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, Türkiye.</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> ERIC<a href=" https:/;Psycho-Educational+Research+Reviews">,</a> <a href=";field=all&amp;text=Psycho-Educational%20Research%20Reviews">Türk, Eğitim İndeksi </a>(Index of Turkish Education)<a href="">,</a> <a href="">Index Copernicus,</a> <a href=" http:/">The British Library Bodleian Libraries - University of Oxford</a><a href="">,</a> <a href=";vid=44CAM_PROD&amp;lang=en_US">Cambridge University Library,</a> <a href=" https:/;rn=2">Library Hub Discover,</a> <a href="">BASE</a> (Universität Bielefeld)<a href="">,</a> <a href="">Idealonline, </a><a href="">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 /><strong><em>ULAKBIM TR Dizin</em></strong> <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. </em><em>“When journals move to a new publisher it is ERIC’s working practice to review the journal again when new content is published with different publisher. If selected for continued indexing, ERIC will establish an agreement with the new publisher. This is stated on page 8 of the ERIC Selection Policy.”</em></p> <p>* Due to the increase in available resources and indexed content, ERIC has announced that it will stop indexing content until 2024.ERIC will begin considering journals for inclusion in ERIC again in 2024 but cannot provide an exact date when the review of PERR will be completed. </p> <p>* PERR is not currently indexed in the ERIC database. However<strong>, the articles from 2018-2021 are indexed in ERIC. </strong></p> <p><em>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 review</strong> process is in place. Submitted manuscripts are reviewed by the Editor-in-Chief for focus of concern and then forwarded to the Editors. The Editor transfers the article to the technical review team and ensures that it is reviewed in terms of template and journal guidelines. This process takes a maximum of one month. Then, if the article meets these qualifications, it is forwarded to the field editor. After a rigorous evaluation by the field editors for a maximum of 15 days, the articles are sent to at least two reviewers from two different universities who are experts in their fields. This process takes approximately one month for the first round and an additional 15 days for the second round. All these processes may take 4 to 12 weeks depending on the evaluation processes of the referees. If needed, the field editor can also reassign a different reviewer.</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., Türkiye, 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 info 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. The maximum similarity rate in an article may be 15%. It should be also noted that the maximum rate of each citation is 3%.</p> <p><strong>Ethical Approval</strong></p> <p>All authors are expected to declare that they comply with ethical principles before, during and after their research in their submissions. The studies which are conducted clinically and experimentally with humans and animals should have an ethical committee approval. As of 2023, every author who wants to submit an article to our journal, regardless of the year in which the study was conducted, is required to upload the Ethical Approval Document of the study. </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 manuscript 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 Investigating the Mediation Effect of 21st Century Skills between Teachers' Decision Making Styles and Professional Autonomy <p>This correlational research design study aims to examine the mediation role of 21st century skill between teachers' decision making styles and their professional autonomy, based on the theoretical framework. The population of this study consists of 910 teachers working in the Nazilli district of Aydın province in the 2021-2022 academic year. In the study, the maximum diversity sampling method was used and responses were received from 435 teachers through ‘Personal Information Form’, ‘Multidimensional 21st Century Skills Scale’, ‘Teacher Autonomy Scale’ and ‘Decision Making Styles Scale’. Inferential statistical calculations were made and construct validity and mediation tests were conducted. As a result, it was seen that the direct effect of teachers' decision making styles on their professional autonomy was 0.55; when 21st century skills were included in the model as a mediation variable, this effect decreased to 0.40 and this value was still statistically significant. In this respect, it was determined that there was a partial mediation role between teachers' 21st century skills, decision making styles, and professional autonomy. In addition, the Sobel Z test was applied to examine the mediation