ve sonrasında ise her bir dergiye ilişkin etki faktörleri belirlenmiştir. Araştırmada veri kaynağı olarak kullanılan dergilerin belirlenmesinde, dergilerin kapsamı ve isimlerinde ‘eğitim’, ‘öğretim’, ‘eğitim bilimleri’, ‘öğretmen eğitimi’ ve ‘öğretmen yetiştirme’ sözcükleri olması ölçüt olarak belirlenmiştir. Araştırma kapsamında elde edilen 7681 makale ve 15052 atıfa ilişkin her veriye bir kod numarası verilmiş ve daha sonra veri temizleme ve düzeltme işlemleri gerçekleştirilmiştir. Araştırmada bibliyometrik ve etki faktörü analizleri öncesinde makalelerin yıllara ve dergilere göre dağılımları için frekans (f) ve yüzde (%) değerleri hesaplanarak tanımlayıcı istatistikler üretilmiş, dergilerin etki faktörlerinin belirlenmesi için etki faktörü katsayısından yararlanılmıştır. Araştırmada kapsamında incelenen makalelerde en fazla atıf yapılan ilk üç dergi, (i) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, (ii) Kuram ve Uygulamada Eğitim Bilimleri ve (iii) Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi’dir. Araştırma kapsamında ele alınan eğitim bilimleri dergilerinin 2014 yılı etki faktörü katsayısı incelendiği zaman, en yüksek etki faktörü katsayısına sahip dergilerin (i) Kuram ve Uygulamada Eğitim Bilimleri, (ii) Kuram ve Uygulamada Eğitim Yönetimi Dergisi ve (iii) Kuramsal Eğitimbilim Dergisi olduğu saptanmıştır.In this study, it is aimed to determine the reference analysis of scientific journal published in educational sciences field in Turkey and their impact factors. In accordance with this purpose, a detailed reference analysis was made on 7681 articles published in 32 peer- reviewed scientific journal between 2005-2014 and then impact factor of each journal was determined. While deciding the journals to be used as data source in the study, the criteria was that contents and names of journals should have the words ‘education’, ‘instruction’, ‘educational sciences’, ‘teacher education’, and ‘teacher training’. A code number was given to each data of 7681 articles and 15052 references which was taken within the scope of the study and data removing and correction procedures were followed. Before bibliometric and impact factor analysis, descriptive analysis were conducted to measure frequencies (f) and percent (%) values of the articles by years and journals and impact factor coefficient was used to assess the impact factors. . The first three journals that are most referred in the articles which were investigated within the scope of the study are: (i) Hacettepe University Journal of Education, (ii) Educational Sciences: Theory & Practice (iii) Ankara University Journal of Faculty of Educational Sciences. When the year 2014 impact factor coefficients of the journals in the study were investigated, the highest impact factor coefficients were seen in (i) Educational Sciences: Theory & Practice, (ii) Educational Administration: Theory & Practice and (iii) The Journal of Theoretical Educational Science

The mediating role of self/everyday creativity and depression on the relationship between creative personality traits and problematic social media use among emerging adults

Personality is one of the important contributory factors in the development of problematic technology use. The purpose of the present study was to investigate the direct and indirect associations of creative personality traits with problematic social media use via self/everyday creativity, depression, and loneliness. A total of 460 Turkish emerging adults aged between 18 and 26 years (61% female) were surveyed. Findings indicated that (i) task-orientedness was indirectly associated with problematic social media use via self/everyday creativity, (ii) self-confidence was directly and indirectly associated with problematic social media use via self/everyday creativity and depression, (iii) risk-taking was indirectly associated with problematic social media use via depression, and (iv) self/everyday creativity and depression were directly associated with problematic social media use. The present study is the first to suggest that creative personality traits (i.e., task-orientedness, self-confidence, and risk-taking) and self/everyday creativity are associated with problematic social media use and that these factors should be taken into account when considering the etiology of problematic social media use

Metaphoric perceptions of academicians and graduate students about the concepts of curriculum and curriculum evaluation

