Eğitim Bilimleri

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A comparison of parental and teacher perceptions of children's action in relation to family psychological functioning
(Thesis (M.A.) - Bogazici University. Institute of Social Sciences, 1998., 1998.) Doğanalp (Ekşioğlu), Nilay.; Gülerce, Aydan.
This study was designed to look for possible relationships between parental perception of the family's psychological functioning and the elementary school- child's action in the classroom as evaluated by the teachers and in the home environment as evaluated by their mothers. Significant differences were to be observed between the mothers' and the teachers' evaluations of the children. Furthermore, we hypothesized that the more the mother and the teacher agreed on the child's behavioral patterns, and the less problem behaviors, more abilities were reported by both parties, the higher perceived family's psychological functioning would be reported. The participants of this study were the teachers and the parents of 193 first and second grade students aged between 7 to 8. The schools they attended were located.in higher SES neighborhoods. The families and the teachers were contacted by the researcher who worked as a school counselor in these schools. The mothers were given the Child Behavior Checklist (CBCLl4 - 18) to evaluate the ability areas and problem behavior of this age group children. A Teachers Report Form (TRF / 5-18) was given to the teachers to evaluate the school life and the problem behavior of the same children. A Family Structure Assessment Device (A YDA) was administered to the family members to assess the family system. For the analysis of the data t-tests for paired samples and the Pearson Correlation Coefficient were used. The results supported most of the hypotheses and revealed that there was a significant discrepancy between the Children Behavior Checklist (CBCL) and the Teacher Report Form (TRF) scores reported by teachers and mothers. Those children who had higher CBCL scores and TRF scores had families with low A YDA scores. On the other hand, those children who had families with high A YDA scores had a high discrepancy between their CBCL and TRF scores. As a conclusion, although the high perceived family system has a significant positive impact on the action of children at home and in the classroom, such an effect of perceived family system on the discrepancy between CBCL and TRF was not found in this study.
A comparison of personal preferences of the second generation returnees and their peers raised in Turkey
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) İnceoğlu, Derya.; Erkman, Fatoş.
The present exploratory and descriptive study investigated the personality variables and preferences of the returnees who are at the adolescent period. The hypothesis was that the returnee youth show differences compared to the youth who were raised in Turkey in terms of personal preferences and personality variables. There were three comparison groups which included 240 high sohool lycee one level students from three different lycee in istanbul. Eighty of the subjects were second generation returnees from The Üsküdar Anadolu Lycee eighty from another anadolu lycee and eighty from a regular lycee. The main instrument was the EPPS (Edwards' Personal Preference Schedule). A demographic 1.1 information questionaire was also given to the sample group. The two way analysis of variance wus used to analyze the data. The results did not support the hypothesis for 14 of the EPPS variables and only on the preference for Nurturance did the returnee group seperated itself from the Turkish raised youth.
A descriptive analysis of decision making processes in Public Education Centers in İstanbul
(Thesis (M.A.)-Bogazici University. Graduate Institute of Social Sciences, 2005., 2005.) Keser, Filiz.; Gök, Fatma.
The aim of the this study was to analyze the decision making process of Public Education Centers (PECs) in İstanbul in terms of ways of decision making, participation, effect of outsiders and environment, problems in decision making process, and democracy and happiness level. To reach this aim, 12 research questions were formulated.Out of 33 PECs in İstanbul, 12 centers were selected purposefully according to complexity level. From 12 PECs, 176 educators (10 principals, 4 head of vice-principles, 19 vice-principals, 2 counselors, 45 full-time teachers/tutors, and 96 part-time teachers/tutors) were included in the study. Data was gathered through a questionnaire developed by the researcher. Quantitative and qualitative methods were utilized to analyze the data. Results demonstrated that decision making process in PECs in Istanbul was described as an autocratic process, in which majority of the decisions were made by the principals, except decisions related to course programs and participants. Limited participation was allowed for the full-time and part-time teachers and tutors and involvement of participants in decision making was very limited as well. Characteristics of the environment in which PECs exist were taken into consideration in forming the programs and activities; governmental institutions, like Provincial and Sub-provincial Directorates of National Education, governor of province and sub-provinces, NGOs and headman of the district had an effect on the decision making. The biggest problem of decision making indicated was lack of collective decision making. However, it is interesting that decision making process was considered democratic by the subjects and they reported that they were very happy to work in public education centers.
