Relational Survey Model Research Articles

Opinions and Attitudes of Education Faculty Students towards Research Methods in Education Course

Research is the whole of the systematic efforts of individuals by making new discoveries and inventions to find solutions to the problems they face or to improve the current situation. After the implementation of teacher training activities by higher education institutions, courses such as "Research Techniques", "Research Methods in Education" and "Research Methods" are included in the curriculum of higher education institutions to provide students with research competencies. It is important for prospective teachers to have positive attitudes towards this course for them to acquire the knowledge and skills in question effectively. In this direction, in this study, it was tried to determine the attitudes and opinions of teacher candidates towards the Research Course in Education. In this research, in which the attitudes and opinions of Bayburt University Faculty of Education students towards the RME course are tried to be determined, mixed method and explanatory sequential design was used. In the study, a single survey model was used to determine the attitudes of students towards the RME course, a relational survey model was used to examine the sub-dimensions of attitudes according to the departments and classes of the students, and focus group interview was used to determine their views about the course.The Kruskal Wallis H test was used to determine whether the attitudes of the groups showed an independent evaluation from each other. In the research, an attitude scale developed by the researcher was used as a data collection tool to determine the attitudes of the students towards the RME course, and a focus group interview form was used to determine their opinions. The quantitative sample of the study consists of 190 university students selected through purposive sampling, and the qualitative sample consists of 10 candidate teachers selected from this group with the same method. When the research findings were examined, it was seen that the attitudes of the novice teachers towards the RME course differed significantly in favor of men according to the self-confidence variable in the sub-dimensions of the attitude scale. It is thought that including the RME course, which is among the elective courses in Education faculties, among the compulsory courses, extending the one-semester and 3-credit RME course in terms of credit.

The Relationship of Reward Addiction and Punishment Sensitivity with Social and Emotional Learning Skills in High School Students

The purpose of the study was to analyze the relationship between Social Emotional Learning skills, which emphasize the effect of school on students' social and emotional problems, and the sensitivity created by the use of reward-punishment in educational processes on students. The present research was designed in accordance with the relational survey model, one of the quantitative research designs. The sample of the research consists of 818 high school students who continue formal education in a province located in the Marmara Region, Turkey. Personal information form, punishment sensitivity scale, reward addiction scale, and social emotional learning scale were used to collect data. In the analysis of the data, pearson correlation coefficients were determined and tested by path analysis by establishing a structural equation modeling with latent variables. Secondly, multiple regression analysis was conducted while investigating the effects of students' levels of reward addiction and punishment sensitivity on their social and emotional learning in the academic context. When the relationships between reward commitment in the academic context and sensitivity to punishment in the academic context were examined, low and moderate relationships were found between the sub-dimensions of both variables.

Investigating the Relationship between Teachers' Emotional Labor Behaviors and Effective School Perceptions

Purpose: This research aims to investigate the relationship between teachers' emotional labor behaviors and their perceptions of effective school.
 Design/Methodology/Approach: In this study, the applied quantitative research method is relational survey model. The population of the research consists of 1924 secondary school teachers working in the central of Erzurum province in the 2020-2021 academic year. The sample of the study consists of 658 teachers determined by simple random sampling method. The data of the study were collected using the 'Emotional Labor Scale' and the 'Perceived School Effectiveness Scale'.
 Findings: According to the analysis, it was determined that the emotional labor of the teachers was at a moderate level and their perception of effective school was at a high level. The emotional labor significantly differs depending on gender, educational status, and professional seniority. Teachers' perceptions of effective school does not differ according to gender, educational status, professional seniority. In the study, it was concluded that emotional labor sub-dimensions predicted effective school perception positively and significantly.
 Highlights: It is seen that teachers' emotional labor has a share in the perception of schools as effective. Based on the results, the research highlights the need to pay attention to teachers' emotional labor behaviors when examining the effectiveness of schools.

