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Öğe The Adaptation of the Sources of Mathematics Self-Efficacy Scale for Turkish Context(Turkish Education Assoc, 2014) Yurt, Eyup; Sunbul, Ali MuratThe aim of the study is to adapt the Sources of Middle School Mathematics Self-Efficacy Scale developed by, Usher and Pajares (2009) for Turkish context. After the Turkish version was formed through required procedures, it was administered with 750 middle school students of 6th, 7th and 8th grades. The ages of the students ranged between 12 and 15. The 48% of the students were female (n=408) and 52%of the students were male (n=342). 32% of the students were attending (n=242) sixth grade, 34'% of them (n=257) seventh and 34% (n=251) eighth grade. Construct validity of the scale was investigated via Exploratory and Confirmatory Factor Analysis. Criterion validity of the scale was also done to see if it serves its purpose well. Reliability of the scale was tested by computing Cronbach Alpha, corrected total item correlation coefficient, and t-tests comparing the total item scores of top 27% and bottom 27% participants. The results indicated that the Turkish version of the SMSMSEC consists of four factors. Cronbach alpha values of the factors ranged between 0.80 and 0.94. Corrected total item correlation coefficients ranged between 0.77 and -0.25. Criterion validity results indicated the scale serves its purpose well. The t-test results indicated that there were significant difference between the total scores of top 27% and bottom 27% of the participants for all items.Öğe Assessing Uses of Motivated Strategies by Middle School Students Based on Their Learning Styles(Fac Teacher Education, 2015) Yurt, Eyup; Aydin, Mustafa; Sahin, IsmailIn this study, middle school students' motivated strategies for learning were compared based on their learning styles. Four hundred fifty-one senior middle school students participated in this study. The sample comprised 52.3% female students and 47.7% male students. According to the results of the present study, the Concrete Experience and Reflective Observation learning preferences generally exhibit a negative correlation with the motivated strategies for learning whereas the Abstract Conceptualization and Active Experimentation learning styles mostly display a positive correlation with the motivated strategies for learning. Moreover, the students who have the Accommodating and Converging learning styles use motivated strategies for learning more frequently than the students who have the Diverging and Assimilating learning styles.Öğe Assessing Uses of Motivated Strategies by Middle School Students Based on Their Learning Styles(Fac Teacher Education, 2015) Yurt, Eyup; Aydin, Mustafa; Sahin, IsmailIn this study, middle school students' motivated strategies for learning were compared based on their learning styles. Four hundred fifty-one senior middle school students participated in this study. The sample comprised 52.3% female students and 47.7% male students. According to the results of the present study, the Concrete Experience and Reflective Observation learning preferences generally exhibit a negative correlation with the motivated strategies for learning whereas the Abstract Conceptualization and Active Experimentation learning styles mostly display a positive correlation with the motivated strategies for learning. Moreover, the students who have the Accommodating and Converging learning styles use motivated strategies for learning more frequently than the students who have the Diverging and Assimilating learning styles.Öğe Effect of Modeling-Based Activities Developed Using Virtual Environments and Concrete Objects on Spatial Thinking and Mental Rotation Skills(Edam, 2012) Yurt, Eyup; Sunbul, Ali MuratIn this study, the effect of modeling based activities using virtual environments and concrete objects on spatial thinking and mental rotation skills was investigated. The study was designed as a pretest-posttest model with a control group, which is one of the experimental research models. The study was carried out on sixth grade students attending Maresal Mustafa Kemal Primary School in Konya's city center during the 2010-2011 academic year. The study group is composed of a total of 87 students in two experimental and one control group. In the activities applied for 9 weeks in the experimental groups, a total of 18 different models were developed. As a result of the study, it was found that the spatial thinking skills of Experimental Group, 1 in which concrete objects were used to develop models, were significantly higher compared to those in Experimental Group 2 and the Control group. The mental rotation skills of Experimental Group 2, in which a virtual environment was used to develop mental rotation was significantly higher compared to Experimental Group 1 and the Control Group. The result of the study suggests that using virtual environments and concrete objects together would be more effective in developing spatial skills.