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- MakaleYalnız künye2025Scopus SJRQ1Regulate Yourself, Improve Your Writing: The Hidden Power of Metacognitive Awareness and Self-Efficacy
Sarikaya, İsmail; Sökmen, Yavuz
This study aims to determine the serial mediatory effect of metacognitive writing awareness and writing self-efficacy in the relationship between primary school students' self-regulation and writing success. The study participants were 408 fourth-grade students attending public primary schools in two cities in eastern Turkey. This study is a correlational survey research. We used SPSS and PROCESS macros to analyze the data. The study revealed strong positive relationships between writing success and self-regulation, metacognitive writing awareness, and writing self-efficacy. It showed that the serial mediation role of metacognitive writing awareness and writing self-efficacy was significant. As one of the first studies to address these relationships, the study fills the gaps in the literature on writing success and sheds light on interventions to improve writing skills at the primary school level.
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İncele - MakaleAçık Erişim2024Scopus SJRQ1The Effect of Augmented Reality Technology on Primary School Students’ Achievement, Attitudes Towards the Course, Attitudes Towards Technology, and Participation in Classroom Activities
Sökmen, Yavuz; Sarikaya, İsmail; Nalçacı, Ahmet
The research aims to investigate the impact of augmented reality (AR) technologies developed within the framework of primary school students’ on student achievement, attitudes towards the course, attitudes towards technology, and participation in classroom activities. The contents of AR-based learning materials have been developed by 4th-grade teachers and writers within the context of the existing curriculum. The study process was carried out based on the instructional design model. The research was performed in conjunction with the quasi-experimental design among the experimental designs of quantitative research methods. Using the cluster random sampling method, students in the experimental and control groups were selected among 11 primary schools. The findings indicate that contrary to the students in the control group, the students in the experimental group had higher academic achievement and participation in classroom activities, and also their attitudes to the course and applied technology were more positive. Moreover, concerning the experimental group students, a positive and significant correlation between their academic achievements, attitudes towards the course, attitudes towards technology, and their participation and participation in classroom activities have been observed.
AtıfScopus24WoS16OpenAlex21İncele - MakaleYalnız künye2022Scopus SJRQ4The mediating role of self-efficacy between emotional intelligence and job satisfaction of primary school teachers; [Le rôle médiateur de l'auto-efficacité entre l'intelligence emotionnelle et la satisfaction au travail des enseignants du primaire]
Sökmen, Yavuz; Sarikaya, İsmail
Introduction: In this study, it was analyzed whether self-efficacy has a mediating role between the emotional intelligence and job satisfaction of primary school teachers. Objective: It is to test the relationships between primary school teachers job satisfaction, self-efficacy and emotional intelligence levels. Method: A path analysis was performed on a sample of 252 primary school teachers. Results: It was found that self-efficacy mediated the relationship between emotional intelligence and job satisfaction. Conclusion: Based on the findings of the study, the relationships between emotional intelligence, job satisfaction and self-efficacy were discussed in the literature and various suggestions were made to concerned future researchers and practitioners.
AtıfScopus15WoS7OpenAlex17İncele - MakaleAçık Erişim2022Prospective primary school teachers' change in attitudes and anxiety profiles during their preparation program
Sarikaya, İsmail; Sökmen, Yavuz
The sensory characteristics of teachers and prospective teachers directly affect them and their teaching activities. It is important to examine in detail how the attitude and anxiety levels of prospective primary teachers towards the teaching profession change throughout the years they receive education. This study aimed to cross-sectionally and longitudinally examine whether the attitude and anxiety levels of prospective primary school teachers towards the teaching profession changed throughout their undergraduate education and determine the factors/experiences triggering this change in accordance with the qualitative data obtained. A cross-sectional study was carried out with the participation of 1085 prospective teachers. For the longitudinal study, quantitative and qualitative data were collected together from 57 prospective teachers over a period of four years. Attitude scale regarding teaching and occupational anxiety scale for prospective teachers were used for data collection. The results of both the cross-sectional and longitudinal studies showed that the attitude scores of the participants did not change in accordance with the grade level. However, it was determined that the anxiety scores of the participants decreased as the grade level increased. The results revealed that this change is statistically significant. The qualitative results revealed that internship practices and direct experiences had a great influence on this change.
AtıfOpenAlex1İncele - MakaleYalnız künye2021Adaptation of the Teacher Attitudes Towards Self-Regulated Learning Scale to Turkish and Examining of Primary School Teachers’ Attitudes towards Self-Regulated Learning
Sarikaya, İsmail; Sökmen, Yavuz
The aim of this study is to carry out studies within the scope of adaptation of the Teacher Attitudes\rToward Self-Regulated Learning Scale for primary school teachers developed by Steinbach and\rStoeger and examine the primary school teachers’ attitudes towards self-regulated learning\raccording to various variables. The study consists of two stages as the adaptation and examination\rof primary school teachers' attitudes towards self-regulation according to various variables; data\rwere collected from two different samples. Scale adaptation steps were followed in the first stage\rof the study. In this context, the necessary permits were received by mail from the relevant\rauthors. The exact form of scale translated into Turkish by the researcher under expert refereeing.\rThe prepared form was applied to 401 primary school teachers in the east of Turkey.\rConfirmatory factor analysis (CFA) was performed with this data. The 28 items, seven-factor\rstructure of the scale was tested. It was determined that model fit indices are acceptable and have\ra perfect fit level (X2/sd=1.98, RMSEA=.050, CFI=.99, RFI=.98, NFI=.98, IFI=.99, NNFI=.99,\rSRMR=.028, RMR=.069, GFI=.89 AGFI=.87). At the end of the reliability analyses Cronbach’s alpha\rcoefficient was found .90, Guttman’s value was .91. Correlation values between sub-factors were\rfound to be between .79 and .85. The second stage of the study was carried out in accordance with\rthe general survey model. It was found that primary school teacher’s (n=550) attitudes toward\rself-regulated learning differs significantly according to some variables.
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İncele - MakaleAçık Erişim2021Challenges and fundamental skills for primary school teachers: Developing self-efficacy beliefs scale
Sarikaya, Ismail; Sökmen, Yavuz
The study aims to shed light on the strengths of the primary school teaching profession and the fundamental skills that a primary school teacher (PST) should have while also taking into account the views of the PSTs. However, based on the data collected, the objective is to develop a self-efficacy belief scale (SEBS) for PSTs and teacher candidates. The first stage was carried out with 80 PSTs with at least five years of professional experience. 763 PSTs and PST candidates participated in second stage of the study. A SEBS was developed for PSTs and teacher candidates in light of the obtained data. Descriptive analysis and content analysis were used for qualitative data. The categories of being a teacher in village school, administration-colleague and parent-related problems, student self-care, pedagogical qualifications, and personal and professional development were attained concerning the challenges and fundamental skills for PSTs. Scale development steps were followed second stage of the study. The SEBS containing three sub-dimensions and 19 items is assumed to be helpful and valid and reliable metrics.
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