Investigating the Relationship between Teachers' Emotional Labor Behaviors and Effective School Perceptions

Purpose: This research aims to investigate the relationship between teachers' emotional labor behaviors and their perceptions of effective school.
 Design/Methodology/Approach: In this study, the applied quantitative research method is relational survey model. The population of the research consists of 1924 secondary school teachers working in the central of Erzurum province in the 2020-2021 academic year. The sample of the study consists of 658 teachers determined by simple random sampling method. The data of the study were collected using the 'Emotional Labor Scale' and the 'Perceived School Effectiveness Scale'.
 Findings: According to the analysis, it was determined that the emotional labor of the teachers was at a moderate level and their perception of effective school was at a high level. The emotional labor significantly differs depending on gender, educational status, and professional seniority. Teachers' perceptions of effective school does not differ according to gender, educational status, professional seniority. In the study, it was concluded that emotional labor sub-dimensions predicted effective school perception positively and significantly.
 Highlights: It is seen that teachers' emotional labor has a share in the perception of schools as effective. Based on the results, the research highlights the need to pay attention to teachers' emotional labor behaviors when examining the effectiveness of schools.

Analysis of Intercultural Communication Competencies in Prospective Primary School Teachers' Use of Internet Technologies

It can be said that self-efficacy perceptions of using the Internet for intercultural communication purposes is a characteristic that can be developed by putting computer and Internet use skills into practice. Before starting the studies to improve this characteristic, there is a need for research to reveal the current situation. The purpose of this study is to examine the intercultural communication competencies and internet self-efficacy of prospective prospective primary school teachers in Kazakhstan in a relational way. In this study, since it is aimed to examine whether these two variables differ in terms of gender and professional seniority by examining the contribution of internet self-efficacy scores in predicting intercultural communication competence scores of teachers, a relational survey model with descriptive method was used. The research sample consists of prospective primary school teachers at two different universities, in which there are different campuses in Taldykorgan, Ural, Almaty and Semey in Kazakhstan in the 2022-2023 academic year. In this context, questionnaires were collected from 261 teachers through face-to-face questionnaires. According to the findings of the study, teachers' intercultural competence and Internet self-efficacy were found to be at a moderate level. Participant prospective teachers' intercultural competence and Internet self-efficacy differed in relation to gender and age. Finally, internet self-efficacy of prospective primary school teachers significantly predicted their intercultural competence.

The Investigation of the Relationship Between Classroom Teachers Views on Distance Education and Beliefs about Computer Use in Mathematics Education

In this study, we sought to investigate the opinions of classroom teachers about distance education and their beliefs about the use of computers in mathematics education. We used a relational survey model, one of the quantitative research designs, to collect data from 163 classroom teachers. The Opinion Scale on Distance Education developed by Kurnaz, Kaynar, Şentürk Barışık, and Doğrukök (2020) and the Belief Scale on Computer Use in Mathematics Education developed by Çakıroğlu, Güven, and Akkan (2008) were used as data collection tools. We analysed the data using descriptive statistics, independent samples t-test, ANOVA, and Pearson correlation. A significant positive relationship was found between classroom teachers' views on distance education and their mean scores on computer use in mathematics education. The results of the study showed that the mean scores of classroom teachers' opinions about distance education and beliefs about the use of computers in mathematics education were both close to the middle level. Additionally, the mean scores of classroom teachers' opinions about distance education did not differ significantly by gender or education level, but they did differ significantly by professional seniority. Similarly, the mean scores of classroom teachers' beliefs about the use of computers in mathematics education did not differ significantly by gender or professional seniority, but they did differ significantly by education level.

