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• 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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• 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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  AtıfScopus1·WoS1·OpenAlex2

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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/12640
  The role of the 2023 earthquakes in the competencies and critical thinking skills of teacher candidates in Türkiye

  Görgülü, Deniz; Cömert, Melike; Demir, Mustafa; Şahin, Çiğdem

  Background: The impact of natural disasters on the professional development of teacher candidates has, to date, primarily been investigated in relation to psychological well-being and trauma. Nevertheless, the association between these extreme events and teacher candidates’ personal and professional competencies, as well as their critical thinking skills, remains insufficiently addressed in the literature. In particular, for teacher candidates who directly experienced the 2023 earthquakes in Türkiye, there exists a distinct need for comprehensive research that integrates both quantitative and qualitative methodologies. Methods: This study employed a sequential explanatory mixed-methods design. In the quantitative phase, the Personal-Professional Competencies Perception Scale (PPCPS) and the Critical Thinking Standards Scale (CTSS) were administered to 304 teacher candidates at İnönü University who directly experienced the 2023 earthquakes. In the qualitative phase, semi-structured interviews were conducted with 37 purposively selected participants to contextualize and deepen the quantitative findings. Results: A positive, significant, and strong correlation was found between critical thinking skills and personal and professional competency (r =.657, p <.01). Qualitative findings revealed that in the post-earthquake period, teacher candidates developed positive perceptions of critical thinking, particularly under the themes of developing different perspectives, empathy, and increased awareness; however, the inefficiency of distance education, communication problems, and psychological difficulties negatively affected their perceptions of professional competence. Conclusion: Research findings indicate that the earthquakes had a bidirectional impact on teacher candidates' perceptions of competence and critical thinking. Among these İnönü University teacher candidates, traumatic experiences appeared to enhance cognitive and critical awareness consistent with Post-Traumatic Growth (PTG) theory, while simultaneously weakening teacher candidates’ perceptions of professional competence, owing to distance learning disruptions and psychological challenges. These findings highlight that post-disaster teacher education processes should focus not only on academic sustainability but also on structural arrangements that support critical thinking, psychological resilience, and professional competencies.

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• 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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• MakaleYalnız künye2025Scopus SJRQ1/r/bayburt/11342
  Analysis of the relationship between school leadership and collective teacher efficacy: a cultural comparison

  Kaya, Metin; Demir, Mustafa

  This meta-analysis study aims to analyze the relationship between school leadership and collective teacher efficacy in a cultural context. The meta-analysis included a total of 47 studies in different cultures in different countries. The results of the analysis for all 47 studies involved suggested a medium-level relationship between school leadership and collective teacher efficacy. The combined effect size was calculated for all studies according to random effect models (ES =.48). And it is concluded that the power distance and long-term orientation of countries positively predict the relationship between school leadership and collective teacher efficacy. In addition, it is concluded that the individualism tendency of countries negatively predicts the relationship between school leadership and collective teacher efficacy. Moreover, it is determined that the uncertainty avoidance and masculinity tendencies of countries do not predict the relationship between school leadership and collective teacher efficacy. In line with these results, school managers working in countries that have high power distance, collectivity, long-term investment, and limitation tendency should benefit from these opportunities to carry out and complete the school mission. School managers in countries that have low power distance, collectivity, long-term investment, and limitation tendency should develop different strategies.

  AtıfScopus7·WoS7

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• MakaleYalnız künye2025Scopus SJRQ1/r/bayburt/11024
  A psychometric analysis of the artificial intelligence skills scale developed through chat gpt

  Görgülü, Deniz; Coşkun, Fatma; Demi̇r, Mustafa; Si̇pahi̇oğlu, Mete

  This study aims to examine the psychometric properties of a scale developed to measure teachers’ ability to use artificial intelligence tools in education. The scale was originally proposed as having 33 items across 5 sub-dimensions by Chat GPT-4, an AI system. To establish content validity, the scale form was submitted to expert review. An exploratory factor analysis (EFA) was then conducted on a sample of 347 teachers to determine if the 33-item, 5-subdimensional structure proposed by Chat GPT was confirmed by empirical data. The EFA results supported Chat GPT-4’s proposed structure. A confirmatory factor analysis (CFA) was applied to a new sample of 603 teachers to assess the scale’s validity in an independent sample. The CFA results did not fully support the structure consisting of 33 items and 5 subdimensions proposed by Chat GPT. Reliability was analyzed using Cronbach’s Alpha and test-retest methods.