A globally competent teacher as a citizen: a study of primary school teachers’ competences related to global citizenship
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2013., 2013.) Sarıoğlu, Birgül.; Gök, Fatma.
Since, in the more complex world of the future, people will be more interdependent upon and interconnected with each other, the education of individuals with the competency of a global citizen is important for a more just and egalitarian world and the ability to learn to live and work together. It is a fact that teachers play a significant role and have a great responsibility within this process. This study, therefore, has been implemented with the participation of primary school teachers, who will equip the citizens of future with the competencies of global citizenship, for two main objectives. Within the compass of the first objective, the seven participants were asked to define a globally competent teacher as a citizen by means of the Normative Delphi Technique. After three rounds of application, a consensus was obtained among the participants, which constituted the definition of a globally competent teacher as a citizen. Within the domain of the second objective, the global competency areas regarding the knowledge, understanding, skills, values and attitudes that the six participants have as globally competent teachers were analysed in several stages by means of Interpretative Phenomenological Analysis. As a result of the analysis conducted and based on the prepared scale, twenty five of the fifty one emergent themes listed under the eight super-ordinate themes which are regarded as the sub-competency areas of global citizenship competency were observed in the participants. The analysis of how do teachers’ competences diverge and converge in terms of having competence in the super-ordinate themes has been conducted in two stages and in accordance with the observed emergent themes. In this sense, it has been accepted that the participants converge on the existence of super-ordinate themes of “diversity, value and respect” and “empathy and sense of common humanity” and the absence of the super-ordinate themes of “critical thinking”, “ability to argue effectively” and “commitment to social justice and equity”. It has been accepted that they diverge on the super-ordinate themes of “social justice and equity”, “peace and conflict” and “respect for people and things”. In the last stage of this study, a quadruple Likert evaluation was made in accordance with the total number of the observed individual emergent themes. In terms of being “a globally competent teacher as a citizen”, it has been found that, out of the six participants, one of them is “fully competent”, two of them are “competent”, two of them are “slightly competent” and one of them is “not competent”.
A Longitudinal study of the relationship between perceived social support and psychological well-being of adolescents from low socioeconomic status
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2006., 2006.) Sayar, Melisa.; Sart, Zeynep Hande.
The aim of the study was to investigate the relationship between perceived social support and psychological well-being defined by - psychological adjustmentand depressive symptoms - of adolescents between ages 14-16 years old (n=237) from low socioeconomic status (SES). The study also examined the probablechanges in perceived social support and psychological well-being of adolescentsbetween two time periods, more specifically from October 2005 to May 2006 andpossible predictors of these changes in Time 1 and Time 2. Perceived Social Support Scale-Revised (Yıldırım, 2004) Personality Assessment Questionnaire (Rohner, 1971), Beck Depression Inventory (Beck, 1961)and Demographic Information Form developed by the researcher, were theinstruments of the current study. A significant relationship was found between perceived social support andpsychological adjustment both in Time 1 (r= .30, p<.01) and Time 2 (r= .23, p<.01)and between perceived social support and depressive symptoms both in Time 1(r = -.34, p<.01) and Time 2 (r= -.31, p<.01). The changes in the seven-month period demonstrated that there was asignificant decrease in perceived social support [t (236) = 4.33; p<.001] andpsychological adjustment [t (236) = 3.06; p<.01] and an increase in depressive symptoms of adolescents coming from low SES. Additionally, gender and depressivesymptoms were found to be significant predictors of perceived social support both inTime 1 and in Time 2 but not psychological adjustment.In the light of the study results, preventive counseling might be regarded as an important intervention for improving the psychological well-being of adolescentsespecially those coming from low SES.
A model to explain teachers’ stress during the implementation of the new mathematics curriculum
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2008., 2008.) Kısa, Zahid.; Erktin, Emine.
