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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Instructors

Tomak, Burak 01 July 2012 (has links) (PDF)
This thesis analyzes the use of culture in foreign language classes by the instructors working in a state university in Istanbul, Turkey. The purpose of the study is to determine whether a sufficient degree of attention is paid to culture-teaching in the language classes of the School of Foreign Languages in a state university which is located in a city with a rich cultural heritage (Istanbul) and whether the instructors do their best to maintain or improve their cultural knowledge so as to integrate it in their lessons as well as how they teach culture in their lessons. The data were collected with a questionnaire distributed to the instructors and this instrument was used as guidance by the researcher to select the people to interview. The interviewees were divided into three groups: The ones who showed high utilization of culture were named as &ldquo / HUC&rdquo / , the ones with moderate utilization of culture were called &ldquo / MUC&rdquo / and the ones with low utilization of culture were named &ldquo / LUC&rdquo / . Results of the study showed that the instructors found it difficult not only to improve themselves on this issue but also to allocate a great deal of time to it in the lessons because of the time restrictions of the curriculum of the school and the intense syllabi of their courses. Also, instructors in the HUC group mentioned target culture more, whereas the ones in the LUC group said that they covered Turkish culture in their classes. The interviewees in the MUC group mentioned both the Turkish culture and the target culture. Thus, some modifications in the curriculum of the school are necessary to integrate culture into the lessons and the instructors should be trained on culture teaching with the help of in-service teacher training programs.
2

Perceived Social Support, Academic Self-efficacy And Demographic Characteristics As Predictors Of Perceived Stress Among Turkish Graduate Students In The Usa

Cayirdag, Nur 01 September 2012 (has links) (PDF)
The purpose of the present study is to examine the perceived stress of Turkish graduate students in the U.S.A., based on Cognitive Appraisal Theory of Stress, by looking at their perceived social support, academic self-efficacy, length of residence in the United States, gender, age, status in the degree of study, sponsorship, perceived income, previous travel experience, TOEFL scores, and perceived English proficiency. The participants of the study were 276 Turkish graduate students attending colleges and universities in the United States. Four instruments - the demographic information form, the perceived stress scale, the multidimensional scale of perceived social support, and the academic self-efficacy scale - were used. Results showed that predictors explained 38% of the total variance. Among all of the predictors, gender, perceived income and academic self-efficacy significantly contribute to the model. When individual contributions to the predictors were examined, academic self-efficacy was the strongest predictor of the perceived stress. Since academic self-efficacy is the strongest predictor of perceived stress, a multiple regression analysis was conducted to show which variables predict the academic self-efficacy. Gender, perceived income, English proficiency, and social support significantly explain the academic self-efficacy. There were not any significant differences between groups&rsquo / perceived stress scores according to marital status, department type, degree of study and living conditions. The only significant group difference was between students who were working and not working.
3

Romantic Relationship Satisfaction In Emerging Adulthood: The Role Of Self Concept Clarity And Personal Agency

Curukvelioglu, Eda 01 September 2012 (has links) (PDF)
The purpose of this study is to investigate the role of gender, age, duration of relationship, self concept clarity and personal agency in predicting romantic relationship satisfaction of emerging adults. Participants were consisted of 344 (70.3% female, 29.7% male) volunteered undergraduate students from one of the state universities in Central Anatolia. Age of the participants ranged from 18 to 25 with the mean of 20. 85 (SD = 1.65). The data was gathered using four instruments namely, Relationship Assessment Scale (RAS), Self Concept Clarity Scale (SCCS), Multi-Measure Agentic Personality Scale- Short Form (MAPSSF), and personal information form. In order to analyze the data, hierarchical regression analysis was conducted. Results revealed that gender, age and duration of relationship were not significant predictors of romantic relationship satisfaction / whereas self concept clarity and purpose in life dimension of personal agency were significant predictors which explained the 12% of the total variance in romantic relationship satisfaction scores of emerging adults. Results of the study are discussed in the light of the relevant literature. Finally implications of the study and recommendations for further research are presented.
4

The Relationship Among Self Construal, Family Functioning And Sibling Number In Terms Of Gender In High School Students

Mesutoglu, Canan 01 October 2012 (has links) (PDF)
The goal of the study was to understand the nature of the relationship among self construal, family functioning and sibling number in terms of gender. Five hundred twenthy-nine high school students participated in the study. Participants were selected from seven general public high schools in Ankara. Data was gathered via Personal Information Questionnaire, Autonomous-Related Self in the Family Scale (Kagit&ccedil / ibagi, 2007a) and Family Assessment Device (Epstein, Balwin &amp / Bishop 1983). Results of the study indicated that, for both genders, relational selfconstruals had significant correlations with healthy family functioning. It was also evidenced that autonomous self-construal scores of males were significantly higher than females and related self construal scores of females were significantly higher than males. Furthermore the family functioning dimensions that families tend to be v healthy or unhealthy were displayed. All findings were dicussed in line with the relevant literature.
5

