Psycho-Educational Research Reviews <p><span style="font-weight: bolder; font-size: 0.875rem;">Publisher: Biruni University (Faculty of Education)</span></p> <p><strong>Psycho-Educational Research Reviews Journal (PERR, ISSN: 2634-7172) </strong>is affiliated with Biruni University (Faculty of Education), Istanbul, Turkey.</p> <p>Psycho-Educational Research Reviews, formerly known as the <em>International Journal of Psycho-Educational Sciences </em>[ISSN 2325-775X], is an academic journal published since 2012 constantly, without delays, 3 times a year.</p> <p><strong><em>Publication Frequency</em></strong><strong>: </strong>Three issues are published triennially: in <strong><em>April</em></strong>, <strong><em>August</em></strong>, and <strong><em>December</em></strong>. The authors can get free <a href="">access to articles online via</a></p> <p><strong><em>Deadlines</em></strong><strong>:</strong> Manuscripts are accepted throughout the year. However, the volume/issue in which your article will be published depends on the successful completion of the evaluation process. If it ends positively, the article is queued to be published in the next possible issue. PERR reserves the right to pause the acceptance of articles by making an announcement in cases where there is a heavy load of articles.</p> <p><strong><em>Publication</em></strong><strong> <em>Cost</em>: </strong>Publication process in PERR is <strong>without fees</strong>. There are no overt or hidden charges throughout the entire publishing process.</p> <p><strong><em>PERR is Indexed in:</em></strong> <a href="">ERIC, </a><a href=";field=all&amp;text=Psycho-Educational%20Research%20Reviews">Türk, Eğitim İndeksi </a>(Index of Turkish Education)<a href="">, Index Copernicus, </a><a href="">The British Library </a><a href="">Bodleian Libraries - University of Oxford, </a><a href=";vid=44CAM_PROD&amp;lang=en_US">Cambridge University Library, </a><a href="">Library Hub Discover, </a><a href="">BASE</a> (Universität Bielefeld)<a href="">, Idealonline, </a><a href=";fbclid=IwAR2dvAbUfNwPqv2GuqCFR2NG1-55CFR2N1-55CFR2N">Universitätsbibliothek Leipzig (UBL), </a><a href=";colors=7&amp;lang=de&amp;jq_type1=QS&amp;jq_term1=Psycho-Educational+Research+reviews">Universitätsbibliothek Regensburg (UBR), </a><a href=";fbclid=IwAR0Yyhl2gokDZUS4dnLJLnWIKCauM_GOh6A7qfZ0fj_p4B-dj_p4B-qrC_p4B">Hamburg University of Aplied Sciences, </a><a href=";view=full">Zeitschriftendatenbank (ZDB), </a><a href="">Google Scholars, </a><a href="">WorldCat, </a><a href="">ROAD, </a><a href="">CiteSeerX, </a><a href="">BING</a><br /><em>ULAKBIM TR Dizin</em> <em>Indexation</em> application has also been made.</p> <p><strong>NOTE</strong>: <em>Since our journal move to a new publisher (Biruni University) it is <strong>ERIC</strong>’s working practice to review the journal again when new content is published with different publisher. ERIC and Biruni University will establish an agreement with the new publisher. This is stated on page 8 of the <strong>ERIC</strong> Selection Policy. Therefore <strong>ERIC</strong> has assigned Psycho-Educational Research Reviews (PERR) to Spring 2023 review cycle to allow time for a few issues to be published with Biruni University. Thank you for your understanding.</em></p> <p><br /><strong>General Characteristics of PERR</strong></p> <p><strong><em>Purpose and Objectives</em></strong></p> <p>Psycho-Educational Research Reviews (PERR) is a scientific, scholarly journal reporting original contributions that advance knowledge in social sciences with emphasis on educational issues explored in its sub-disciplines such as:</p> <ul> <li>primary education</li> <li>educational sciences</li> <li>psychological counseling &amp; guidance (with educational dimension)</li> <li>educational psychology</li> <li>special education</li> <li>sociology of education &amp; social pedagogy (including social work issues)</li> <li>cultural education</li> <li>early childhood education </li> <li>higher education, adult, vocational, alternative, continuing education (including elderly students)</li> <li>distance education; technology &amp; education</li> <li>language education</li> <li>comparative and international education</li> <li>multilingual and multicultural education</li> <li>historical, philosophical, and social foundations of education</li> <li>educational administration</li> </ul> <p>Topics may be related to the problems in the social sciences regarding education or its sub-disciplines. Such contributions may include:</p> <ul> <li>Theoretical original articles</li> <li>Theoretical reviews</li> <li>Reports of empirical research: quantitative, qualitative and mixed methods</li> <li>Case reports</li> </ul> <p><strong><em>Editorial Board has decided that studies that include only scale development and validation are not acceptable . Original studies where the practicality of the scale is tested may be accepted for review after. </em></strong></p> <p><strong><em>Process</em></strong>: Submitted papers will appear online after initial qualification by the editorial team who evaluate: meeting the scope, quality criteria, detailed publishing standards and editorial policies, and two double-blind reviews. All submitted articles are subjected to a smilarity (plagiarism) check through <strong><em>ITHENTICATE</em></strong>. Authors are required to submit this similarity file at submission. The similarity should be 15 percent or less, and the similarity of each citation should be no more than 3 percent.</p> <p>A rigorous and constructive independent and <strong>double-blind peer-review</strong> process. Submitted articles are analyzed by Editor in Chief and Editors, then directed to the field editors. After a rigorious evaluation by the field editors, they are sent to at least two reviewers from two different universities who are the experts in their fields. This round takes around one month for the first round and 15 additional days for a second round. All these process may take up to 4 to 8 weeks.