In 2005 a new curriculum reform effort was started in Turkey. This reform was intended to change educational programs of all courses at all levels from elementary school to high school. With the implementation of the new curriculum, teachers were required to adapt to certain changes. Teachers are the key factors of reforms in education. Teachers’ concerns about reform and their reactions determine their attitudes and, in the long run their performance. One of the reactions to the reform is teacher stress. During the reform, change exacerbates stressful conditions already associated with teachers’ work and may introduce new sources of strain. Teachers feel stress during the implementation of new curricula. This study aimed to describe teachers’ levels of anxiety and their attitudes towards the new math curriculum and to explain stress during the implementation of the new curriculum within a framework developed mostly based on a test anxiety model. The proposed model was tested with the data gathered from 395 elementary school and mathematics teachers by using Structural Equation Modeling. Results indicated that the anxiety model mostly explained teachers’ stress and their attitudes towards the new curriculum. It was found that teachers’ readiness, efficacy, appraisal, anxiety, perceived pressure, perceived resources and attitude which were entered to the hypothesized model, were found to be related to each other. Coping, which was initially assumed to form a buffer for anxiety was not present in the final model. The results indicated implications for pre-service and in-service teacher education.
A phenomenographic study on becoming mother :|conceptions and learning experiences
(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2022., 2022.) Sabırlı, Işık.; Ünlühısarcıklı, Özlem.
The aim of the study is to reveal and describe women’s different ways of experiencing the phenomenon of becoming mother in two aspects: “the conceptions on becoming mother” and “the reflections on learning experiences regarding becoming mother”. To investigate the variations in these two aspects, phenomenography was used as a qualitative research methodology. Research data of the study were collected through semi-structured and audio-recorded interviews with 20 women who are mothers with various characteristics like age, educational level, working status, and number of children. Regarding conceptions on becoming mother, five categories of description were discovered through the phenomenographic data analysis. Becoming mother is conceived as: a multifaceted process, a life changing experience, a struggle with diverse difficulties, a set of particular personal traits and feelings, and a dynamic interaction with others. On the other hand, women’s reflections on their learning experiences as mothers were presented within three categories of description which are acquisition of parental knowledge and skills, construction of parental knowledge and skills, and transformation of self. Since motherhood is an -across the board- topic where the real subject’s self reports are overlooked in general, it is most of the times spoken about on ‘behalf’ of its subjects. The collective voices of women regarding their mothering experiences, and the effort to present and describe these experiences through their own narratives as much as possible is what makes this study an important one.
A preliminary form of a scale on mother attitudes toward highly competitive school entrance exams for fifth grade students
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1989., 1989.) Torun, Alev.; Öner, Necla.
The purpose of the present study is to develop a scale that would be used in measuring some parent variables which are assumed to have relationships with attitudes toward highly competitive entrance exams for high schools. Based on earlier research findings and informal observations of the researcher, four parent variables which seem to contribute to stressful exams experienced by children are suggested. These variables are conceptualized as (1) democratic/authoritarian child rearing practices, (2) identification with children, (3) conformity, and (4) social mobility. To measure the four suggested variables, an instrument composed of four subscales for a mother form and three subscales for a child form was constructed. A questionnaire on sociode: graphic family characteristics was also inclu'The newly constructed instrument and the questionnaire were administered to 75 mothers and their children from the fifth grades of two upper-middle/high SES elementary schools. The internal consistency and validity of the scale forms were conducted in four stages. In the first stage, item-remainder correlations and alpha coefficients for each mother and child subscale were computed. These initial coefficients were generally at an unacceptable level. In the second stage of the study. the most reliable items obtained from the first analysis were selected and reanalyzed. Using the selected pool of items produced more satisfactory results, though the internal consistency of most subscales Here still below the expected level. In the third stage, short farms for the mother and the child scales, composed of the best subscale items, were derived and analyzed. The total 30-item mother form yielded an acceptable (a=.81 and median item-remainder r=.34) outcome. However, a similar analysis for the child form did not give satisfactory results, therev fore, this scale was dropped. In the final stage, the 30-item mother form was subjected to factor analysis for validation. A three-factor varimax rotation showed clear evidence for the content validity of one of the subscales (namely, the identification with children subscale). This is the first factor, which accounted for 17 percent of the total variance and converged on the original ÖZDEŞ subscale. Factors two and three, on the other hand, accounted for 9 and 7 percent, respectively, but did not converge on a particular subscale. They included items from the DEMO (democratic/authoritarian child rearing practices), UYMA (conformity), and SOSHAR (social mobility) subscales showing no particular pattern, and therefore, not possible to label conceptually. There are two major limitations of this study: (1) related to the sample size and characteristics and (2) to the initial number of items. Further experimentation with additional items and cr08 validation on larger and varying samples may mitigate these limitations. The three-factor short mother form of the scale and the mother ÖZDEŞ subscale are recommended for these trials before they can be used for research purposes.
