The purpose of the study is to investigate the level of loneliness and social dissatisfaction among third, fourth and fifth grade elementary school students considering three variables: maternal work status, after school care arrangement type, and after school activities. The sample of the study consisted of 732 (third, fourth and fifth grade) elementary school students in three public elementary schools in Ankara. In the present study Loneliness and Social Dissatisfaction Scale (Asher &amp / Wheeler, 1985) and the information form was used. The information form included questions about gender, age, sibling status, after school care arrangement, maternal work status, people/ place they spend their after school time, and activity types done after school. The results of analysis of variance showed that there is no significant difference in loneliness and social dissatisfaction level of students depending on their after school care arrangement types as relative care, non relative care, sibling/self care, and center care. Moreover, no significant difference was found among loneliness and social dissatisfaction level of students who have working mothers and stay-at-home mothers. Additionally, analysis of the activity types students are involved after school, namely, active, passive and adult supervised/preprogrammed activities, revealed no significant difference in terms of loneliness and social dissatisfaction level. Independent from the analysis done, gender or age differences of students were examined considering their loneliness and social dissatisfaction level. However, no differences were found among the groups.

This thesis aimed to assess attitudes of primary school students toward environment by four dimensions / awareness of environmental problems, awareness of individual responsibility general awareness of solutions and awareness of national environmental problems according to gender, grade level, student parents&rsquo / education level and student parents&rsquo / occupation. Data was obtained by the application of Environmental Attitude Questionnaire (EAQ) during 2009-2010 semesters. The sample of the study is comprised of 817 students from seven public schools in Bodrum. Data were analyzed by using frequency distributions, one-way ANOVA, independent sample t-test, Pearson product-moment correlation (zero order). Findings revealed that, there is a statistically significant effect of grade level, gender, mothers&rsquo / and fathers&rsquo / education level on students&rsquo / attitudes. Moreover, frequency distributions of the student responses indicated that students were aware of general and national environmental problems and individual responsibilities but they were mostly undecided about the effects of industrialization on the environment. Besides, they were not aware of the role of science and technology for finding solutions for environmental problems. Another important finding regarding to local circumstances was that, students living in Bodrum are not aware of the local environmental problems, such as the reasons for sea pollution. It is concluded as a result that, environmental education attempts shall be proceeded in accordance with the local conditions as well as national and global issues and the curriculum should lead students to make relations between life styles and environmental problems.

The purpose of this study is to investigate the role of gender, relationship status, romantic relationship satisfaction, and career commitment in three components of subjective well-being, namely life satisfaction, negative affect, and positive affect among senior university students. The sample of the study was composed of 400 (172 females, 228 males) fourth grade students from five faculties of Middle East Technical University. The participants were administered four instruments, namely Satisfaction with Life Scale (SWLS), Positive and Negative Affect Schedule (PANAS), Relationship Assessment Scale (RAS), and Commitment to Career Choices Scale (CCCS). Three separate simultaneous multiple linear regression analyses were conducted to examine the predictive power of the independent variables that are relationship status, romantic relationship satisfaction, the dimensions of career commitment that are vocational exploration and commitment and tendency to foreclose on the independent variables that are positive affect, negative affect, and life satisfaction. The results of the multiple regression analysis revealed that gender, relationship satisfaction, and vocational exploration and commitment significantly predicted life satisfaction of the students. In addition, results yielded that romantic relationship satisfaction, vocational exploration and commitment, and tendency to foreclose significantly predicted negative affect of the students. Finally, vocational exploration and commitment and relationship status were significant predictors of positive affect of students.

The purpose of this study is twofold: (1) to examine the effects of knowledge on cognition and regulation of cognition on declarative knowledge, conditional knowledge, and procedural knowledge in geometry and (2) to examine the interrelationships among declarative knowledge, conditional knowledge, and procedural knowledge in geometry. The reciprocal relationships between metacognitive and knowledge factors were modeled by using data from tenth grade secondary school students. Structural equation modeling was used to test the hypothesized relationships of two metacognitive factors (knowledge of cognition, regulation of cognition) and three knowledge factors (declarative knowledge, conditional knowledge, procedural knowledge). The observed variables representing the latent variables were determined by carrying out exploratory factor analysis and confirmatory factor analysis for the metacognitive awareness inventory and geometry knowledge test separately. Major findings revealed: (1) Declarative knowledge significantly and positively influences conditional and procedural knowledge / (2) Procedural knowledge has a signitificant and positive direct effect on conditional knowledge / (3) Declarative knowledge has a positive indirect effect on conditional knowledge / (4) Knowledge of cognition significantly and positively influences procedural knowledge / (5) Regulation of cognition has a significant but negative direct effect on procedural knowledge / (6) Knowledge of cognition has positive indirect effects on conditional and procedural knowledge / (7) Regulation of cognition has negative indirect effects on conditional and procedural knowledge / (8) Knowledge of cognition and regulation of cognition have non-significant direct effect on declarative and conditional knowledge. The results showed that knowledge of cognition has the strongest direct effect on procedural knowledge and the direct effect of declarative knowledge on conditional knowledge is stronger than on procedural knowledge. In view of the findings considerable suggestions is provided for teachers, instructional designers, and mathematics education researchers.