Sürdürülebilir Kalkınma Amaçları

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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 Erişim2026Scopus SJRQ1/r/bayburt/12665
  Writing autonomy in digital environments: Comparison of middle school students' writing autonomy perceptions in print and digital environments

  Maden, Aslı; Maden, Sedat; Önal, Aydın

  Writing autonomy is a key goal in writing education, as it supports the development of independent, motivated, and confident writers. It plays a crucial role in increasing students' engagement, fostering positive attitudes toward writing, and alleviating writing-related anxiety. In this context, examining how different writing environments -print and digital- affect writing autonomy can provide valuable insights for improving writing instruction. This study, designed using a relational survey model, investigated the relationship between writing environments and writing autonomy among 301 middle school students from grades 5 through 8. Data were collected using the Writing Autonomy Scale (Tekşan & Süğümlü, 2018) and a researcher-developed Personal Information Form. The study was designed according to the relational survey model, a quantitative research method. The following statistical analyses were employed in the data analysis: arithmetic mean, t-test, one-way analysis of variance, and Pearson correlation analysis. The results showed no significant difference in students' levels of writing autonomy between print and digital environments. In both settings, students demonstrated a moderate level of autonomy that was comparable. Additionally, writing habits were not found to significantly influence autonomy in either environment. However, a positive correlation was identified between students' writing autonomy in print and digital contexts, suggesting consistency in their autonomous writing behaviors across formats. Based on these findings, the study recommends the effective integration of both print and digital tools in writing education to further support the development of students' writing autonomy.

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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11437
  Investigating the association of reading habits and attitudes with meaningful living: The mediating role of subjective well-being

  Özbilen, Uğur; Güven, Ahmet Zeki; Şahin, Tuğrul Gökmen; Banaz, Emrullah

  This study explores the impact of reading habits on Turkish language teachers' perception of a meaningful life, with a particular focus on the mediating role of subjective well-being. Drawing upon positive psychology and narrative identity theories, the research aims to highlight the cognitive and emotional mechanisms through which reading fosters existential meaning. Data were collected from 328 Turkish language teachers through validated self-report scales and analyzed using path analysis with structural equation modeling (SEM). Both direct and indirect effects were tested using bootstrapped mediation analysis. The results revealed that reading habits and attitudes significantly predicted perceptions of a meaningful life, both directly and indirectly via subjective well-being. Although the direct path was modest in effect, subjective well-being emerged as a strong mediator. No significant demographic differences were found regarding perceptions of meaningful living. The findings suggest that reading is not merely an intellectual activity but a multidimensional experience that contributes to personal meaning-making and psychological well-being. The study underscores the need for teacher education programs to integrate reading as a tool for holistic development, extending beyond professional competence to emotional and existential enrichment.

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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11292
  Examining 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.

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• MakaleAçık Erişim2025Scopus SJRQ1/r/bayburt/11451
  Cognitive bridges from digital reading to writing: Investigating the mediating role of reading disposition

  Banaz, Emrullah

  This correlational study explores how digital reading disposition functions as a cognitive bridge between pre-service teachers' digital reading self-efficacy and their attitude with digital writing practices. The data were collected from 410 conveniently selected pre-service teachers using the Digital Reading Self-Efficacy Scale, the Digital Reading Disposition Scale, and the Digital Writing Attitude Scale. The results revealed moderate to strong correlations between digital reading self-efficacy, digital reading disposition, and digital writing attitudes. Moreover, digital reading disposition was found to mediate the relation between digital reading self-efficacy and digital writing attitudes. Overall, our findings underscore the significance of digital reading disposition in shaping both the potential of digital reading self-efficacy and the processes involved in digital writing among pre-service teachers. Pedagogical strategies that enhance digital reading self-efficacy and motivation to attitude with digital texts may contribute to the development of more effective digital writing skills among pre-service teachers.

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