Yazar "Sarikaya, Ismail" seçeneğine göre listele

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    Challenges and fundamental skills for primary school teachers: Developing self-efficacy beliefs scale
    (Mehmet Tekerek, 2021) Sarikaya, Ismail; Sokmen, Yavuz
    The study aims to shed light on the strengths of the primary school teaching profession and the fundamental skills that a primary school teacher (PST) should have while also taking into account the views of the PSTs. However, based on the data collected, the objective is to develop a self-efficacy belief scale (SEBS) for PSTs and teacher candidates. The first stage was carried out with 80 PSTs with at least five years of professional experience. 763 PSTs and PST candidates participated in second stage of the study. A SEBS was developed for PSTs and teacher candidates in light of the obtained data. Descriptive analysis and content analysis were used for qualitative data. The categories of being a teacher in village school, administration-colleague and parent-related problems, student self-care, pedagogical qualifications, and personal and professional development were attained concerning the challenges and fundamental skills for PSTs. Scale development steps were followed second stage of the study. The SEBS containing three sub-dimensions and 19 items is assumed to be helpful and valid and reliable metrics.
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    Development of self-regulation scale for middle school students: Validity and reliability study
    (Izzet Kara, 2023) Sarikaya, Ismail; Ozturk, Mesut; Ozgol, Mustafa
    This study was conducted to develop a valid and reliable measurement tool that can identify middle school students' self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely forethought and volitional control and self-reflection. In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability (CR) were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis (CFA) was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.
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    The Effect of Augmented Reality Technology on Primary School Students' Achievement, Attitudes Towards the Course, Attitudes Towards Technology, and Participation in Classroom Activities
    (Taylor & Francis Inc, 2024) Sokmen, Yavuz; Sarikaya, Ismail; Nalcaci, Ahmet
    The research aims to investigate the impact of augmented reality (AR) technologies developed within the framework of primary school students' on student achievement, attitudes towards the course, attitudes towards technology, and participation in classroom activities. The contents of AR-based learning materials have been developed by 4th-grade teachers and writers within the context of the existing curriculum. The study process was carried out based on the instructional design model. The research was performed in conjunction with the quasi-experimental design among the experimental designs of quantitative research methods. Using the cluster random sampling method, students in the experimental and control groups were selected among 11 primary schools. The findings indicate that contrary to the students in the control group, the students in the experimental group had higher academic achievement and participation in classroom activities, and also their attitudes to the course and applied technology were more positive. Moreover, concerning the experimental group students, a positive and significant correlation between their academic achievements, attitudes towards the course, attitudes towards technology, and their participation and participation in classroom activities have been observed.
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    Exploring Self-Regulation Skills in the Context of Peer Assisted Writing: Primary School Students' Sample
    (Routledge Journals, Taylor & Francis Ltd, 2021) Sarikaya, Ismail; Yilar, Omer
    The purpose of this research is to determine the self-regulation behaviors demonstrated by the 4th grade students in the writing process within the scope of peer-assisted writing activities. The aims of this research include developing a measurement tool to identify the self-regulation behaviors exhibited by primary school students during the writing process. The study was designed in accordance with the qualitative research approach. The data were acquired through observation and video recordings. The study was carried out with 4th grade students in primary school and conducted in two stages as a pilot and main study. The pilot application was carried out with six students. The main study was carried out in two different 4th graders with 30 students. A cluster random sampling method was used to determine the research group. In order to determine the self-regulation behaviors demonstrated by students during the writing process, a semi-structured observation form was used. Expert opinions were taken for the validity and reliability of the created form. The data were subjected to descriptive and content analysis. As a result of the study, some self-regulation behaviors were determined that demonstrated by 4th grade students. These behaviors are presented under seven topics: regulation of environmental factors, regulation of sensory and motivational factors, planning, strategy development, regulation of temporal and social factors, monitoring, and evaluation.
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    The mediating role of self-efficacy between emotional intelligence and job satisfaction of primary school teachers
    (Elsevier France-Editions Scientifiques Medicales Elsevier, 2022) Sokmen, Yavuz; Sarikaya, Ismail
    Introduction. - In this study, it was analyzed whether self-efficacy has a mediating role between the emotional intelligence and job satisfaction of primary school teachers. Objective. - It is to test the relationships between primary school teachers job satisfaction, self-efficacy and emotional intelligence levels. Method. - A path analysis was performed on a sample of 252 primary school teachers. Results. - It was found that self-efficacy mediated the relationship between emotional intelligence and job satisfaction. Conclusion. - Based on the findings of the study, the relationships between emotional intelligence, job satisfaction and self-efficacy were discussed in the literature and various suggestions were made to concerned future researchers and practitioners. (c) 2022 Elsevier Masson SAS. All rights reserved.
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    Middle School Students' Problem Solving Performance: Identifying the Factors that Influence It
    (Springer, 2024) Ozturk, Mesut; Sarikaya, Ismail; Yildiz, Kubra Ada
    This research was carried out to examine the serial mediation role of mathematics self-efficacy and metacognition for problem-solving in the effect of reading comprehension on problem-solving. The relational research model, one of the quantitative research designs, was used in the study. A total of 699 middle school students studying in official public schools in Turkey participated in the study. SPSS and PROCESS macros were used in the analysis of the data of the study. The study revealed that reading comprehension, mathematics self-efficacy, and metacognition were related to problem-solving. The result of the study showed that mathematics self-efficacy and metacognition significantly mediate the relationship between reading comprehension and problem-solving.
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    The relationship between the mathematical reasoning skills and video game addiction of Turkish middle schools students: A serial mediator model
    (Elsevier Sci Ltd, 2021) Ozturk, Mesut; Sarikaya, Ismail
    The reasoning is required for important mathematical skills such as understanding mathematics, problem-solving, and proving. Therefore, it is crucial to examine the reasoning skills of individuals. This study was conducted to determine the serial mediator effect of the negative automatic thoughts and self-regulation within the relationship between reasoning skills and video game addiction of middle-school students. The correlational research model among the quantitative research designs was used in this study which was conducted with the participation of 468 middle-school students. Reasoning skill scale, video game addiction scale, negative automatic thoughts scale, and perceived self-regulation scale were used in the data collection process. The obtained data were analyzed with correlation analysis and mediator variable analysis. In the end, the results indicated that negative automatic thoughts and self-regulation skills had a mediator effect between middle-school students' video game addiction and reasoning skills.