</p> <p><strong><em>International focus</em></strong>: PERR has editorial board members, reviewers, and authors from, Europe, North and South America, Africa, and Asia, e.g., Turkey, Egypt, Poland, UAE, United States, Argentine, Cyprus, Palestine, Japan, China, Brazil, Croatia, Jordan, Syria, Germany, Singapore, India, Greece, Spain, Peru, Colombia, Italy, Lebanon, Algeria, United Kingdom, Kosovo, Kingdom of Saudi Arabia.</p> <p><strong>Brief Submission Guideline</strong></p> <p>All manuscripts should be prepared in accordance with the APA7 style as outlined in the <a href="">American Psychological Association Publication Manual (7th ed.)</a>. Manuscripts should be single-spaced, including references, notes, abstracts, quotations, and tables. <a href=""><strong>(TEMPLATE)</strong></a></p> <p>Authors should prepare <a href=""><strong>a Title Page</strong></a> firstly, and all details (name, institutional affiliation, mailing address, telephone number, e-mail address, and ORCID id). should be given in correct order in the metadata, as well as on this title page. <strong><a href="">(Title Page)</a></strong></p> <p>The (blind review) full text manuscript must not contain any author infor and be typed in Calibri font size 11point normally. Manuscripts should not exceed 25 pages (single-spaced, max. 10.000 words), including abstract (around 250 words), tables, figures, and references. Tables and references (10point, including Table titles) should follow APA7 style and be single-spaced. Manuscripts should not be simultaneously submitted to another journal, nor should they have been published elsewhere in substantially similar form or with considerably similar content.</p> <p>The ethical committee approval must be obtained in studies that are conducted clinically and experimentally with humans that require an ethical committee decision. This approval should be submitted at submission.</p> <p>All submissions will be reviewed initially by the editors and technical team for appropriateness to PERR. If the Editor in Chief and Editor(s) considers the manuscript fits to scope of the journal, it will then be directed to Editors. The editors examine the article and direct it to the relevant field editor in the relevant field for double-blind review process. The article evaluation process proceeds entirely under the responsibility of the field editors. The decision will generally be made by the field editors based on the reviewers’ recommendations. Opinions of the field editors are extremely important when the editor-in-chief and journal editors decide to accept or reject the article.</p> <p>All process -submission, review, and revision is carried out via the journal submission system. The submissions should be written using MSWord or compatible word processors.</p> <p>A DOI number is assigned to each article whose process has ended for publication in the issue. This final decision belongs to the editorial board.</p> <p>Authors who want to publish articles in PERR are recommended to visit the <a href=""></a> website and access all necessary information.</p> <p><strong>Open Access Policy</strong></p> <p>PERR defines Open Access in the light of the principles defined by the Budapest Open Access Initiative and accepts the definition of <a href="">BOAI</a>.</p> <p>With the content it publishes, PERR aims to contribute to the support and development of science with the Open Access policy. <a href="">Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)</a>, provided that the source is cited in known standards, all rights of use (online linking, copying, printing, reproduction in any physical medium, distribution, etc.) other than for commercial use and content change (unless otherwise stated in the relevant content). It is made available through the International License (CC BY-NC-ND) license. For commercial use of the content, permission from the editorial board is required.</p> <p><strong>Similarity Report (Plagiarism)</strong></p> <p>In accordance with the publishing policies, each study is subject to plagiarism detection (ITHENTICATE) by the journal's technical team before going through the "Blind Review Process" in terms of the academic and ethical integrity of the study. Authors are reqired to submit/upload the similarity reports of their own manuscripts. If the author could not do it, the journal team can receive a similarity report through ithenticate in case of a declaration. It should be noted that the maximum rate of each citation is 3%.</p> <p><strong>Ethical Approval</strong></p> <p>The studies which are conducted clinically and experimentally with humans and animals should have an ethical committee approval. If you completed your study in and after 2020, you must submit this approval and include this info (name of the board, date, and issue) in the method part during the manuscript submission. Otherwise, you need to declare in your manuscript that your study was completed, before 2020, and the approval was not granted. In short, authors are expected to declare that they comply with ethical principles before, during and after their research in their submissions.</p> <p><strong>Layout and Galley</strong></p> <p>PERR aims to publish every article whose evaluation process is successful in order to maintain journal standards. Therefore, all checks of completed articles should be done by the author. Final checks are made by our technical team. If deemed necessary, the work can be sent back to the author(s). If the author does not fulfill their responsibilities at this stage, the journal board has the right not to publish the study.