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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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• 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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  AtıfOpenAlex1

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• MakaleAçık Erişim2026Scopus SJRQ2/r/bayburt/12659
  Perceived burdensomeness and happiness in cohabiting older adults: The serial mediating roles of mental well-being and loneliness

  Akeren, Zahide; Akeren, Ihsan; Kalyoncuo, Servet

  Background Aging-related changes and increased dependence on family members may negatively affect older adults’ psychological well-being. Perceived burdensomeness refers to the belief that one is a burden on others and has been associated with lower happiness, reduced mental well-being, and greater loneliness. Among adults living with their families, mental well-being and loneliness may explain how perceived burdensomeness relates to happiness in later life. Purpose This study examined the associations between perceived burdensomeness and happiness among older adults living with their families and evaluated the serial mediating roles of mental well-being and loneliness. Methods This cross-sectional study included individuals aged ≥65 years residing with family members in a city in Turkey’s Eastern Black Sea region. Data were collected from 273 older adults; after preliminary screening, 7 cases were excluded, resulting in a final analytic sample of N = 266. Measures included the Geriatric Feelings of Burdensomeness Scale, WHO-5, the Happiness Scale, and the Loneliness Scale for the Elderly. Serial mediation was tested using a regression-based approach with bootstrap confidence intervals. Results Perceived burdensomeness was associated with lower mental well-being and higher loneliness. The total association between burdensomeness and happiness was negative (β=-0.467), and more than two-thirds of this association operated indirectly through mental well-being and loneliness. Conclusion and Implications Perceived burdensomeness was associated with lower happiness among older adults living with their families, primarily through reduced mental well-being and increased loneliness. In geriatric nursing and primary care, routinely assessing these psychosocial factors and implementing family-centered and social support-oriented interventions may help improve happiness.

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  AtıfScopus1·OpenAlex1

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• MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/11281
  Cognitive and Emotional Mediators of the Transformation of Adverse Childhood Experiences into Depression, Anxiety, and Stress: Testing a Model in Young Adults

  Akeren, İhsan; Aktaş, Emirhan

  Studies show that symptoms of depression, anxiety, and stress in college students increase with adverse childhood experiences (ACEs). If individuals in young adulthood cannot cope with the negative experiences they were exposed to in childhood, they are at risk of mental health problems later in life. This study aimed to determine whether the effects of the past continue into the present and to examine their scope by testing the effect of ACEs on depression, anxiety, and stress through positive and negative feelings and irrational beliefs. Using stratified convenience sampling, 708 volunteer undergraduate students, 458 female and 250 male, with a mean age of 20.84 years, were reached in their classrooms. In the cross-sectional correlational survey design, Hayes’ PROCESS macro (model 80) was used for conditional process analyses after the regression assumptions were tested. The mediator variables positive and negative feelings and irrational beliefs accounted for about two-thirds of the effect of ACEs on depression (total effect = 0.598, 95% CI [0.442, 0.755], direct effect = 0.209 [0.069, 0.348]), about half of the effect on anxiety (total effect = 0.650 [0.499, 0.802], direct effect = 0.360 [0.214, 0.506]), and more than half of the effect on stress (total effect = 0.676 [0.507, 0.844], direct effect = 0.302 [0.146, 0.458]). Finally, compared to males, females had higher mean scores for ACEs, negative feelings, and depression, anxiety, and stress, and lower mean scores for irrational beliefs. In conclusion, the study shows that the negative effects of the past continue to appear in the present and recommends taking steps to prevent their potential risks for the mental health of young adults.

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• MakaleYalnız künye2026Scopus SJRQ2/r/bayburt/11146
  Self-regulation in blood glucose management among middle-aged and older adults with type 2 diabetes in a rural and semi-rural setting: A qualitative study

  Akeren, İhsan; Akeren, Zahide

  Type 2 diabetes mellitus (T2DM) is a chronic metabolic disease with increasing prevalence, particularly among middle-aged and older adults. Effective blood glucose management is essential for preventing complications and improving quality of life. Although self-regulation has been widely examined in diabetes management, little is known about how middle-aged and older adults living in rural and semi-rural settings apply self-regulation strategies in daily life. This qualitative study explored the blood glucose management experiences of individuals aged 50 years and older with T2DM using Zimmerman’s cyclical self-regulated learning model. Face-to-face interviews were conducted with 16 hospitalized participants meeting the rural or semi-rural residence criterion. Data were analyzed using an inductive-deductive hybrid thematic approach and organized with MAXQDA 20. Three main themes and 13 subthemes were identified: preparation and awareness, barriers and management behaviors, and self-evaluation and internal awareness. During the forethought phase, participants described knowledge, motivation, awareness, and planning but also reported misconceptions about diet and blood glucose management. In the performance phase, behavioral, emotional, cognitive, and social barriers, comorbidities, and poor adherence to dietary recommendations were common. During self-reflection, participants recognized physical symptoms and emotional influences but rarely reported systematically evaluating outcomes or modifying subsequent management behaviors. The findings indicate that inadequate knowledge, emotional challenges, comorbidities, limited social support, and ineffective coping strategies may disrupt the cyclical self-regulation process. Educational interventions for middle-aged and older adults in rural and semi-rural settings should strengthen knowledge, support self-management behaviors, and promote evaluation of outcomes and adaptation of future actions.

