Anatolian High School Research Articles

Examination of Secondary School Students' Ability to Transform among Chemistry Representation Levels Related to Stoichiometry

The aim of this qualitative case study was to explore secondary students’ ability to transfer among representation levels in relation to stoichiometry. In the study, 40 students in the 11th grade from two classes of an Anatolian high school in the east part of Turkey were selected as sample group. The data were collected by using a questionnaire consists of ten questions designed specifically target the transformation from macroscopic to symbolic, from symbolic to submicroscopic, and from submicroscopic to symbolic level. The analysis of the data was carried out both deductively and inductively by content analysis method. The results indicate that many students were unable to establish an appropriate link among chemical representation levels regarding stoichiometry.

THE STUDY OF THE RELATIONSHIP BETWEEN THE ATTITUDES OF STUDENTS IN SECONDARY EDUCATION INSTITUTIONS TOWARDS PHYSICAL EDUCATION AND SPORTS LESSONS AND THEIR SOCIAL SKILL LEVELS

The purpose of this research is to examine and determine the relationship between the attitudes of students in secondary education institutions towards physical education and sports lessons and their social skill levels according to some variables. The sample of the study consists of 500 high school students studying in Anatolian high schools in Ankara Yenimahalle District in 2017-2018 academic year. The personal information form prepared by the researchers was used as a data collection tool in the research, and the "Matson Evaluation of Social Skills with Youngsters MESSY " scale developed by Matson, Ratatory and Helsel 1983 and adapted to Turkish by Erdogan 2002 was used to measure the social skill level of students. There is also a "Physical Education Attitude Scale" developed by Pehlivan 1997 to evaluate students' attitudes towards physical education lesson. Descriptive statistics methods, mean, standard deviation and skewness, t-Test and Pearson correlation tests were used in the analysis. In the findings of the study, a statistically significant difference was found in social adaptation, positive social behavior, social communication, overconfidence, inappropriate assertiveness and behavioral attitude sub-dimensions according to sex variable in the t-Test results. There was a statistically significant difference in social communication and affective attitude subscales according to age variable. In the correlation test, a positive and low level of significant correlation was found between the social skill scale and cognitive attitude, affective attitude, and behavioral attitude subscales. As a result, it can be said that students with positive attitudes towards physical education lessons have high positive social behaviors and students with high social skills have high attitudes towards physical education lessons.

Substance Abuse Protection Self-Efficacy of Students from Two Different Types of High Schools and Related Factors

AbstractAim: This study aims to investigate self-efficacy and the related factors of students enrolled in two different types of high schools regarding protection from substance abuse.Materials and Methods: This study was conducted with 170 volunteer students enrolled in an Anatolian High School in city center and a Technical High School in district in the academic year 2018-2019. Data were collected using a sociodemographic characteristic form and Self-Efficacy Scale for Protection from Substance Abuse. Data were analyzed using SPSS 16.0 software, percentage, chi-square, t-test and Anova test for independent groups. Results: The mean age of the participants was 15.2±0.85. Of them, 58.8% were female and 55.3% were enrolled in Anatolian High School, 11.8% both smoked and used alcohol. There was a significant relationship between the mean score on the Self-Efficacy Scale for Protection from Substance Abuse and gender, residence, mother’s education background, income level, type of high school, alcohol and smoking habits (p<.05). Substance abuse protection self-efficacy levels of the Technical High School students were lower than that of the Anatolian High School students. Conclusion: At risk students of substance abuse were male, those with lower income, those living in districts and villages, the Technical High School students, smokers and alcohol users. The high-risk groups should be diagnosed early and be aware of the risk. Early intervention measures should be taken for high-risk groups. These high-risk groups in schools should be closely monitored and, if necessary, collaborated with the family.