</p> <p><strong>ISSN: 2634-7172</strong></p> Biruni University en-US Psycho-Educational Research Reviews 2634-7172 In Maintaining a Marriage, Examination of the Relationship Between Mutual Happiness Levels, and Adult Attachment Styles and Psychological Resilience Levels <p>In this study, it was aimed to determine whether the relationship between mutual happiness levels and adult attachment styles and psychological resilience levels in maintaining a marriage differed significantly at the p&lt;.05 level by examining in terms of gender and marital status. Based on the relational survey model, the sample of the study conducted in December 2020 consists of 405 people, 51 of whom are divorced, who participated in the Google Form Research Questionnaire invitation, which was published in order to reach the married and divorced adults in the researcher's communication pool. The data of the inventories filled in the Google form were transferred to the SPSS 26.0 program to be used in the process of finding answers to the problems of the study via Excel database. As a result of the study, fallowing findings were reached. Mutual Happiness Levels of married and divorced adults did not differ significantly by gender. Mutual Happiness Levels of women and men did not differ significantly according to marital status. The sub-dimensions of Adult Attachment Style, Avoidant Attachment and Anxious/Ambivalent Attachment, of married and divorced adults did not differ significantly by gender, while Secure Attachment differed significantly. It was seen that the sub-dimensions of Adult Attachment Style of women and men, Avoidant Attachment, Anxious/Ambivalent Attachment and Secure Attachment, differed significantly according to marital status. Married and divorced adults did not differ significantly by gender in the Self-Perception, Structured Style, Social Competence and Social Resources sub-dimensions of Psychological Resilience for Adults, but significantly differed in the Planned Future and Family Cohesion sub-dimensions. Women and men did not differ significantly according to marital status in the Self-Perception, Planned Future, Structured Style and Social Resources sub-dimensions of Psychological Resilience for Adults, but significantly differed in the Social Competence and Family Cohesion sub-dimensions. The findings were discussed in the light of the literature and interpreted.</p> Gülhan Dinç M. Zeki İlgar Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 1 22 10.52963/PERR_Biruni_V11.N2.01 Investigation the Relationship between Online Homework, Academic Success and Self-Regulation <p>This research aimed to investigate the relationship between pre-service teachers’ online assignments, academic success, and self-regulation skills. In this study, the correlational research design was used. The research was conducted with 124 pre-service teachers studying in different departments of Elementary Mathematics, Turkish, and Social Studies Teaching at Gaziantep University in the 2020-2021 academic year. Three extreme values were determined and the answers of a total of 121 pre-service teachers were used as data. The scale for assignment effort, the scale for reflective thinking ability and the assignment evaluation rubric were used as data collection tools. As the result of the research, it is seen that pre-service teachers’ online assignment scores and average academic levels are high. When the assignment qualities of the pre-service teachers, their reflective abilities on teaching, assignment effort and academic success were examined in terms of department variable, the departments with the highest average academic success and reflexivity sub-dimension score were elementary school mathematics teaching, Turkish language teaching and social studies teaching respectively. It was also found that the assignment qualities of the pre-service teachers predict the academic success and assignment effort in a positive direction.</p> Recep Kahramanoğlu Büşra Dursun Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 23 37 10.52963/PERR_Biruni_V11.N2.02 Necessity, Dissuasive, and Effects of Teachers’ Discipline Punishments from Principals’ Perspectives <p>This study was aimed to determine the necessity, dissuasive, and effects of disciplinary punishments on teachers according to the views of the school principals. It was conducted based on a qualitative research approach and case study. Participants were 20 school principals from various school types in the 2020-2021 academic year in Amasya city center, Turkey. A semi-structured interview form designed by the researchers was used to collect the data. The data was analyzed based on content analysis. Findings were gathered under four main themes; necessity, dissuasive, effects, and suggestions. Findings show that existing disciplinary regulations are not functional enough. In the study, the type and personality of the offense are seen as important factors in the dissuasion of disciplinary punishments against teachers. Reasons such as the ineffectiveness of the existing disciplinary regulations, the security of the civil service as a profession, and the effects of pressure groups emerge as factors that prevent the dissuasion of disciplinary punishments. It is considered necessary by school principals to make more functional discipline regulations, to focus on discipline regulations specific to the education and teaching profession, and preventive studies. Personality type, type of offense, school type, and dysfunctional disciplinary arrangements are effective in the emergence of situations requiring disciplinary punishment. There is a need for disciplinary arrangements that are suitable for today’s developments and include educational-specific rules. existing disciplinary regulations are not functional enough. As a result of the research, suggestions were given in line with the findings.