EMDR is an intervention technique mainly used in psychological trauma cases. In this study, the case study of qualitative research methods has been used; the aim of this study is to determine the feasibility of Eye Movement Desensitization and Reprocessing(EMDR) technique in PTSD of the earthquake. Eight-stage EMDR interventionhas been implemented in the presented case. In order to investigate the effectiveness of EMDR intervention quantitatively related to the traumatic symptoms of the client and to determine the difference between the pre-test and post-test scores, “Post-TraumaticStress SymptomsScale” has been used. In the presented case after the EMDR intervention, it has been observed that the client’s both the anxiety and fear levels have been decreased as well as the dysfunctional thoughts about the earthquake have been disappeared and the PTSD symptoms have been greatly reduced. According to Post-Traumatic Stress Symptoms Scale scores it has been observed that there are differences between the scores of subscales as “intrusivethoughts”, “physiological arousal” and “cognitiveavoidance”. Based on the case presented in this study, it can be said that EMDR may be a short-term and effective intervention in PTSD cases caused by the trauma of natural disasters such as earthquakes.
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The aim of this study is to examine relationship between irrational relationship beliefs, cognitive flexibility and differentiation of self. The data were gathered due to this purposefrom 1139 young adults consisted of 728 female and 411 male. Collected data were analyzed by Spearman Moments Correlation, Linear Regression, independent two samples t-test and one way ANOVA. Pursuant to results there are statistically significant relations between irrational relationship beliefs, cognitive flexibility and differentiation of self. Besides that, independent variables predict dependent variable significantly, independent variables explain% 20 of the variance according to regression results. Irrational relationship beliefs and differentiation of self differ significantly in term of age and gender but cognitive flexibility has no difference in term of age and gender. According to findings, young adults with high-level of differentiation of self and cognitive flexibility may have less irrational beliefs in their romatic relationships. Findings were discussed and interpreted in the light of literature.
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Life satisfaction is one of the most basic goals of human beings. Covering all aspects of life satisfaction, the main dynamic and source of life motivation will be a key to human happiness. There are several factors affecting life satisfaction. This particular study probed how altruistic behaviors affect life satisfaction and how cognitive flexibility mediates the relationship between these two variables. A total of 559 undergraduate students aged between 18 and 36 (M = 21) studying at six different faculties participated in the study. The research data were collected through the scales of life satisfaction, cognitive flexibility and altruism measurement. The findings indicated that altruism is an important predictor of cognitive flexibility and life satisfaction and that cognitive flexibility is an important predictor of life satisfaction. It was also found that cognitive flexibility mediates the influence of altruism on young adult’s life satisfaction. The study concludes that students should be encouraged to exhibit altruistic behaviors to achieve life satisfaction. More importantly, it is believed that improving students’ flexible thinking skills as well as altruistic behaviors will increase their life satisfaction.
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This study aimed to examine how the learning outcomes set in the mother tongue teaching curricula are distributed across the thinking skills they are intended to develop and in which contexts these thinking skills are addressed in the curriculum. In this study employed the document analysis method, one of the qualitative research methods.The scope of the study consists of the language development learning outcomes stated in the pre-school curriculum which has been in effect since 2013 and in Turkish and Turkish Language and Literature curricula that became effective in 2018; thus, a total of 625 learning outcomes. The study conducted an intense data analysis process consisted of seven stages, including repeated reading, coding, and continuous comparison. The results of the study showed that the learning outcomes set in the mother tongue teaching curricula aim to develop 16 different thinking skills.Distinguishing seems to be the thinking skill aimed to be developed the most by the learning outcomes in the mother tongue teaching curricula. The questioning, decision making, comparing, synthesising, problem-solving, and adapting skills seem to be not much emphasized in the curricula.
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This study examined the role of basic needs, loneliness and life satisfaction on boredom among university studentsand differences between the average of students' boredom scores by gender. Research was designed in a correlational survey model. The sample group consisted of 613 (393 female, 220 male) university students who studied in the second semester of the 2017-2018 academic year of Mugla Sıtkı Kocman University. Multiple Linear Regression Analysis and independent samples t-test was used for data analyses. According to the findings, it was determined that the need for power and fun, life satisfaction and loneliness significantly predicts boredom while the need for survival, love & belonging and freedom didn’t predict boredom. Finally, male’s boredom averages were found significantly higher than those of female’s. The results gave researchers, practitioners and theorists a new perspective on boredom. It was seen that basic needs, loneliness and life satisfaction played an important role in boredom. Therefore, efforts should be made to meet the basic needs of university students, especially entertainment and power needs, to increase their life satisfaction and to reduce their loneliness in intervention studies to prevent boredom. In this regard, suggestions have been made for practitioners and researchers.