Changes in Literacy of Students in Turkey by Years and School Types: Performance of Students in PISA Applications

The assessment of students' academic achievement via international monitoring studies provides important insights to participating countries. Besides the cognitive performance of students, educational equity is one of the emphasized topics within the scope of Programme for International Student Assessment (PISA) study. Results regarding educational equity are quite important in Turkey because academic achievement differences among school types are relatively high in Turkey. Although a wide range of studies is conducted to examine the performance differences between school types in Turkey, it is observed that most studies focus on mean scores of school types. The aim of this study is to examine the change in student ratios at a basic- and advanced level of proficiency by school types in PISA applications between 2003 and 2018. Results show that approximately all students in science high schools and social sciences high schools have basic proficiency in all literacy fields and throughout PISA 2003 and PISA 2018. The ratio of students with basic proficiency in Anatolian high schools and Anatolian imam hatip high schools tends to be increased. However, the ratio of students with advance proficiency seems to be low in all school types in Turkey except science high schools. Steps to decrease the achievement differences between school types in Turkey within the scope of findings are suggested.

Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

Programs for social-emotional learning implemented in schools are important in terms of improving students’ emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation—mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.

Views of Nature of Scientific Inquiry of Students in Different High Schools

The purpose of this qualitative study was to explore different high school students’ views of Nature of Scientific Inquiry (NOSI). Eleventh grade students in Science High School (SHS, 69 students), Teacher High School (THS, 99 students), and Anatolian High School (AHS, 99 students) were participated in the study. Views about Scientific Inquiry (VASI) questionnaire was applied at their classroom and some of them were interviewed just after filling out the questionnaire. Analysis of the data was done by establishing a profile for each student by assigning naive, mixed, and informed codes for each NOSI aspect. Then, frequency of each code was determined and tabulated. Two researchers’ coding agreement of the questionnaires was 85%. The results of the study revealed that SHS students demonstrated more informed views than other two high schools on three NOSI aspects which were ‘scientific investigations all begin with a question and do not necessarily test a hypothesis’, ‘there is no single set of steps followed in all investigations’, and ‘inquiry procedures are guided by the question asked’. SHS students and THS students were close to each other and had more informed views than AHS students in two NOSI aspect of ‘data are not the same as evidence’ and ‘explanations are derived from data and what is already known’ aspects. On the other hand, AHS students provided less informed view on two aspects (‘same procedures may not get the same results’ and ‘procedures influence results’), but had also least naive views on both aspects which means that they have more merit to develop these aspects. The NOSI aspect of ‘conclusions must be consistent with data’ was the aspect that most of high school students in each school had informed views. SHS had the more science courses than THS and AHS. Based on the results of this study, it seems that more science courses and more previous science experience help developing more informed NOSI views, but it should be researched more before making a clear conclusion.

Investigating Burnout and Alienation Levels of Preschool Teacher Candidates in terms of Different Variables

Bu araştırmada Okul Öncesi Eğitimi bölümünde öğre-nim görmekte olan son sınıf öğrencilerin okul tükenmişliği ve okula yabancılaşma düzeylerini incelemek amaçlanmış-tır. Örneklemi Okul Öncesi Eğitimi bölümünde öğrenim görmekte olan 300 öğrenci oluşturmaktadır. Araştırmada veriler “Kişisel Bilgi Formu”, “Öğrenci Yabancılaşma Ölçeği” ve “Maslach Tükenmişlik Envanteri Öğrenci For-mu” kullanılarak elde edilmiştir. Son sınıftaki okul öncesi öğretmen adayları “orta” düzeyde okul tükenmişliği ve okula yabancılaşma yaşamaktadır. Sonuçlara bakıldığında, devlet üniversitelerinde öğrenim görmekte olan öğrencilerin özel üniversitelerdekilere göre daha yüksek düzeyde duyar-sızlaşma ve tükenme yaşadıkları görülmüştür. Öğrencilerin okula yabancılaşma düzeyleri üniversite türüne göre farklı-lık göstermemektedir. Mezun olunan lise türü değişkenine ait sonuçlar anadolu öğretmen lisesi mezunlarının genel lise ve meslek lisesi mezunlarına göre daha fazla tükenmiş ol-duklarını; anadolu lisesi mezunlarının genel lise mezunları-na göre daha fazla yabancılaşmış olduklarını göstermekte-dir. Ayrıca anadolu öğretmen lisesi ve anadolu lisesi mezu-nu öğrencilerin yabancılaşmanın alt boyutu olan anlamsız-lık düzeyleri genel lise mezunlarına göre daha yüksek bu-lunmuştur. Eğitim alınan üniversite sayısına göre öğrencile-rin okul tükenmişliği ve okula yabancılaşma düzeyleri fark-lılık göstermemiştir. Öğrencilerin yaşları ile okul tükenmişlik düzeyleri arasında istatistiksel olarak anlamlı bir ilişki bulunmamıştır. Öğrencilerin genel okula yabancılaşma düzeyleri ile yaşları arasında negatif yönlü bir ilişki bulun-muştur.

