DOI•
Bilimsel araştırma yöntemleri
01 Jan 2017-pp 1-360
About: The article was published on 2017-01-01 and is currently open access. It has received 1871 citations till now.
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TL;DR: In this paper, the authors investigate the level of teachers' organizational citizenship behaviors and counter-productive work behaviors based on public primary school administrators' and teachers' perceptions and the relationship between these two variables.
Abstract: Article History: Purpose: The present study aims to investigate the level of teachers' organizational citizenship behaviors and counter-productive work behaviors (CWBs) based on public primary school administrators’ and teachers' perceptions and the relationship between these two variables. Research Methods: This study was conducted in a correlational survey model. The sample of this study was formed in the 2018-2019 academic year, consisted of public primary school administrators and teachers who worked in nine different districts Received: 18 Jun., 2019 Received in revised form: 22 Sept. 2019 Accepted: 14 Oct. 2019 DOI: 10.14689/ejer.2019.84.1
187 citations
TL;DR: In this paper, the authors explored the predictive influence of primary school teachers' academic optimism, hope and zest for work on perceptions of their self-efficacy and success and found that these factors positively predict teacher selfefficacy.
Abstract: This study explores the predictive influence of primary school teachers' academic optimism, hope and zest for work on perceptions of their self-efficacy and success. A total of 600 teachers were selected through stratified sampling from 27 primary schools in central districts of Ankara, Turkey, to form the research sample. Intervariable exploratory correlations were identified using the Pearson product-moment correlation coefficient, and path analysis was used to examine the direct and indirect predictive powers of these factors on teacher self-efficacy and perceived success. The research findings reveal positive and significant relationships among teacher self-efficacy, perceived success, academic optimism, hope and zest for work and that these factors positively predict teacher self-efficacy. Furthermore, academic optimism, hope and zest for work positively predict teachers' perceived success. These factors were also shown to indirectly predict self-efficacy through perceived success. Discussion of the findings is provided within the context of improving teachers' self-efficacy and positive psychological state.Keywords: Self-efficacy * Perceived success * Academic optimism * Hope * Zest for workIn recent years, positive psychology concepts such as self-efficacy, psychological well-being, performance, stress, burnout, depression and anxiety have been a major focus of research (Meyers, Woerkom, & Bakker, 2013; Peterson, 2009; Seear & Vella-Brodrick, 2013). To Seligman (2002), positive psychology aims to better the quality of life rather than solve existing problems; likewise, Kurz (2006) stated that positive psychology focuses on proper concentration of competences and capacities rather than problems. Positive psychology is an aggregate term that covers well-being, satisfaction, happiness, emotional satisfaction, optimism, faith and zest for work, which all concern subjective positive experiences (Hoy & Tarter, 2011; Seligman, 2002; Seligman & Csikzsentmihalyi, 2000). Specifically, self-efficacy is believed to be a positive feature that should be explored in educational research (Hoy & Tarter, 2011).The self-efficacy level is considered as an important indicator of a successful teaching career. Previous research has uncovered a positive relationship between self-efficacy and success (Bandura, 1977, 1993; Mills, Pajares, & Heron, 2007; Zeldin, Britner, & Pajares, 2008). Bandura (1993) further stated that teachers' mission to set proper learning environments is highly dependent on their teaching capability and self-efficacy. The literature indicates a relationship between self-efficacy and attitude toward the teaching profession (Duban & Gokcakan, 2012; Ozdemir, 2008), educational leadership (Calik, Sezgin, Kavgaci, & Kilinc, 2012; Kurt, 2009), student success (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Usher & Pajares, 2006) and job-related stress and burnout (Schwarzer & Hallum, 2008).In addition to self-efficacy and perceived success, positive beliefs are also considered to influence the professional success of teachers. Within this context, this study focuses on academic optimism, hope and zest for work and how they may be linked to teacher self-efficacy and perceived success. Research findings show a correlation between academic optimism and organizational commitment (Coban & Demirtas, 2011; Kurz, 2006) and student success (Fahy, Wu, & Hoy, 2010; Hoy, Tarter, & Hoy, 2006; McGuigan & Hoy, 2006; Smith & Hoy, 2007). In addition, hope was found to be related to anxiety (Nolan & Stitzlein, 2011), life satisfaction (Brdar & Kashdan, 2010; Chan, 2009; Park, Peterson, & Seligman, 2004; Peterson, Ruch, Beermann, Park, & Seligman, 2007; Peterson, Park, Hall, & Seligman, 2009) and organizational commitment (Bullough & Hall-Kenyon, 2012). Conversely, little research has focused on zest for work, though one study identified a negative relation between this factor and job stress (Josepshon & Vingard, 2007). …
62 citations
Cites methods from "Bilimsel araştırma yöntemleri"
...…equation model was used in this study to define indirect or direct predictive factors for teacher self-efficacy and perceived success, because, as Büyüköztürk (2010) stated, a structural equation model combines predictive structural relations between regression model variables and latent factor…...
