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    Examining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinking
    (Springer, 2023) Durak, Hatice Yildiz; Uslu, Nilufer Atman; Bilici, Sedef Canbazoglu; Guler, Bekir
    In this study, the role of science and computational thinking (CT) in teaching self-efficacy and design thinking variables were examined to explain the technological pedagogical content knowledge (TPACK) knowledge forms needed by science teachers for integrated Science, Technology, Engineering and Mathematics (STEM) within the framework of the TPACK framework. 216 teachers working as science teachers in Turkey participated in the research. In the study, data were collected in an electronic form consisting of five parts. The model proposed in the research was tested with the partial least squares-structural equation modeling (PLS-SEM) method. The research showed that the self-efficacy of science teachers was related to technological pedagogical engineering knowledge (TPEK), T- integrated (I) STEM, and technological pedagogical science knowledge (TPSK). In addition, the self-efficacy of science teachers is also effective in design thinking. CT teaching self-efficacy has a positive effect on design thinking and the development of technological pedagogical mathematics knowledge (TPMK), TPEK, and TPSK structures. Design thinking skill is also related to TPMK, TPEK, and TPSK structures. These results can be a guide to ensure the effectiveness of professional development programs that will be prepared to improve science teachers' integrated STEM competencies.
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    A Latent Profile Analysis for the Study of Multiple Screen Addiction, Mobile Social Gaming Addiction, General Mattering, and Family Sense of Belonging in University Students
    (Springer, 2023) Saritepeci, Mustafa; Durak, Hatice Yildiz; Uslu, Nilufer Atman
    During the COVID-19 period, individuals who physically isolated themselves from the social environment increased their screen time compared to before, and the time spent in the family environment increased. Increasing screen time is considered a factor that increases addiction. In this context, the purpose of this study was to examine the profiles of university students according to multiple screen addiction, mobile social online gaming addiction, and general mattering. The participants of this study are 588 university students. Personal information form and four different scales were used in the study. The latent profile analysis was used to analyze the data. As a result of the research, four different sets of participants were formed. The variables excessive behavior, compulsive behavior, and loss of control increase the likelihood that students will be clustered in the average profile. It was observed that all variables except gender and age increased the probability of clustering in the medium multiple screen addiction low gamers profile. It was observed that excessive behavior, compulsive behavior, and loss of control variables increased the probability of clustering in the high multiple screen addiction high gamers profile. As a stronger predictor than other profiles, it was determined that the probability of students performing high multiple screen addiction high gameplay activities was approximately 3 times more than the students in profile 1.
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    Modeling of variables related to parents' awareness in Cyberbullying Prevention
    (Springer, 2023) Vezne, Rabia; Uslu, Nilufer Atman; Durak, Hatice Yildiz
    Cyberbullying awareness of parents is significant to reduce exposure to cyberbullying. However, it is noteworthy that there are limited studies on the factors affecting parents' knowledge and competencies about cyberbullying and the change of these factors according to the education level of the child. This study aims to determine the relationships among cyberbullying knowledge and competence levels of parents with children studying in K-12 and mediation in children's Internet use, family harmony and technology usage experience and examine how it differs according to the child's education level. This study was done with a representative sample consisting of 662. It was found that the competencies of the parents in preventing cyberbullying were related to positive harmonious relationships within the family, technology use experience and parental mediation. The results indicate that positive parental involvement can be predicted from higher scores in parental knowledge in cyberbullying, perception of parental competence, risk adjustment, and attribution of parental responsibility. In addition, instead of parents' restrictive mediation styles in their children's use of technology, the co-use, active mediation, and supervision styles can help reduce the likelihood of children being exposed to risks such as cyberbullying and victimization. In the multi-group analyzes made, it is seen that the research model works at the primary school level with the highest explanation rate. Moreover, it was concluded that different mediation types were effective for primary, secondary, and high school levels.
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    Online learning in higher education: Examining the predictors of students' online engagement
    (Springer, 2023) Vezne, Rabia; Durak, Hatice Yildiz; Uslu, Nilufer Atman
    In this study, the effects of remote learning attitude, extrinsic and intrinsic goal orientation on the dimensions of online engagement were examined. 293 teacher candidates at a state university in Turkey participated in the research. PLS-SEM was used to analyze the data. In all models, relationships related to online collaboration with peers, online communication with instructor, participation in online classes, and completing assignments and tasks were confirmed. The relationships between the attitude towards attending online courses and the skills and emotional dimensions of engagement were confirmed. The relationships between intrinsic goal orientation (IGO) and skills and emotional dimensions of engagement are significant. Extrinsic goal orientation (EGO) is only related to the performance dimension of engagement.
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    The role of flexible thinking and academic achievement emotions in predicting goal-setting, time management, and self-evaluation in online learning: a multi-group analysis
    (Routledge Journals, Taylor & Francis Ltd, 2023) Durak, Hatice Yildiz; Uslu, Nilufer Atman
    The purpose of this study is to examine the effect of flexible thinking and achievement emotions in predicting goal-setting, time management, and self-evaluation in the context of online learning. In the study, 438 students at six different universities participated. The proposed structural model was analyzed by PLS-SEM. In the structural model, the relationships between open-mindedness in learning, learning technology acceptance, and adapting to new technologies in flexible thinking-related learning were confirmed. A positive direct effect on enjoyment, pride goal-setting, time management, and self-evaluation from academic achievement emotions was found. Boring has a direct negative effect on these constructs. On the other hand, the hypotheses that concern affected time management and self-evaluation were accepted. According to the test results of the proposed model, the variance was 43.3% for goal-setting, 33.7% for time management, and 27.8% for self-evaluation. In addition, the path coefficients for the proposed model were examined by multigroup analysis to whether there is a significant difference according to gender. In the sub-sample consisting of female students, the path coefficient for the relationship between the dimensions of flexible thinking and enjoyment was found to be higher than for males, and this difference was found to be statistically significant.
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    Understanding self-regulation, achievement emotions, and mindset of undergraduates in emergency remote teaching: a latent profile analysis
    (Routledge Journals, Taylor & Francis Ltd, 2022) Uslu, Nilufer Atman; Durak, Hatice Yildiz
    Due to the threat of COVID-19, many educational institutions have made urgent decisions about how to continue teaching and learning, taking their courses online. The transition from face-to-face teaching to Emergency remote teaching (ERT) has made it difficult for individuals to organize their learning processes independently. Therefore, in this period, it is expected that learner profiles will differ from traditional online learning, and there are uncertainties in this regard. The aim of this study is to examine learner profiles in ERT according to online self-regulation (SR) strategies, achievement emotion, and mindset. The study group of this research consists of 659 university students. Latent profile analysis, one-way ANOVA, and multinomial logistic regression analysis (MLA) were used in the analysis of the data. As a result of the research, four profiles emerged: (a) low SR, negative type in emotions, and low growth mindset beliefs, (b) low to moderate SR, positive type in emotion and high growth mindset belief, and (c) moderate to high SR, diversified type in emotion and fixed mindset, (d) high SR, positive type in emotion, growth mindset beliefs. MLA findings show that SR strategies, enjoyment, anxiety, gender, age, and GPA affect differences in predicting several profile memberships of learners.