Review of the Opinions of Vocational High School Teachers, Students, and Administrators on the Interactive Whiteboard

The primary aim of this study is to determine whether there was a difference in teachers' levels of interactive whiteboard usage, their self-efficacy, and opinions before and after the Use of Technology in Education Course (UTEC) in vocational high schools where FATIH project was implemented. Research participants constituted of teachers and school administrators, and students attending Telkari Vocational and Technical Anatolian High School in which interactive whiteboard installation was made within the framework of FATIH project in Midyat district of Mardin province and who attended UTEC training in the 2015-2016 academic year. In this study, a mixed research method model was used. Data were collected through scale, survey and semi-structured interview forms. Quantitative data were analyzed by mean and t-test, and qualitative data were analyzed by content analysis. In conclusion of the study, it was observed that there was no significant change in the self-efficacy of teachers using interactive whiteboard and their level of using interactive whiteboard after UTEC training. Furthermore, it was observed that teachers were unable to develop materials for the interactive whiteboard before UTEC training, and after the UTEC training, they were able to prepare materials in part. This fact has revealed that the UTEC training content was not sufficient in material development for the interactive whiteboard. The students, on the other hand, indicated that they preferred the courses used on the interactive whiteboard and asked the teachers to continue using the interactive whiteboard. Participant students indicated that interactive whiteboard failures also adversely affected the lesson. Teachers, students, and school administrators reported that use an interactive whiteboard in the course increased student success and positively affected interest and participation in the course.

Determining the Effects of Science Festivals on Students' Science Classes and their Attitudes towards Project Assignments

Bu çalışmada, bilim şenlikleri ile öğrencilerin fen derslerine yönelik olumlu tutum geliştirmelerini sağlamak ve bilim şenliğinde aktif görev alan öğrencilerin proje ödevleri haakındaki görüşlerini almak amaçlanmıştır. Araştırma 2016-2017 eğitim öğretim yılı 2. döneminde Erzurum ili Horasan ilçesinde bulunan Horasan Anadolu Lisesi’ndeki öğrencilere uygulanmıştır. Fen derslerindeki tutumların değişimini ölçmek için tek grup ilk test son test desen, bilim şenliğinde aktif görev öğrencilerin proje ödevleri hakkındaki görüşlerini almak için ise durum çalışması yapılmıştır. Bulgular incelendiğinde bilim şenlikleri ile öğrencilerin fen derslerine yönelik tutumlarının olumlu yönde arttığı görülmüştür. Ayrıca fen derslerinden proje ödevi alan öğrencilerin proje ödevlerini bilim şenliği şeklinde sunmaya sıcak baktıkları ve daha hevesli oldukları görülmüştür. Bilim şenliklerinin öğrencilerin fen derslerine ve proje ödevlerine yönelik tutum düzeyleri üzerindeki olumlu etkisi göz önüne alındığında, ülkemizdeki okullarda bilim şenlikleri gibi etkinliklerin yaygınlaştırılması ve öğrencilerin bu tür etkinliklere katılımlarının teşvik edilmesinin yararlı olacağı düşünülmektedir.

Determining the Views of School Principals and Guidance Teachers on Inclusive Practices at Anatolian High-Schools

The number of students who attend an inclusive school in Turkey has been increasing. This increase in the number of students attending inclusive education makes the inclusive policies more significant and requires that schools of all types and levels should be ready for inclusive practices. This study aims at uncovering the views of school administrators and guidance teachers working at Anatolian high schools concerning the inclusive education. The data of the study were collected through focus group interviews. The study was carried out in Ankara during the school year of 2018–2019 with a sample of school administrators and guidance teachers working at different Anatolian high schools. The findings of the study indicate that there are serious problems in inclusive education practices at Anatolian high schools, the educational setting needed for students with special education needs cannot be provided and teachers do not have necessary experience in inclusive education.

USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING

The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.
 The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages ​​in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.

Akran Zorbalığının, Aleksitimi, Üst Biliş ve Eşlik Eden Ruhsal Sorunlar ile İlişkisi

Purpose: The aim of this study is to investigate the effect of alexithymic characteristics, metacognitive problems, mental and behavioral problems on the risk of the development of bullying behaviors and to be a victim of bullying. Study design: 450 students 61%girls, n=278 aged between 14-17 recruited from one Anatolian high school and another high school were included in this study. 20-Item Toronto Alexithymia Scale, Metacognitions questionnaire for children, and Strengths and difficulties questionnaire self-report form were used as measures. Data were analyzed by independent sample t-test, Pearson product-moment correlation coefficient, and multivariate linear regression analysis. Results: The results revealed that alexithymia and behavioral problems increase the risk of being a victim; and behavioral problems, Attention deficit hyperactivity disorder/symptoms and peer problems increase the risk of bullying behaviors. Conclusion: Early identification and treatment of alexithymia and behavioral problems may prevent the development of bullying behaviors and being a victim of bullying; and also may prevent mental and behavioral problems associated with bullying in later stages of life.

Öğrencilerinin Okul Dışındaki Zamanlarını Değerlendirememelerini Etkileyen Faktörler ve Aile Yapılarının Rolleri

The objective of the study is to reveal the reasons for students’ not joining any events in their out of school time, and to investigate these reasons from the point of variables as the settlement unit of the family, education level of the parents, economic condition of the family and father’s profession. Descriptive research method in the general survey model was used as a quantitative data collection method. The study group consists of totally 73 girl students studying in the 9th, 10th, 11th and 12th years of a vocational and technical anatolian high school. A questionnaire developed by the researcher was used as data collection tool. According to the findings, it was concluded that the settlement unit, parental education and father’s profession have an important part in the students’ joining an event. Informative studies about the importance of out of school events should be carried out for the students’ parents coming from rural areas.

Identifying the Students’ Needs for Guidance at Vocational and Technical Anatolian High School

The purpose of this study is to identify the needs of vocational and technical Anatolian high school students for guidance. A mixed research methodology is employed in this descriptive study. With the guidance needs analysis survey, quantitative data was collected about the needs of students for guidance from a total of 2228 participants including 1437 students, 304 teachers and 487 parents. The qualitative data in the research were collected from school counsellors employed in vocational and technical high schools, from the heads of guidance services employed in guidance research centres, from psychological guidance and counselling specialists working in the Ministry of National Education, from psychological counsellors representing Turkish Psychological Counselling and Guidance Association and those engaged by educational unions. The research revealed findings that the students need intensive guidance on topics such as identification of future career goals, learning effective studying methods, self-knowledge of interests and abilities, knowledge of professions and their basic requirements, focusing attention during lessons, protection from addiction, knowledge of developmental features of adolescence, university admission exams and opportunities for higher education. Furthermore, it was revealed that the guidance needs of the students were not met sufficiently, they needed services in all areas of personal-social, educational and career guidance, female students needed guidance services more than male students, and students felt more need of guidance services at higher grades. In line with the results of the study, further recommendations are presented to provide for the guidance needs of students.

Determination of the Factors Affecting High School Students’ Preferences of and Satisfaction with Choosing Biology as an Elective Course

School subjects are divided into two as compulsory and elective courses. Compulsory courses are the basic courses that students must take in order to graduate, while elective courses are the ones that students are at liberty to take. In Turkey Biology course was taught as compulsory under the name of common courses in all levels of high schools. With the new amendment Biology is started to taught as elective under the name of “Advanced Biology” in Anatolian High Schools and “Biology Applications” in Science High Schools at grade eleven and twelve. This new development has brought to mind what the reasons are for choosing and not choosing biology. In order to reveal this aim 135 volunteered students were questioned from two different schools located in the northeastern Turkey. An open-ended question test was used for data collection. The information received from the students was subjected to content analysis. The factors that lead students to choose biology or not to choose biology are identified as future orientedness on both categories. Students want to change their decisions because of course related and exam-orientation reasons. Future studies can utilize larger samples, in terms of gender differences and in the contexts of other elective courses.

