Sürdürülebilir Kalkınma Amaçları
Yayınlar
- MakaleAçık Erişim2026Scopus SJRQ1Writing autonomy in digital environments: Comparison of middle school students' writing autonomy perceptions in print and digital environments
Maden, Aslı; Maden, Sedat; Önal, Aydın
Writing autonomy is a key goal in writing education, as it supports the development of independent, motivated, and confident writers. It plays a crucial role in increasing students' engagement, fostering positive attitudes toward writing, and alleviating writing-related anxiety. In this context, examining how different writing environments -print and digital- affect writing autonomy can provide valuable insights for improving writing instruction. This study, designed using a relational survey model, investigated the relationship between writing environments and writing autonomy among 301 middle school students from grades 5 through 8. Data were collected using the Writing Autonomy Scale (Tekşan & Süğümlü, 2018) and a researcher-developed Personal Information Form. The study was designed according to the relational survey model, a quantitative research method. The following statistical analyses were employed in the data analysis: arithmetic mean, t-test, one-way analysis of variance, and Pearson correlation analysis. The results showed no significant difference in students' levels of writing autonomy between print and digital environments. In both settings, students demonstrated a moderate level of autonomy that was comparable. Additionally, writing habits were not found to significantly influence autonomy in either environment. However, a positive correlation was identified between students' writing autonomy in print and digital contexts, suggesting consistency in their autonomous writing behaviors across formats. Based on these findings, the study recommends the effective integration of both print and digital tools in writing education to further support the development of students' writing autonomy.
- MakaleAçık Erişim2026Scopus SJRQ1Secondary school students’ reading culture and ıts role in critical reading self-efficacy perceptions
Maden, Aslı; Maden, Sedat; Önal, Aydın
Background: This study examines the relationship between secondary school students' reading culture and their critical reading self-efficacy (CRSE), addressing a gap in the literature on affective factors associated with critical literacy. Understanding this relationship is crucial for promoting sustainable reading practices and fostering critical engagement among adolescents. Methods: A correlational survey design was employed with 214 secondary school students (ages 11–14) from public schools in Türkiye. Data were collected using the Critical Reading Self-Efficacy Scale (19 items, four subdimensions) and the Reading Culture Scale (30 items, multidimensional). Reliability coefficients were satisfactory (α =.80 and α =.89, respectively). After confirming normality assumptions, Pearson correlation and multiple regression analyses were conducted to examine the relationships between variables. Results: Students' mean CRSE scores were above average, while their reading culture levels were moderate. CRSE did not differ significantly by grade level or gender, whereas reading culture levels were higher among Grade 8 students compared to Grade 7. A strong positive correlation was found between CRSE and reading culture (r ≈.63, p <.001). Multiple regression analysis revealed that reading culture was significantly associated with CRSE, accounting for 39% of the variance. Among the subdimensions, personal development and reading relations and basic reading skills were significantly associated with CRSE, whereas visual reading and book selection were not (p >.05). Conclusions: The findings demonstrate a significant relationship between students' reading culture and their CRSE. These results suggest that students with higher levels of reading culture tend to report higher levels of critical reading self-efficacy. Educational programs may benefit from considering activities related to the difficulty and research dimensions of CRSE. Future studies are recommended to examine these relationships across diverse populations using longitudinal or experimental designs.
AtıfOpenAlex1
İncele - MakaleAçık Erişim2022Scopus SJRQ3Research Tendencies of Postgraduate Theses Related to Pre-Service Turkish Teachers/Candidates
Maden, Aslı; Ustabulut, Mete Yusuf
In the study, it is aimed to determine the postgraduate theses related to pre-service Turkish teachers and their candidates and to reveal the research tendencies by analyzing them according to certain characteristics. For this purpose, the distribution of postgraduate theses on Turkish teacher candidates according to year, program type, university, subject, method and design characteristics was examined and thus their tendencies were revealed. This research was designed according to the qualitative research model. In the research, postgraduate theses on Turkish teacher candidates were scanned and the obtained documents were analyzed. As a result of the research, it has been determined that 84 postgraduate theses, 59 of which are postgraduate and 25 are doctoral dissertations, have been written from 2002 to 2022, related to Turkish teacher training and candidates before service. It has been observed that the most theses on the subject were completed in 2019, and these theses were mostly prepared in Gazi, Canakkale Onsekiz Mart and Atatürk Universities in Türkiye. In theses about Turkish teacher training and candidates, writing skills, professional competence, anxiety and attitudes, and self-efficacy perception were the most preferred subjects. In addition, quantitative research models are used more in theses on Turkish teacher training and candidates.