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Sürdürülebilir Kalkınma Amaçları

• 16

• MakaleAçık Erişim2026/r/bayburt/16048
  Measuring of Metacognition in Problem-Posing: Standardization of the Metacognition in Problem-Posing Scale

  Öztürk, Mesut; Sarikaya, İsmail; Albayrak, Mustafa

  While research on metacognition in mathematics education has grown recently, it has primarily focused on problem- solving, with little attention given to problem-posing. However, problem-posing also involves complex metacognitive processes that warrant deeper investigation. This study addresses this gap by developing and validating a new instrument to assess metacognition in problem-posing among middle school students. The metacognition in problem-posing Scale is an eight-item measure encompassing three factors: planning, monitoring, and evaluation. The study was conducted using a scale-development design within a survey research framework, and data were collected through a two-stage simple random sampling. Psychometric analyses confirmed the scale’s reliability and its construct validity. The metacognition in problem-posing Scale offers a promising tool for exploring students’ metacognitive engagement in problem-posing tasks and has potential applications in both research and classroom settings.

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  İncele
• MakaleYalnız künye2025Scopus SJRQ1/r/bayburt/11244
  Regulate 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.

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  AtıfScopus1·WoS1·OpenAlex1

  İncele
• MakaleYalnız künye2024Scopus SJRQ1/r/bayburt/13000
  Middle School Students’ Problem Solving Performance: Identifying the Factors that Influence It

  Öztürk, Mesut; Sarikaya, İsmail; Ada Yıldız, Kübra

  This research was carried out to examine the serial mediation role of mathematics self-efficacy and metacognition for problem-solving in the effect of reading comprehension on problem-solving. The relational research model, one of the quantitative research designs, was used in the study. A total of 699 middle school students studying in official public schools in Turkey participated in the study. SPSS and PROCESS macros were used in the analysis of the data of the study. The study revealed that reading comprehension, mathematics self-efficacy, and metacognition were related to problem-solving. The result of the study showed that mathematics self-efficacy and metacognition significantly mediate the relationship between reading comprehension and problem-solving.

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  AtıfScopus10·WoS7·OpenAlex19

  İncele
• MakaleAçık Erişim2024Scopus SJRQ1/r/bayburt/12842
  Are students with high creativity skills successful writers? A parallel mediation model

  Sarikaya, Ismail

  The relationship between creativity and writing success is a matter of curiosity for many researchers, educators, and people in general. Many would likely expect that creative individuals would have higher writing success. This study aimed to determine the mediating roles of writing self-efficacy, writing motivation, and writing disposition in the relationship between creativity and writing success of primary school students. A relational research model was used in the study conducted with 300 primary school students. Correlational analysis and mediating variable analysis were performed with the data obtained with five data collection tools. The analysis results showed significant relationships between the variables: Creativity, writing self-efficacy, writing motivation, and writing disposition were found to significantly predict writing success. In addition, the findings revealed that writing self-efficacy, motivation, and disposition each have a parallel mediating role between creativity and writing success. The study's results are discussed in connection to the pertinent research literature, and recommendations are made.

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  AtıfScopus5·WoS4·OpenAlex4

  İncele
• MakaleAçık Erişim2024Scopus SJRQ1/r/bayburt/11627
  The Effect of Augmented Reality Technology on Primary School Students’ Achievement, Attitudes Towards the Course, Attitudes Towards Technology, and Participation in Classroom Activities

  Sökmen, Yavuz; Sarikaya, İsmail; Nalçacı, Ahmet

  The research aims to investigate the impact of augmented reality (AR) technologies developed within the framework of primary school students’ on student achievement, attitudes towards the course, attitudes towards technology, and participation in classroom activities. The contents of AR-based learning materials have been developed by 4th-grade teachers and writers within the context of the existing curriculum. The study process was carried out based on the instructional design model. The research was performed in conjunction with the quasi-experimental design among the experimental designs of quantitative research methods. Using the cluster random sampling method, students in the experimental and control groups were selected among 11 primary schools. The findings indicate that contrary to the students in the control group, the students in the experimental group had higher academic achievement and participation in classroom activities, and also their attitudes to the course and applied technology were more positive. Moreover, concerning the experimental group students, a positive and significant correlation between their academic achievements, attitudes towards the course, attitudes towards technology, and their participation and participation in classroom activities have been observed.

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  AtıfScopus24·WoS16·OpenAlex21

  İncele
• MakaleAçık Erişim2023/r/bayburt/14348
  Development of self-regulation scale for middle school students: Validity and reliability study

  Sarikaya, Ismail; Ozturk, Mesut; Ozgol, Mustafa

  This study was conducted to develop a valid and reliable measurement tool that can identify middle school students' self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely forethought and volitional control and self-reflection. In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability (CR) were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis (CFA) was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.

