International Journal of Psychology and Educational Studies

Power Loss (ENTROPY) Scale in Schools

2024-12-10T00:41:08+03:00

The research aims to develop a measurement tool with validity and reliability for measuring loss of power (entropy) in schools. The study group of the research consists of a total of 596 teachers working in 15 public schools in Van Province in the 2023-2024 academic year. As a result of the application of Exploratory Factor Analysis (EFA) to 381 teachers to ensure construct validity, a scale with 26 items and four factors, 1. People-oriented work environment and parents, 2. Energy use and environment, 3. Technology, 4. Achievement of goals and supervision—was created. The total variance rate of the scale was obtained as 63.29%. The factor load values of the items in the scale are between 509 and 829. It was also confirmed by confirmatory factor analysis (CFA) that the scale measures a four-factor structure. In addition, a 26-question scale was studied with a study group consisting of 215 teachers in the confirmatory factor analysis. According to the answers of the study group, the Cronbach Alpha internal consistency coefficient and item total correlations were analyzed. While Cronbach Alpha values were found to be 93, 95, 88, and 92 for each factor and 97 for the whole scale, the lowest value among the item total correlations of the items in the factors was 535, and the highest value was 832. The scale created in the study will be applicable and functional as a valid and reliable measurement tool for schools and valid for other educational organizations and as an Entropy Scale with the results of the validity and reliability analysis carried out and applied.

Adaptation of the Technoference in Parent-Child Relationships Scale into Turkish: Validity and Reliability Study

2024-11-14T00:57:30+03:00

The present study aims to adapt the Technoference in Parent-Child Relationships Scale (TPCRS) to Turkish culture by conducting validity and reliability analyses. The study group consists of the parents of 445 children between the ages of 3 and 6 attending preschool in the Denizli province. Expert opinions were consulted for the language validity and content validity of the measurement tool. Exploratory and confirmatory factor analyses were conducted to ensure the construct validity of the scale. As a result of the exploratory factor analysis, it was determined that the total variance explained was 40.89%, and the items were grouped under a single factor. The model fit indices obtained from the confirmatory factor analysis were calculated as x²/sd=1.828, RMSEA=.046, AGFI=.96, GFI=.97, CFI=.98, NFI=.96, and SRMR=.056. These values show that the scale gives acceptable and valid results. The Cronbach Alpha internal consistency coefficient of the Technoference in Parent-Child Relationships Scale was found to be .72. For criterion-related validity, the correlations between the TPCRS's Problematic Internet Use Questionnaire and the Parental Attitudes Towards Technology Use Scale were analyzed. In addition, item-total and test-retest correlation coefficients were calculated at three-week intervals. The analyses for criterion-related validity and test-retest correlations provided sufficient evidence for the validity of the scale. It was observed that the item-total correlation values of the TPCRS ranged between .41 and .50. The results of the study show that the Technoference in Parent-Child Relationships Scale is a valid and reliable measurement tool.

Reflection of Gender Inclusivity in the English Language Textbooks of 5th Grade of Primary Education in West Bengal

2024-09-03T09:05:33+03:00

Textbooks play a pivotal role as agents of social change, shaping the perspectives and values of students from a young age. Through the content presented in textbooks and the experiences within the classroom, students learn to internalize gender socialization, social norms, beliefs, and roles. These educational materials can also contribute to inequality and bias, influencing how students perceive and accept gender dynamics in society. This study examines the reflection of gender inclusivity in the English language textbooks used in Class V of primary education in West Bengal. Five aspects of the textbooks were analyzed to assess gender inclusivity: (i) Male and Female Orientation in Titles, (ii) Male and Female Orientation in the Theme of the Lesson, (iii) Male and Female Nouns, (v) Male and Female orientation in Imagery, (v) Male and Female Generic Construction, and (vi) Gender Assumption within the Textbooks. The research was conducted using a documentary research method followed by a qualitative approach through content analysis. The findings reveal that gender patriarchy and bias are present in English textbooks. Overall, the results indicate that males are more prominently featured in the textbooks, both in images and text, while females are still underrepresented. In conclusion, the reflection of gender exclusivity was found in the English language textbooks used in Class V of primary education in West Bengal. The researcher suggests that these insights could be beneficial for textbook development agencies, authors, and educators in creating a gender-sensitive curriculum and educational materials.

Adapting and Validating Cognitive and Learning Style Inventories in Turkey: Insights into Cultural and Educational Influences

2024-11-14T23:59:07+03:00

This study investigates the adaptation and validation of Turkey’s Cognitive Style and Learning Style Inventories, highlighting cultural and educational impacts on cognitive and learning styles. By utilising SPSS and the Multidimensional Item Response Theory via R programming, this study assesses these tools among the 185 Turkish participants. A key finding is the prevalence of a split cognitive style among participants, suggesting the Turkish educational system’s influence in fostering a blend of systematic and intuitive thinking rather than distinct cognitive styles. Challenges with specific learning style items (4 and 9) indicate a need for revision to enhance the inventory’s accuracy. This study affirms the utility of cognitive and learning style inventories in identifying learning and cognitive styles, offering insights into educational strategies tailored to diverse learner needs.

Career Anxiety and Perceptions of School Climate: A Study on Adolescents’ Future Plans

2024-11-14T17:16:53+03:00

Adolescence marks the beginning of career contemplation and planning for many individuals. During this process, career-related anxiety may arise due to a variety of personal and environmental factors. For high school students, their career plans and anxieties can be shaped by influences from teachers, administrators, and peers. In this sense, this study tried to examine the potential relationship between adolescents’ career anxieties and their school climate perceptions. The sample consisted of 628 high school students from Afşin, Kahramanmaraş. Data were collected using the "Personal Information Form," the "Career Anxiety Scale," and the "School Climate Scale." Descriptive analysis was used to investigate participants’ career anxieties and school climate perceptions across different variables, while correlation analysis was performed to examine the relationship between these two factors. The findings indicated that the participants experienced moderate levels of career anxiety and school climate perception, with variations observed across different variables. However, the correlation analysis revealed no significant relationship between the participants’ career anxieties and their school climate perceptions.

The Role of Educational Level and Gender in Vocational Journey: A Comparative Perspective on the Abilities and Values of High School and University Students

2024-08-13T17:57:17+03:00

This study aims to examine the vocational values of high school and private foundation university students in the Küçükçekmece district of Istanbul province based on gender and educational level. Utilizing a survey model, the research seeks to generalize students' vocational values and abilities within different educational settings. The study sample consists of a total of 616 high school students and 784 university students, randomly selected from three different high schools and a private foundation university. Participants exhibit diversity in demographic characteristics, including gender, type of school/faculty, grade level, and monthly income. Data were collected using the Personal Information Form, Vocational Values Inventory, and the Self-Assessment Inventory-Abilities scales. The findings indicate significant differences between high school and university students regarding vocational values and abilities. University students place greater emphasis on friendship, health, creativity, and helping, whereas high school students prioritize financial gain. In terms of gender differences, female students assign more importance to friendship, financial gain, and health values, while male students prioritize physical and creative values. Verbal ability was found to be higher among university students, while no significant differences were observed in numerical and spatial abilities. These findings highlight how vocational values and abilities vary between high school and university students based on gender and education level.