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  AtıfScopus5·WoS5·OpenAlex10

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• MakaleYalnız künye2024/r/bayburt/16401
  Ekonomik ve kültürel bağlam okuma başarısında önemli mi? Okuma başarısı ile ilişkili öğrenci, okul ve ülke düzeyi değişkenlerin incelenmesi

  Kaplan, Kadir; Filiz, Tunahan; Demir, Mustafa; Kaya, Metin

  Bu araştırmada, dördüncü sınıf öğrencilerinin okuma başarısını etkileyen öğrenci, okul ve ülke faktörlerinin incelenmesi amaçlanmıştır. Bu doğrultuda PIRLS 2021’de yer alan veriler arasından öğrenci ve okul düzeyindeki değişkenler belirlenmiş ve bu değişkenlerle ilgili veriler analize dahil edilmiştir. Ayrıca, ülkelerin gelirlerinin bireylere dağılımları ile ilgili GINI, gayri safi milli hasılanın eğitime ayrılan yüzdesi (EDGDP) ve Hofstede’nin kültürel boyut teorisinden hareketle eğitimle ilişkili olan alt boyutlar da ülke düzeyinde değişkenler olarak ele alınmıştır. Ülke, okul ve öğrenci düzeyi ile ilgili çeşitli değişkenlerin okuma başarısıyla ilişkisini incelemek amaçlandığından araştırmada yöntem olarak ilişkisel tarama modeli benimsenmiş ve veriler hiyerarşik bir yapıda olduğu için istatistiksel analizlerde hiyerarşik lineer modelleme tekniği kullanılmıştır. Analizler sonucunda öğrenci düzeyi boyutunda öğrenci zorbalığı, okumayı sevme, kendinden emin okuma, öğrenme için ev kaynakları ve evdeki dijital araçlar değişkenlerinin okuma başarısını yordadığı bulgulanmıştır. Bu değişkenlere ilaveten okul düzeyinde değişkenlerin eklenmesi ile yapılan analizler sonucunda ise akademik başarı üzerine okulun etkisi ve okul disiplini değişkenlerinin okuma başarısını yordadığı tespit edilmiştir. Öğrenci ve okul düzeyi ile ilgili değişkenler eklenerek ülke düzeyinde ele alınan değişkenlerden de ülkelerin uzun dönem-kısa dönem ve belirsizlikten kaçınma düzeyleri okuma başarısını yordadığı belirlenmiştir.

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• MakaleAçık Erişim2024/r/bayburt/16392
  Teknoloji destekli matematik öğretiminin öğrencilerin matematik performansına etkisi: ikinci dereceden bir meta-analiz

  Filiz, Tunahan; Demir, Mustafa; Kaya, Metin; Çelik, Ahmet

  Matematik öğretiminde kullanılan tüm teknolojik desteklerin öğretimsel yönüne bakılmaksızın öğrencilerin matematik performanslarını olumlu düzeyde etkileme gücüne sahip olduğu ifade edilmektedir. Bu bağlamda bu araştırmada teknoloji destekli matematik öğretiminin öğrencinin matematik performansına etkisini incelemek amaçlanmıştır. 2017-2022 yılları arasında teknoloji destekli matematik öğretiminin öğrencilerin matematik performansı üzerindeki etkisini inceleyen 22 meta analiz araştırması ve bu araştırmalardan gelen 27 etki büyüklüğü second-order meta analiz yöntemiyle birleştirilmiştir. Teknoloji destekli öğretimin matematik performansına etkisinin orta düzeyde olduğu sonucuna ulaşılmıştır. Ayrıca teknoloji destekli öğretim ile ilgili çalışmalarda lokasyon ve yayın kalitesinin öğrencilerin matematik performansı üzerinde anlamlı bir farklılık oluşturduğu tespit edilmiştir. Öte yandan teknoloji destekli öğretim, performans çeşidi, öğretim kademesi, yanlılık durumu, araştırma türü ve yıl aralığı moderatör değişkenlerine göre istatistiksel olarak bir farklılık oluşturmadığı belirlenmiştir. Teknoloji destekli tüm öğrenme modellerinin öğrencilerinin matematik performansını artırdığı ancak Digital Tools Based Instruction ve Software Based Instruction modellerinin öğretim sürecinde kullanımının öğrencilerin matematik performansına etkisi bakımından diğer öğrenme modellerine göre daha etkili olduğu ortaya çıkmıştır. Ayrıca araştırma sonuçları doğrultusunda önerilere yer verilmiştir.