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In this study, the relationship between the pre-service mathematics teachers’ reasoning skills on geometric shapes and geometry performances were investigated. The participants of the study consisted of 384 pre-service mathematics teachers, 252 females, 132 males who studied at the faculties of education of two universities in Eastern and Southeastern Anatolia in the fall semester of 2016-2017 academic year. In the study, due to the limitations in terms of time and labor conditions, appropriate sampling method was preferred when determining the sample. In the section where the applications of the study were done, relational survey model was used. The data of the study were collected by reasoning skills on geometric shapes test and geometry performance test developed by the researchers. The data were analyzed using descriptive statistics, t-test, ANOVA test, Cohen’s f, Cohen’s d effect size values, correlation analysis and regression analysis. In the study, when the reasoning skills on geometric shapes and geometry performance data were compared according to gender variable, it was found that the average of men was higher than women. In addition, when the geometry performance scores are examined, it is seen that the third grade has the highest average, while reasoning skills on geometric shapes scores have the highest average in the second grade. When the scale and test scores of preservice mathematics teachers were examined according to gender variable, it was found that reasoning skills on geometric shapes ability and geometry performance scores did not show a significant difference between them. As a result of ANOVA test, it was found that the differences between the classes were significant reasoning skills on geometric shapes ability and geometry performance. The calculated Cohen’s effect size values showed that the differences between the classes were low. When this difference was investigated between the classes, it was found that there was a significant difference between some classes. When the Cohen’s effect size values of these differences are examined, it is seen that there are low significant effects between the classes. When the correlation values between the variables were examined, a high-level relationship was found between the reasoning skills on geometric shapes ability and the geometry performance. In addition, it was found that reasoning skills on geometric shapes ability is a significant predictor of geometry performance. As a result of the findings obtained in the study, suggestions were made about the use of the concepts of reasoning skills on geometric shapes and geometry performance in academic field and mathematics teaching.
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This study was investigated whether effective counselor characteristics, counselor selfefficacy, gender, seniority, educational level, number of individual and group counseling sessions in university education and supervision for individual and group counseling significantly predict cognitive flexibility of counselors. The sample of the study consisted of 521 counselors. Effective Counselor Characteristics Scale”, “Counselor Self-Efficacy Scale”, “Cognitive Flexibility Inventory” and “Personal Information Form” were employed to collect the study data. Linear Regression analysis was used to analyze the data. As a result of the research, it was found that effective counselor characteristics, counselor self-efficacy, seniority, educational level, number of individual and group counseling sessions significantly predicted the cognitive flexibility of counselors. However, as a result of the research, it was found that whether or not to take supervision for individual counseling and group counseling, and gender did not significantly predict the cognitive flexibility of counselors.
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The purpose of this study is to determine undergraduate students’ attitudes and mathematics beliefs and examine the effects of these variables on mathematics achievement. The study was designed according to the relational survey model. Total of 334 undergraduate students educated in the primary school teaching department formed the study group of research. In the study, as data collection tools, “Attitude towards Mathematics Scale” and “Mathematics Belief Scale” were applied respectively. In the process of data analysis; descriptive statistics, Pearson Moment Correlation and multiple regression analysis were applied. As a result, it was found out that the attitudes and beliefs of primary school undergraduate students towards mathematics were moderate. On the other hand, it was concluded that students' attitudes and beliefs towards mathematics also predicted their mathematics achievement scores. Besides, it can be suggested to examine the variables such as anxiety, self-efficacy and professional attitude among the affective factors affecting mathematics achievement.
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This paper explores faculty experiences, visions and their perceived challenges of internationalization in higher education in two different cultural contexts through a causal-comparative research. The participating faculty (N = 216) were affiliated with a university in the Northeast of the USA and a university in Mid-Anatolia in Turkey. Data were collected through Status of Internationalization Scale and the Challenges of International Education Scale and analyzed employing descriptive statistics and oneway between-groups multivariate analyses. The study findings indicate that faculty are challenged differently by the internationalization process in the two cultural contexts. The sample in the west tends to internationalize less abroad as receivers of international students and are especially challenged to teach diverse student populations and dealing with cross-cultural communication. The faculty in non-west internationalize more abroad and view their curriculum as international due to adopting an Anglophone education and utilizing international curriculum instruments. The study overall reveals that universities become increasingly complex and should establish policies not only to address international student needs, but also promote policies for collaborative research in a global context.
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This study investigated the effects of direct instruction on the teaching of hard-soft concepts to students with intellectual disabilities. The study was carried out through the case study that is one of the qualitative research methods. The study was conducted with three students with intellectual disabilities, one boy and two girls, all of whom were meeting prerequisite behavior in a school with a special subclass in Erzurum. The study consists of three sections that are the initial, instruction and assessment. In the initial assessment, it was determined whether students knew the studied material soft or hard. During the instructional process, a hard concept was taught by using specified real materials and then a soft concept was taught in the same way. In the assessment process, the first, second, and fourth weeks of the study were discussed and evaluated. The same process was re-conducted with picture cards. During the study, the data were collected through interviews and observations. The results of the study showed that two of the students learned "hard-soft" concepts but the student with Down syndrome could not learn them. In addition, only one of the students recognized the hard items when they saw them on the picture card. however, none of the students could recognize soft items.
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