</p> Davut Elmacı Bilgen Kıral Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 38 53 10.52963/PERR_Biruni_V11.N2.03 The Relationship Between Teachers’ Attitudes Towards Multicultural Education and Their Empathic Tendencies <p>The purpose of this study is to examine the attitudes of the teachers towards multicultural education and their empathic tendencies in terms of various variables; and to determine the relationship between their attitudes towards multicultural education and their empathic tendencies. Correlational research design, one of the quantitative research methods, was conducted in the research. The sample of the study consists of 476 teachers working in the central districts of Van, Turkey. In order to collect data in the research “Teachers' Multicultural Education Attitudes Scale” and "Empathic Tendency Scale" was conducted. According to the results of the research; It has been determined that teachers' attitudes towards multicultural education are at high level, male teachers' attitudes towards multicultural education are higher than female teachers and there is no significant difference according to variables such as marital status, job satisfaction, age, professional seniority and teaching level. In addition, it has been concluded that there is a generally positive, low-level relationship between teachers' attitudes towards multicultural education and their empathic tendencies.</p> Sinan Babur Ceyhun Ozan Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 54 69 10.52963/PERR_Biruni_V11.N2.04 Investigation of Classroom Practices of Middle School Mathematics Teachers in the Context of Geometric Reasoning Processes <p>Cognitive processes and cognitive apprehensions known as geometric reasoning processes play a significant role in enabling students to make geometrical deductions and develop their spatial skills, geometrical skills, imaginations, and geometrical intuitions through geometrical properties, to discover the transformations between geometrical models and to establish a bond between the concepts. This study examined classroom practices of middle school mathematics teachers in the context of cognitive processes and cognitive apprehensions in geometry teaching. In this context, using the descriptive survey model, three classroom practices of middle school mathematics teachers with three different levels were examined. The descriptive analysis method was used to analyze these data. According to the findings obtained from the data, it was observed that geometric reasoning processes differed in each teacher’s classroom practices. It has been observed that the most common dimensions of geometric reasoning in courses with geometry content are visualization and reasoning. It was further observed that cognitive apprehensions were involved simultaneously with the cognitive processes. In this respect, it was concluded that the processes are interactive with each other.</p> Ali Bozkurt Tuğba Han Simsekler Dizman Sibel Tutan Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 70 87 10.52963/PERR_Biruni_V11.N2.05 Foreign Language Teachers’ Conceptions of Improvisation <p>As teachers gather experience and knowledge, a shift towards a degree of flexibility in teaching and the development of the ability to improvise occur. With specific relation to knowledge base, teacher autonomy, and responsibility, the teachers experience severe challenges throughout their improvisational practices. Therefore, improvisation is suggested to be a part of teacher education. This article is based on a qualitative case study of teachers’ conceptions of improvisation in teaching and specific characteristics of how improvisation in teaching is conceived. Empirical data were gathered from 10 in-service English as a Foreign Language (EFL) teachers’ interviews. The transcripts were analyzed according to open-coding procedure. Results of the study revealed that foreign language teachers have a wide range of conceptions regarding this specific topic. Their conceptions are mostly positive; however, they also highlight some negative conceptions which can cause problems in teaching and teaching quality.</p> Görsev Sönmez Onur Köksal Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 88 97 10.52963/PERR_Biruni_V11.N2.06 The Mediating Role of Metacognitive Strategies in the Relationship between Gender and Mathematical Reasoning Performance <p>The purpose of this study was to investigate the mediating effect of metacognitive strategies in the relationship between gender and mathematical reasoning skills. 350 eighth-grade students participated in the research. Data were obtained using the mathematical power scale and the metacognitive strategies scale. Reasoning and metacognitive strategies were compared based on gender by applying independent groups t-test. The mediating effect of metacognitive strategies was investigated using SPSS Process Macro model 4. The results showed that the mathematical reasoning skills of female students were higher than male students. In addition, female students used more metacognitive strategies in mathematics lessons. Metacognitive strategies partially mediated the gender difference in mathematical reasoning skills. By enabling male students to learn and use metacognitive strategies effectively, gender differences in mathematical reasoning skills can be reduced.</p> Eyüp Yurt Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 98 120 10.52963/PERR_Biruni_V11.N2.07 General Adaptation Scale for International Students: Development and Validation <p>Embracing a holistic and eclectic perspective, this study aims to develop and empirically test an instrument to assess international students’ general adaptation to a host country. The data were obtained from a sample of international undergraduate students (n=843) studying at a Turkish state university using purposive sampling methods of maximum variation. The analyses were conducted in two consecutive phases with two different groups of international students. Upon a meticulous data clean-up and preliminary analyses for the assumptions of normality and reliability, exploratory factor analysis (EFA) to discover factor structure was utilized. In the second phase, confirmatory factor analysis (CFA) was performed through Lisrel to validate the scale structure revealed by EFA. After a rigorous and iterative scale development process, the results confirm the reliability of factors, model fit and construct validity of the General Adaptation Scale for International Students (GASIS). GASIS as a multi-dimensional instrument consists of 28 items using a five-point Likert scale with four factors labelled as academic adaptation, sociocultural adaptation, psychological adaptation, and daily life adaptation to assess international students’general adaptation levels. The final form of 28-item GASIS with psychometric features, as well as implications and limitations for future research are included in the study.