A preliminary study towards the development of the Turkish form of the classroom environment scale
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1989., 1989.) Tüter, Nergis.; Erkman, Fatoş.
A psychological comparison of people's perceptions of their own families and their presumptions of the "typical" Turkish family
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2006., 2006.) Bulgan, Gökçe.; Gülerce, Aydan.
The aim of this study was to investigate people̕s perceptions of thepsychological functioning of their own families and their presumptions of that ofthe "typical" Turkish family. The probable difference between individuals̕ own perceptions of their own family and their view regarding the "typical" family theydefined according to themselves and believed to best reflect the majority of familiesin the Turkish society was also examined. The sample of the study consisted of 112 families made up of 112 mothers, 108 fathers, 107 elder children, and 46 younger children. Participants of the studywere selected in order to represent a diverse group as much as possible in terms ofage, gender, education level, place of residence, and socio-economic status. Family members̕ perceptions of their own family's psychologicalfunctioning and structure were assessed by AYDA "Aile Yapısını Değerlendirme Aracı" / Family Structure Assessment Device (Gülerce, 1992) Actual Family Form,whereas their presumptions regarding the "typical" family were measured by the Typical Family Form of the same instrument. Findings indicated that families in the current study perceived both theirown families̕ and the "typical" Turkish family̕s psychological functioningviiiconcerning communication, unity, management, competency, and emotional context indices as healthy when compared with the norms (Gülerce, 1996).Results of the study also revealed that family members perceived their ownfamilies̕ overall psychological functioning significantly healthier [t(111)=7.24; p<.001] when compared to the "typical" Turkish family. Furthermore, the study revealed significant differences between families̕ AYDA-Self and AYDA-Typicalscores in terms of communication, unity, management, competency, and emotionalcontext. This study was important in terms of providing with information regarding how individuals perceived and presumed the present-day Turkish family. Moreimportantly, the probability of projections of family members̕ own thoughts concerning their families onto the "typical" Turkish family in their minds are worth discussing.
A self exploration program to facilitate change in the self concepts of students
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) Ergener, Ferhan.; Erkman, Fatoş.
The purnose of this study was to Drovide exnerlences in a group environment leading each student to change negative attitudes toward self, allowing the develonment of a more positive self-concept. The study assessed the relative effects of a structured self-exploratory group experience, special skill training in a group situation and no-treatment on student attitudes toward self. The participants in the study included thirty grade nine students of private Lycee in Istanbul, who were assessed to have low self-concept according to the Tennessee Self-Concept Scale among a Dopulation of eighty six students. Students were randomly selected and assigned to one of three groups. The three groups consisted of a structured self-exploratory group (Experimental Group I), a group teaching communication, decision-making and problem solving skills (Experimental Groun II) and a no treatment control group, The treatment for the two experimental groups consisted of one hour session each week for eleven weeks including post tests. The control group met only for pre and post testing. The TSCS was applied to all of the subjects in the beq;inning and at, the end of the treatment neriod. The variables used as indicators of student attitudes toward self were the scores students obtained on the TSCS. The hypotheses were that the self-concept of students who go through a self exploratory group experience as assessed by TSCS will improve from pre to post testing, the self concept of students in a self-exploratory group assessed by TSCS will improve significantly more than the students in a group teaching communication, decision-making and problem solving skills. The third hypothesis was that the self-concept of the students in a self-exploratory grou1) assessed by TSCS will improve sifnificantly more than the group of students who do not receive any treatment. The data were analyzed utilizing the analysis of variance' Scheffee posthoc comnarison method and t-test procedures. The results supported the first and third hynotheses that is Experimental Group I showed a significant difference from pre to post testing in the direction of development of a positive self concept while the control group did not change. It can be said that the results suggest that it is possible to affect positive change in selected student attitudes toward self.