The Role Of Self-efficacy, Hope, And Anxiety In Predicting University Entrance Examination Scores Of Eleventh Grade Students

Kemer, Gulsah 01 August 2006 (has links) (PDF)
The purpose of the present study is to investigate the role of student self-efficacy, academic self-efficacy, state and dispositional hope, and state and trait anxiety in predicting university entrance examination (UEE) scores of students. The participants of the study consisted of 786 (442 males, 344 females) volunteered students who were in the course of preparation preparing for the university entrance examination at &Ccedil / ati, Final, Karacan, Odak, Sinav, and Zafer Private Courses in Ankara. The data were gathered by administering six instruments, namely College Academic Self-efficacy Scale (CASES), College Student Self-efficacy Scale (CSSES), State Hope Scale (SHS), Dispositional Hope Scale (DHS), State Anxiety Inventory (SAI), and Trait Anxiety Inventory (TAI). The results of three separate regression analyses revealed different models for the quantitative, equally weighted, and language samples. For the quantitative sample, Anatolian High School-type, Super Lycee school-type, Learning Self-efficacy subscale scores of CSSES, Private High School, Academic Self-efficacy subscale scores of CASES, State Anxiety Inventory scores, Career Planning subscale scores of CSSES, Characteristics of a Good Citizen subscale scores of CASES, Agentic Thinking subscale scores of SHS, and Income level of the family predicted the university entrance examination scores. For the equally weighted sample, the predictor variables entered into the regression equation were Anatolian High School-type, Super Lycee school-type, Academic Self-efficacy subscale scores of CASES, Academic Helping Efficacy subscale scores of CASES, Quantitative Self-efficacy subscale scores of CASES, Pathways subscale scores of DHS, and Agency subscale scores of SHS. For the language sample, Communication Efficacy subscale scores of CSSES, Super Lycee, Anatolian High School, Private High School, Agentic Thinking subscale scores of SHS, Career Planning Self-efficacy subscale scores of CSSES, and Social Self-efficacy subscale scores of CASES were found as the predictor variables entered into the regression equation.
6

Wellness Among Turkish University Students: Investigating The Construct And Testing The Effectiveness Of An Art-enriched Wellness Program

Duran Oguz, Nagihan 01 December 2006 (has links) (PDF)
This study consists of two phases for the purpose of investigating (a) the construct of wellness and its relationships with self-esteem, physical symptoms, art self-concept, and gender, and (b) the effect of Art-Enriched Wellness Program (AWP) on improving wellness levelof Middle East Technical University (METU) students. In the first phase of the study, four questionnaires, namely Wellness Inventory, Rosenberg Self-Esteem Scale, Physical Symptom Checklist, and Art Self-Concept Scale were administered to 629 METU students (297 male, 300 female, 32 indicated no gender). The results of explanatory and confirmatory factor analysis yielded a 30 items scale with 4 factors / cognitive-emotional wellness (CEW), relational wellness (RW), life-goal (LG), and physical wellness (PW). The results of five separate multiple linear regression analyses revealed that all the suggested independent variables, i. e., self-esteem, gender, physical symptoms and art self-concept were the predictors of the total wellness scores. As for the subscores, significant predictors appeared as / self-esteem and physical symptom for the CEW scores / gender, self-esteem and art-self-concept for the RW scores / self-esteem and art-self concept for the LG scores / and physical symptom, gender, and self-esteem for the PW scores. In the second phase of the study, for the purpose of testing the effectiveness of Art-enriched Wellness Program (AWP) developed by the researcher, an experimental design with one treatment and one non-treatment control group and four measurements (pre, post, and two follow-ups with two-week and four-month intervals) was used with a sample of 16 participants ( N = 6 for the treatment group, 3 females and 3 males / N = 10 for the non-treatment control group, 8 females and 2 males). The experimental group participated in 20 hours- 8 week AWP (each session was 2.5 hours), while the non-treatment control group received no treatment during that time. Results of a series of Mann Whitney U tests revealed that AWP was effective in increasing total wellness scores of the experimental group subjects both in post-test and in follow-up 1 measures. It was also effective in increasing CEW scores of experimental group subjects in the post-test and follow-up 1, and in increasing LG scores of them in follow-up 1.
7

Investigation Of Self-regulated Learning And Motivational Beliefs In Mathematics Achievement

