Sürdürülebilir Kalkınma Amaçları

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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 Effect sizes in unpublished studies were close to zero; however, this finding should be interpreted with caution, as it is based on a limited number of unpublished studies.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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• 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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• MakaleAçık Erişim2024Scopus SJRQ3/r/bayburt/13086
  Effects of Instructional Intervention Programs on Reading Skills of Students with Reading Difficulties

  Filiz, Tunahan; Demir, Mustafa; Kaya, Metin

  Evaluating the impacts of instructional intervention programs on students with reading difficulties is important for setting guidelines to teachers, researchers, and policy-makers. The aim of this research is to examine how these interventions initiatives impact the reading abilities of students diagnosed with reading difficulties (RD). 38 impact sizes obtained from 17 meta-analysis studies are analysed with second order meta-analysis method. These studies included are carried out between 1999 and 2023, and focus on the effects of instructional intervention programs on the reading abilities of individuals who experience difficulties in reading. Finally, in the analysis, it is decided that the impact of instructional intervention programmes on students with RD is mid-range (g=.50). Also, instructional intervention programs caused important differences according to the type of intervention, quality level, and the year of publication on the reading abilities of individuals with RD. It is determined that comprehension strategy instruction (CSI) intervention programs are more efficient than foundational reading skills instruction (FRSI) and multicomponent instruction (MI) intervention programs. It is necessary to make more experimental studies to determine if instructional interventions cause meaningful differences in terms of the characteristics of participant students. It can also be beneficial to carry out primary meta-analysis studies that test the impact of instructional interventions on the reading abilities of individuals with RD who are determined with standardized tests.

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  AtıfScopus1·OpenAlex2

  İncele
• MakaleYalnız künye2023Scopus SJRQ2/r/bayburt/13122
  Socioeconomic status and wellbeing as predictors of students' academic achievement: Evidence from a developing country

  Erdem, Cahit; Kaya, Metin

  The COVID-19 pandemic has deepened the effects of socioeconomic status (SES) and wellbeing (WB) on students' academic achievement, particularly in developing countries; thus, it becomes necessary to understand the nature of these concurrent relationships. This study aimed to explore the relationships between SES, WB and academic achievement, based on the data from the Programme for International Student Assessment (PISA) in 2018 within the Turkish context. In this cross-sectional study, we used hierarchical multiple linear regression analysis to explore how the independent variables predicted academic achievement in blocks based on data from 6890 students attending 186 schools. The study revealed that the model, including the independent variables, predicted students' achievement in reading, mathematics and science; however, the prediction level of demographic factors and domains of WB were very low, while SES had the highest prediction level. The results offer insights into the predictors of academic achievement and educational inequalities in the context of a developing country.

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  AtıfScopus35·WoS28·OpenAlex39

  İncele
• MakaleAçık Erişim2023Scopus SJRQ3/r/bayburt/13004
  Examination of the Effectiveness of School Leadership: A Second-order Meta-analysis Study

  Kaya, Metin

  This study aimed to examine the effectiveness of school leadership by exploring the relationships between various school leadership models and practices and different school outcomes, including organizational, teacher, and student outcomes. Data for this study were retrieved from multiple databases, including Web of Science, Scopus, ERIC, Academic Search Ultimate, and TR Dizin-Turkish national index. The analysis synthesized findings from 23 meta-analysis studies, utilizing second-order meta-analysis with the random-effects model. The study revealed a significantly positive relationship between school leadership and school outcomes, with a high level of correlation (mean effect size: 0.46). Additionally, this relationship varied significantly based on the type of school leadership, school outcome, and the quality of the studies conducted.

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  AtıfScopus2·WoS1·OpenAlex2

  İncele
• Derleme MakaleAçık Erişim2023Scopus SJRQ2/r/bayburt/11667
  A Meta-Analytic Review of the Effect of Socioeconomic Status on Academic Performance

  Selvitopu, Abdullah; Kaya, Metin

  The two main purposes of the current meta-analysis were (a) to determine the relation between socioeconomic status (SES) of students and academic performance (AP) (b) and evaluate the effect of several potential moderating factors in this relation. Data covered the publications between 2010 and 2019, and the dataset consisted of 48 independent studies that included 62 different samples, and the total sample was 386.601. Findings revealed that the relation between SES and academic performance represented a moderate positive correlation. All moderators, type of SES measure, academic performance scale, location, grade level, subjects of academic performance, and year, produced significant effects, respectively. These findings were discussed for every category of moderators with the related literature.