</p> Mustafa Polat Kürşat Arslan Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 121 146 10.52963/PERR_Biruni_V11.N2.08 The Relationship between Prosocial Behaviours of Children, Perspective Taking Skills and Emotional Regulation <p>The purpose of this study is to examine the relationship of perspective-taking and emotional regulation with prosocial behaviors of children in the preschool age group, emphasizing the predictor aspect of perspective-taking and emotional regulation skills, which are critically important for the development of children in early childhood. The "Perspective Taking Test for Children", the “Emotion Regulation Scale” and the “Prosocial Behavior Scale” was used in this study, which involved a total of 213 children aged between 48 and 72 months attending pre-school education. In the study, it was found that there were statistically significant correlations between prosocial behaviors and perspective taking and emotional regulation. In addition, it was found that emotional regulation had a greater effect on the total score of prosocial behaviors and the "helping" sub-scale score of prosocial behaviors than the perspective-taking score.</p> Aysel Esen Çoban Nevra Atış Akyol Sabiha Eren Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 147 157 10.52963/PERR_Biruni_V11.N2.09 Do Epistemological Beliefs Predict Critical Thinking Dispositions?: A Cross-sectional Study with Turkish High School Students <p>This study aimed to investigate whether high school students’ epistemological beliefs differ by gender and parents’ educational background variables and if their epistemological beliefs are significant predictors of critical thinking dispositions. The data for this study were collected with UF/EMI Critical Thinking Disposition Instrument and Epistemological Belief Scale and it was carried out with 178 high school students. This study revealed that while gender did not significantly affect students’ epistemological beliefs, parents’ educational background significantly affected their epistemological beliefs. Students who have parents with higher educational degrees had more sophisticated epistemological beliefs. Besides, students’ source, development, certainty, and justification scores significantly predicted their critical thinking dispositions and they together explained 24% of the total variance in students’ critical thinking dispositions. Students’ source, development, certainty, and justification scores were positively correlated to their critical thinking dispositions.</p> Ali Orhan Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 158 171 10.52963/PERR_Biruni_V11.N2.10 The Relationship between Digital Reading Disposition and Internet-based Reading Motivation: A Study on Pre-service Teachers <p>This study focuses on the relationship between pre-service teachers' digital reading disposition and internet-based reading motivations, and in this context, it is aimed to examine the predictors of pre-service teachers' internet-based reading motivations on digital reading disposition. A quantitative research approach, using a relational survey design, was performed. The sample of the present study is the 401 pre-service teachers of Turkey. Correlation analysis and multiple linear regression analysis were used in the analysis of data obtained from two different scales. In the study, Digital Reading Disposition Scale and Internet Based Reading Motivation and Engagement Scale were used. Pre-service teachers’ digital reading disposition were examined and it was found that the pre-service teachers' disposition towards digital reading were moderate. Besides, it was found that pre-service teachers considered themselves to be moderately competent and dedication in reading on the internet. The findings showed that digital reading disposition could be explained by pre-service teachers' perceived competence for internet-based reading. Although pre-service teachers' perceptions of difficulty towards internet-based reading were found to be related to digital reading disposition, it was not found to be a significant predictor. In addition, there was no significant relationship between pre-service teachers' digital reading disposition and their dedication and avoidance motivation to internet-based reading. The study concludes with a discussion of the meaning of the findings for educational implications and future research.</p> Umut Birkan Özkan Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 172 183 10.52963/PERR_Biruni_V11.N2.11 Future Time Orientations and the Hopelessness Levels of Preservice Music Teachers <p>Since individuals’ time perception plays a role in their future plans, goals, and motivation, it has a substantial impact on influencing one’s behaviour. Therefore, it is important to determine the levels of future time orientations, as well as the levels of hopelessness’ in the students towards increasing the levels of reaching the educational goals. The purpose of the present study is to investigate the preservice music teacher’s future time orientations in terms of their genders, grades, and universities attended. As a part of the study, the students’ levels of hopelessness were also analyzed. This included investigating the hopelessness levels of the participants with regards to their