The Pattern of Relationships Between School Size, School Culture, and Teachers' Organizational Commitment and Students' Academic

The main goal of schools is to establish students in cognitive, affective and physical areas. In general, the academic success of the students is taken into consideration as the cognitive domain output. This research sought to figure out whether there was a connection between the size of the school, the teachers' organizational commitment, the school culture, and the students' academic success. Additionally, it aims to figure out the impact of school culture, instructors' organizational commitment, and school size on secondary and highschool students' academic progress. The relational survey model was used to run the research. A total of 445 secondary and high school teachers made up the research's sample. The Teacher Information Form, Organizational Culture Scale, and Organizational Commitment Scale were used to gather data. The average scores on the High School Pass Test (HSPT [LGS]) for secondary school students and the Basic Talent Exam (BTE [TYT]) for high school students were used to measure academic success. The student size of the schools for which data was collected was taken as the size of the school. The data were analyzed by performing correlation and regression analysis. According to the findings, it has been determined that there is a significant relationship between school culture and teachers' organizational commitment, school size and academic success of students in different directions and levels. While teachers' organizational commitment is positively affected by the school culture, it is negatively affected by the size of the school. Although the effect of teachers' organizational commitment on students' academic success is positive, it is at a low level. School culture, teachers' organizational commitment and school size together significantly predict the academic success of students.

Preschool Teachers' Sense of Humor and Children's Appreciation of Humor

This study, which was conducted with 364 preschool children and 47 preschool teachers in order to determine the relationship between preschool teachers' sense of humor and children's appreciation of the value of humor in their classrooms, is a relational survey model. The data of the study were collected with "Personal Information Form", "Multidimensional Sense of Humor Scale- Updated Turkish Form" used to determine teachers' sense of humor, "Humor Observation Form'' prepared by the researcher to determine children's appreciation of the value of humor, and "Humor Observation Form" and used with a 5-minute video with examples suitable for the stages in Paul McGhee's humor development theory. It was determined that preschool teachers' sense of humor was at a good level, and there was no significant difference between teachers' sense of humor and teachers' age, class size, and age of children in their classes. It was determined that the sense of humor of teachers with a seniority of 11-15 years was significantly higher than those with a seniority of 16 years and above. It was determined that children's appreciation of the value of humor was at a moderate level, and there was no significant difference between the gender of the children and both their appreciation of the value of humor and their level of finding the video funny. It was determined that there was a significant difference between the ages of the children and both their appreciation of the value of humor and their level of finding the video funny. 61-72 month old children's levels of appreciating the value of humor and finding the video funny were higher than 48-60 month old children. It was determined that there was no significant relationship between teachers' sense of humor and children's appreciation of humor.

Examining the Relationship Between Influence Tactics Used by School Principals and Teachers' Perceptions of Organizational Peace

This research aims to examine the relationship between the influence tactics used by school principals and the organizational peace of teachers. The research was carried out with the relational survey model and the random sampling method was used. 307 teachers, who are working in high schools, participated the study. According to the results of normality tests, correlation and regression analyzes between variables were performed. According to teacher perceptions, it was concluded that school principals mostly used the tactics of complying with the rules and using personal intimacy the least. It has been determined that the teachers' perceptions of individual, relational and organizational peace are high, and the perceptions of disturbers are low. In the study, positive and negative significant relationships were found between organizational peace and the dimensions of influencing tactics. Influencing tactics explain approximately 52% of the variance in teachers' perceptions of organizational peace. The results obtained have revealed that organizational peace studies should be increased, while shedding light on new studies to be carried out in the context of organizational peace.

The relationship of mushroom management and collective justice in health institutions

ABSTRACT As in every sector, organizational management in the health sector plays an important role in the institution being successful and achieving its goals. Health care is a phenomenon that reminds individuals of the need for collective work. The aim of this study was to determine the relationship between the perceptions of mushroom management and collective justice in healthcare organizations. The sample for the study, using the relational survey model, consisted of 410 healthcare professionals. The “Mushroom Management Scale” and “Collective Justice Scale” were used to collect data. SEM path analysis revealed that there was a significant negative relationship between the mushroom management scale sub-dimensions and collective justice variable. In addition, a significant effect was found between these variables. Based on the demographic data of the participants, mushroom management sub-dimensions and collective justice perceptions of participants differed significantly according to the institution they worked in. It is thought that health institution managers who are transparent, honest and open, especially in information sharing, instead of using mushroom management style, who include employees in decision-making processes, and who adopt a more sharing management style will increase employees' trust in the organization and management as well as their perceptions of collective justice.