The aim of this study is to reveal the metaphoric perceptions of academiciansand graduate students about curriculum, curriculum evaluation, curriculumevaluator and curriculum evaluation standards. The data were gatheredthrough the participants’ answers for the sentence “I think the curriculum(etc.) is like …; because…”. According to the results, there are five differentcategories for curriculum which are “consisting of consecutive processes,guiding, having harmonious components, being functional, beingindispensable”; three different categories for curriculum evaluation whichare “supervision and control, elimination, correction”; four differentcategories for the curriculum evaluator which are “selective, supervisor,brave, corrective”; and four different categories for the curriculum evaluationstandards which are “rules, guiding, criteria for comparison, beingindispensable”.Araştırmanın amacı, akademisyenler ve lisansüstü öğrencilerin eğitim programı, program değerlendirme, program değerlendirici ve program değerlendirme standartları kavramlarına yönelik metaforik algılarını ortaya koymaktır. Veriler katılımcıların, “Bence eğitim programı (vd.) … gibidir/benzer; çünkü…” cümlesini tamamlamalarıyla toplanmıştır. Sonuçlara göre, eğitim programları “ardışık süreçlerden oluşma, yol gösterme, uyumlu bileşenlere sahip olma, işlevsel olma ve vazgeçilmez olma” olarak beş; program değerlendirme “kontrol, eleme, düzeltme” olarak üç; program değerlendirici “ayıklayıcı olma, denetleyici olma, cesur olma, düzeltici olma” olarak dört ve program değerlendirme standartları “kurallar, yol gösterme, kıyaslama kriterleri, vazgeçilmez olma” olarak dört kategoriden oluşmuştur

Cyberbullying perpetration among undergraduates: evidence of the roles of chronotype and sleep quality

Tosuntas, Sule Betul/0000-0002-0731-6505WOS: 000425677500009Cyberbullying is one of the important negative issues among adolescents and youngsters. Victims of cyberbullying perpetration have been reported to suffer many psychological and emotional problems that can lead them as far to suicide. The purpose of the present study was to investigate the associations of cyberbullying perpetration with gender, personality traits, chronotype, and sleep quality. Three hundred and fifty-three freshman and sophomore university students from Turkey (45.9% (n=162) female and 54.1% (n=191) male) completed a questionnaire that included Cyberbullying Scale, Big-5 Inventory, Composite Scale of Morningness, and Sleep Quality Scale. The most conspicuous result of the study was that chronotype and sleep quality were significant predictors of cyberbullying perpetration. Evening-type students had significantly higher scores on cyberbullying scale than neither-type students and morning-type students, and also neither-type students had higher scores on cyberbullying scale than morning-type students. Further, poorer sleep quality, being male, higher extraversion, higher neuroticism, and lower conscientiousness were related to higher cyberbullying perpetration