Lise öğrencilerinin İngilizce öğrenmede medya ve bilgi teknolojisi araçlarının kullanımına yönelik tutumları ve akademik öz-yeterlik algıları

The present study aims to examine the relationship between high school students’ academic self-efficacy perceptions and their attitudes towards the use of media and information technology tools in learning English as well as the effects of gender and grade level on these variables. To this end, 249 Anatolian High School students in Istanbul from different grade levels took the Attitude Scale for the Use of Media and Information Technology Tools in Learning English (Güven, 2015) and the Academic Self Efficacy Scale (Kandemir , 2010). Descriptive and inferential statistical methods were carried out to analyze the quantitative data. The results showed that female students feel academically more self-efficient although no difference emerged between males and females in terms of their attitudes towards ICT and media tools in learning English. An incremental pattern was also observed in that students from the higher grade levels have more positive attitudes and feel more self-efficacious than students in the lower grades. In addition, correlational analyses showed that the students with a positive attitude towards ICT and media tools in learning English have higher academic self- efficacy levels. Likewise, the students with negative attitudes towards ICT and media tools had lower academic self-efficacy ratings.

Öğrencilerin iç hastalıkları hemşireliği dersinin klinik uygulamasında yaşadıkları sorunlar

Amaç: Çalışma iç hastalıkları hemşireliği dersini almış öğrencilerin klinik uygulamalar sırasında yaşadıkları sorunları tespit etmek amacıyla yapılmıştır. Yöntem: Tanımlayıcı tipte olan çalışmanın evrenini bir üniversitenin hemşirelik bölümünde iç hastalıkları hemşireliği dersini almış öğrenciler oluşturdu. Örneklem seçimine gidilmeyip ulaşılan ve çalışmaya katılmayı kabul eden 162 öğrenciyle araştırma tamamlandı. Veriler literatür doğrultusunda araştırmacılar tarafından hazırlanan 30 soruluk anket formuyla toplandı. Verilerin değerlendirmesinde yüzdelik ve ki-kare testleri kullanıldı. Bulgular: Öğrencilerin %82.7’sinin kadın olduğu, %74.7’sinin hemşirelik mesleğini sevdiği ve %39.5’inin kendi isteğiyle bölümü seçtiği saptandı. Öğrencilerin %58’inin uygulamaya giderken stres yaşadıkları belirlendi. Öğrencilerin %50’den fazlası öğretim elemanı ve rehber hemşireleri rol model olarak gördüklerini belirtti. Uygulamada daha çok sorunların; malzemelere yeterince ve kolaylıkla ulaşamama (%75.3), görev dışı sorumluluk alma (%60.5) ve kendilerini yabancı hissetme (%58) nedenleriyle yaşandığı saptandı. Sağlık meslek lisesinden mezun olan öğrencilere göre diğer okullardan mezun olan (düz lise, Anadolu, lisans) öğrencilerin ‘hastanın öğrenciye karşı güven sorunu yaşaması’ istatistiksel olarak anlamlı oranda yüksek bulundu. Sonuçlar: Araştırma sonucunda klinik uygulamaya ilişkin belirlenen stres faktörlerinin ve karşılaşılan sorunların tartışılması ve çözüm yollarına ilişkin iyileştirme çabalarının gerçekleştirilmesi önerilmektedir.