A single case study of family resilience after parental death
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2015., 2015.) Tanacıoğlu, Betül.; Akmehmet Şekerler, Sibel.
The main purpose of this study was to explore the factors that help family members adapt to parental death. Since any type of loss affects relationships, roles, and life goals, it was important to provide the whole picture of a family via a family systems perspective through using various data sources. To gather in-depth data about a family, a single case study design of qualitative approach was employed. Through a purposeful convenience sampling method, a family that had experienced loss of the mother became the case for the current study. For screening, DSM-V “Persistent Complex Bereavement Disorder” criteria were used. Data was collected through demographic forms and semi-structured interviews. The data was transcribed and then analyzed by using a thematic analysis procedure. Six themes emerged from the data: life after the diagnosis, mediators of mourning, life after loss, family members’ future plans, school perspective and family resilience. Findings revealed that the fact that the mother’s death was due to an illness was a facilitating factor for the family because of the predictability of loss. Also, religious beliefs, open communication, social support and economic resources of the family were helpful in their overcoming their experience of loss. This study was important in the sense that it gave an in-depth perspective of a Muslim family who lost the maternal parent, which is considered a person’s most important attachment figure.
A study of attitudes of mothers towards parent involvement in preschool centers
(Thesis (M.A.) - Bogazici University. Institute of Social Sciences, 1996., 1996.) Yasa, E. Zeynep.; Bekman, Sevda.
The present study aims to investigate the attitudes of mothers towards parent involvement in preschool education. This study attemps to answer the following two questions. Are there differences among mothers attitudes with respect to educational level of the mother, socioeconomic level of the school , age and sex of the child? What are the parent involvement activities in centers with different socioeconomic levels reported by the mothers and directors? The sample of the study was composed of 94 mothers whose children were between the ages of 3 to 6 years and attend preschool centers with different socioeconomic levels. Socioeconomic level of prescool centers were determined with respect to the amount of monthly fee paid per child to the center. Mothers in the sample were chosen from three different educational levels; high, middle and low. Educational level of the mothers was determined according to the school from which they had graduated. In addition to the mothers, 19 directors were chosen to find out the existing parent involvement activities in preschool centers with different socioeconomic levels. An interview schedule was constructed by the researcher. It included six subscales which are parent's involvement in noneducational school activities, information giving, parent's v involvement in their child's education, parent involvement 1n school education process, parent's involvement in school management and policy making and social links. The results for the total score which incorporated S1X subscales indicated no significant differences .in the attitudes of mothers with respect to their educational level. sex and age of their children and to the socioeconomic level of the school. On the other hand the results obtained from the subscalescores indicated significant differences for two of the subscales which are refered to "Parents' involvement 1n non-educational school activities" and "Parents' involvement in school management and policy-making". Mothers in the low and middle education group gave more importance to the above mentioned activities than the high education group. Both the parents and the directors reported that "Information giving" activities as existing in their centers. "Involvement in school management and policy-making" activities were reported as non-existent both by the mothers and the directors.
A study of in-service training activities in selected Turkish industrial organizations
(Thesis (M.A.)- Bogazici University. Institute for Graduate Studies in Social Sciences, 1994., 1994.) Akyıldız, İpek.; Gök, Fatma.
The purpose of the study is to assess the in-service training activities of the Turkish Major Industrial Organizations.To serve this aim,the first 100 organizations of the 500 Major firms that were presented by the istanbul Commerce of Industry in 1992 were taken as a sample.The training directors of 37 firms that have organized training activities were studied by using interview form that was developed by the researcher. Some of the outstanding findings of this study are as follows: It is clear that the most important objective of the training programs is to increase productivity (64%).Most of the firms (61 %) prepare their own training programs ,they use their own training staff as trainers of these programs implemented in the company.Training needs of the organization are mostly determined by taking the suggestions of the managers. Participants of training programs are mostly determined by performance appraisal results. In the sample organizations both on-the job and off the job training techniques are used. In terms of the type of the training,the programs related with Quality represent the first priority under the heading of Technical/Functional trainings.The programs related with Communication are in the first priority under the heading of Managerial trainings.The training programs' evaluation studies are made by companies themselves which mostly consist of the taking reactions of the trainees. Furthermore, most of the directors who were interviewed state that in-service training facilities in the industry has been given more importance compare with the past.The training directors gave some recommendations to enhance in-service training in Turkish industl y.Some of the significant ones are as follows: 1- There should be institution that train proffesional industrial trainers. 2- There should be contact between the universities and the industrial organization to carry out the training programme. 3- The government should encourage companies to enhance the training activities by reducing taxes in proportion to the training budget that the company allocate. 4- All the employers and the managers should believe in the effectiveness of the training programs.