universities. The relationship between preservice music teachers’ future time orientations and their levels of hopelessness were also analyzed. A total of 210 music education students participated in this descriptive study. Future Time Orientation Scale which was developed by Gjesme (1979) and Hopelessness Scale which was developed by Beck et al. (1974) were used as data collection tools. According to the results of the study, it was found that preservice music teachers have a mild level of hopelessness which means the participants are not particularly pessimistic. There were significant differences between the preservice music teachers’ future time orientations and their genders, grades and universities. Likewise, there was a significant difference between the participants’ levels of hopelessness and their universities. Also, correlations have been found between the participants’ future time orientations and their levels of hopelessness. The results were discussed in the light of the literature.</p> Evin Erden Topoğlu Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 184 195 10.52963/PERR_Biruni_V11.N2.12 Career-long clinical supervision among counselors in Turkey: Current experiences, needs, and preferred practices <p>Career-long clinical supervision is still not common and is a relatively new study area in the counseling profession. Thus, this study aims to describe the current supervision experiences, needs, and preferred practices among counselors in Turkey, as well as the factors affecting their supervision experiences. For this purpose, cross-sectional survey design study was used and a total of 402 counselors participated in the study by using convenience sampling. The Supervision Experiences and Needs Online Survey Form developed by researchers was also used for data collection. The descriptive statistics and chi-square analyses conducted to analyze data. The results indicated that current supervision experiences are varied though very limited. Twenty-three percent (n=92) of the participants reported to receive supervision. They received mostly psychotherapy/counseling training supervision, and then work setting supervision and volunteer supervision respectively. The most common reasons for receiving supervision were developing interviewing/counseling skills (n=83); developing intervention skills for client’s needs and problems (n=83); and learning a therapy/counseling approach (n=81). Besides, age, educational degree, work setting, work experience, and the professional organization membership was found to be the factors of receiving supervision. The supervision needs, methods, techniques, and supervisor characteristics were varied with respect to current and preferred practices. Most participants (n=381) want to receive regular, monthly, and face-to-face supervision from supervisors as professionally trained and experienced counselors with supervisor training. Overall, this study highlights the necessity of developing accessible, affordable supervision opportunities as well as the development of a pool of trained supervisors.</p> Mine Aladağ Burcu Pamukçu Betül Meydan Melike Koçyiğit Özyiğit Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 196 211 10.52963/PERR_Biruni_V11.N2.13 Mothers’ Involvement in Emergency Remote Education: A Case Study in the COVID-19 Pandemic Era <p>The purpose of this study was to provide an insight into the parental involvement process in emergency remote education by focusing on a group of mothers during the first wave of the COVID-19 pandemic in Northern Cyprus. In this case study, the data was collected through a semi-structured interview form, a life context questionnaire, and a socio-demographic information form. The rigorous thematic analysis of the rich data revealed that the participants were intensively involved in their children’s remote education while taking on various overwhelming responsibilities including teaching. They thought that they were obliged to become involved intensively as they considered that the content and methods of teaching were not appropriate for learning remotely. They also believed that their involvement was needed and demanded by the children and their teachers. However, despite the participants’ advantageous life contexts and access to material and cultural resources, they struggled in this exhaustive involvement process. They self-questioned their teaching responsibilities, roles, and competencies during the emergency remote education period.</p> Senem Sanal-Erginel Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 212 231 10.52963/PERR_Biruni_V11.N2.14 Evaluation of a Pilot Peer Advising Program for University Students: Voices from Advisees and Advisors <p>This program evaluation study aims to investigate the peer advisors’ and advisees’ perceptions regarding a pilot peer advising program designed to facilitate the orientation process of newly-registered university students. The study was based on qualitative data gathered from participants in the academic year of 2018-2019 at a foundation university in Turkey. Findings suggest that the program offer several benefits such as smoother university adaptation, peer-to-peer communication, effective advisor support, meeting new people, communication skills, and increase in self-confidence. Suggested improvements in the program are; more advisee participation, better promotion of the program, more meetings and social gatherings, advisees assigned per advisors, advisor training, and advisor selection, and continuing advisor support.