High School Students In Turkey Research Articles

Predicting Hope Levels of High School Students: The Role of Academic Self-Efficacy and Problem Solving

The current study presented how well academic self-efficacy, problem solving, gender, and age predict dispositional and state hope levels of high school students in Turkey. The participants were consisted of 392 high school students. Of the participants, 230 (58.7%) were girls and 162 (41.3%) were boys. Questionnaire measures of dispositional and state hope, academic self-efficacy, and problem solving were administered to the participants. Two multiple linear regression analyses were performed to examine to what extent the independent variables predict dispositional and state hope levels of participants. The results indicated that the predictors significantly accounted for 22% of the variance of dispositional hope, 25% of the variance of state hope. In both multiple linear regression models, academic self-efficacy and problem solving were significant predictors of students’ dispositional and state hope scores. Higher hope scores were significantly associated with higher academic self-efficacy beliefs and better problem solving skills. The findings were discussed in the light of the literature with some implications for school counselors and educators.

The relationship between childhood traumas and depression and anxiety in high school students in Turkey

The aim of this study is to investigate the relationship between childhood traumas and depression and anxiety levels of high school students in Sakarya. The sample of the present study consisted of 145 students 79 are girls and 66 are boys are chosen from five different school. To measure depression levels of students “Beck Depression Inventory” is used. To measure anxiety levels “Beck Anxiety Inventory” is used. To collect data about childhood traumas “Childhood Trauma Questionnaire” is used. Data were analyzed using SPSS 16.00. In result of this study, 86 people had symptoms of depression. And also there is a relationship between depression symptoms and anxiety symptoms. However, there is no relationship between childhood traumas and anxiety symptoms and depression symptoms.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Student Subjective Wellbeing as a Predictor of Adolescent Problem Behaviors: a Comparison of First-Order and Second-Order Factor Effects

The present study investigated the predictive validity of two competing measurement models underlying the Student Subjective Wellbeing Questionnaire (SSWQ)—first-order and second-order—relative to several specific classes of adolescent problem behaviors: antisocial behavior, alcohol use, tobacco use, suicidal tendencies, nutrition habits, and school dropout. Analyses conducted with a sample or urban high-school students in Turkey (Grades 9–12, N = 374) demonstrated that the SSWQ’s first-order measurement model, which consisted of four fully-correlated factors (i.e., joy of learning, school connectedness, academic efficacy, and educational purpose), and second-order measurement model, which structured these four first-order factors as indicators of one second-order factor (i.e., student covitality), both indicated good data–model fit and strong internal reliability with the present sample. Additionally, results showed that both measurement models had substantive and relatively similar predictive power, characterized by moderate to large effect sizes, for accounting for the variance in all of the problem behaviors of interest. Findings regarding the predictive validity of the first-order measurement model further indicated that the predictive power of this model was primarily limited to two of the four students subjective wellbeing factors: academic efficacy and educational purpose. Implications for theory, practice, and future research are discussed.

PARTICULATE NATURE OF MATTER MISCONCEPTIONS HELD BY MIDDLE AND HIGH SCHOOL STUDENTS IN TURKEY

Misconceptions are one the biggest troubles for both teachers and students. In order to have scientifically valid knowledge, students should have meaningful conceptual understanding. Researchers have been designing studies based on different teaching methods so as to reach beneficial outcomes to handle with misconceptions. In this study, the main purpose is to reveal misconceptions about particulate nature of matter held by middle and high school students in Turkey by examining the related studies done since 2010. In addition, another goals are to see which kind of data gathering instruments have been used frequently and to determine these studies have been implemented in which level, whether middle school or high school. With specific keywords and criteria, 21 related articles were reached and examined. The findings shows that open ended questionnaire or interview forms are the most frequent instruments in order to gather data in the studies which were done for diagnosing misconceptions about particulate nature of matter. The participants of studies are usually from middle school students. Lastly, misconceptions are common among students. Article visualizations:

Facebook habits among adolescents

Facebook is the most popular social network in most nations and in Turkey. It is argued that it can involve insecure behavior in adolescents. Teenagers in Turkey are to receive tablet computers nationwide through the FATIH project. Personal availability is likely to impact Internet and Facebook habits. Also, with lack of social support, teens might more intensely engage in Facebook. This study identifies teens who are more likely to perform less secure Facebook activities. A survey was conducted on 4,261 middle and high school students in Turkey. Logistic regressions were run to predict the likelihood of Facebook-related behaviors. Results showed that teens who perceive support from significant others, males, metropolitans, and teens who have more tablet computer opportunities, competencies and beliefs were more likely to engage in risky activities. Family support significantly reduced the likelihood of risky behaviors. Results call for promoting family support and monitoring tablet computer habits. Teens should be educated about social network threats and privacy.

Barriers to Effective Learning of High School Students in Turkey

This study aims to present the development and validation process of a scale to explore the learning barriers of high school students in Turkey. For this purpose, a scale was developed and administered to 316 high school students studying in the different counties of Ankara in the spring term of 2014-2015 academic year. Gathering the data, an exploratory factor analysis was run through SPSS Package program to see the structure of the interrelationships among the variables under six tests. Furthermore, a reliability analysis was conducted to the items under each test in the scale. As a result, one factor appeared under each test when the eigenvalues and variance percentages were examined, making six factors in total. The Cronbach’s Alpha Reliability Coefficient was calculated as to be significant for each test, which showed that the tests were reliable. Finally, some items were excluded from the scale.

High school students’ perceptions of earthquake disaster: A comparative study of Lebanon and Turkey

Little is known about high school students’ perceptions of earthquake disasters in the Middle East region. It has been shown that individuals can possess various attitudes towards earthquakes based on gender, ethnicity, social class and disaster-related knowledge and experiences. This study explores the perceptions of two groups: 498 public high school students in Lebanon and 465 public high school students in Turkey. Both groups completed a survey investigating their perceptions of earthquake hazards. An independent t-test revealed significant statistical differences in schools’ roles in implementing needed disaster risk education on earthquakes, while both groups exhibit high adherence to fatalistic beliefs.

Examining High School Students’ Attitudes towards Context Based Learning Approach With Respect to Some Variables

The present study aimed at determining and examining high school first, second, third and fourth class grade students’ attitudes towards context based learning approach with respect to the variables of gender, class grade and school. The study was carried out with a total of 5325 high school students in Turkey (n1(first class grade)=1509, n2(second class grade)1265, n3(third class grade)=1140, n4(fourth class grade)=544; none: 867 Female: 2450, Male: 2866; none:9). In the study, Student Context based Approach Attitude Scale made up of 18 items, whose reliability and validity were calculated, was used as data collection tool. The data collected were analyzed using descriptive analysis, independent samples t-test and ANOVA found in the package software of SPSS 16. The results revealed that the students’ general attitude mean score was 3.01 out of 5. . The results obtained in the study are thought to be important as they not only help determine high school students’ attitudes towards context based learning approach and identify the influence of certain variables on their attitudes but also cover but also cover all the class grades of high school. Moreover, it should be determined to how context based learning approach is applied in educational institutions by the governments.

A STUDY OF PERCEPTIONS OF HOSPITALITY AND TOURISM STUDENTS TOURISM PREFERENCES

The purpose of the study was to determine why vocational high school students in Turkey want to study hospitality and tourism management (HTM) and why they want to continue HTM degrees abroad. The data was collected from the students in Fethiye and Kirklareli using questionnaire technique and analyzed using the statistical package programs. Frequency analysis, t-test, one way Anova, factor analysis and regression analysis were used on the study. The most important criteria on students’ tourism choices was learning a foreign language followed by easy communication of tourism sector and more practising oppurtunities.

