Sürdürülebilir Kalkınma Amaçları

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Araştırmacılar(6)

• Akeren, İhsan
• Aktaş, Emirhan
• Büyüksevindik, Baki
• Kaya, Feridun
• Koçak, Lokman
• Yayla, İbrahim Erdoğan

• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/14132
  Role of occupational self-efficacy and professional identity as mediators in the relationship between person-job fit and career sustainability among teachers

  Demir, Mustafa; Yayla, Ibrahim Erdogan; Dombak, Kubra; Baloglu, Mustafa

  Introduction Career sustainability has become increasingly important for teachers to maintain long-term professional engagement and effectiveness. This study examined the serial mediating roles of occupational self-efficacy and professional identity in the relationship between person-job fit and career sustainability among teachers.Methods The study employed a correlational survey design. A total of 390 teachers working in Turkiye participated in the study. Data were collected using the Career Sustainability Scale, the Person-Job Fit Scale, the Occupational Self-efficacy Scale, and the Perceived Professional Identity Scale. We tested the research hypotheses using a serial mediation analysis with Hayes' PROCESS Macro Model 6.Results The findings show positive and significant relationships among person-job fit, occupational self-efficacy, professional identity, and career sustainability. Although the direct effect of person-job fit on career sustainability is not statistically significant, the indirect effects via occupational self-efficacy and professional identity are significant. The serial mediation analysis further shows that person-job fit is related to teachers' occupational self-efficacy, which may, in turn, be related to their professional identity and, consequently, to career sustainability.Conclusion The findings indicate a significant indirect relationship between person-job fit and teachers' career sustainability, mediated by occupational self-efficacy and professional identity. These findings highlight the importance of holistically considering person-job fit, occupational self-efficacy, and professional identity for teacher career sustainability.

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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/10767
  The association of psychological need dissatisfaction with problematic digital gaming: Mediating roles of EPOCH well-being and resilience in adolescents

  Yayla, Ibrahim Erdogan; Makas, Samet; Gomez-Salgado, Juan; Bayrakci, Cansu; Dombak, Kubra; Çelik, Eyup; Yildirim, Murat

  Drawing on self-determination theory, this study examines how EPOCH well-being and resilience mediate the relationship between dissatisfaction with psychological needs and problematic digital gaming. Data were collected via questionnaires from 647 adolescents aged 13-19 (M = 15.80, SD = 1.10), 55.8% of whom were girls, using a convenience sampling method. Structural equation modeling was employed to test the proposed hypotheses. Results indicate a significant positive association between dissatisfaction with psychological needs and problematic digital gaming. Moreover, both EPOCH well-being and resilience were found to mediate this relationship. By highlighting the role of psychological resources in adolescence, this study makes novel theoretical and practical contributions to understanding the associations between psychological need dissatisfaction and problematic digital gaming. This is a cross-sectional study, which limits the generalization of the research results. The participants are adolescents attending middle schools in some rural areas of T & uuml;rkiye, which limits the generalizability of the research results to adolescents in other parts of T & uuml;rkiye and the world. Additionally, research data were obtained through self-report scales. This may lead adolescents to respond in line with their developmental perceptions of social desirability.

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• MakaleAçık Erişim2026/r/bayburt/16028
  Development and Validation of the Self-Regulated Teaching Scale (SRTS)

  Akeren, İhsan

  Quality education depends on the interaction among the student, the teacher, and the curriculum. Within this process, teachers play a central role in planning instruction, implementing teaching, and evaluating learning. In this context, self-regulated teaching refers to the deliberate regulation of teaching practices across the planning, implementation, and evaluation phases. This study aimed to develop and validate a scale measuring teachers’ self-regulated teaching skills on the basis of Zimmerman’s Self-Regulated Learning Model (Z’SRLM). An exploratory sequential mixed-methods design was employed. Qualitative data from three focus group discussions with 12 teachers were used to generate the item pool, yielding three dimensions: planning, implementation, and evaluation. After expert review and a clarity check with 75 teachers, exploratory factor analysis (EFA) was conducted with 226 teachers and produced a 17-item, three-factor structure. Confirmatory factor analysis (CFA) with an independent sample of 394 teachers supported the final modified three-factor model (χ²/df = 1.374, CFI = .962, TLI = .955, IFI = .963, RMSEA = .031, SRMR = .038). The correlated three-factor and second-order representations yielded equivalent global fit, and additional model-based indices indicated that the total score retained meaningful psychometric value as a complementary global indicator, although the scale was interpreted primarily at the subdimension level. Criterion-related validity was examined with 207 teachers using the Classroom Management Skills Scale (CMSS), and the correlations were positive and statistically significant (r = .438-.751, p < .001). Internal consistency coefficients ranged from acceptable to high across subdimensions, model-based indices supported cautious interpretation of the total score, and test-retest findings indicated acceptable temporal stability. Overall, the findings support the validity and reliability of the Self-Regulated Teaching Scale for use in research on teachers’ instructional practices.

