Sürdürülebilir Kalkınma Amaçları
Yazarlar
Yayınlar
- MakaleAçık Erişim2026Scopus SJRQ1Self-Regulation and Mathematics Anxiety: The Conditional Mediating Role of Mathematical Language Self-Efficacy and Implications for Inclusive Education
Öztürk, Mesut; Ada Yildiz, Kübra; Charitaki, Garyfalia
In this quantitative study, we investigated the conditional mediating role of students’ mathematical language self-efficacy in the relationship between self-regulation and mathematics anxiety. The study employed a relational research design and included survey data from 706 middle school students attending public schools in Turkey. Findings indicated that both self-regulation and perceived self-efficacy in mathematical language use were significantly associated with mathematics anxiety. Moreover, the effect of self-regulation on mathematics anxiety was significantly mediated by students’ perceptions of their ability to understand and use mathematical language self-efficacy. The indirect effect was negative while the direct effect was positive, indicating a suppression (competitive mediation) effect, whereby self-regulation exerts both anxiety-reducing and potentially anxiety-inducing influences through different pathways. Conditional mediation analysis further revealed that this mediating effect varied as a function of students’ perceived academic support, with the indirect effect being non-significant for students who did not receive support. Measurement invariance across gender and grade level was examined to ensure that the constructs were measured equivalently across groups. These findings highlight the importance of fostering both self-regulation skills and mathematical language proficiency, particularly in contexts where students may lack sufficient support. These findings provide a theoretically grounded and practically relevant framework for understanding mathematics anxiety within inclusive mathematics education contexts.
- MakaleAçık Erişim2026Scopus SJRQ1Development and psychometric evaluation of the Self-Regulated Nursing Care Scale (SRNCS) among Turkish nurses
Akeren, Zahide; Akeren, İhsan; Isik, Hafsa Kubra
Background: Self-regulation refers to individuals’ ability to control themselves, manage their behaviours and learn from their environment. Self-regulated learning skills may support nurses in providing effective care. This study aimed to develop and psychometrically evaluate the Self-Regulated Nursing Care Scale (SRNCS) for assessing nurses’ self-regulated nursing care skills based on Zimmerman’s Self-Regulated Learning Model (Z’SLM) and the relevant literature. Methods: The planning, implementation and evaluation components of nursing care were considered in relation to the forethought, performance and self-reflection phases of Z’SLM. Data were collected online between November 2022 and January 2023 from nurses working in state hospitals. Content validity was assessed through expert review. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed using data from 201 and 239 nurses, respectively. Criterion validity and reliability were also examined. Results: EFA yielded a 16-item, three-dimensional structure comprising planning, implementation, and evaluation and explaining 63.9% of the total variance. CFA supported this three-factor structure in an independent sample. Criterion validity was supported by correlations with the Counselling Skills in Nurses Scale. Cronbach’s alpha was 0.95 for the overall scale and 0.81, 0.87, and 0.93 for the planning, implementation, and evaluation dimensions, respectively. The test-retest reliability coefficient was 0.77. Conclusion: The findings support the validity and reliability of the Turkish form of the SRNCS for assessing self-regulated care skills among nurses providing inpatient care. The scale may be used in research and clinical settings to assess planning, implementation and evaluation dimensions of self-regulated nursing care. Future studies may examine relationships between SRNCS scores and care-related outcomes.
AtıfOpenAlex1
İncele - MakaleAçık Erişim2025Scopus SJRQ1The Effect of Self-Regulation on the Need for Psychological Help Through Happiness, Resilience, Problem Solving, Self-Efficacy, and Adjustment: A Parallel Mediation Study in Adolescent Groups
Akeren, İhsan; Çelik, Eyüp; Yayla, İbrahim Erdoğan; Özgöl, Mustafa
Introduction: Adolescence is a developmental period in which the risk of mental problems is high. Failure to resolve the problems encountered during this period may result in the need for psychological help. Based on the literature review, this study aimed to examine self-regulation, which has the potential to reduce adolescents’ need for psychological help, and the mediation of happiness, resilience, problem solving, self-efficacy, and adjustment through this skill. Methods: In the cross-sectional correlational survey design study, 1013 adolescents (542 girls, 471 boys, mean age: 15.04 ± 1.75 years) aged 12–19 years and studying in middle and high school in Bayburt, Turkey were reached. Seven different questionnaires, valid and reliable in adolescent groups, were used to measure the study variables. Results: Correlation results showed that all predictors were positively correlated with each other and negatively correlated with the dependent variable, the need for psychological help. After testing the assumptions, the results of the parallel mediation analysis showed that happiness, problem solving, self-efficacy, and adjustment fully mediated the effect of self-regulation on the need for psychological help. Another finding is that resilience is not a predictor of psychological distress. Conclusions: The results are important because they provide insight for those working in the field of adolescent mental health in terms of understanding the factors through which self-regulation reduces the need for psychological help.
