AN INVESTIGATION OF THE RELATIONSHIP BETWEEN ATTITUDE TOWARDS TURKISH LANGUAGE AND LITERATURE LESSON AND SCHOOL BURNOUT USING STRUCTURAL EQUATION MODEL

In this study, the predictive effect of school burnout in secondary education students on the attitude towards the Turkish language and literature lesson was investigated. School burnout is considered as one of the important problems that are thought to negatively affect student life in recent years. The study group of the research consists of 530 students studying in secondary education in a city center. The study group was determined by the appropriate sampling method with reference to the 99% confidence interval. In the research, the school burnout scale and attitude scale towards the Turkish language and literature lesson were used to collect data. Correlation analysis and structural equation modeling techniques were used for data analysis. Findings obtained from the study revealed that there was a negative and significant relationship between school burnout and attitude towards Turkish language and literature lesson, and school burnout directly predicted the attitude towards Turkish language and literature lesson. It was concluded from the findings obtained that school burnout is an important risk source in terms of attitude towards Turkish language and literature lesson among secondary education students.  Article visualizations

CULTURAL AVOIDANCE SCALE IN FOREIGN LANGUAGE LEARNING: VALIDITY AND RELIABILITY STUDY

The purpose of this study is to develop a scale to measure the level of avoidance of foreign language learners towards the target culture. The study group consisted of 500 freshmen at Atatürk University who study in education, science, social and health sciences. In the study, an item pool consisting of 69 questions was prepared as a data collection tool. The face validity of the scale was done with the researchers and 3 specialist academicians teaching foreign languages, the items that were repeated and difficult to understand were eliminated, and some items were changed in terms of language and expression, and a form consisting of 39 questions was reached. After the opinions of experts were taken in line with the content validity, a draft scale of 28 questions was applied to the study group by eliminating 11 items. The data obtained from the study were analyzed by item analysis, exploratory and confirmatory factor analysis methods. At the end of the study, it was understood that the Cultural Avoidance Scale in Foreign Language Learning consisting of 28 items was a reliable and valid scale.  Article visualizations

An Analysis of Grammar Teaching in Secondary School in Terms of Success, Attitude and Teachers 'Views

The teaching of grammar within the teaching of the mother tongue has been handled in various ways in the historical process. Today, grammar is seen as a field that supports basic language skills, therefore, it is necessary to teach grammar in a functional way. The text-based grammar teaching method is used to provide functionality in grammar teaching and to implicate the rules regarding the use of language. The 2018 Turkish Language and Literature Teaching Curriculum, the current language and literature curriculum implemented in Turkey, is also regulated in accordance with this understanding. This approach of the 2018 curriculum on grammar teaching is a relatively new approach in Turkish education. For this reason, the applicability of the curriculum, the opinions of teachers about the curriculum and the effect of grammar teaching practices on students' academic achievement and attitudes towards the course is a situation that should be examined. When the application of the curriculum is examined, it is seen that the teachers have negative views against the grammar teaching approach of the curriculum and have problems in implementing it. In addition, the curriculum gives different results in terms of students according to the academic level of the school in which they are educated, and the academic success and attitudes of the students change accordingly. As a result, various arrangements are needed for effective teaching of text-based grammar teaching in our schools

Eğitim Stres Ölçeğinin Türk Kültürüne Uyarlanması: Güvenirlik ve Geçerlik Çalışması

The aim of this research is to analyze the psychometric specialties of the Educational Stress Scale that was developed by Sun, Dunne, Hou and Xu through carrying out adapting activities to Turkish. The scale is a five-Likert type scale composed of 16 items with five dimensions in itself. The participants of the study are 625 students studying at primary and secondary schools in the city center of Erzurum. After the translation processes, expert opinions were taken for the language validity. For the structure validity, exploratory and confirmative factor analyses were conducted. The results of describing factor analysis indicated that the scale explained four-dimension variations by 62,31 % and it was also found that the result of confirmative factor analysis showed well conformity with this four-dimension structure (RMSEA=.054, RMR= .013, NFI=.90, CFI=.96, IFI=.97, RFI=.92, AGFI=.90, GFI=.92). These sub-dimensions are working press, workload, success anxiety and desperateness of expectancy. As a result of the reliability analysis of the scale, consistency coefficiency was found for all scale .86 while it was found .81 for test retest reliability of the scaleBu araştırmanın amacı, Sun, Dunne, Hou ve Xu tarafından geliştirilen Eğitim Stres Ölçeğinin Türkçeye uyarlama çalışmalarının yapılarak ölçeğin psikometrik özelliklerinin incelenmesidir. Ölçek özgün hâlinde beş boyutta 16 maddeden oluşan beşli likert tipi bir ölçme aracıdır. Araştırmanın çalışma grubunu, Erzurum şehir merkezindeki ilköğretim ve ortaöğretim okullarında öğrenim görmekte olan 625 öğrenci oluşturmaktadır. Çeviri işlemleri sonrasında dil geçerliliği için uzman görüşü alınmıştır. Yapı geçerliliği için Açımlayıcı ve Doğrulayıcı faktör analizi çalışmaları yapılmıştır. Açımlayıcı faktör analizi sonuçları ölçeğin dört boyutta % 62,31 varyans açıkladığını ve doğrulayıcı faktör analizinde ikinci düzey DFA sonucunda dört boyutlu bu yapının iyi uyum verdiği bulunmuştur (RMSEA=.054, RMR= .013, NFI=.90, CFI=.96, IFI=.97, RFI=.92, AGFI=.90, GFI=.92). Bu alt boyutlar; çalışma baskısı, ders yükü, başarı kaygısı ve beklentiye karşılık umutsuzluk alt boyutlarıdır. Ölçeğin güvenirlik analizi sonucunda iç tutarlılık katsayısının .86, test tekrar test güvenirliğinin ise .81 olduğu bulunmuştu