SOSYAL BİLİMLERDE ARAŞTIRMA YÖNTEMLERİ DERSİNİN ÖĞRETİM ÜYELERİNİN GÖRÜŞLERİNE GÖRE İNCELENMESİ

Bu çalışmanın amacı sosyal bilimler alanında lisansüstü düzeyde verilenAraştırma Yöntemleri dersinin öğretim üyelerinin görüşlerine göreincelenmesidir. Çalışmada nitel araştırma desenlerinden biri olan durumçalışması kullanılmıştır. Çalışmanın örneklemini maksimum çeşitlilik veölçüt örnekleme yoluyla seçilen sosyal bilimler alanında çalışan yüksek lisansveya doktora seviyesinde araştırma yöntemleri dersi yürüten 7 öğretim üyesioluşturmuştur. Çalışmanın verileri literatür taraması sonunda oluşturulan12 soruluk yarı yapılandırılmış görüşme formu ile toplanmıştır. Öğretimprogramı, öğrenci, öğretim üyesi ve kaynaklar şeklinde 4 tema altındaöğretim üyelerinin görüşlerine yer verilmiştir. Bulgulara göre öğretimprogramı açısından en çok üzerinde durulan nokta, Türkçe kaynakların yetersiz olmasıdır. Ders süresince en zor anlaşılan konunun örnekleme yöntemleri olduğu ifade edilmiştir. En önemli sorun olarak öğrencilerin ve öğretim üyelerinin zaman yetersizliği nedeniyle derse yeterince hazırlık yapmadan katılmaları olarak görülmektedir. Araştırma yöntemleri dersinin verimli olabilmesi için gerçek bir araştırma sürecinin yürütüldüğü bir uygulama yapılması gerekliliği ifade edilerek ders saatlerinin az olduğu vurgulanmıştır. Bu doğrultuda lisansüstü düzeyde araştırma yöntemleri dersine yönelik uygulamalı bir öğretim tasarımı yapılması ve dersin verimli olabilmesi için kaynakların etkin kullanılması yerinde olacaktır.The purpose of this study is to investigate the Research Methods course which is taught at the postgraduate level in the field of social sciences according to the views of the faculty members. The case study, which is one of the qualitative research designs, was used in this study. The sample of the study consisted of 7 faculty members teaching at the master or doctorate level research methods courses in the social sciences chosen through maximum diversity and criterion sampling. Data of the study was collected by a semi-structured interview form consisting of 12 questions. The views of the faculty members were presented under four themes as curriculum, students, faculty members, resources. According to the findings, the most emphasized point is insufficient Turkish resources in the respect of curriculum. During the course, it was stated that the most difficult subject is sampling methods. The most important problem is that students and faculty attend the course without sufficient preparation due to lack of time. In order to be effective in the research methods course, it is emphasized that a real research process should be carried out and but the weekly course hours are low. In this direction, it would be appropriate to design an applied instructional design for the research methods course at the postgraduate level and to use resources effectively for the course to be productive

Analyzing the Links Between Problematic Social Media Use, Dark Triad Traits, and Self-esteem

Kircaburun, Kagan/0000-0002-8678-9078WOS: 000504341200014Social media use, which is regarded as a popular leisure activity around the world, brings about the risk of becoming problematic in its wake, and personality differences have been shown to relate with different levels of engagement in risky social media use. The purpose of this study was to examine the association of problematic social media use (PSMU) with Dark Triad (DT) traits (i.e., Machiavellianism, psychopathy, and narcissism) and self-esteem. A total of 827 university students [495 (60%) women and 332 (40%) men, M-age=20.36, SD=1.47] filled out a questionnaire that included the Social Media Disorder Scale, Dark Triad Dirty Dozen Scale, and Single Item Self-esteem Scale. The direct effects of DT traits and self-esteem on PSMU and the indirect effect of narcissism on PSMU through self-esteem were investigated by applying structural equation modeling. Results indicated that, when controlling for gender and age, Machiavellianism and narcissism had small significant direct effects on PSMU, while the partial indirect link of narcissism via self-esteem was negligible. The model was able to explain 18% of the variance. Results were discussed in the light of existing literature.Hungarian National Research, Development and Innovation Office [K111938, KKP126835]This study was supported by the Hungarian National Research, Development and Innovation Office (grant numbers: K111938, KKP126835)

Comparison of Turkey and United States in terms of teacher performance indicators

Developing objective standards and indicators, and establishing the transparency of the evaluation process have significant importance in reducing negative teacher opinions and ensuring healthy functioning of the performance evaluation system. The purpose of this study is to compare teacher performance indicators in Turkey and United States. This study was conducted using document review, which is one of the qualitative research methods. In the study, document review was used as the data collection method. In the first stage, the official documents of the two countries were accessed via websites. The authenticity of the obtained documents was checked. Finally, the analysis was done with the classification form developed by the researchers. In the study, the analysis of the documents was done by descriptive analysis technique. General Proficiencies of Teaching Profession consist of 233 performance indicator and Core Teaching Standards consist of 74 performance indicators. The findings of the study were examined under five themes determined by considering the General Proficiencies of Teaching Profession and Core Teaching Standards: Student and learning, content knowledge, instructional practice, assessment and professional development. General Proficiencies of Teaching Profession lists the knowledge, skills, and behaviors expected from teachers as performance indicators. In Core Teaching Standards, the performance indicators provide suggestions and explanations for the development of teaching in accordance with the requirements of today's world. the preparation of performance indicators to provide teachers' development and the realistic use of these indicators in evaluating will help improve the quality of teacher performance evaluation