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  İncele
• MakaleYayıncıda açık erişim2026Scopus SJRQ1/r/bayburt/11033
  Social Media Interaction Motivation Scale: Development and Relations with Fear of Missing Out, Phubbing, Social Media Disorder, Gender and Time Spent

  Akeren, İhsan; Koçak, Lokman; Özgöl, Mustafa; Demir, Mustafa

  Social media, which is one of the platforms where online activities are most intensely observed, has become an indispensable element of daily life as it enables individuals to interact. The aim of this three-phase study was to develop a measure of social media interaction motivation (SMIM) among those who use at least one of these platforms, to test its validity and reliability, and then to examine its relationship with some variables that were found to be similar. SMIM increases unhealthy cyber behaviors such as fear of missing out (FoMO) and phubbing. Comparing the measures across the three studies, the means of SMD, FoMO, and phubbing do not differ by gender, except for the higher SMIMS scores of females in Study 2. However, these means increase dramatically with time spent on social media. Considering some limitations of the study, we present our suggestions for future studies.

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  AtıfScopus6·WoS6·OpenAlex8

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• MakaleAçık Erişim2025/r/bayburt/15874
  Examining the Mediation of Sport Engagement and Self-Confidence in the Effect of Self-Regulation on Burnout in Athletes: A Structural Equation Modeling Study

  Akeren, İhsan; Çelik, Hüsniye

  The aim of this study was to examine the mediation of self-esteem and sport engagement in the effect of self-regulation on burnout in athletes and to compare these variables according to some socio-demographic factors. The participants of the study, which was conducted with a correlational cross-sectional survey design, were 303 athletes of the Faculty of Sports Science. The Sportive Self-Regulation Scale (SSRS) was used to measure self-regulation, the Sport Engagement Scale (SES) to measure sport engagement, the Trait Sport-Confidence Inventory (TSCI) to measure sport confidence, and the Athlete Burnout Questionnaire (ABQ) to measure burnout. Results indicate that there are significant relationships between SSRS, SES, TSCI, and ABQ in student athletes. While sport age was positively associated with SSRS and SES, chronological age was not associated with any variable. When measures were compared by gender and type of sport, females and single sport participants had lower TSCI means. The 4th grade athletes had low SES and TSCI averages and high ABQ averages. Mediation results reveal that SSRS predicts SES and TSCI, SES does not have a mediating role because it does not predict ABQ, TSCI predicts ABQ and SSRS is a full mediator in its effect on ABQ.

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  İncele
• MakaleAçık Erişim2025Scopus SJRQ1/r/bayburt/12811
  The 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.

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  AtıfScopus10·WoS9·OpenAlex12

  İncele
• MakaleAçık Erişim2025Scopus SJRQ1/r/bayburt/11357
  The Effect of Self-Regulated Learning-Based Practices on Writing Anxiety: A Curriculum-Focused Mixed Study

  Kaplan, Kadir; Akeren, İhsan; Gülden, Bahadır

  Anxiety is part of daily life, and when it is not controlled, it negatively affects performance and success. One type of anxiety that students experience at school as a result of the pressures of educational life is writing anxiety. In the current study, the role of self-regulated learning skills in reducing writing anxiety was examined. The fifth-grade self-regulated writing program (S-rWP) was developed, tested, and revised to align with the text types specified in the native language (L1) course curriculum. A multi-stage random sampling method was used to determine the participants to whom the final program would be applied, and the mean pre-test writing anxiety scores of the two groups, an experimental group and a control group, were close to each other. An instructor trained in self-regulated learning strategies conducted the seven-session program to the experimental group for 6 weeks, while in the same period the same curriculum was conducted to the control group using the traditional teaching method, and finally post-test measurements were taken. Quantitative data from the mixed-method study showed that S-rWP was effective in reducing writing anxiety compared to the standard teaching method. Qualitative data were collected through semi-structured interviews with the participants, the L1 teacher and the instructor. The results show that S-rWP is effective in reducing writing anxiety, in line with the quantitative findings. The participants provided information to support the findings through their opinions, and the L1 teacher and instructor provided information to support the findings through their observations. The results appear to stem from the overlap between students’ writing planning, implementation, and evaluation processes and the three stages of self-regulated learning (forethought, performance, and self-reflection). However, despite these positive outcomes, several suggestions for future research are proposed, taking into account the study’s limitations. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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  AtıfScopus1

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