role and it was determined that the mediation effect was statistically significant (z=3.91; p&lt;.05). In light of these findings, the fact that the effect of decision making style decreased after 21st century skills were added to the model, but this effect was still significant, showed that 21st century skills were a partial mediation variable in this relationship. Teachers with the high 21st century skill were found to be able to act professionally autonomous enough in decision making situations. It is expected that determining the direction and roles of the relationship between these variables and presenting them as a model will contribute to the literature, serve as a source for teachers and researchers, and provide inspiration for new studies.</p> Aslı Erol Beste Dinçer Gökhan Aksu Copyright (c) 2023 Psycho-Educational Research Reviews 2023-08-10 2023-08-10 12 2 350 370 10.52963/PERR_Biruni_V12.N2.01 Effective Use of Distance Education Tools in Higher Education During Covid-19 Pandemic in Türkiye <p>In this study, it was aimed to determine the attitude of students at state universities towards the effective use of distance education tools during the COVID-19 pandemic in Türkiye. This study was conducted within the scope of the Technology Acceptance Model by using a relational survey design. The sample consisted of 4.118 undergraduates from different public universities. The results showed that technology acceptance scores (TAS) of undergraduate students were higher than associate degree students. In addition, TAS increases as the duration of distance education use increases. A strong positive correlation was found between university students’ perceptions of experience, enjoyment, and self-efficacy and the perceived benefit and ease of use of distance education. Perceived usefulness and perceived ease of use are determinants of the intention to use and attitude towards using distance education systems. The research also identified that university students’ intention to use the system and their attitude towards using it have positive effects on behavior during actual use. In conclusion, it may be asserted that, distance education is an indispensable system in terms of providing quality education services and developing human resources in times of crisis.</p> Şenol Sezer Gökhan Karadirek Copyright (c) 2023 Psycho-Educational Research Reviews 2023-08-10 2023-08-10 12 2 371 389 10.52963/PERR_Biruni_V12.N2.02 Types of Feedback in Inquiry Science Learning Classroom in Secondary Education <p>Although an inquiry-based approach has been adopted in science lessons in recent years, the characteristics of this approach have been ignored in determining teacher feedback. In this study, it is aimed to determine teacher feedback by considering the cognitive and affective components inherent in inquiry. This study, based on qualitative research, was conducted with an instrumental case study design. The types of verbal feedback given by the teacher were followed during the inquiry-based science lessons. With the content analysis of the collected data, the feedback was classified according to their method and function. In this study, the place of the feedback types determined in the environment where inquiry-based learning is taken into account, in the literature is discussed by comparing them with the existing feedback types.</p> Selvinaz Güney Burak Feyzioğlu Copyright (c) 2023 Psycho-Educational Research Reviews 2023-08-10 2023-08-10 12 2 390 408 10.52963/PERR_Biruni_V12.N2.03 Aggression and Life Goals in Adolescents: Mediating Effect of Visions About the Future and Moderating Effect of Gender <p>Aggression can be considered as a problem for a long time in Türkiye, especially among adolescents in schools. Although few previous studies have confirmed the negative effects of life goals on aggression, the mechanism of how life goals affect aggression and whether this varies with gender difference is still unknown. To address this research gap, we tested the mediating effect of visions of the future and the moderator effect of gender. The study group consisted of 516 high school students in Turkish. The students completed Adolescents' Life Goals Scale with Respect to Positive Psychotherapy, the Visions about Future Scale, and the KAR-YA Aggression Scale. Structural equation modeling (SEM) revealed the indirect impact of life goals on aggression through visions about future. In addition, the conditional process analysis results showed that this indirect effect was moderated by gender.