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• MakaleYayıncıda açık erişim2026Scopus SJRQ1/r/bayburt/11341
  Turkish validation of the CompACT: assessing psychological flexibility among emergency aid and disaster management students

  Çınar, Öznur; Oral, Vildan; Turan, Melikşah; Cengiz, Ekrem

  Psychological flexibility is a central construct in Acceptance and Commitment Therapy and an important protective factor for mental health, particularly among individuals expected to function effectively under high stress and uncertainty, such as those in emergency aid and disaster management. Despite its relevance for this population, no Turkish version of the Comprehensive Assessment of Acceptance and Commitment Therapy Processes (CompACT) had been available. The present study aimed to perform a cross-cultural adaptation of the English version of CompACT into Turkish and to evaluate its psychometric properties in emergency aid and disaster management students. The study was conducted in two phases: translation and cross-cultural adaptation, followed by psychometric evaluation in a sample of 302 students. Data were analyzed using SPSS v.21 and AMOS v.22 through exploratory and confirmatory factor analyses, reliability analyses, test-retest analysis, and correlational validity testing. The exploratory factor analysis (EFA) showed that the CompACT consisted of three factors (Openness to Experience, Behavioral Awareness, and Valued Action) explaining 75.848% of the total variance, comprising 20 items. Confirmatory factor analysis (CFA) showed that the three-factor model provided the best fit to the data (χ²/df = 2.590, CFI = 0.963, TLI = 0.956, RMSEA = 0.073). The scale demonstrated satisfactory internal consistency (overall alpha = 0.843) and temporal stability (test-retest r > 0.70 across all subscales), and its expected negative associations with the Acceptance and Action Questionnaire-II (r = −0.365) and the Depression Anxiety Stress Scales-21 (r = −0.403) supported its criterion-related validity.

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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11193
  The effect of cognitive strategy instruction enriched with active learning techniques on word problem-solving skills of students with learning disabilities

  Filiz, Tunahan

  This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) enriched with active learning (AL) techniques in teaching word problem solving to primary school students with learning disabilities, as well as to examine the overall instructional process. Word problem solving is the process of using contextual information from real-life or fictional situations to develop mathematical solutions. The research was designed with an embedded mixed-method model. The quantitative phase included 30 third-grade students with learning disabilities, while the qualitative phase involved six randomly selected students from the experimental group. Quantitative analyses revealed that students in the experimental group showed significantly higher achievement in problem-solving tests, indicating the positive impact of CSI enriched with AL techniques. Qualitative findings highlighted increased class participation, enhanced collaboration, and more positive attitudes toward mathematics. Furthermore, teacher and peer interactions supported the problem-solving process, and the use of tools promoting mathematical thinking strengthened performance. The results demonstrated that CSI enriched with AL techniques encouraged strategic thinking and the generation of alternative solutions in word problem solving. The study, limited to three learning outcomes within the third-grade mathematics curriculum in Turkey, suggests that teachers should adapt and implement such instructional approaches across other mathematical domains, given the students’ positive experiences and outcomes.

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