Umut, Öz-Yeterlik ve Benlik Saygısının Ergenlerin Kariyer Kaygıları Üzerindeki Yordayıcı Rolü

In the current study, it was aimed to determine the extent to which adolescents’ levels of hope, self-efficacy and self-esteem predict their career anxiety. To this end, the relational survey model was used to determine the relationship between the variables. The study group was formed by using the convenience sampling method. The online form prepared by the researchers was shared on social media platforms commonly used by adolescents and in this way, a total of 253 adolescents (165 females and 88 males) were reached. The mean age of the participants is 15.61. The data in the study were collected by using a demographic information form developed by the researchers, the Career Anxiety Scale, the Dispositional Hope Scale, the Self-Efficacy Scale for Children and the Rosenberg Self-Esteem Scale. In the analysis of the data, multiple linear regression analysis and the Pearson product moment correlation coefficient were used to determine the relationship between the variables. As a result of the study, negative significant correlations were found between the career anxiety of the adolescents and their levels of hope, self-efficacy and self-esteem. In addition, it was concluded that the career anxiety of the adolescents was predicted negatively and significantly by their hope, self-efficacy and self-esteem. On the basis of these findings, it can be said that the healing power of hope, self-efficacy and self-esteem can be used to cope with the career anxiety of adolescents. The results were discussed in light of the relevant literature and suggestions were made for future research.

The Relationship between University Students’ Foreign Language Learning Motivation and Anxiety

Generally, when motivation is high, the anxiety of a person is reduced and success is increasing. One of the subjects related to learning in general, and language learning in particular, is related to "anxiety". The study is aimed at determining relations between foreign language learning motivation and anxiety of students. 305 students were involved in the relational survey model of the research. The participants of the research are students of B1 level who study in language preparation of Kyrgyz-Turkish Manas University. Data of the study were collected with the Motivation in Learning Turkish as a Foreign Language Scale and, Anxiety in Learning Turkish as a Foreign Language Scale. We used the descriptive statistics, t-test, ANOVA, and Pearson correlation coefficient for data analysis. The participants have the highest degree of motivation in the dimension of instrumental motivation and the lowest degree of motivation in the dimension of cultural motivation. Views of the participants on the internal motivation, instrumental motivation, and motivation to learn Turkish as a foreign language differ from each other according to their gender and views on instrumental motivation and their mother tongue as well. The participants feel the highest degree of anxiety in listening and having the lowest degree of motivation in writing. There are negative and significant relationships between the participants' internal motivation and their motivation to learn Turkish as a foreign language along with their anxiety about speaking, writing, and learning Turkish as a foreign language.

Analysis of the relationship between science and environmental attitudes with certain value tendencies of secondary school students

The present study aimed to establish the relationship between middle school students' attitudes toward science and the environment with their love, respect, responsibility, empathy, aggression, bullying tendencies and attitudes toward reading. One of the most general survey models, the relational survey model was employed in the study, and it was conducted with the participation of 216 secondary school students. Data were collected using the Attitude Scale for Science, Environmental Attitude Scale, Tendency to Love Scale, Tendency to Respect Scale, Personal and Social Responsibility Scale, Cognitive, Affective and Somatic Empathy Scale, Aggression Scale, Cognitions Related Bullying Scale and Attitudes Towards Reading Scale. The data obtained were analyzed with SPSS package software. The results of the study revealed that there was a positive and low-level relationship between students' science attitudes and their tendency to love, empathy, aggression, and bullying, and a positive and medium-level relationship between science attitudes and their tendency to be respectful, responsible behaviors and reading tendencies and that these relationships were statistically significant. It was concluded that there was a positive and low-level relationship between students' attitudes towards the environment and their tendency to be respectful, responsible behaviors, aggression and bullying tendencies, and a positive and moderate relationship between their attitudes towards the environment and their love tendency, empathy and reading tendency scores, and this relationship was statistically significant.