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• MakaleAçık Erişim2026/r/bayburt/16025
  Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning with Technology

  Akeren, İhsan; Yetişensoy, Okan

  Self-regulation and self-directedness have recently become closely associated with technology. The aim of this study is to examine middle school students’ levels of self-regulation skills and self-directed learning (SDL) with technology in terms of technology-related variables. The study was conducted using the cross-sectional correlational survey design, and the participant group consisted of 468 middle school students. The study revealed that middle school students' self-regulation skills and their levels of SDL with technology significantly varied based on how frequently they used e-learning platforms outside of school, in favor of those who used them more frequently. It was also determined that students' self- regulation skills and their SDL with technology significantly differed based on their purpose of technology use, and students who used technology for educational purposes had significantly higher self-regulation skills and SDL with technology compared to those who used it primarily for communication or entertainment. The study also revealed that middle school students' self-regulation skills did not significantly differ based on their AI usage competence. However, their self-directed learning with technology levels significantly varied by this variable, with higher competence corresponding to higher SDL with technology. Additionally, the analysis showed that there was no statistically significant difference in self-regulation skills or SDL with technology based on levels of access to technology. At this point, it is recommended that students be trained to use e-learning platforms outside of school and to employ technologies for educational purposes in order to enhance their levels of self-regulation and self-directedness. Furthermore, educating children on how to use GenAI tools such as ChatGPT more effectively in their self-regulated learning processes can also be presented as an important recommendation. At this point, it can be argued that, in addition to computer science courses, subjects like social studies that incorporate technology-related content may also serve these purposes.

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• MakaleYalnız künye2026Scopus SJRQ2/r/bayburt/14136
  The Mediating Role of Parental Self-Efficacy in the Relationship Between Parenting Stress and Coparenting

  Turhan, Fatma Seher; Yayla, Ibrahim Erdogan; Sahranç, Umit; Makas, Samet; Yildirim, Murat

  Parenting stress is a critical factor influencing family dynamics, often undermining the quality of coparenting. Exploring the mechanisms through which parenting stress impacts coparenting and the potential mediating role of parental self-efficacy is essential for developing effective family-based interventions. This study aims to examine the mediating role of parental self-efficacy in the relationship between parenting stress and coparenting. The sample consisted of 240 parents (79.6% female) aged 25-58 (M = 36.5). Participants completed the Parenting Stress scale, the Berkeley Parenting Self-Efficacy Scale, and the Coparenting Scale. Parenting stress showed a significant negative association with both coparenting quality and parenting self-efficacy. Furthermore, parenting self-efficacy was found to mediate the association between parenting stress and coparenting. These results highlight the important role of parents' self-efficacy in influencing how stress influences coparenting dynamics. Strengthening parents' confidence in their parenting abilities may help buffer the harmful effects of stress and foster more cooperative, supportive coparenting practices.

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• MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/12728
  From spiritual resilience to moral maturity: the role of religious education

  Dombak, Kübra; Yayla, İbrahim Erdoğan; çelik, Eyüp

  This study examined the mediating role of life in meaning and the moderating effect of religion education on the relationship between spiritual resilience and moral maturity. Data were collected using the Moral Maturity Scale, The Spiritual Resilience Scale and Meaning in Life Scale. The participants consisted of 203 women and 133 men aged 19–63 living in Turkey. Spiritual resilience, moral maturity, life in meaning and religion education were tested in the study using Hayes Process Macro Model 8 moderated mediation. The results revealed that life in meaning mediates the relationship between spiritual resilience and moral maturity. Additionally, the mediating model was found to be stronger among individuals who had received religion education. Furthermore, receiving religion education was found to have a moderating effect on the relationship between spiritual resilience and the presence of the meaning sub-dimension. These findings were discussed in the context of relevant literature.