Ergoz, Gulnur 01 July 2008 (has links) (PDF)
The purposes of this study are to investigate how mathematics achievement can be explained in terms of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control and learning beliefs, self efficacy for learning and performance and test anxiety), self-regulated learning components (cognitive strategy use and self-regulation), gender and school types and to determine the differences between two gender (girls and boys) and two school types (public schools and private schools) with respect to the variables above in the subject domain of mathematics. The study was conducted in Istanbul and Ankara, two largest cities of Turkey, with 577 seventh-grade students (274 boys, 303 girls) from nine private and public schools. Motivated Strategies for Learning Questionnaire (MSLQ) and Mathematics Achievement Test (MAT) were used. By using Linear Stepwise Regression and MANOVA, respectively, the results indicated that (1) The combined effect of three predictor variables (school type, self-efficacy and intrinsic goal orientation) on students&rsquo / mathematics achievement was significant. Boys&rsquo / mathematics achievement at public schools was significantly affected by extrinsic goal orientation and cognitive strategy use whereas self-efficacy and intrinsic goal orientation were two predictors for boys at private schools. Girls&rsquo / mathematics achievement both at public and private schools was significantly affected by self-efficacy. (2) There was no statistically significant mean difference between girls and boys with respect to task value, self-efficacy and test anxiety. Also, there was no statistically significant mean difference between public schools and private schools with respect to extrinsic goal orientation, task value, self efficacy and self-regulation.
8

The Relationship Of Cyber Bullying To Empathy, Gender, Traditional Bullying, Internet Use And Adult Monitoring

Topcu, Cigdem 01 November 2008 (has links) (PDF)
The present study aimed to investigate the cyber bullying and empathy relationship with respect to gender by utilizing the traditional bullying and empathy relationship. Additionally, the predictive role of traditional bullying, frequency use of information and communication tools, and adult monitoring of the Internet use on cyber bullying was examined. The sample consisted of 717 adolescents (411 females, 302 males) with a mean age of 16.83 (SD=1.46). Cyber Bullying Inventory (Erdur-Baker &amp / KavSut, 2007) was revised, Traditional Bullying Questionnaire was developed and Basic Empathy Scale (Jolliffe &amp / Farrington, 2006) was adapted into Turkish and utilized in the present study. Results of the study pointed that 55.2% of the adolescents reported to engage in traditional bullying and 47.6% of them reported to involve in cyber bullying. Males&rsquo / scores were higher than females&rsquo / for both traditional and cyber bullying. Hierarchical multiple regression analyses indicated that traditional bullying and frequent use of ICT predicted cyber bullying well. Finally, results of multiple regression analyses indicated that gender was a mediating factor in the negative relationship between empathy and bullying. In other words, females who have higher empathy scores reported to have less frequent traditional and cyber bullying experience. Males who have lower empathy levels reported to have more frequent traditional and cyber bullying experience. However, gender did not moderate the negative relationship between empathy and bullying. Findings were discussed in the light of the literature.
9

The Effects Of Friendship Making Skills Training With Board Game On Friendship Making Skills Of Fourth Grade Elementary School Students

Ozturk, Duygu 01 July 2009 (has links) (PDF)
The purpose of the present study is to design and examine the effects of a Friendship Making Skills Training with Board Game on friendship making skills of fourth grade elementary school students. An experimental design (2X2) with one training and one control group and two measurements (pre and post) was used in the present study. The participants were 18, fourth grade students from a state elementary school in Altindag province in Ankara. Data were collected by the Friendship Making Skills Assessment Scale (FMSAS) that was developed by the researcher to measure the friendship making skills of the students. The experimental group (n=9) received a nine-week friendship making skills training with board game, which was developed by the researcher, while the control group (n=9) did not receive any training. The experimental group met twice a week, for duration of 40 minutes for each session. Non-parametric analysis was conducted by using Mann-Whitney U Test and Wilcoxon Sign Tests. The results revealed that though there was no significant difference between experimental and control groups&rsquo / Friendship Making Skills Assessment Scale (FMSAS) pre-test and post-test scores, experimental group participants gained significantly higher total scores at the end of the study.
10

The Relationship Between Vocational Maturity And Hopelessness Among Female And Male Twelfth Grade Students

Akbulut, Nur 01 July 2010 (has links) (PDF)
The main purpose of the present study was to examine the relationship between vocational maturity and hopelessness among female and male twelfth grade students. The sample of the present study was composed of 523 (341 female, 182 male) twelfth grade students attending four high schools in Ankara and in izmir. The data were gathered using the Vocational Maturity Scale, the Beck Hopelessness Scale and a demographic information form. The overall mean and standard deviation were 145.68 and 18.44 for vocational maturity scale / 5.41 and 5.18 for hopelessness scale of 523 twelfth grade students. It was found that there was a negatively significant correlation between the hopelessness and vocational maturity. Moreover, findings related to correlation between vocational maturity and hopelessness seperately in female and male students also indicated that there were negatively significant correlations between vocational maturity and hopelessness in females and males.

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