Investigation of the Relationship between Humor Use and Psychological Resilience of Mothers with Special Needs Children

Mothers of children with special needs have various difficulties, mostly as direct caregivers of the child. The level of coping with these difficulties is also related to the psychological resilience of mothers. Although there are many coping mechanisms to protect the psychological resilience of people, humor is one of them. For this purpose, it was aimed to examine the relationship between the levels of coping with humor and psychological resilience of mothers who have children with special needs. The study group of this research, which was designed according to the relational survey model, consisted of 480 mothers with children with special needs, whose educational examinations were completed by applying to various Guidance and Research Centers in Istanbul in the spring semester of the 2022-2023 academic year. In the study, Coping with Humor Scale and Brief Psychological Resilience Scale were used as data collection tools. In the study, the relationships and differences between the variables were examined through the ANOVA test, Pearson correlation coefficient and regression analysis. As a result of the correlation analysis, it was found that there was a positive, moderate, and significant relationship between the mothers' scores on coping with humor and psychological resilience scores. As a result of the regression analysis, it was found that the level of coping with the difficulties brought by this situation through humor predicts the psychological resilience of mothers who have children with special needs. As a result of the study, it was seen that humor is an important coping tool in increasing the psychological resilience of mothers with children with special needs, and various suggestions were made for educators and mental health professionals.

Predictors of Smartphone Addiction in Teacher Candidates: Self-Control and Communication Skills

In this study, the predictive role of self-control and communication skills on smartphone addiction levels of teacher candidates was examined. The research was conducted based on the relational survey model. The research group consisted of 378 teacher candidates, 181 (45.9%) males and 197 (54.1%) females. The average age of the research group is 15.82. “Smartphone Addiction Scale-Short Version”, “Brief Self-Control Scale”, “Communication Skills Scale”, and “Personal Information Form” were used as data collection tools. The data obtained in the study were analyzed by the multiple linear regression analysis (stepwise) method. As a result of the research, it was determined that the variables of self-control and communication skills significantly predicted smartphone addiction.

Examining the Role of Motivation, Attitude, and Self-Efficacy Beliefs in Shaping Secondary School Students’ Academic Achievement in Science Course

The aim of this study is to examine the effect of motivation, attitude, and self-efficacy beliefs of secondary school students towards science course on their academic achievement. The relational survey model was used to conduct the study. A total of 635 students, 319 females, and 316 males participated in the study. “Motivation Scale for Learning Science”, “Self-Efficacy Scale for Science”, “Attitude Scale for Science Course” were used as data collection tools. In the study, independent t-test was used to make comparisons in terms of gender, and path analysis using structural equation modeling principles was conducted to determine the direction and level of the relationship between the variables. In the results of the research, significant differences were found in students’ attitudes, motivation, and self-efficacy in terms of the gender variable. It was concluded that students’ attitudes and motivation directly affect their academic achievement. There was a strong positive relationship between attitude and motivation, a low positive relationship between self-efficacy and attitude, and a moderate positive relationship between self-efficacy and motivation. In line with the results of this research, and considering the direct effects of academic achievement on students’ motivation in science course, it is recommended that necessary information and training activities be provided to teachers in order to carry out studies on increasing students’ motivation.

The Relationship Between Primary School Teachers’ Perceptions of 21st Century Skills And Digital Literacy Level

In the 21st century, individuals are exposed to technology from the moment they are born. They are expected to master 21st century skills and digital literacy in order to use technology appropriately, safely, and effectively and keep up with the times. The 21st century skills and digital literacy of primary school teachers, who form the basis of individuals' learning and lead them, are of great importance. For this reason, in this study, primary school teachers’ perceptions of 21st century skills proficiency, their digital literacy levels, and the relationship between them were examined. A relational survey model was used. The “21st Century Skills and Competences Scale” and “Digital Literacy Scale” were used in data collection. The results showed that the participants’ 21st century skills proficiency and digital literacy levels were high. No significant difference was found in the 21st century skills proficiency perceptions of the participants with regard to gender or work experience. In addition, a significant difference was found in favor of male participants in digital literacy levels, whereas the digital literacy levels of the participants did not differ by work experience. Furthermore, there was a moderate, positive, and significant relationship between the participants’ perceptions of 21st century skills proficiency and their digital literacy levels. Finally, the results of the simple linear regression analysis, revealed that the digital literacy levels of the participants were an important predictor of 21st century skills.