Öğe An Investigation of the Effects of the Mathematics Sources of Self-Efficacy on Talented Students' Mathematics Anxiety(Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2015) Yurt, Eyup; Kurnaz, AhmetThis study aims to investigate the effects of the sources of self-efficacy in mathematics on gifted students' mathematics anxiety. The participants of this study are 260 seventh grade gifted students, who attend science and art centers located in Adana, Bursa, Corum, Elazig, Izmir, Izmit, Kayseri, Konya, Manisa and Salihli. Of all the participants, 51.50 % were female (n=134) and 48.50 % were male (n=126). The Sources of Self-Efficacy in Mathematics Scale was used to determine students' sources of self-efficacy in mathematics and the Mathematics Anxiety Scale was used to determine their levels of mathematics anxiety. The data were analyzed through multiple linear regressions. The results showed that of all the sources of self-efficacy in mathematics, namely personal experiences, vicarious experiences, social persuasions and physiological states, only personal experiences had a significant effect on gifted students' levels of mathematics anxiety. The sources of self-efficacy in mathematics were found to account for about 48% of variance in gifted students' levels of mathematics anxiety. The findings were discussed in the light of theoretical framework.Öğe An Investigation of the Effects of the Mathematics Sources of Self-Efficacy on Talented Students' Mathematics Anxiety(Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2015) Yurt, Eyup; Kurnaz, AhmetThis study aims to investigate the effects of the sources of self-efficacy in mathematics on gifted students' mathematics anxiety. The participants of this study are 260 seventh grade gifted students, who attend science and art centers located in Adana, Bursa, Corum, Elazig, Izmir, Izmit, Kayseri, Konya, Manisa and Salihli. Of all the participants, 51.50 % were female (n=134) and 48.50 % were male (n=126). The Sources of Self-Efficacy in Mathematics Scale was used to determine students' sources of self-efficacy in mathematics and the Mathematics Anxiety Scale was used to determine their levels of mathematics anxiety. The data were analyzed through multiple linear regressions. The results showed that of all the sources of self-efficacy in mathematics, namely personal experiences, vicarious experiences, social persuasions and physiological states, only personal experiences had a significant effect on gifted students' levels of mathematics anxiety. The sources of self-efficacy in mathematics were found to account for about 48% of variance in gifted students' levels of mathematics anxiety. The findings were discussed in the light of theoretical framework.Öğe A Model for Understanding Educational Facebook Use(Modestum Ltd, 2015) Celik, Ismail; Yurt, Eyup; Sahin, IsmailThere are numerous types and variations of social networking web sites, such as MySpace, FB, Hi5, and Cyworld. Of these networks, the most commonly used is FB. Because of the widespread use of FB by youth, its effects on student achievement has recently become one of the most important issues that are curious for families. Therefore, it has become necessary to study the use of social networking sites for educational purposes and their related variables. In the present study, the variables that affect the educational use of FB and the relationships among these variables are examined and presented through a model. In the current study, data are collected from undergraduate students in the College of Education at an Anatolian university in Turkey. The participants consist of 1,066 undergraduates-65% are female (n = 691) and 35% male (n = 375). The result shows that knowledge of these variables enables us to largely understand the educational use of FB by individuals. In conclusion, it was seen that students who use FB for educational purposes more have higher GPAs. These students use FB more frequently but they spend less time on it. Also, they have fewer FB friends than students who have low GPAs.Öğe The Predictive Power of Self-Efficacy Sources for Mathematics Achievement(Turkish Education Assoc, 2014) Yurt, EyupThe relations between self-efficacy and mathematics achievement were examined in this study. The research was carried out with 350 (51% male and 49% female) 7th grade students who are in different schools in the centre of Konya. Sources of mathematics self-efficacy scale was used to determine the self-efficacy sources of students and end-of-term mathematics grades were used to determine their mathematics achievement. Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were used in the analysis of the data. According to the results, there are high and medium-level significant relations between mathematics self-efficacy sources and mathematics achievement. The order of importance of self-efficacy sources on mathematics achievement is as follows: personal experiences, social persuasions, physiological states and vicarious experiences. Personal experiences, social persuasions and physiological states are significant predictors of mathematics achievement. Vicarious experiences have not a significant effect on mathematics achievement. The variables that predict the mathematics achievement explain nearly 59% of the change in mathematics achievement. Some recommendations were made for practice considering the findings.Öğe Predictive Relationship between Humane Values of Adolescents Cyberbullying and Cyberbullying Sensibility(Univ Almeria, 2016) Dilmac, Bulent; Yurt, Eyup; Aydin, Mustafa; Kasarci, IsmailIntroduction. Cyberbullying has been more common than the traditional bullying in recent years. As with the traditional bullying, humane values likely to explain the reason why adolescents tend to bully via cyber-means. Cyber-bullying behaviors also reasoned by adolescent's sensibility towards it. This study investigates the predictive relationships between humane values of adolescents, cyber-bullying and cyber-bullying sensibility. Method. The study consisted of a total 1743 participants from different middle schools in Istanbul, Konya, Mersin, Ordu and Bursa (Turkey). 