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Journal Article•
TL;DR: It was determined as a result of the model obtained from the research that academic motivation is effective in increasing perceived learning in online learning, and increasing readiness is an effective way to increase academic motivation.
Abstract: The relationship between online learning readiness, academic motivations, and perceived learning was investigated via structural equation modeling in the research. The population of the research consisted of 750 students who studied using the online learning programs of Sakarya University. 420 of the students who volunteered for the research and filled the scales via the convenience sampling method constituted the research sample. The correlational research model was used in the research. The scales of online learning readiness, academic motivation, and perceived learning were applied to the participants. The relationship among the variables of the research and the research hypotheses for the model were tested via structural equation modeling. It was revealed as a result of the research that the online-learning readiness levels of students predicted their academic motivations directly and their perceived learning indirectly. It was also found that student academic motivations predicted their perceived learning directly. The proposed model was verified in accordance with the data obtained from the research. It was determined as a result of the model obtained from the research that academic motivation is effective in increasing perceived learning in online learning, and increasing readiness is an effective way to increase academic motivation.Keywords: Online learning * Readiness * Academic motivation * Perceived learningThe internet is one of the most important technologies effectively used in almost every area of human life today, primarily in education . The internet is used for distance education applications as a complete learning setting as well as for supporting face-toface learning activities. Online learning stands out among distance education applications via the internet. Online learning is an important tendency in education (Cobb, 2009). In fact, the total number of students who have participated in online learning activities at least once has reached 6.7 million across the world according to data from 2011 (Allen & Seaman, 2012). The majority of these students have continued online learning at the university level. In Turkey, over 1 million higher education students have participated in online learning activities according to TUIK data from 2012. Many academic leaders state that online learning is as effective as face-to-face learning qualitatively and quantitatively (Allen & Seaman, 2012).Opportunities presented through online learning are one of the basic reasons for the widespread use of online learning. It is possible to access the content of online learning anytime. The content provides access to up-to-date information since it can be updated easily. It can offer interaction and communication either synchronously or asynchronously with the people who participate in its presentation or the system (Demir Kaymak & Horzum, 2013). In online learning students are not passive but active. This activeness enables them to acquire learning experiences in depth, whereby they can develop thinking skills and identify, access, and use information sources more easily (Horton, 2000).Among the advantages presented by online learning is that it centers the students and enables them to study at their own pace (Simonson, Smaldino, Albright, & Zvacek, 2006). Aside from this, it also helps students cooperate, interact, and communicate actively and intellectually with the content, the institution, the instructors, and other students (Moore & Kearsley, 2012). Online learning provides an opportunity for students to cooperatively learn. The process of cooperative learning helps students with the development of high-level thinking skills (Archer, Garrison, & Anderson, 1999). Students can also access information easily and complete online programs from wherever they are, such as at the workplace, through online learning (Ally, 2008).Whole content can be offered via the internet in online learning. …
53 citations
TL;DR: It is found that digital storytelling could be beneficial for facilitating vocabulary learning, writing and speaking skills in EFL education and investigates students’ opinions on the use of digital storytelling in learning environments.
Abstract: This study aims to explore the effects of digital storytelling on student motivation and satisfaction levels in EFL education. It also investigates students’ opinions on the use of digital storytel...
53 citations
Cites methods from "Bilimsel araştırma yöntemleri"
...In this model, pre-test and post-test measurements are conducted (Karasar, 2008)....
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Journal Article•
TL;DR: In this paper, the authors examined the effect of flipped classroom model on students' academic achievement, self-directed learning readiness and motivation, and found that there was no significant difference between the experimental and control groups in terms of self directed learning readiness.
Abstract: The aim of this study is to examine the effect of a flipped classroom model on students' academic achievement, self-directed learning readiness and motivation. The participants of this study were a total of 66 students who took the "Scientific Research Methods" course and were studying in two different classes in the Department of Psychological Counseling and Guidance, Faculty of Education at Ahi Evran University in the fall term of the 2014 – 2015 academic year. One class was designated as an experimental group and the other one was the control group. The researchers applied the flipped classroom model to the experimental group while a classical blended learning method was applied to the control group. An achievement test, a self-directed learning readiness scale and a motivation scale were used as data collection tools. To analyze the collected data, this study used the t-test, MANOVA and ANCOVA analyses. Study findings showed that there was a significant difference between groups in terms of academic achievement, motivation and retention. However, no significant difference between the experimental and control groups in terms of self directed learning readiness was found.
52 citations