Analysis of the Relationships between School Children’s Technology Addiction and School Achievement

In this study, the relationship between gaming, social media and internet addiction, which are within the scope of technology addiction, and school achievement and study behavior was examined. The sample of the study consisted of 240 students studying in grades 5-8 of 4 schools in Almaty, Kazakhstan. The study was designed in the comparative relational survey model and is descriptive in nature. In the study, a questionnaire was used as a data collection method. In this context, "Internet Addiction Scale", "Digital Game Addiction Scale", "Social Media Addiction Scale" and "Study Behavior Scale" were used in the research. T and F tests were used in the analyses made with SPSS 26.0 program. As a result of the study, it was determined that the technology addictions of the students participating in the research differed in terms of gender and grade level variables. In the study, social media addiction of female students was found to be high, while digital game addiction was found to be high in male students. It was also observed that technology addiction increased as the class level increased. Finally, students with low achievement and study behavior levels were found to have high technology addictions.

The Effect of Preschool Teachers' Emotion Regulation Skills and Levels of Cognitive Flexibility on Classroom Management

The aim of this study is to examine the effects of emotion regulation skills and cognitive flexibility levels on preschool teachers' choice of classroom management strategies. 211 preschool teachers participate in the research, which uses the relational survey model, one of the quantitative research methods. Emotion Regulation Difficulty Scale, Cognitive Flexibility Inventory, Classroom Management Strategies Scale are used in the research. As a result of the research, it is determined that preschool teachers' emotion regulation and cognitive flexibility levels are high and that they can control their emotions better when their professional experience increases and that the cognitive flexibility of experienced ones who are new to the profession is better. In addition, it is seen that preventive and problem-oriented strategies are at a high level in classroom management and that their supportive strategies are at a moderate level. In addition, it is determined that awareness levels from emotion regulation difficulties and control levels from cognitive flexibility are effective on supportive and problem-oriented classroom management strategies, but not on preventive strategies.

The Effect of English Teachers’ Perfectionism and Self-Efficacy Perceptions on their Professional Motivation Levels

The purpose of this study was to examine the effect of English language teachers’ perfectionism and self-efficacy perceptions on their professional motivation levels. The research was a relational survey model and causal comparison research. The study consisted of 450 English teachers working in official primary and secondary schools affiliated to the Ministry of National Education (MoNE) in Zonguldak province and its districts in the 2021-2022 academic year. “Personal Information Form”, “Multidimensional Perfectionism Scale”, “Teacher Self-Efficacy Scale” and “Teacher Professional Motivation Scale” were used as data collection tools. Frequency, percentage, arithmetic mean, t-test for independent groups, one-way analysis of variance, correlation analysis and regression analysis were used to analyse the data. As a result of the study, it was found that English language teachers’ perfectionism varied in favour of teachers with 0-5 years of professional seniority according to professional seniority; it did not vary according to gender and institution of employment. It was seen that self-efficacy perceptions changed in favour of female teachers according to gender, in favour of teachers with 0-5 years of professional seniority according to professional seniority, and in favour of teachers working in primary schools according to the institution of employment. It was seen that professional motivation levels changed in favour of teachers with 0-5 years of professional seniority according to professional seniority, in favour of teachers working in primary schools according to the institution of employment; it did not change according to gender. There was no significant relationship between English teachers’ professional motivation levels and their perfectionism, but there was a significant relationship between English teachers’ professional motivation levels and their self-efficacy perceptions. A positive, significant and low level relationship was found between perfectionism and self-efficacy perception general scores. The variables “order”, “parental criticism”, “parental expectations” and “effectiveness for classroom management” were found to be predictors of English teachers’ professional motivation levels.