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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/12708
  Big five personality, anxiety sensitivity, and Turkish L2 speaking anxiety in international students: a mediation model

  Yayla, Ibrahim Erdoğan; Dombak, Kübra; Maden, Sedat; Arpaci, Ibrahim; Baloglu, Mustafa

  Introduction – Second language (L2) speaking anxiety is a significant affective variable that can limit the communication processes and academic experiences of foreign language learners. Although interest in the relationship between personality traits and speaking anxiety has increased in recent years, the psychological processes through which this relationship manifests have not been sufficiently investigated. Method – The mediating role of anxiety sensitivity in the relationship between the Five-Factor Model of personality traits and L2 speaking anxiety was examined. The research is a cross-sectional, quantitative study conducted with international university students learning Turkish as a second language (N = 286; 76.6% male). The data were analyzed using bootstrap-based mediation analyses. Result – We found significant negative correlations between conscientiousness, agreeableness, extroversion, and openness to experience and L2 speaking anxiety, and a significant positive correlation with neuroticism. Mediation analyses showed that anxiety sensitivity had significant indirect effects in the relationships between all five personality dimensions and L2 speaking anxiety. Discussion – The findings suggest that both personality traits and anxiety sensitivity should be considered when interpreting Turkish L2 speaking anxiety.

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• Derleme MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/12704
  Relationships between problematic social media use and social comparison: a meta-analysis

  Demir, Mustafa; Yayla, İbrahim Erdoğan; Kaya, Metin; Koçak, Lokman; Arpaci, Ibrahim; Baloglu, Mustafa

  We examined the relationship between problematic social media use (PSMU) and social comparison via a meta-analysis. We conducted a systematic literature review and meta-analysis. The study includes quantitative data from 20 independent studies published between January 2019 and October 2025 that examined the relationship between PSMU and social comparison. The studies encompassed adolescents, university students, and the general adult population from both individualistic and collectivist cultural contexts. Effect sizes were calculated using Fisher’s z-transformation under a random-effects model. The results indicated a modest positive relationship between PSMU and social comparison, with an effect size (ES) of 0.24 (95% CI [0.13, 0.36]). Following the Trim-and-Fill adjustment, the effect size decreased slightly, but the overall pattern was preserved. Additional meta-analyses based on standardized regression coefficients showed that, when control variables were included, the association weakened but remained detectable (ES = 0.169, 95% CI [0.029, 0.309]). Effect sizes in unpublished studies were close to zero; however, this finding should be interpreted with caution, as it is based on a limited number of unpublished studies. A high degree of heterogeneity was observed across the analyses. Moderation and meta-regression analyses indicated that the relationship may vary depending on the type of social comparison scale, age, gender composition, and countries’ Global Innovation Index scores. Studies using theory-based measures of social comparison reported higher effect sizes. Higher effect estimates were observed in samples comprising older participants, in groups with a greater proportion of men, and in countries with lower levels of national innovation. In contrast, effect estimates in adolescent samples were relatively small and, in some subgroup analyses, remained trivial despite reaching statistical significance. In conclusion, social comparison shows a limited, context-sensitive relationship in magnitude rather than a strong or universal one with PSMU. However, it is unclear whether the observed relationship reflects a genuine connection between the independent constructs or partial conceptual overlap between the measurement instruments. The findings suggest that, although some sub-group effects may be statistically significant, their practical importance may remain limited. Therefore, the relationship between PSMU and social comparison should be evaluated within a multi-layered theoretical framework that accounts for measurement approaches, socio-technical contexts, and potential conceptual overlaps between constructs.

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• MakaleYayıncıda açık erişim2026Scopus SJRQ2/r/bayburt/12664
  Life satisfaction and problematic online gaming among young adults: the mediating roles of depression, anxiety, and stress

  Bekir, Seyhan; Yayla, İbrahim Erdoğan; Makas, Samet; Manci, Egemen; Yildirim, Murat

  Objective: Problematic online gaming has emerged as a growing concern among young adults, often linked to reduced well-being and increased mental health problems. This study aimed to investigate whether depression, anxiety, and stress mediate the relationship between life satisfaction and problematic online gaming among young adults. Method: A total of 336 Turkish students participated in this cross-sectional study by completing self-reported measures of life satisfaction, depression, anxiety, stress, and problematic online gaming via an online survey. Results: Results indicate that lower life satisfaction related to higher levels of stress and depression, which in turn increase problematic online gaming behaviors. In contrast, anxiety did not have a significant mediating role, since its confidence interval included zero. Conclusions: In conclusion, both direct and indirect associations were found between lower life satisfaction and problematic online gaming, through stress and depression. Anxiety was not found to have a significant mediating effect in this relationship. These findings suggest that interventions aimed at enhancing life satisfaction and reducing psychological suffering could help to prevent such behavior.

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  AtıfWoS1

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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/12662
  Development 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.

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