Kodlama Eğitiminde İşbirlikli Öğrenme Yaklaşımı: Eşli Kodlama

Eşli kodlama, işbirlikli öğrenme temelinde kodlama eğitiminde yaygın olarak kullanılan yaklaşımlardanbiridir. Kuramsal olarak eşli kodlamanın birçok avantajı olduğu bilinmektedir. Bu araştırmanın amacıortaokul öğrencilerinin işbirlikli öğrenme ve kodlamaya yönelik tutumlarının ve eşli kodlama uygulamalarına yönelik görüşlerinin incelenmesidir. Araştırmada sırasıyla nicel ve nitel verilerin toplandığıaçıklayıcı sıralı desen tercih edilmiştir. Katılımcılar, ölçüt örnekleme yoluyla belirlenmiş 220 ortaokulöğrencisidir. Öğrencilerin işbirlikli öğrenmeye yönelik tutumlarını belirlemek amacıyla Şahin, Arseven,Ökmen, Eriş ve İlğan (2017) tarafından geliştirilen İşbirlikli Öğrenme Ölçeği kullanılmıştır. Kodlamaya yönelik tutumları ise araştırma kapsamında geliştirilen Kodlamaya Yönelik Tutum Ölçeği aracılığıyla toplanmıştır. Araştırmanın nitel verileri 6 sorudan oluşan yarı yapılandırılmış bir görüşmeformu kullanılarak, odak grup görüşmeleri aracılığıyla toplanmıştır. Araştırma sonucunda öğrencilerinişbirlikli öğrenme ve kodlamaya yönelik tutumlarının olumlu olduğu belirlenmiştir. Cinsiyet açısındanişbirlikli öğrenmeye yönelik tutum puanları farklılaşmamıştır. Kodlamaya yönelik tutum puanları iseerkek öğrencilerin lehine anlamlı şekilde farklılaşmıştır. Kodlamaya yönelik tutumları ile işbirlikli öğrenme yönelik tutumları arasında pozitif yönlü korelasyon olduğu tespit edilmiştir. Bu doğrultuda eşlikodlama uygulamasına yönelik görüşlerde işbirlikli öğrenmenin olumlu etkileri vurgulanmıştır. Sonuçolarak öğrencilerin hem kodlama eğitimine hem işbirlikli öğrenmeye yönelik olumlu tutumlarından yolaçıkılarak, kodlama eğitiminde işbirlikli öğrenme yaklaşımının bir örneği olan eşli kodlama, teknik altyapıyetersizliği dezavantajını avantaja çevirebilme açısından önemli bir fırsat ve pedagojik bir altyapı sunmaktadır.Pair programming is one of the approaches that reflect cooperative learning on coding education. Theoretically, pair programming is known to have many advantages. The aim of this study is to examine the attitudes of secondary school students towards cooperative learning and coding and their views on pair programming practices. Explanatory sequential pattern, in which quantitative and qualitative data were collected consecutive, was preferred in the study. Participants are 220 secondary school students determined by criterion sampling. Cooperative Learning Scale developed by Şahin, Arseven, Ökmen, Eriş, and İlğan (2017) was used to determine the attitudes of students towards cooperative learning. Attitudes towards coding were collected using the Attitude towards Coding Scale developed within the scope of the research. The qualitative data of the research was collected through focus group interviews using a semi-structured interview form consisting of 6 questions. As a result of the research, it was determined that students' attitudes towards cooperative learning and coding were positive. There is no significant difference between gender in terms of attitudes towards cooperative learning. However, there is a significant difference between gender in terms of attitudes towards coding. A positive correlation was determined between the attitude towards coding and cooperative learning. Accordingly, the positive effects of cooperative learning were emphasized in the views on the application of pair programming. Consequently, based on their positive attitudes towards both coding education and cooperative learning, pair programming provides an important opportunity and pedagogical infrastructure in terms of turning the technical infrastructure disadvantage into an advantage