The Relative Influence of Parental Attachment, Peer Attachment, School Attachment, and School Alienation on Delinquency among High School Students in Turkey

ABSTRACTAlthough numerous studies have confirmed the relationship between social bonds to pro-social others and delinquency in Western countries, research focusing on the same relationship in non-Western countries is scarce. This study contributes to the existing body of knowledge by examining the relationship between social bonds to pro-social others and several types of delinquency among high school students in Turkey. Results showed that the extent of an adolescent’s social bonds with his/her parents, peers, and schools had significant and diverging effects on delinquency. We also found bonds to parents and peers to have moderating effects on how school bonds affect delinquency.

Internet Addiction in High School Students in Turkey and Multivariate Analyses of the Underlying Factors.

The aim of this study is to examine the Internet addiction among adolescents in relation to their sociodemographic characteristics, communication skills, and perceived familial social support. This cross-sectional research is conducted in the high schools in some city centers, in Turkey, in 2013. In this study, cluster sampling was used. In each school, a class for each grade level was randomly selected, and all the students in the selected classes were included in the sample. One thousand seven hundred forty-two students aged between 14 and 20 years were included in the sample.The mean Internet Addiction Scale (IAS) score of the students was found to be 27.9 ± 21.2. According to the scores obtained from IAS, 81.8% of the students were found to display no symptoms (<50 points), 16.9% were found to display borderline symptoms (50-79 points), and 1.3% were found to be Internet addicts (≥80 points). According to the results of the binary logistic regression, male students and the students in single sex vocational schools were found to report higher levels of borderline Internet addiction. It was also observed that the IAS score increases when the father's educational level increases and when the students' school performance is worse. On the other hand, the IAS score decreases when the student grade level, perceived family social support, and communication skills scores increase.The risk factors for Internet addiction are being a male, low academic achievement, inadequate social support and communication skills, and father's high educational level.

Effects of the Anger Coping Programme based on cognitive behavioural techniques on adolescents' anger, aggression and psychological symptoms.

This study aimed to determine the effects of an Anger Coping Programme based on cognitive behavioural techniques on adolescents' anger, aggression and psychological symptoms. In this randomized controlled experimental study, 385 ninth-year high school students in Turkey were administered the State-Trait Anger Expression Inventory, the Aggression Scale and the Brief Symptom Inventory in 2011-2012. Of the 385 students, 62 who met the inclusion criteria were randomly assigned to experimental and control groups by gender and the scores they obtained from the scales. The students in the experimental group met 1 day a week for 1.5 h, and the study lasted 10 weeks. The scales were administered three times: before the programme was started, immediately after the programme was completed and 6 weeks later. The Anger Coping Programme was effective at reducing students' anger and aggression levels, and a range of psychological symptoms except for somatization.

The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

&lt;p&gt;There are many studies related to distance learning. Willingness and anxiety are important variables for distance learning. Recent research has shown that anxiety and willingness towards distance learning are moderated by personality. This study sought to investigate whether distance learning willingness and distance learning anxiety are associated with age, gender, occupation, chronotype and personality in a Turkish vocational high school students sample. Two measures of individual differences were implemented: chronotype (morningness/eveningness preference) and BIG-5 dimensions (agreeableness, conscientiousness, extraversion, neuroticism, and openness). Seven hundred and sixty-nine vocational high school students from Turkey filled out a self-administered questionnaire. Evening types, older, and female students had higher distance learning willingness scores than morning types, younger, and male students. No significant difference was found between chronotype groups with respect to distance learning anxiety. Furthermore, extraverted students reported a lower distance learning anxiety. Openness to experience was associated with high distance learning willingness. We conclude that evening types may benefit from distance learning more than other types.&lt;/p&gt;

High School Students’ Achievement Goals: Assessing Gender, Grade Level and Parental Education

The purpose of this study was to investigate the relationship between high school students’ goal orientations, and their gender, grade level and parents’ level of education. Data were collected from 266 high school students in Turkey during the Spring semester of 2011-2012. A multiple-goal perspective with approach and avoidance dimensions was considered. Goal orientations of learning-approach (LPGO), learning-avoidance (LVGO), performance-approach (PPGO), and performance-avoidance (PVGO) were measured using the 2x2 Achievement Goal Orientation Scale developed by Akin in 2006. A series of multivariate ANOVAs and univariate F-tests were conducted with gender, grade level and parental level of education as independent variables, and with LPGO, LVGO, PPGO, and PVGO as dependent variables. Findings showed that there were significant differences on gender and grade level, but no significant associations between the scale scores and parental level of education.