A study of parent involvement in the Bogaziçi University preschool center
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2008., 2008.) Özışıklı, Işık Sabırlı.; Ünlühısarcıklı, Özlem.
The aim of this study was to reveal views of parents whose children enrolled in the Bogaziçi University Preschool Center regarding parent involvement, their experienced barriers for participation and their suggestions for practice. Because data was collected both from the mothers and the fathers, it provided the opportunity to get an idea about the differences and similarities between the views of mothers and fathers. Moreover, the collected data contributed to implications to program planning for parent involvement. Qualitative and quantitative methodological approaches were used together for this study. Fifteen parents participated in the interviews and 143 parents participated in the survey study. To investigate the subject of parent involvement, Joyce Epstein’s classification of parent involvement which is formed by the categories called ‘parenting, communicating, volunteering, learning at home, desicion making and collaborating with the community’ was considered as the base of this study. According to the study, it was found that parents considered the center as contributing to their parenting skills, and that although they suggested some aspects be improved, they had reported positive views for the communication between themselves and teachers, the administration of the center, and other parents. In terms of volunteering, most of the parents were willing to volunteer in various ways if they were directed and motivated by the center. Involvement in their children’s learning at home was also an appealing aspect for the parents, and their reports show that any attempt of the center to support them related to this aspect would be welcomed by the parents. Regarding the participation of parents in the desicion making processes of the center’s administration, almost all of the parents advocated that parents should have a say in the administration of the center through ways like parent representative groups. Lastly, regarding ‘communicating with the community’, most of the parents expressed a need to be informed by the center about the exterior resources such as psychological counseling services, health services, cultural events, educational activities, etc.
A study on the validity of the shortened form of the Minnesota Counseling Inventory (MCI) in Turkish
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) Özdemir, Neylan Pektaş.; Çulha, Meral Ü.
The purpose of the present study was to obtain information on the validity of the shorthened form of the Minnesota Counseling Inventory (MCI) adapted in Turkey. The MCI is an inventory which gives information about the personality structure and problems of American. adolescents. It was developed by Berdie and Layton (1957). The Turkish adaptation of the shorthened form of Mel in Turkey was accomplished by Akdag (1979). It has eight sub-scales which are Validity (V) Social Relationships (SR), Family Relationships (FR), Emotional Stability (ES), Conformity (C), Adjustment to Reality (R), Mood (M) and Leadership (L) scales. In the validation of these scales, teacher nominations, evaluations of the family and the Si scale of the MMPI were used as criterion measures. "Student Evaluation Forms" were developed for family evaluations and teacher nominations. Two "Student Evaluation Forms for Teachers" were established for each of the six scales including the SR, ES, C, R, M and L scales, one containing the descriptions of the negative characteristics of the particular scale, the other the positive characteristics. Using these descriptions, teachers prepared lists of nominations from which two groups (positively negatively nominated) of students were formed for each scale. The scores of the negatively and positively nominated groups were compared with each other as well as with an independent normal sample obtained from the Education Department of the Bogaziçi University. In the validation of the FR scale, "Student Evaluation Forms for Family" were developed and scores of this form were correlated with the scores of the FR scale. Correspondance between teacher nominations and student scores on SR, ES, C, R, M and L scales were also investigated and the appropriatness of the scale means in discriminating students was tested. Additionally the SR scale was compared with the si scale of the MMPI whose validity on the Turkish samples is established. Findings of this study indicated that the SR, ES, L, R and C scales effectively discriminated between the students of low and high characteristics on these traits. The SR, ES, C, Rand L scales were particularly effective in discriminating the students with poor adjustment characteristics while only the SR and ES scales were effective in discriminating the students w~th poor adjustment characteristics from the normals. The mean scores of four of the scales were found appropriate as critical scores, but not those of the M and R scales. Additional analysis on the SR scale also showed that it measures more or less the same behavior characteristics as the Si scale of the MMPI. Lack of data on the validity/reliability of the teacher ratings and family evaluation forms including a well administered systematic teacher training for accurate observations constitute a limitation of this study. The other important limitation is related to sampling. Only the ninth graders in a highly selective private high school were included in this study. Cross-Validation and use of different criterion measures were recommended for further research.