963 of the participants were females and 780 were males. The study group was selected among adolescents studying at the above mentioned secondary schools by a random cluster sampling method. The study employed the Humane Values Scale, the Cyberbullying Scale and the Cyberbullying Sensibility'' scale. Predictive relationships between humane values of adolescents, cyberbullying and cyberbullying sensibility were analyzed with the Structural Equivalence Model by using the AMOS 19 computer program. Results. Results of the study revealed that each of the humane values like respect, being peaceful, friendship and responsibility are statistically meaningful predictors of cyberbullying sensibility. Besides it was seen that honesty and being peaceful are significant predictors of cyberbullying. Discussion and Conclusion. Rise in adolescents' level of humane values has an important role in increasing sensitivity against cyberbullying. In this sense, a decrease can be observed in also the tendencies to cyberbullying of the adolescents whose sensitivity has increased. On the other hand the result shows that a rise in adolescents' values of being peaceful will increase their tendencies of cyberbullying sensibility. It is estimated that a rise in adolescents' values of friendship and responsibility will increase their cyberbullying sensibility.Öğe Predictive Relationship between Humane Values of Adolescents Cyberbullying and Cyberbullying Sensibility(Univ Almeria, 2016) Dilmac, Bulent; Yurt, Eyup; Aydin, Mustafa; Kasarci, IsmailIntroduction. Cyberbullying has been more common than the traditional bullying in recent years. As with the traditional bullying, humane values likely to explain the reason why adolescents tend to bully via cyber-means. Cyber-bullying behaviors also reasoned by adolescent's sensibility towards it. This study investigates the predictive relationships between humane values of adolescents, cyber-bullying and cyber-bullying sensibility. Method. The study consisted of a total 1743 participants from different middle schools in Istanbul, Konya, Mersin, Ordu and Bursa (Turkey). 963 of the participants were females and 780 were males. The study group was selected among adolescents studying at the above mentioned secondary schools by a random cluster sampling method. The study employed the Humane Values Scale, the Cyberbullying Scale and the Cyberbullying Sensibility'' scale. Predictive relationships between humane values of adolescents, cyberbullying and cyberbullying sensibility were analyzed with the Structural Equivalence Model by using the AMOS 19 computer program. Results. Results of the study revealed that each of the humane values like respect, being peaceful, friendship and responsibility are statistically meaningful predictors of cyberbullying sensibility. Besides it was seen that honesty and being peaceful are significant predictors of cyberbullying. Discussion and Conclusion. Rise in adolescents' level of humane values has an important role in increasing sensitivity against cyberbullying. In this sense, a decrease can be observed in also the tendencies to cyberbullying of the adolescents whose sensitivity has increased. On the other hand the result shows that a rise in adolescents' values of being peaceful will increase their tendencies of cyberbullying sensibility. It is estimated that a rise in adolescents' values of friendship and responsibility will increase their cyberbullying sensibility.Öğe A Structural Equation Model Explaining 8th Grade Students' Mathematics Achievements(Edam, 2014) Yurt, Eyup; Sunbul, Ali MuratThe purpose of this study is to investigate, via a model, the explanatory and predictive relationships among the following variables: Mathematical Problem Solving and Reasoning Skills, Sources of Mathematics Self-Efficacy, Spatial Ability, and Mathematics Achievements of Secondary School 8th Grade Students. The sample group of the study, itself conducted using a survey model, consisted of 470 8th grade students aging between 14 and 15 years old attending different secondary schools in the city of Konya, Turkey and its surrounding area. Of the total students, 238 were female (50.6%) and 232 were male (49.4%). In the study, the Scale of Sources of Mathematics Self-Efficacy was used to determine students' levels of self-efficacy; the Problem Solving Test was used to measure their problem solving skills; the Reasoning Test was used to measure their reasoning skills; both the Mental Rotation and the Paper Folding Tests were used to measure their spatial skills; and the Mathematics Achievement Test was used to measure their level of mathematics achievement. The data collected in the study were analyzed using one of the Structural Equation Models, that being the Structural Regression Model. According to the results obtained, the variables Sources of Mathematics Self-Efficacy, Spatial Ability, and Problem Solving and Reasoning Skills were witnessed to account for 75% of the variation in mathematics achievement. These variables have a considerable effect on mathematics achievement. Knowing this, it is recommended that, in order increase mathematics achievement, a mathematics teaching model in which these interrelated variables coexist be developed and then implemented in activities supporting self-efficacy.