A retrospective study of foot problems among high school students in Turkey

A retrospective study of foot problems among high school students in Turkey

Ebeveynler Arası Çatışma, Akran ve Medya Etkileri ile Ergenlerdeki Şiddet Davranışı Arasındaki İlişkiler: Şiddete Yönelik Tutumların Aracı Rolü

AbstractThe aim of this research is to investigate interparental conflict, peer and media effects and its direct relationship with the violence behaviour of adolescents and the mediator role of attitudes towards violence. 2120 students, 964 girls and 1156 boys chosen from 7th and 8th grades of one private and eleven public elementary schools in Adana have made up the sampling group of this study. In this research, Attitudes towards Violence Scale, Aggression Questionnaire, Perceived Multidimensional Violence Sources Inventory and Children's Perception of Interparental Conflict Scale have been administered to the students. Research data have been tested by using Structural Equation Modeling. The results reveal that variables except interparental conflict have positive effect on this model. It has been found that attitudes towards violence have partial mediator role in the relationship between media-peer effects and physical violence while they have entire mediator role in the relationship between media-peer effects and verbal violence. The research findings have been discussed within social cognitive model context.Key WordsAttitudes Towards Violence, Media, Peers, Violence, Interparental Conflict, Structural Equation Modeling.Violence behavior in adolescents is a fundamental problem commonly encountered in todays world. When the literature is reviewed, it is seen that there is a great amount of research conducted on the issue. Kepenkci and Cinkir (2005) reported that 35.5% of the high school students in Turkey resort to violence at least once in a school year. Alikasifoglu, Ercan, Erginoz, Uysal, and Kaymak Deniz (2004) conducted a study in Istanbul to investigate the prevalence of displaying violence behavior among high school students and they reported that 42% (n=1720) of the students were involved in at least one fight in previous year.Different from developmental features of children and societal environmental factors (e.g. being subjected to continuous environmental stress), experiences both in peer groups and families have a very important role in the development of violence behavior (Avci & Gucray, 2010; Brendgen, Vitaro, Tremblay, & Wanner, 2002; Peksaygih & Gure, 2008). Particularly, inter-parental conflicts and aggressions within the family environment are seen to have an important role in experiencing a sense of externalization by children during the period of puberty (Peksaygili & Gure, 2008). By the same token, Tornincaso (2006) found that problematic behaviors of an adolescent are an important predictor of inter-parental conflicts. Moreover, Mazefsky and Farrel (2005) argued that an adolescents witnessing violence at home, low level of family support and inadequate parental practices are related to the demonstration of violence behaviors. Growing up in an environment where inter-parental conflicts exist may result in displaying aggressive behaviors by children by teaching them that such behaviors are appropriate and allowed (Grych & Fincham, 1990). At the same time, children may develop maladjusted social information processing. Children may develop a propensity to view environmental clues as hostile and the world as full of conflicts. For instance, Rutter (1994) showed that children displaying bias of assigning hostile meanings to events are more likely to behave aggressively. Moreover, these children can never develop conflict coping mechanism required to adjust; hence, they cannot acquire the ability to deal with interpersonal conflicts (Cummings, Davies, & Simpson, 1994). The child may regard aggressiveness as an appropriate method of conflict management and develop poor problem solving capacity and destructive conflict resolution skills (Grych & Fincham, 1990).Parents are expected to be the most prominent role models in the development of childrens social behaviors. Therefore, modeling of parents results in childrens learning aggressive behaviors by observing hostility and anger and accordingly provides children with direct explanation for adopting similar behaviors in their interpersonal relations (e. …