</p> İlknur Bayram Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 232 244 10.52963/PERR_Biruni_V11.N2.15 A Grounded Theory Approach to Educational Aspirations of Youth in North Cyprus: Personal, Parental, and Community-Related Factors on a Divided Island <p>Future aspirations play a definitive role in adolescents' developmental outcomes. This research aims to explore the factors involved in building the educational aspirations of high school students in North Cyprus. The study is designed as grounded theory on the contextual framework of the ecological systems model and integrative theory. The research design involves multiple data sources including 101 semi-structured interviews with students, teachers, and school administrators of high schools, ministerial officials, and political leaders of North Cyprus. The findings illuminate the role of parental, personal, and community-related factors that influence students' aspirations. The results reveal that these factors are intertwined, some of which lead to the emergence of other factors. Identifying these relationships has implications for school administrators, teachers, and policymakers, enabling them to design stimulating school settings and eliminate the adverse effects of these factors to encourage students to develop their future aspirations.</p> Tuba Gokmenoglu Ferda Ozturk Komleksiz Gary Grossman Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 245 260 10.52963/PERR_Biruni_V11.N2.16 Examination of the Opinions of Pre-School Teachers Regarding the COVID-19 Pandemic Period's Reflection of Pre-School Education <p>In this study, it was aimed to examine the opinions of preschool teachers about the distance education process in preschool education in the COVID-19 pandemic. The research is designed as a case study, one of the qualitative research designs. The working group consists of 22 preschool teachers. A semi-structured interview form was used as a data collection tool. The data obtained in the research were examined separately by the two researchers and content analysis was carried out. Miles and Huberman's formula was used to calculate reliability among researchers and the harmony was found to be 86. When the views of the preschool teachers who participated in the study are investigated, it is seen that the teachers carried out distance education activities through "the use of technology and the cooperation of the family" during the COVID-19 pandemic. During this process, teachers stated that they had problems with "children, families, participation and technology". It is seen that there are teachers who use different methods and techniques when preparing daily plans, as well as teachers who cannot perform activities that support social development. All preschool teachers participating in the research think that the COVID-19 pandemic process has negative effects on children such as social-emotional development, physical and psychological violence in the family environment. In distance education, it is seen that families support children especially in "preparing a learning environment". Teachers expressed that the COVID-19 pandemic process leads to a different experience in their professional development and that they use new methods and techniques. </p> Endam Düzyol Günseli Yıldırım Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 261 280 10.52963/PERR_Biruni_V11.N2.17 Psychometric Features of the First Part of the Youth Anxiety Measure (Yam-5-I) in the Turkish Children’s Sample <p>Murris et al (2017) developed the Youth Anxiety Measure (YAM-5-I), according to DSM V criteria in order to determine the anxiety levels of children and young people. In this study, basic validity and reliability studies were carried out by Simon et al (2017) within the framework of adapting the 27-item form of this scale for children aged 8-12, in which they carried out validity and reliability studies, to the Turkish sample. Youth Anxiety Measure (YAM-5-I), the Perceived Family Social Support Scale and the Cognitive Distortion Scale for Children were used as data collection tools. In the construct valid study conducted within the framework of validity studies, it was seen that the second-level factor structure with five factors of the scale had good fit values (χ²/sd= 1.86, CFI= .90, IFI= .90, TLI= .90, GFI= .90 and RMSEA= .04). In another validity study, significant relationships were found between the total score and subscale scores of the scale and the Perceived Family Social Support Scale and the Cognitive Distortion Scale for Children, except for the Separation Anxiety subscale. In reliability studies, the Cronbach alpha coefficient is .87 for the total scale and subscales. Between 65, the correlation between the synonyms is .80 for the total scale and the test-retest correlation coefficients are .74 for the total scale; For the subscale, it was found to vary between .64 and .90. These findings show that the MCQ 5-I measure the anxiety levels of the Turkish child sample in a valid and reliable manner.</p> Öner Çelikkaleli Sezai Demir Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 281 295 10.52963/PERR_Biruni_V11.N2.18 Views of Master’s Students at Health Sciences on Their Academic Self-Efficacies <p>The study explored the academic self-efficacies of Master’s students’ at Kırklareli University’s Graduate School of Health Sciences. The study was carried out during the Fall semester of the 2016-2017 academic year. The participants included eight female and one male master’s student. The qualitative study employed the phenomenology design. Content analysis was conducted for data analysis. The data was collected using a semi-structured interview form made up of 14 open-ended questions. The collected data is presented using mind maps. The study results revealed Master’s students’ views on their self-efficacies in academic writing, research methods and techniques, data collection and analysis, academic socialization, and other factors affecting their academic self-efficiency. The study results showed that, for academic self-efficacy, the work discipline came first. The students believed that they were adequate in doing homework and were meticulous, but were inadequate in writing projects, articles, books, and book chapters. Students were indecisive about which method and technique they should choose, found their existing knowledge levels low, felt inexperienced, and they felt like they needed to do more research. They also felt inadequate in using the terminology related to the field during data collection.