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- 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 Erişim2026Scopus SJRQ2The mediating and moderating role of mathematical problem-solving skills in the relationship between primary school students' number sense and mathematics self-efficacy
Filiz, Tunahan; Kılıç, Zeliha
The present study analyzed the mediating and moderating role of mathematical problem-solving skills in the association between number sense and mathematics self-efficacy of primary school students. The present study employed the relational survey model, a quantitative research method, and utilized structural equation modeling for analysis. The study's sample group consisted of 307 fourth-grade primary school students. The Number Sense Test, the Mathematics Self-Efficacy Scale, and the Mathematical Problem Solving Scale were utilized as data collection instruments. The study's findings indicated a positive and significant relationship between number sense, mathematical problem solving, and mathematics self-efficacy among primary school pupils. The study indicated that students' mathematical problem-solving skills mediated between number sense and mathematics self-efficacy. The study demonstrated that number sense, mathematical self-efficacy, and problem-solving abilities are positively interrelated, highlighting the need for instructional designs and teacher training programs that integrate authentic, real-life problem-solving experiences to strengthen these interconnected skills in mathematics education. These findings suggest that integrating number sense development with structured problem-solving experiences may support students’ confidence in mathematics. Such instructional approaches may contribute to strengthening interconnected mathematical competencies in primary education.
- MakaleAçık Erişim2026Scopus SJRQ1Examining the relationships between artificial intelligence literacy, AI-TPACK, job satisfaction, and well-being among teachers through structural equation modeling
Kayalı, Bünyami; Balat, Şener; Yavuz, Mehmet
This study explores the relationships between teachers' artificial intelligence literacy (AIL), AI-TPACK competencies, job satisfaction, and well-being. Survey data from 350 in-service teachers were analyzed using PLS-SEM to examine how AI-related competencies are associated with professional and psychological outcomes. The findings reveal that AIL strongly predicts AI-specific knowledge, especially AI-TCK, AI-TK, AI-TPCK, and AI-TPK, with a moderate influence on traditional pedagogical knowledge. At the job satisfaction level, AI-TCK and general pedagogical knowledge are positively associated with satisfaction, while AI-TK has a negative relationship. Mediation analyses show that AI competencies influence well-being through job satisfaction. AI-TCK and pedagogical knowledge are positively associated with well-being indirectly through job satisfaction, whereas AI-TK shows a negative indirect association along the same pathway. The study suggests that AI-related competencies are linked to teachers' work-life outcomes, and highlights job satisfaction as the key mediator between AI competence and well-being. Because the design is cross-sectional and self-reported, these relationships are interpreted as associations rather than causal effects. The study advocates for integrating AI in ways that support pedagogical development rather than just technical skills.
- MakaleAçık Erişim2025Scopus SJRQ1The mediating role of optimism between reading habits and meaningful living
Guven, Ahmet Zeki; Banaz, Emrullah; Özbilen, Uğur; Şahin, Tuğrul Gökmen
The present study sought to examine the relations between reading habits, perceived meaningful living, and optimism through structural equation modeling. To this end, we recruited undergraduate students enrolled in the Turkish language teaching program of a state university and collected the data using the Reading Attitude and Habits Scale, the Meaningful Living Scale and the Optimism-Pessimism Questionnaire. More than half (58.4%) of students were females, 52% were aged 21–30 years, and 34.2% were second-year students. The data were analyzed using SPSS 24.0 and SPSS AMOS 20.0. The findings showed a significant relationship between reading habits and meaningful living, with optimism serving as a significant mediator. Model fit indices confirmed the validity of the SEM model (RMSEA = 0.061, CFI = 0.94, TLI = 0.96). We also found that optimism served as a significant mediator in the relation between reading habits and perceived meaningful living. The findings suggest encouraging undergraduate students’ reading habits and designing and offering counseling services to foster students’ optimism and perceived meaningful living. Moreover, further research with diverse demographic groups is needed to elucidate more on the subject.
AtıfScopus1WoS1OpenAlex1İncele - 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.
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