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- MakaleAçık Erişim2026Scopus SJRQ3Neurobiological and psychological effects of reciting the Quran from the Mushaf
Okur, Süheyb; Bayraktar, Bülent
Background: This study aims to examine the acute neurobiological effects of reciting the Quran from the Mushaf on salivary BDNF, Apelin, and Cortisol levels and their relationship with emotional state. Methods: The study employed a randomized pre-test post-test control group design conducted in Türkiye. The sample consisted of 100 healthy theology students (50 females, 50 males) aged 18–25, proficient in reciting the Quran in accordance with Tajweed rules. Participants were randomly assigned to either the experimental group (reciting the first nine verses of Surah Al-Imran, n = 50) or the control group (standardized passive resting, n = 50). Salivary BDNF, apelin, and cortisol levels were measured using the ELISA technique before and after the intervention. Emotional states were assessed using the Mood Scale and the Psychological Well-being Scale. Results: The experimental group exhibited a statistically significant increase in mean salivary BDNF and apelin levels and a significant decrease in cortisol levels following recitation compared to the passive control group (p < 0.05). In terms of gender, no statistically significant differences were observed in biomarker responses (p >.05). Correlation analysis revealed a significant “biological reciprocity,” where cortisol showed a negative correlation with apelin (r = -0.436, p < 0.001) and BDNF, while correlating positively with negative emotions. Conclusions: Reciting the Quran aloud acts as a rapid psychophysiological intervention that downregulates the HPA axis (reduced cortisol) and upregulates neurotrophic factors (increased BDNF and apelin). These findings suggest that structured recitation functions as a restorative neuroplasticity practice, promoting biological stress resilience associated with psychological well-being.
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İncele - MakaleYayıncıda açık erişim2026Scopus SJRQ2A pilot pre–post study of a scaffolded AI chatbot for financial literacy education among university students
Ayberkin, Doruk; Yirik, Emirhan
This pilot study examines pre- to post-test changes in university students’ financial literacy knowledge following a one-week student-directed learning period using a pedagogically scaffolded GPT‑4o Application Programming Interface (API) chatbot. Guided by constructivist learning theory [29], the immediate feedback model [10], and self-determination theory [24], the study employed a single-group pre-test–post-test quantitative design with 32 undergraduate students at a Turkish public university. The primary outcome was financial literacy knowledge, measured with 32 factual statements rated on a six-point agreement scale and keyed against correct responses, across six subscales (Basic Economics and Finance, Individual Banking, Retirement and Insurance, Financial Statements, Investment, and Tax and Legislation). Five objective multiple-choice items served as a limited, complementary performance check. Paired-samples t-tests were used for normally distributed difference scores, and Wilcoxon signed-rank tests for non-normal difference scores; six subscale comparisons were interpreted using Holm-adjusted p values. The overall score increased from pre-test to post-test, with a large standardized mean change (d = 1.09, 95% CI [0.64, 1.52]), and all six exploratory subscale comparisons remained statistically significant after Holm adjustment. Objective item performance also increased on several items, including the compound-interest item (3.1% to 81.2%). However, because the design included no control or comparison group, identical objective items were repeated, and chatbot interaction logs were not systematically recorded, the observed changes cannot be causally attributed to the chatbot. The findings therefore provide preliminary, uncontrolled evidence that warrants testing in controlled studies rather than evidence of intervention effectiveness.
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