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  AtıfScopus65·WoS54·OpenAlex81

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• MakaleAçık Erişim2023Scopus SJRQ3/r/bayburt/10887
  The Effects of Teacher Relationships on Student Academic Achievement: A Second Order Meta-Analysis

  Göktaş, Erkan; Kaya, Metin

  This study aims to determine the correlational effect sizes between teacher relationships and student academic achievement. Teacher relationships were categorized as intrapersonal and interpersonal relationship types. Intrapersonal and interpersonal relationships are directed at different individuals. Intrapersonal relations refer to the inner life and thoughts of a teacher which are effective on the way of teaching and human relations. Interpersonal relations refer to social links between a teacher and the other people of the school community. The method of the study is second order meta-analysis. In this method, effect sizes of the first order meta-analyses are combined to get an average effect size score. Totally, 17 eligible first order meta-analyses are included in the study. The findings indicate that the correlational effect size between a positive teacher intrapersonal relationship and student academic achievement is positively small, positive teacher student relationship and student academic achievement is positively medium, a positive teacher school community relationship and student academic achievement is positively at a very large level. Also, correlational effect size representing a negative teacher intrapersonal relationship and student academic achievement is negatively medium, a negative teacher student relationship and student academic achievement is negatively small. As for moderator analyses, the variance of the effect sizes is statistically significant according to the positive relationship types and the publication types. In light of the findings some suggestions were made to improve teacher and school community relations that may help teachers and students to be more successful.

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  AtıfScopus30·OpenAlex36

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• MakaleAçık Erişim2022/r/bayburt/16736
  Ortaöğretime Devam Eden Öğrencilerde Problemli İnternet Kullanımının Akademik Güdülenmeye Etkisi

  Kaya, Metin; Akbaba, Taner

  Bu araştırmanın amacı ortaöğretime devam eden öğrencilerde problemli internet kullanımının akademik güdülenmeye etkisini incelemektir. Araştırmada problemli internet kullanımı ve akademik güdülenme arasındaki ilişkiyi incelemek amacıyla ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemini 2017-2018 eğitim öğretim yılı Erzurum ili Merkez İlçelerinde bulunan Fen Lisesi, Sosyal Bilimler Lisesi ve Anadolu Liselerine devam eden 360 kız öğrenci ve 280 erkek öğrenci olmak üzere toplam 640 öğrenci oluşturmuştur. Araştırmada veri toplama aracı olarak ortaöğretime devam eden öğrenciler için araştırmacı tarafından tasarlanan kişisel bilgi formu, problemli internet kullanım ölçeği-ergen ve akademik güdülenme ölçeği kullanılmıştır. Araştırmanın uygulanması sürecinde elde edilen veriler yapısal eşitlik modeli (YEM) ile analiz edilmiştir. Araştırmanın analizleri LISREL 8.80 ve SPSS 21.00 programları aracılığıyla yapılmıştır. Araştırma sonucunda problemli internet kullanımı ve akademik güdülenme ölçeklerinin alt boyutları arasında negatif yönde anlamlı ilişkiler olduğu, problemli internet kullanımının akademik güdülenmeyi negatif düzeyde anlamlı olarak yordadığı sonucuna ulaşılmıştır.

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  AtıfOpenAlex3·TR Dizin1

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• MakaleAçık Erişim2022/r/bayburt/13255
  Does inquiry-based learning model improve learning outcomes? A second-order meta-analysis

  Öztürk, Bilge; Kaya, Metin; Demir, Mustafa

  This research study aims to utilize a second-order meta-analysis procedure to synthesize the effects of inquiry-based learning model (IBLM) on learning outcomes. An extensive systematic review process resulted in the inclusion of 10 meta-analyses conducted between 2015 and 2022 with minimal overlap between primary studies. The results revealed that IBLM has a medium-level positive effect (d = 0.62) on learning outcomes. The analyses showed that mobile inquiry-based model, learning cycle model and conceptual change text model have high-level positive effect on learning outcomes. Moderator analyses revealed that the effect sizes were not significantly moderated by grade level, content area, location, quality, primary research report type, and publication bias. Limitations, educational implications, and directions for future research are provided.

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  AtıfScopus33·OpenAlex47

  İncele
• MakaleAçık Erişim2021/r/bayburt/16761
  Examining the Relationship Between Academic Achievement and School Engagement: A Meta Analysis Study

  Boyraz, Celal; Kaya, Metin

  The purpose of this study is to synthesize the findings of the studies examining the relationship\rbetween school engagement and academic achievement. In this study, meta-analysis method was\rused because the aim was to synthesize the findings of quantitative research. The data of this\rstudy were accessed from ERIC, Akademic Search Complete, Education Source and Scopus data\rscanning bases. The data cover between 2008-2019. A number of criteria have been developed\rfor the selection of researches. A total of 55 basic studies meeting the criteria of this study were\rincluded in the analysis. In this study, the free effect sizes produced by the researches were\rpreferred as the analysis unit. A total of 150 effect sizes were analyzed. The effect sizes were\rcalculated with the package program, CMA 2.2. Pearson correlation coefficient (r = ES) was\rpreferred as the effect size of each independent study. As a result of the research, it has been\robserved that school engagement affects students' academic achievements weakly and positively.\rIn addition, it was found that the distribution of effect sizes varied according to the scale type\rused, academic field and engagement dimensions moderators.

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  AtıfOpenAlex4·TR Dizin3

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