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    Investigation of personal variables, technology usage, vaccine-related variables, social media-specific epistemological beliefs, media literacy, social impact strategies variables affecting vaccine hesitancy beliefs in the Covid-19 pandemic
    (Springer Heidelberg, 2023) Durak, Hatice Yildiz; Gokalp, Zeynep Simsir; Saritepeci, Mustafa; Dilmac, Bulent; Durak, Aykut
    AimIn this study, personal variables, technology use cases, vaccine-related variables, social media-specific epistemological beliefs, media literacy, and social influence strategies were examined as predictors of Covid-19 vaccination hesitancy (VH) beliefs.Subject and methodsThe prediction design research model is used to detect the predictors of the dependent variable. The study group consists of 378 participants. Five different scales were used together with the self-description form as a data collection tool.ResultsAccording to the results of the research, individuals who have positive perceptions about the safety of Covid-19 vaccines and who have received the Covid-19 vaccine have lower anti-vaccine beliefs. It is another situation that prevents the opposition to vaccination of those who research the source of information on social media. As a result, age, education and income level, social media usage experience, media literacy, and social influence strategies were not effective on the participants' anti-vaccine beliefs.ConclusionAccording to the findings of the study, positive perceptions about the safety of Covid-19 vaccines, being vaccinated against Covid-19, and researching a source of information on social media variables seem to be effective in laying the foundations for constructive interventions such as using anti-vaccine beliefs to guide, reduce or eliminate negative beliefs about vaccines.
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    Modeling of Relationship of Personal and Affective Variables With Computational Thinking and Programming
    (Springer, 2023) Yildiz Durak, Hatice; Saritepeci, Mustafa; Durak, Aykut
    Computational thinking skill is one of the basic skills required for every individual, such as reading and writing. For the development of CT, programming education is seen as the key. In the context of programming and CT relationship, it is very important to model individual characteristics and various affective variables with a holistic approach in the programming process. The purpose of this study is to determine and model the relationships of some individual characteristics, personal and affective variables for programming, with CT. One hundred and eighty-one middle school students participated in the implementation. As a result of the research, it was determined that there is a significant relationship between personal variables and attitude towards programming and interest in programming. On the other hand, it has been determined that there is no significant relationship between personal characteristics and self-efficacy for programming and the importance given to programming. In this model, the most influential predictor of attitude and interest towards programming was gender.