A training to promote teachers' positive attitude towards web use: self efficacy, web enjoyment, web usefulness and behavioral intention to use the web
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2007., 2007.) Bayramoğlu, Yusuf.; Akpınar, Yavuz.
The purpose of the study is to examine the effect of compact training on creating a web page on teachers’ web attitude, as composed of four constructs: web self efficacy, perceived web enjoyment, perceived web usefulness and behavioral intention to use the web. It attempted to answer whether there is a significant difference between teachers’ web self-efficacy, web enjoyment, web usefulness, behavioral intention and attitude levels before and after the training. In order to measure the related constructs, the Web Attitude Scale (WAS) developed by Liaw (2002a) was adapted into Turkish and tested with a sample of 156 participants. The participants of the adaptation study were teachers from different schools in Istanbul. The performed analyses verified the internal consistency reliability of Turkish version of WAS, Cronbach alpha was estimated as 0.90. Training materials on creating a web site using a free service of Mynet Portal, Mysite, was developed by using behavioral modeling method of instruction. The training was offered to sixteen teachers. Before and after the training the Turkish version of WAS was administered. The scores of WAS obtained through the pre and post training administrations were analyzed using SPSS 15. The two sets of scores were compared both on the basis of the overall web attitude and specific four constructs constituting web attitude. The tests showed that the participants’ post training web attitude, web iv self efficacy and perceived web usefulness was significantly different from their pre training web attitude. According to the results, the training created a positive and significant difference on the participants’ web attitude. There was also a significant difference on their web self efficacy and perceived web usefulness scores before and after the training. Although the post training scores of perceived web enjoyment and behavioral intention to use the web were higher than the pre training scores, the differences were found not to be significant. The study concluded that, developing and conducting training presented an opportunity for enhancing the web attitude. The study recommended to use the adapted version of WAS in order to examine interrelations between variables related to attitude by designing new research models.
Academic writing and the experiences of graduate students and supervisors/advisors :|the case of educational studies
(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2022., 2022.) Toprak, Ziya.; Caner, Ayşe.; Gök, Fatma.
This study questions quality and experiences of graduate writing in the field of educational studies. A typical graduate work has three basic components; the writer, the advisor and the text. By using two-phase research, the present study investigates all three components. The first phase of the research examines the quality of graduate theses written in the field of education studies. The quality examination is done by using a plagiarism detection software with respect to two parameters; similarity and plagiarism. 600 theses and dissertations written in the field of educational studies are analyzed. Findings show that the mean similarity index of the sample is 28.58%, which is significantly higher than the mean threshold. The rate of theses and dissertation having high-level plagiarism is 34.5%. The second phase of the study deals with the experiences and perceptions of academic writing among graduate students, and advisors’ perceptions of academic writing and their advising practices by conducting in-depth interviews. 12 advisors and 24 graduate students are included as participants. MAQXDA, a qualitative data analysis program, is used for the content analysis of interviews. Findings show that advisors and students have a difficulty in grasping requirements of academic writing. Participants regularize and understand from academic writing an epidemic conception of writing, which repeats itself across different cases while making limited contribution. It has been suggested that the genre qualities of academic writing in the field of educational studies can explain the theses and dissertations plagiarized and having originality issues.
Achievement and achievement motivation :|an explanatory model
(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1990., 1990.) Ardaç, Dilek.; Baykal, Ali.
