Sürdürülebilir Kalkınma Amaçları
Yazarlar
- Banaz, Emrullah(2)
- Dede, Yüksel(1)
- Gönen, Mevlüt(1)
- Güven, N. Dilşad(1)
- Güzel, Sema(1)
- Sarikaya, İsmail(1)
- Sökmen, Yavuz(1)
- Türkmen, Mutlu(1)
- Yaman, Menzure Sibel(1)
- Yel, Kader(1)
- Çakır, Zekai(1)
- Çatıkkaş, Fatih(1)
- Öktem, Tuncay(1)
- Özbilen, Uğur(1)
- Özbilen, Uǧur(1)
- Şahin, Tuğrul Gökmen(1)
- Şahin, Tuǧrul Gökmen(1)
- Şengönül, Abdullah(1)
Yayınlar
- DüzeltmeAçık Erişim2026Scopus SJRQ1Correction: From screens to minds: the mediating role of psychological well-being between digital reading and AI anxiety (Frontiers in Psychology, (2025), 16, (1727759), 10.3389/fpsyg.2025.1727759)
Özbilen, Uǧur; Banaz, Emrullah; Şahin, Tuǧrul Gökmen
Positive Psychology Affiliation 3 “Department of Social Sciences and Turkish Language Education, Inonu University, Malatya, Türkiye” was erroneously given as “Department of Social Sciences and Turkish Language Education, Ataturk University, Erzurum, Türkiye”. The original version of this article has been updated.
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İncele - MakaleAçık Erişim2025Scopus SJRQ1From screens to minds: the mediating role of psychological well-being between digital reading and AI anxiety
Özbilen, Uğur; Banaz, Emrullah; Şahin, Tuğrul Gökmen
Introduction: This study investigates the mediating role of psychological well-being in the relationship between digital reading disposition and artificial intelligence (AI) anxiety among Turkish teachers. Addressing the growing concern of technology-related anxiety in education, the research explores how digital literacy and psychological resilience interact within a single structural model. Methods: A correlational research design was employed with data collected from 324 teachers. Participants completed the Digital Reading Disposition Scale, the Psychological Well-Being Scale, and the Artificial Intelligence Anxiety Scale. Bootstrapped structural equation modeling (SEM) was used to test the measurement model and the hypothesized mediation effect. Prior to SEM analysis, confirmatory factor analysis (CFA) was conducted to establish construct validity of the scales. Results: Findings revealed that digital reading disposition was positively associated with psychological well-being and negatively linked with AI anxiety. Psychological well-being was also negatively related to AI anxiety. Moreover, psychological well-being partially mediated the relationship between digital reading disposition and AI anxiety. Discussion: The results suggest that teachers with stronger digital reading dispositions experience higher psychological well-being, which in turn buffers against AI-related anxiety. These findings contribute novel theoretical insights to educational literature by integrating digital reading, psychological well-being, and AI anxiety into a single model. Practically, the study underscores the importance of fostering digital literacy and psychological resilience to mitigate technology-related anxiety in educational settings.
AtıfWoS1OpenAlex2İncele - MakaleAçık Erişim2025Scopus SJRQ1Preservice teachers’ attitudes toward pedagogical humour: the role of physical activity, sociodemographic factors, and academic discipline
Çakır, Zekai; Çatıkkaş, Fatih; Türkmen, Mutlu; Şengönül, Abdullah; Yaman, Menzure Sibel; Öktem, Tuncay; Gönen, Mevlüt; Güzel, Sema; Yel, Kader
Background: Humour in educational contexts is not merely an element of entertainment but a powerful pedagogical tool that reduces anxiety, enhances motivation, strengthens classroom climate, and facilitates learning. While affiliative and anxiety-reducing functions of humour foster social bonds, it is well documented that hostile or aggressive humour can undermine students’ self-concept. For this reason, humour must be employed with careful consideration in pedagogical settings. Although recent research has increasingly examined the associations between humour, psychological resilience, cognitive flexibility, and social interaction, studies evaluating preservice teachers’ humour attitudes concerning lifestyle factors (e.g., physical activity) and socio-demographic variables remain limited. The present study seeks to address this gap by situating the multidimensional nature of humour at the intersection of pedagogy, lifestyle, and cultural context. Methods: The study, conducted within a cross-sectional survey design, included 766 preservice teachers (397 male, 369 female) enrolled at various universities in Turkey during the 2023–2024 academic year. Participants were classified as physically active or inactive based on WHO and ACSM criteria. The Attitude Scale Toward the Use of Humour in Education (ASTUHE) was employed as the data collection instrument. The scale consists of 17 items grouped into three subscales: PHNE (Perceiving Humour as Necessary in Education), ELI (Effect on Language and Instruction), and CCM (Contribution to Classroom Management). In Balta’s (2016) original study, internal consistency was reported as α = 0.89, whereas in the present research, internal consistency was α = 0.887. For the analyses, independent-samples t-tests, one-way ANOVA, and post-hoc tests (LSD, Tukey HSD, Bonferroni) were conducted, with effect sizes (Cohen’s d, η², ηp²) also reported. Results: Preservice teachers generally evaluated humour as a positive element in education. Students who engaged in regular physical activity reported significantly higher attitude scores than their inactive peers (M = 3.51 vs. 2.86; p <.001, d = 0.62). Female students exhibited more favourable attitudes than males (p <.05, d = 0.61–0.98). Likewise, students involved in team sports demonstrated significantly higher scores than those engaged in individual sports (p <.001, d = 0.60–0.96). Differences were also observed across academic discipline, class level, family humour climate, income level, and place of upbringing (p <.05, ηp² = 0.015–0.027). In particular, students raised in urban centres evaluated the functions of humour in education more positively, likely due to their exposure to broader cultural and social stimuli. These findings underscore that humour is not merely a pedagogical skill but a multidimensional phenomenon shaped by lifestyle, social environment, and cultural factors. Conclusions: Regarding contribution to the literature, the study illuminates the relationship between humour and lifestyle factors, while simultaneously revealing the multilayered structure of humour through the combined examination of diverse socio-demographic variables. Moreover, the positive (affiliative, supportive) and negative (sarcastic, aggressive) aspects of humour are contextualised and discussed in light of the literature. Although the cross-sectional design and reliance on self-report data limit causal inference, the findings suggest that preservice teachers’ humour awareness and the availability of physical activity opportunities in university settings may enhance pedagogical skills and psychosocial resilience. Future longitudinal and experimental research could more clearly elucidate the causal mechanisms linking humour and lifestyle factors.
AtıfScopus3WoS4OpenAlex6İncele - 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 - MakaleAçık Erişim2017Examining social and sociomathematical norms in different classroom microcultures: Mathematics teacher education perspective
Güven, N. Dilşad; Dede, Yüksel
Each classroom has its own microculture with its own norms that belong to this microculture. It is these norms that characterize every kind of activity and discussion in the classroom. What makes a mathematics classroom different from any other classroom is the nature of norms, rather than their existence or absence. This study aims to identify the social and sociomathematical norms that belong to different mathematics learning environments within this framework as a multiple-case study based on the qualitative design. The data has been collected through observations of two different classrooms in a mathematics teacher education program at a state university in Turkey. The constant comparative method was used for data analysis. This study, with prospective teachers as participants, identifies the social and sociomathematical norms that regulate the classroom microcultures. The findings show how norms with different qualities can be established and sustained in two different courses within the same teacher training program, and their possible effects on learning and teaching are discussed in the context of teacher education.
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