An Analysis of High School Students’ Mathematical Literacy Self-efficacy Beliefs in Relation to Their Learning Styles

The purpose of this study was to investigate high school students’ mathematical literacy (ML) self-efficacy beliefs in relation to their learning styles. The participants were 388 high school students in Turkey. Data collection tools were a ML self-efficacy beliefs scale and a learning styles inventory. The data were analysed using χ2 test, one-way analysis of variance and multiple regression analysis. The analyses indicated that students were mostly diverger learners and had a moderate level of ML self-efficacy belief, and that their levels of ML self-efficacy beliefs did not significantly differ in terms of their learning styles. The results revealed that ML self-efficacy beliefs scores differed in terms of learning styles and that converger learners had higher levels of self-efficacy beliefs. Moreover, the factors ‘reflective observation’ and ‘perceiving knowledge’ were found to be significant predictors of the ML self-efficacy belief. The negative effects of the learning style on learners’ ML self-efficacy belief should be prevented. Undesirable differences between learners’ ML beliefs can be avoided by letting mathematics teachers design and administer the learning processes according to their students’ learning styles.

Contributing Factors to Aggressive Behaviors in High School Students in Turkey

Violence among young people is an important public health topic as a universal problem. One of the recent issues concerning both the media and parents is the aggressive behavior among the high school students in Istanbul and the worldwide. The aim of this study was to investigate the types and rates of aggressive behavior and the contributing factors to this behavior among high school students. Sample was composed of 805 students of 14-18 ages attending five high schools in Istanbul. The most common aggressive behavior among the students was found to be "beating others," 34.5% (n = 278). Past experiences of violence of high school students (direct exposure to violence/witnessing violence/exposure to/witnessing attack with knife/gun) were determined as the most contributing factor to aggressive behavior. The present study investigated the nature of violent behaviors and associations between violent behaviors and contributing factors among high school students from Turkey.

Prevalence of Peer Bullying in High School Students in Turkey and the Roles of Socio-Cultural and Demographic Factors in the Bullying Cycle

This research was conducted as a descriptive and relational study to determine the frequency of bullying among high school students and the relationships between some of their characteristics and their roles in the bullying cycle. The research data were obtained from 1670 students in the 9th and 10th grades of six high schools in Istanbul province. The data were analyzed with percentage distribution, Chi square, t test, correlation and Tukey test.The Determination of Peer Bullying Scale and a Personal Information Form were used for data collection in the research. According to the Determination of Peer Bullying Scale 17% of the students were in a bullying cycle (5.3% as bully, 5.9% as victim, and 5.8% as both bully and victim). The boys used more direct methods of bullying and girls more indirect methods of bullying. The rate of bullying behavior was also higher in boys and being a victim was higher in girls; the majority of the girls were bullied by girls and the majority of the boys were bullied by boys. More of those involved in bullying incidents had unexcused absenteeism from school and stated that they did not like school. The results obtained from this research show that the prevalence of bullying in high schools in Turkey is similar to the results in other countries. Determination of the causative factors that support and maintain bullying behavior for implementation of prevention programs is required.

Gender and Fear of Terrorism in Turkey

Fear of crime research has highlighted women's differential perceptions and emotions regarding particular offenses—sexual assault, most notably. However, the gendered nature of other crime-specific fears remains understudied. The authors used survey data from high school students in Turkey to examine (a) whether there are gender differences in fear of terrorism, (b) how correlates of terrorism—including media exposure, proterrorism associations, attitudes about terrorism, and demographic and contextual background characteristics—might mediate effects of gender, and (c) whether correlates of terrorism vary by gender. Findings indicated that women were more fearful of terrorism than men and that this difference persisted even after accounting for differences in the measured correlates of media exposure, proterrorism associations, attitudes about terrorism, and demographic and contextual variables. Furthermore, the effects of several of these correlates of fear were significantly different across gender.