THE VIEWS OF THE TEACHERS WORKING IN VOCATIONAL HIGH SCHOOLS ABOUT LIFELONG LEARNING

In this study, it was aimed to determine the opinions of teachers working in vocational high schools about lifelong learning. The study group of the research consists of 30 teachers from different branches working in Vocational and Technical Anatolian High School in Osmangazi district of Bursa in the 2019-2020 academic year. In the study group, the views of both vocational and cultural teachers were included. In this research carried out in the case study pattern, which is one of the qualitative research methods; the data were obtained through face to face interviews and semi- structured questions prepared in line with expert opinions. The data obtained in the research were analyzed through descriptive and content analysis. When we look at the opinions of the teachers about the necessity of learning new information throughout life, the largest share of these views is that they can keep up with changing and developing conditions. When their opinions about the contributions of lifelong learning to personal development are examined, the biggest share is that lifelong learning favorably supports personal development. On the other hand, in the opinions that they give about their studies to improve themselves individually and professionally, the biggest share has been reading. When we look at the opinions they give about the reflections of the trainings they receive individually and about their profession on their professional lives, we see that the biggest share is the view of sharing information with students. When we look at the opinions that teachers give to the question of what can be done to provide students with lifelong learning skills at school, it is determined that there is an opinion about explaining the importance of lifelong learning to students in the first plan

Prevalance of Using Cigarette,Alcohol,Substance Among High School Students and Factors Affected Them

Abstract Background Usage rate of cigarette, alcohol, and substance is increasing day by day.Protectiv efactors have primary importance for prevention of substance use.The aim of this study is to investigate the prevalance of using cigarette, alcohol and substance and research relationship between risk factories and substance using, among high school students. Methods Ä°n Malatya city there are 17866 Anatolian, 14381 Vocational,10362 Religious high school students.Totally all of this 42629 students form the universe of this cross-sectional study. When the prevalance of using cigarette accepted as 25 % in high school students; sample size in Anatolian high school,Occupatioanal high school and Religious high school was found 283, 283 and 280 respectively.This survey was conducted in 9 different high schools which choosed by stratified sampling method, and 975 high school students have been reached in this survey.Ä°n the statistical analysing of data,Chi square test, logistic regression test were used. Results The prevalance of cigarette, alcohol and substance using found 34%, 14.3% and 4.2% respectivey among students participating in the survey.Cigarette using; in male students is 2.2 times higher (Cl 95%,1.661-3.073), in alcohol users is 7.6 times higher(Cl 95%,4.919-11.834)(p < 0.05).Alcohol using is 9.6 times higher(Cl 95%, 5.712-16.250) in cigarette smokers(p < 0.05).And alcohol using in students with alcohol use in their families is 26.8 times higher(Cl 95%,12.489-57.711)(p < 0.05).Substance using; found 12.2 times higher(Cl 95%,4.900-30.566) in alcohol users,2.4 times higher(Cl 95%,5.712-16.250) in cigarette smokers and 5.6 times higher(Cl 95%,1.366-23.068)in students with substance use in their families (p < 0.05). Conclusions Cigarette using is more common in males and alcohol users.Alcohol use increses in smokers and students with alcohol use in their families.Substance use among students increases when student uses cigarette or alcohol and if there are substanceuse in their families. Key messages Alcohol use increses in smokers, smoking increses in alcohol users. Substance use increses in smokers, alcohol users and in the students with substance use in their families.

Investigating the Relationship between Sense of Classroom Community and Interpersonal Sensitivity

The aim of this study is to examine the relationship between sense of classroom community and interpersonal sensitivity in high school students. The research population was composed of 409 students from an Anatolian high school located in Ümraniye county of Istanbul city. The sample consisted of 208 females and 201 male students and the mean age was 15.37. The data were obtained by using the Classroom Community Index and Interpersonal Sensitivity Scale. The descriptive statistics, Pearson correlation coefficient and path analysis were used in the analysis of the data. There were significant and negative correlations among high school students' sense of classroom community and interpersonal worry and dependency, unassertive interpersonal behavior and low self-esteem levels which are the subscales of the interpersonal sensitivity. Results of the path analysis indicated that interpersonal sensitivity had a significant, negative predictive role on sense of classroom community. This analysis also stated that the fit indices for the proposed structural model were good (χ2/df = 1.61, SRMR = 0.01, GFI = 0.99, RMSEA = 0.039, CFI = 0.99, TLI = 0.98).