</p> Hacı Arif Doğanülkü Yasemin Yavuzer Copyright (c) 2023 Psycho-Educational Research Reviews 2023-08-10 2023-08-10 12 2 409 421 10.52963/PERR_Biruni_V12.N2.04 The Effect of STEM-Based Activity Designed for Gifted Students on Students' Scientific Creativity and Cognitive Achievement <p>This research aimed to determine the effect of STEM-based activity designed for gifted students on students' scientific creativity and cognitive achievement. Depending on this purpose a simple experimental method, which is one of the quantitative research approaches, was preferred. While the "Scientific Creativity Scale" was used to determine the effect of STEM-based activity designed for gifted students on students’ scientific creativity, the "Academic Achievement Test" developed in the field of preferred subject matter was used as part of the research to determine the effect on cognitive achievement. SPSS 25.0 package program was used to analyze quantitative data collected in the form of pre-testing and post-testing. When evaluating the effect of STEM-based activity for gifted students on scientific creativity; the post-test scores obtained by the research group from the scientific creativity scale differed significantly from the pre-test scores. It has been concluded that the nature of STEM-based activity and the steps involved in the engineering design process have an impact on the relevant skill in making a meaningful difference in scientific creativity. When the effect of STEM-based activity developed for gifted students on cognitive achievement is evaluated; it was concluded that the post-test scores obtained from the cognitive achievement test of the research group differed significantly from the pre-test scores. In making a meaningful difference in cognitive achievement, STEM-based activity directs the student to research and question and provides meaningful-lasting learning.</p> Hakan Şevki Ayvacı Gürhan Bebek Copyright (c) 2023 Psycho-Educational Research Reviews 2023-08-10 2023-08-10 12 2 422 441 10.52963/PERR_Biruni_V12.N2.05 Development and Validation of the Professional Development Needs Scale: Evidence from Turkish School Principals <p>This study aims to develop a Professional Development Needs of School Principals Scale (PDNSP) to measure in-service training needs of school principals in Turkiye. The Turkish Ministry of National Education launched a new plan called Education Vision 2023 in November 2018. The Plan has emphasized the importance of supporting both administrative and leadership skills of school principals. The PDNSP was developed based on this policy reform and the current study presents validity and reliability evidence of the scale. The PDNSP was developed based on this policy reform, and the current study presents validity and reliability evidence of the scale. The exploratory, confirmatory factor analysis, and reliability analysis were conducted to evaluate the psychometric properties of the scale. The results suggest that the PDNSP is a reliable and valid tool to assess the professional development needs of school principals. Furthermore, the findings show that the Turkish school principals require professional development in specific areas such as financial management, leadership capacity, and vision and values.</p> Elif Daşcı Sönmez Tuba Gökmenoğlu Copyright (c) 2023 Psycho-Educational Research Reviews 2023-08-10 2023-08-10 12 2 442 458 10.52963/PERR_Biruni_V12.N2.06 The Mediator Role of Emotional Stability in the Relationship Between the Psychological Adjustment and Cyberostracism of University Students <p>Today, one of the environments where most of the people interact with other people is virtual environments. In these environments, some individuals may be exposed to ostracism by others. This state of exclusion can also have some adverse effects on the psychological adjustment of individuals. In this context, the purpose of the current study is to investigate the mediator role of emotional stability in the relationship between university students’ problems of psychological adjustment and cyberostracism. The study employed the relational survey model. The study group of the study is comprised of 320 undergraduate students in the 2021-2022 academic year. In the analysis of the collected data, Pearson Moments Correlation Coefficient analysis was conducted in SPSS-22 and the mediaton analysis was conducted. As a result of the analyses conducted within the context of the current study, it was found that the cyberostracism of the university students negatively and significantly predicted their emotional stability, while it positively and significantly predicted their psychological adjustment problems. In addition, it was determined that emotional stability played a mediator role in the relationship between university students’ problems of psychological adjustment and cyberostracism. The findings of the study were discussed in relation to literature and suggestions were made.