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  AtıfOpenAlex2·TR Dizin1

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• MakaleAçık Erişim2024/r/bayburt/16366
  Öğretim Kalitesinin Okula Bağlılığı Etkilemesinde Okul İkliminin Aracı Rolü

  Demir, Mustafa; Demir, Okay; Özgöl, Mustafa

  Öğretim kalitesinin üniversite öğrencilerinin okula bağlılık düzeylerini okul iklimi aracılığı ile etkileme düzeylerini ortaya koymak önemli görülmektedir. Bu bağlamda bu araştırmanın amacı, öğretim kalitesinin öğrencilerin okula bağlılık düzeylerini etkilemesinde okul ikliminin aracı rolünü ortaya koymaktır. Bu doğrultuda araştırma ilişkisel tarama modeline uygun olarak tasarlanmıştır. Araştırmaya eğitim fakültesinde öğrenim gören toplam 266 üniversite öğrencisi katılmıştır. Çalışmanın öğretim kalitesinin okul iklimini, okul ikliminin de okula bağlılık düzeyini doğrudan etkilediği ve öğretim kalitesinin okula bağlılığı okul ikliminin aracı rolü ile dolaylı yoldan etkilediği görülmüştür. Ayrıca öğretim kalitesi ile okula bağlılık arasında anlamlı bir ilişki bulunmasına rağmen kalitenin bağlılık düzeyini doğrudan etkilemediği tespit edilmiştir. Elde edilen bulgulardan hareketle öğretim kalitesi fazla olan ve okul ikliminin olumlu etkisinin hissedildiği bir okul ortamında öğrencilerin okula bağlılık düzeyinin artacağı söylenebilir. Bu doğrultuda öğrencilerin okula bağlılığını arttırmak adına öğretim kalitesinin yanı sıra olumlu bir okul iklimini destekleyecek faaliyetlerin de yapılması önemli görülmektedir.

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  AtıfOpenAlex1

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• MakaleAçık Erişim2024/r/bayburt/16330
  A Study on the Reliability and Validity of the Social Media Leadership Scale in Education Organizations Sample

  Demir, Mustafa; Görgülü, Deniz

  Purpose: In this study, it is aimed to develop a Likert-type scale that can measure the status of managers and employees working in organizations in the context of social media leadership in a sample of educational organizations. Design/Methodology/Approach: The study was conducted on teachers working in schools affiliated with the Ministry of National Education during the 2022–2023 academic year. Expert opinions were sought to ensure the construct validity of the scale. The content validity rates of the items were determined, and the content validity index of the scale was calculated as 0.88. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to test the validity of the scale. KMO and Bartlett tests were used to determine the suitability of the obtained data for factor analysis. The EFA revealed that the scale had a 5-factor structure, which was then confirmed by the CFA. The CFA results were supported by acceptable and excellent fit values. The conformity and validity of the scale and the correlation between the factors were calculated. The internal consistency reliability coefficient was used to determine the reliability of the scale. After the aforementioned procedures, the Social Media Leadership Scale (SMLLS) was developed. The SMLLS consists of 24 items with 5 factors: guidance, innovation, ethical principles, sensitivity, and awareness. The lowest score on the scale is 24, and the highest score is 120. Findings: The SMLS is a measurement tool developed to determine the leadership levels of social media users. The findings regarding the validity and reliability of the scale indicate that it has sufficient psychometric properties to determine the leadership levels of social media users. Highlights: This scale can be used to assess the current status of teachers and administrators working at various levels within educational institutions in the context of social media leadership.

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