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Matematik Öğrenme Yaklaşımları Ölçeği nin (MÖYÖ) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Bu arastirmadamatematik odakli ogrenme yaklasimlarini gecerli ve guvenilir olarak olcmeyeolanak taniyacak bir olcme aracinin gelistirilmesi amaclanmaktadir. Arastirma,2012-2013 Egitim Ogretim Yili Bahar Donemi’nde Batman il merkezinde toplam 416lise ogrencisi uzerinde yurutulmustur. Arastirmada olcegin kapsam ve gorunusgecerligi icin uzman gorusune basvurulmus, yapi gecerligi icin AcimlayiciFaktor Analizi (AFA) ve Dogrulayici Faktor Analizi (DFA) uygulanmistir. AFAsonucunda toplam varyansin %32.99’unu aciklayan 21 madde ve iki faktordenolusan bir yapi elde edilmistir. Ortaya cikan faktorler Derin Ogrenme Yaklasimive Yuzeysel Ogrenme Yaklasimi olarak adlandirilmistir. DFA’dan elde edilenbulgular, MOOYO’ye iliskin 21 madde ve iki faktorlu yapinin yeterli uyumindekslerine sahip oldugunu gostermistir. Derin ve yuzeysel ogrenme yaklasimialt olceklerinin guvenirligi ic tutarlilik ve test yarilama yontemleri ileincelenmis ve hesaplanan guvenirlik katsayilarinin kabul edilebilir sinirlaricerisinde yer aldigi saptanmistir. Olcekteki maddelerin ayirt ediciliginibelirlemek amaciyla duzeltilmis madde toplam korelasyonu ile %27’lik alt-ustgrup karsilastirmalarina yer verilmistir. Madde analizinden elde edilenbulgular, olcekte yer alan maddelerin tamaminin ayirt edici oldugunugostermistir. Bu bulgulara dayanarak, olcegin ortaogretim ogrencilerininmatematik odakli ogrenme yaklasimlarini olcmek amaciyla kullanilabilecekgecerli ve guvenilir bir olcme araci oldugu soylenebilir.

An Investigation of the Relationship between Social and Cultural Intelligence through Structural Equation Model

The aim of this research was to examine the relationship between social and cultural intelligence. Relational model was used in the study. The participants of study consisted of 243 university students who were enrolled in different programs at Ziya Gokalp Faculty of Education of Dicle University during spring semester of 2011-2012 academic year. Of the participants, 103 were female and 140 were male. “Tromso Social Intelligence Scale” developed by Silvera, Martinussen and Dahl (2001) was adapted to Turkish by Dogan ve Cetin (2009) to assess students’ social intelligence and “Cultural Intelligence Scale” developed by Ang et al. (2007) and was adapted to Turkish by the researchers to determine students’ cultural intelligence were used. The relationships between social intelligence data set consisting of social information processing, social skills and social awareness variables and cultural intelligence data set consisting of matecognitive, cognitive, motivational and behavioral variables was examined by using structural equation model. The results of structural eqution model demonstrated that there was significant relationship between social and cultural intelligence.

Akademik Tükenmişlik ile Sınıf Değerlendirme Atmosferi Arasındaki İlişkinin İncelenmesi

In this study, we aimed to examine the relationship between academic burnout and the classroom assessment environment. A causal–comparative model was employed in this study, which was carried out with 496 high school students in the provinces of Batman and Diyarbakir in Turkey in the spring of 2013–2014. The Maslach Burnout Inventory–Student Form (MBI-SF), which was developed by Schaufeli et al. (2002) and adapted into Turkish by Capri, Gunduz and Gokcakan (2011), was employed in the study to measure the students’ levels of academic burnout. Then, in order to determine the students’ perceptions of the classroom assessment environment, the Classroom Assessment Environment Scale (CAES), which was developed by the researchers of this study, was used. Cluster analysis was performed with the purpose of grouping students who have similar perceptions of the classroom assessment environment. This analysis produced three separate clusters. Then, analysis of variance was performed in order to determine whether the students’ levels of academic burnout differed by the groups that had emerged out of the cluster analysis. The findings demonstrated that the students’ levels of academic burnout differed significantly in accordance with their perceptions of the classroom assessment environment. Therefore, it could be suggested that the students’ perceptions of the classroom assessment environment constitute a significant variable for the prediction of their levels of academic burnout.