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This study aims to adapt the Appearance-Related Social Media Consciousness Scale (ASMC), developed by Choukas-Bradley et al. (2020), into Turkish and carry out validity, reliability, and standard-setting studies on adolescents. The study... more
This study aims to adapt the Appearance-Related Social Media Consciousness Scale (ASMC), developed by Choukas-Bradley et al. (2020), into Turkish and carry out validity, reliability, and standard-setting studies on adolescents. The study was conducted on 444 adolescents, 296 of whom were girls. Confirmatory factor analysis was used to determine the scale's construct validity. Correlation analysis was performed for criterion validity, and Cronbach alpha and composite reliability coefficients were calculated for reliability. Confirmatory factor analysis results showed that the scale fits perfectly. The scale showed a moderate positive correlation with social appearance anxiety, depression, anxiety, and stress. In addition, the reliability coefficients were over .90. The results indicated that ASMC has good psychometric properties.
Technological advancements initially made it possible for individuals with different cultures from different parts of the world to consider working together, and eventually collaboration turned into a necessity. Based on this necessity,... more
Technological advancements initially made it possible for individuals with different cultures from different parts of the world to consider working together, and eventually collaboration turned into a necessity. Based on this necessity, OECD measured collaborative problem-solving (CPS) competencies of 15-year-old students from the countries participating in PISA assessment in 2015. The objective of this study is to examine the data on Turkey from PISA 2015 CPS survey through Deterministic-Input, Noisy-Or-Gate (DINO) cognitive diagnostic model and to determine the students' levels of CPS competencies as well as difficulty levels of these competencies. In this context, primarily, attributes of CPS competency domain were examined and the model with the most appropriate number of attributes, classification accuracy and consistency was determined for the analysis of PISA 2015 CPS data. The sample of this descriptive study consists of 435 students. As a result of the analysis, the Q-m...
The purpose of this study is to investigate the effects of several student and school level variables on students' mathematical achievement and mathematical achievement growth in middle school. The research population consisted of... more
The purpose of this study is to investigate the effects of several student and school level variables on students' mathematical achievement and mathematical achievement growth in middle school. The research population consisted of students in Ankara who started middle school in 2008 and graduated in 2011. Using a non-random typical case sampling method, 3715 students were sampled from 40 middle schools. The data used in this study were obtained from the Ministry of National Education with express written permission. Student Placement raw mathematics subtest scores from 2009 to 2011 were used as the dependent variable in the analysis. "Gender, mathematics grade point average in 6 th grade, and school attendance at sixth grade" comprised the student level variables whereas "school type and school size" variables comprised the school-level variables. A three-level hierarchical linear growth model was used to investigate the effects of these variables. Students' raw mathematics subtest scores in Students Placement Test were included in the model after these scores were equated. The results of the model analysis indicated that there was no growth in students' mathematical achievement. It was also observed that school attendance, sixth-grade mathematics grade point average and school type had a statistically significant effect on students' sixth-grade mathematical achievement.
Problem-solving skills are very important in ensuring effective participation in public life regard and schools play an important role in helping students develop problem-solving skills. The purpose of this study is to determine the... more
Problem-solving skills are very important in ensuring effective participation in public life regard and schools play an important role in helping students develop problem-solving skills. The purpose of this study is to determine the student and school level variables that effect students’ problem solving skills using a two-level Hierarchical Linear Modeling (HLM). The data in this study is belongs to 4848 students in 170 schools who participated PISA 2012. Gender, school attendance, openness to problem-solving and perseverance to reach solution variables constituted the student level variables whereas school type, educational resources, dropout rates and student/math teacher ratio variables constituted the school level variables. The findings indicated that all the variables but openness and perseverance have statistically significant effect on students’ PISA 2012 problem-solving achievement scores. The results of the analysis indicate that 54 percent of the variability in the probl...