AtıfScopus10WoS9OpenAlex12İncele - 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.
AtıfScopus1WoS1OpenAlex1İncele - MakaleAçık Erişim2024Scopus SJRQ1Investigating the Effectiveness of Augmented Reality Technology in Science Education in Terms of Environmental Literacy, Self-Regulation, and Motivation to Learn Science
Arici, Faruk
Augmented Reality (AR) is a technology that provides users with an engaging learning experience by placing interactive virtual 3D models in natural environments. It is known that the use of AR technology in science education has many educational benefits. This study investigated the impact of AR technology on the development of environmental literacy, self-regulation skills, and motivation for science learning, which are increasingly important skills. Acquiring these high-level skills is essential for supporting students’ development in preventing environmental problems, addressing the motivation decrease seen primarily due to distance learning, and acquiring the self-regulation skills that have gained importance due to distance learning. The study was conducted with a quasi-experimental design on fifth-grade students, with one experimental (34) and one control (36) group. The findings were analyzed through MANOVA and content analysis. The results showed that AR technology supports environmental sensitivity, positive behavior, and the development of environmental knowledge and skills. In addition, AR technology has significant contributions in terms of self-regulation. Finally, it is recommended to use AR technology in science education to develop these variables and positively affect participants’ motivation for science learning.
AtıfScopus22WoS17OpenAlex18İncele - MakaleAçık Erişim2021Scopus SJRQ1The relationship between the mathematical reasoning skills and video game addiction of Turkish middle schools students: A serial mediator model
Öztürk, Mesut; Sarikaya, İsmail
The reasoning is required for important mathematical skills such as understanding mathematics, problem-solving, and proving. Therefore, it is crucial to examine the reasoning skills of individuals. This study was conducted to determine the serial mediator effect of the negative automatic thoughts and self-regulation within the relationship between reasoning skills and video game addiction of middle-school students. The correlational research model among the quantitative research designs was used in this study which was conducted with the participation of 468 middle-school students. Reasoning skill scale, video game addiction scale, negative automatic thoughts scale, and perceived self-regulation scale were used in the data collection process. The obtained data were analyzed with correlation analysis and mediator variable analysis. In the end, the results indicated that negative automatic thoughts and self-regulation skills had a mediator effect between middle-school students’ video game addiction and reasoning skills.
AtıfScopus16WoS9OpenAlex20İncele - MakaleAçık Erişim2020Scopus SJRQ3The Relationship between Self-Regulation and Proportional Reasoning: The Mediating Role of Reflective Thinking towards Problem Solving
Öztürk, Mesut
The present study examines the mediating impact of reflective thinking on problem-solving among seventh-grade students, focusing on the link between self-regulation and proportional reasoning. A relational research model was used to provide the quantitative research design. The prediction model proposed in this study was tested with 279 seventh-grade middle-school students. Data were collected using the 'Reflective thinking towards problem-solving scale', the 'Perceived self-regulation scale' and the 'Proportional reasoning skill test'. Correlation and mediation analyses were performed on the collected data. The results demonstrate that reflective thinking toward problem-solving is significantly related to self-regulation and proportional reasoning. The mediation analysis shows that seventh-grade students' reflective-thinking skills towards problem-solving partially mediate between their self-regulation levels and proportional-reasoning skills.
AtıfScopus2WoS1OpenAlex10TR Dizin3
İncele