The purpose of the study is to determine parental factors related to achievement motivation and achievement of children in order to; 1) explain how parental factors act so that they influence academic achievement of children, 2) identify parental factors which are influential over achievement of children to provide guidelines for parent education programmes intending to increase academic achievement. A total of 1420 fifth grade students (498 during academic year 1988-89 and 922 during academic year 1989-90) attending to a private preparatory institute and their parents participated in the study. The sample was preferably chosen among samples attending a private preparatory institute due to the existence of a severe achievement situation facing these students. The measuring instruments used to assess parental variables were; 1) Home Educational Environment Questionnaire, 2) Parent Socialization Questionnaires, and 3) Parental Atti tudes Research Instrument. The measuring instruments used to assess achievement and achievement motivation of children were; 1) Achievement Motivation Scale, and 2) Achievement tests administered to the students as part of the private preparatory course. Home Educational Environment Questionnaire, Parent Socialization Questionnaires and Achievement Motivation Scale were developed and analyzed in terms of their validity and reliability by the researcher. The data was analyzed using; 1) Pearson Product Moment Correlations, 2) Analysis of Variance Technique, 3) Regression Analysis, and 4) Analysis by t-test. The results of the study indicate the existence of significant positive relationships between achievement motivation and overprotection and restrictions & punishments dimensions. On the other hand achievement was found to be negatively related to overprotection and strict discipline dimensions, and positively related to mother education, father education, democracy, demands & age, and home educational environment where home educational environment, mother education, and strict discipline were observed to be the three parental variables explaining the greater percent of variance in achievement of children. No significant relationship was observed between achievement motivation and achievement. The nonexistence of a relationship between achievement motivation and achievement as well as the low number of contradictory correlations between achievement motivation and other parental process variables are discussed in terms of 1) the homogeneity of the sample population, 2) the dominant effect of ability over achievement motivation, 3) problems concerning the content-validity of Achievement Motivation Scale, and 4) the relative position of achievement motivation within the sample population. Although the results indicate the existence of global and specific parental behaviors/attitudes related to different achievement levels, they lack the explanation concerning the function of achievement motivation in causing differences in the achievement level. Therefore implications of the results were mainly directed towards parental factors related to higher academic achievement. Characteristics of parents whose children achieve higher compared to other children were outlined resulting in a list of "favorable" parental attitudes and behaviors related to high academic achievement. These "favorable" parental characteristics were differentiated in terms of their instructability level and parent education programmes which could provide a change from "unfavorable" to "favorable" parental characteristics were discussed.
Adaptation of the education participation scale (EPS) for participants in level II literacy courses
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2006., 2006.) Güngör, Ramazan.; Ünlühısarcıklı, Özlem.
This thesis concerns the adaptation of the Education Participation Scale (EPS), which was developed by Boshier, and last revised by Boshier (1991), for implementation in Turkish adult literacy programs. The aim of the study was to conduct research on the reliability of the adapted version of the EPS. The study was carried out in two phases. First, the translational equivalence was established and then the reliability of the Turkish form of the EPS was studied. The translational equivalence study included forward-translation of the instrument from English to Turkish followed by back-translation from Turkish to English and reconciliation sessions with experts. A test/re-test with the original English form and the translated form in Turkish was conducted by administering the alternate forms of the instrument to a group of 96 bilingual participants of adult education courses, mostly advanced courses of English as a foreign language. Highfactor-by-factor Pearson product-moment correlations (ranging from .724 to .942)between the scores of the two administrations demonstrated translational equivalence of the Turkish translation of the EPS. In the second part of the study, the final Turkish translation of the instrumentwas administered to 172 participants in level II literacy courses at eight different People̕s Education Centers (PECs) in the province of Istanbul to ascertain factor structure and internal consistency. Factor analysis yielded seven factors that were comparable to Boshier̕s factor structure. The names given to the factors by Boshier(1991) were retained for this reason. The factors were Communication Improvement, Social Contact, Educational Preparation, Professional Advancement, Family Togetherness, Social Stimulation and Cognitive Interest. The internal reliability of the adapted version of the EPS (Cronbach̕s alpha) was calculated and it was satisfactorily high, .897 for the instrument. A test/re-test of the Turkish version of the instrument was conducted at a level II literacy course, during field-testing with a two week interval, to establish that thenew form is reliable across time. High correlations at the factor level, ranging between .887 and .991 (Pearson product-moment), were obtained between the scores of the two administrations of the Turkish form of the EPS to 27 level- II-literacycourseparticipant at the Kucukcekmece PEC. Overall, the study indicated that the Turkish form of the EPS was reliable with regard to internal consistency and stability over time and it had a factor structure that was very similar to the English version of the instrument.

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