</p> Mustafa Pamuk Osman Cırcır Copyright (c) 2023 Psycho-Educational Research Reviews 2023-08-10 2023-08-10 12 2 459 470 10.52963/PERR_Biruni_V12.N2.07 Educational Research and Development Policies and Institutional Structures of Turkish Educational System <p>This research aims to determine the current situation, expectations, problems, and solution suggestions regarding the structure and operation of the Provincial Directorates of National Education (PDoNE) R&amp;D units. It was designed as a case study based on qualitative research. Data were collected from documents, and interviews with 14 teachers assigned in Türkiye’s PDoNE R&amp;D units using semi-structured forms. It was found that merit should be given importance in selection. Moreover, there is a title-authority imbalance and a lack of internal and inter-institutional cooperation and coordination. Only responsibilities are defined in the Ministry of National Education R&amp;D Directives. Turkish Ministry’s Educational R&amp;D policies were carried out with scattered policy legislation and applications. It is recommended to rearrange the R&amp;D Directive in the medium term and to combine the educational R&amp;D units/departments in comprehensive legislation in the long run.</p> Ferah Güçlü Yılmaz Mehtap Naillioğlu Kaymak Cigdem Çelik-Şahin Copyright (c) 2023 Psycho-Educational Research Reviews 2023-08-10 2023-08-10 12 2 471 488 10.52963/PERR_Biruni_V12.N2.08 The Prediction Level of the Students’ Conflict Resolution Skills and Their Demographic Characteristics on Their Global Citizenship Perceptions <p>In today’s world, individuals are expected to be vigilant for many problems in the world, such as environmental problems, war, migration, and poverty and take an active role in solutions to these problems. This responsibility expected of individuals is related to the concept of global citizenship, and for individuals to acquire global citizenship skills, they need to acquire many skills related to conflict resolution. The aim of this study is to first determine the global citizenship perceptions and conflict resolution skill levels of fourth-grade primary school students, and then, to determine to what extent conflict resolution skills and some other variables predict global citizenship perceptions. This is a predictive and correlational study. The quota sampling method was used in this study. The sample of the study consisted of 320 fourth-grade primary school students. A personal information form, the Global Citizenship Perception Scale, and the Conflict Resolution Skills Scale were used to collect the data. In the analysis of the data, Pearson’s product-moment correlation analysis and multiple regression analysis were used as well as descriptive statistics. As a result of the analyses, a significant relationship was found between the global citizenship perceptions of the participants and their scores of resorting to reconciliation and violence. Moreover, all the predictive variables used in the multiple regression model were significant, and they collectively explained 20.6% of the total variance in the global citizenship perceptions of the participants.</p> Nur Leman Balbağ Ömür Gürdoğan Bayır Copyright (c) 2023 Psycho-Educational Research Reviews 2023-08-10 2023-08-10 12 2 489 504 10.52963/PERR_Biruni_V12.N2.9 Influential Factors on Mathematical Literacy of Turkish Students: An Educational Data Mining Study Using PISA 2015 Data <p>This study aims to classify students as successful and unsuccessful regarding mathematical literacy on Programme for International Student Assessment (PISA) 2015 database through data mining methods. The sample consists of all Turkish students who participated in PISA 2015. While data mining methods such as Support Vector Machine, Multi-Layer Perceptron, and J48 were used in data analysis, the data set was evaluated with 10-fold Cross-validation. The evaluation criteria included F-measure, Precision, Recall, Matthews Correlation Coefficient, and Receiver Operating Characteristic (ROC). In the classification of successful and unsuccessful students, analyses were conducted with 13 statistically significant variables according to Chi-SquareAttributedEval, GainRatioAttributeEval, and InfoGainAttributeEval methods. The results showed that the most important variables for classifying successful and unsuccessful students were learning time per week in total, and father’s education level. The highest ROC value was 0.720. When comparing the precision values, the lowest classification value for the Multilayer Perceptron method was 0.645. There was no single method that performed best for all criteria. Researchers should use at least two methods to obtain more accurate results.</p> Serap Büyükkıdık Copyright (c) 2023 Psycho-Educational Research Reviews 2023-08-10 2023-08-10 12 2 505 521 10.52963/PERR_Biruni_V12.N2.10