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  AtıfWoS1·OpenAlex4·TR Dizin2

  İncele
• MakaleAçık Erişim2022/r/bayburt/16709
  Sınıf öğretmenliği lisans programının (2018) aday öğretmenlerin öz-yeterlik inançları bağlamında değerlendirilmesi

  Boyraz, Celal; Sarikaya, İsmail

  Bu araştırmanın amacı, aday sınıf öğretmenlerinin sınıf öğretmenliği müfredatına yönelik görüşleri ve öz-yeterlik inançları üzerinden 2018 Sınıf Öğretmenliği lisans programını değerlendirmektir. Araştırmada karma yöntem araştırması temel desenlerinden çeşitleme deseni benimsenmiştir. Araştırmanın katılımcılarını, bir devlet üniversitesinde sınıf öğretmenliği programında öğrenim görmekte olan ve 2021-2022 öğretim yılında mezun olan 65 öğretmen adayı oluşturmaktadır. Amaçlı örneklem yöntemlerinden ölçüt örneklemenin benimsendiği araştırmada 2018 Sınıf Öğretmenliği müfredatında yer alan tüm dersleri almış olmak ölçüt olarak alınmıştır. Veri toplama amacıyla ilk olarak araştırmacılar tarafından geliştirilen ve iki bölümden oluşan yarı yapılandırılmış görüşme formu ve Sarikaya ve Sökmen (2021) tarafından sınıf öğretmeni ve öğretmen adayları için geliştirilen öz-yeterlik inançları ölçeği kullanılmıştır. Ölçekten elde edilen verilerin analizinde betimsel ve kestirimsel istatistikten faydalanılırken, nitel verilerin analizinde içerik analiz adımları takip edilmiştir. Araştırma sonucunda katılımcılar, alan eğitimi dersleri ve meslek bilgisi derslerini katkısı yüksek dersler olarak nitelendirmişlerdir. Ayrıca öğretmenlik öz-yeterlik inançları ile alan eğitimi ve meslek bilgisi ders gruplarının katkı düzeyi dereceleri arasında orta düzeyli; alan eğitimi ve meslek bilgisi seçmeli ders gruplarının katkı düzeyi dereceleri arasında ise düşük düzeyli, pozitif yönlü ve anlamlı bir ilişkinin olduğu ortaya konulmuştur. Ancak adayların öğretmenlik öz-yeterlik inançları ile genel kültür zorunlu ve seçmeli ders gruplarının katkı düzeyi dereceleri arasında anlamlı bir ilişkinin olmadığı görülmüştür. Yapılan görüşmelerde katılımcıların derslerin sağladığı katkının öğretim elemanı, derslerin içeriği ve atanma kaygısı gibi değişkenlerden etkilendiği söylenmiş ve uygulamaya yönelik derslere daha fazla yer verilmesi gerekliliği öne çıkmıştır.

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  AtıfOpenAlex3·TR Dizin2

  İncele
• MakaleYalnız künye2022Scopus SJRQ4/r/bayburt/13262
  The mediating role of self-efficacy between emotional intelligence and job satisfaction of primary school teachers; [Le rôle médiateur de l'auto-efficacité entre l'intelligence emotionnelle et la satisfaction au travail des enseignants du primaire]

  Sökmen, Yavuz; Sarikaya, İsmail

  Introduction: In this study, it was analyzed whether self-efficacy has a mediating role between the emotional intelligence and job satisfaction of primary school teachers. Objective: It is to test the relationships between primary school teachers job satisfaction, self-efficacy and emotional intelligence levels. Method: A path analysis was performed on a sample of 252 primary school teachers. Results: It was found that self-efficacy mediated the relationship between emotional intelligence and job satisfaction. Conclusion: Based on the findings of the study, the relationships between emotional intelligence, job satisfaction and self-efficacy were discussed in the literature and various suggestions were made to concerned future researchers and practitioners.

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  AtıfScopus15·WoS7·OpenAlex17

  İncele
• MakaleAçık Erişim2022/r/bayburt/13184
  Prospective 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.

  • 
  AtıfOpenAlex1

  İncele
• MakaleAçık Erişim2021/r/bayburt/14487
  Challenges and fundamental skills for primary school teachers: Developing self-efficacy beliefs scale

  Sarikaya, Ismail; Sökmen, Yavuz

  The study aims to shed light on the strengths of the primary school teaching profession and the fundamental skills that a primary school teacher (PST) should have while also taking into account the views of the PSTs. However, based on the data collected, the objective is to develop a self-efficacy belief scale (SEBS) for PSTs and teacher candidates. The first stage was carried out with 80 PSTs with at least five years of professional experience. 763 PSTs and PST candidates participated in second stage of the study. A SEBS was developed for PSTs and teacher candidates in light of the obtained data. Descriptive analysis and content analysis were used for qualitative data. The categories of being a teacher in village school, administration-colleague and parent-related problems, student self-care, pedagogical qualifications, and personal and professional development were attained concerning the challenges and fundamental skills for PSTs. Scale development steps were followed second stage of the study. The SEBS containing three sub-dimensions and 19 items is assumed to be helpful and valid and reliable metrics.

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  AtıfWoS1·OpenAlex4·TR Dizin3

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