</p> Hanife Gülhan Orhan-Karsak Mehmet Özenç Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 296 320 10.52963/PERR_Biruni_V11.N2.19 COVID-19 in Pictures of Preschoolers <p>This study, it is aimed to determine the COVID-19 perceptions of 39-72 months old children attending preschool through the pictures they draw. The research was carried out with the document analysis technique, one of the qualitative research methods. The study group of the research consists of 49 children aged between 39 and 72 months who attend preschool in Denizli city center. Research data were collected from the pictures drawn by children in preschool about COVID-19. In the study, the children were also asked to describe what they drew in the picture. The expressions of the children describing their pictures were recorded by the researcher. In the results of the research, it is seen that the COVID-19 drawings in the pictures are quite similar to the images that can often be found in the press. It was determined that the children included concepts related to COVID-19 (mask, distance, cleaning, etc.) in their pictures. Children reflected their aspirations with colors due to the deprivation they experienced during the COVID-19 period. According to the results of the research, it was determined that girls use more optimistic elements in their paintings than boys.</p> Hande Güngör Mehmet Yapıcı Hülya Gülay Ogelman Gülbin Zeren Nalinci Hatice Erten Sarıkaya Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 321 338 10.52963/PERR_Biruni_V11.N2.20 Do Ostracised Teachers Exhibit Deviant Behaviours? Examining the Relationship Between Organizational Ostracism and Organizational Deviance <p>This research aimed to examine the relationship between organizational ostracism and organizational deviance according to teachers' perceptions. The research employed a correlational design. The study sample consisted of 261 primary school teachers working in Turkish schools. The data were analyzed via multiple linear regression analysis. The findings showed that teachers experienced a low level of organizational ostracism and organizational deviance at schools. In addition, organizational ostracism predicted organizational deviance in individual, organizational and ethical dimensions, but the level of this prediction was low. The study discussed some implications for researchers and practitioners, emphasizing the role of ostracism in teachers' displaying organizational deviance behaviours. For instance, to prevent organizational deviance behaviours in schools, ostracism should be stopped, or its negative effects should be reduced. Also, importance should be given to developing cooperation and relationship networks among teachers, and communication channels should be kept open.</p> Bünyamin Ağalday Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 339 353 10.52963/PERR_Biruni_V11.N2.21 A Study of Developing an Achievement Test for Identifying Primary School Students at Risk of Mathematics Learning Disability <p>This study aims to develop a valid and reliable achievement test to identify students with mathematics learning difficulties (dyscalculia) and at-risk students. In addition, a test to measure third-grade primary students' success in learning natural numbers and operations with natural numbers sub learning areas is aimed to be developed. Critical learning outcomes were determined for students with a risk of learning disabilities in mathematics and 47 questions were created in line with these outcomes. The questions were evaluated by presenting them, along with the expert evaluation form, to three experts from. The test was administered to 171 students attending. Then, both the item difficulty and item discrimination indices were calculated as part of the item analysis, and accordingly, 21 questions were included in the main test. The KR-20 reliability coefficient of the test was calculated as 0.93, and the Spearman-Brown value for the split halves was calculated as 0.86.</p> Tunahan Filiz Gönül Güneş Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 354 371 10.52963/PERR_Biruni_V11.N2.22 Effectiveness of Augmented Reality-Based Applications on Liquid Measurement Theme in Mathematics Course: An Experimental Study <p>This research examines augmented reality-based applications prepared for primary school third grade students concerning academic achievement and anxiety in a mathematics course. A quasi-experimental design, one of the experimental research designs, with a pretest-posttest control group was preferred in this study. The research group of the research consisted of 26 students attending grade 3 in a school in Siirt during the 2020-2021 academic year. Participants were determined as two different groups, 13 of which were experimental and 13 of which were control groups. In the research, AR-based applications were designed for various gains aimed at the "Liquid measurement" theme in the mathematics course, and these applications were presented to the students through the tablet. These applications were conducted during five weeks, including pre and post-test. Research data were collected through data sets obtained from achievement test and anxiety scale that were carried out before and after the application. Findings of the research indicate that there is a significant difference between the experimental and control groups in favor of the experimental group. It was found that augmented reality-based applications increased the academic achievement of the experimental group students and reduced their anxiety levels concerning the mathematics lesson.</p> Azmi Türkan Hakan Çetin Copyright (c) 2022 Psycho-Educational Research Reviews 2022-08-04 2022-08-04 11 2 372 392 10.52963/PERR_Biruni_V11.N2.23