International Journal of Contemporary Educational Research

Development and Validation of a Motivation Scale for English Listening

Nilda Hocaoglu, Gürbüz Ocak — Mon, 23 Dec 2024 00:00:00 +0300

Motivation is crucial in the pace and success of language learning, and the effect of motivation on language learning has been extensively studied. Many scales have been developed to measure the motivation levels of the students. However, there are a limited number of studies conducted to specifically measure the motivation towards English language listening in the EFL context. Motivation has become an important factor that increases success in listening in terms of metacognitive control of listening processes and comprehension outcomes. This study aims to develop a motivation scale specifically for assessing English listening skills among secondary school students. A 25-item questionnaire with five sub-factors has been developed as a result of an exploratory factor analysis of the responses provided by a sample of 294 Turkish secondary school students. Sub-factors have been named as "effort," "self-confidence," “travel and friendship," "unwillingness," and “lack of interest." These factors explain 56.938% of the total variance. Cronbach Alpha value of the scale is 0.898. The values of item-total and item-remaining correlation are significant (p < 0.01). Moreover, the item discrimination value obtained from the difference between mean points of 27% of the lower and upper groups is significant. Confirmatory factor analysis shows that the goodness of fit indexes is acceptable (RMSEA=0.047; AGFI=0.86; SRMR=0.060; CFI=0.91; NNFI=0.89, χ2/sd 1.55). The data also revealed evidence of the reliability and validity of the instrument. The potential uses of the questionnaire and implications for further research are discussed.

The Effect of Online Entrepreneurial Project Training on the Individual Innovativeness of Pre-service Science Teachers

Isa Deveci — Mon, 23 Dec 2024 00:00:00 +0300

The purpose of this research was to examine the effect of online entrepreneurial project training on the individual innovativeness of pre-service science teachers. The pilot study and basic study of this research consisted of 11 stages. The pilot study was conducted with 24 third-grade pre-service science teachers, and the basic study was conducted with 33 fourth-grade pre-service science teachers. The research was conducted according to a one-group pre-test and post-test experimental design. The individual innovativeness scale was used in the pre-test and post-test of the pilot and basic study. As an intervention, the online entrepreneurial project training was performed for pre-service science teachers by the researcher-author. While online entrepreneurship project training positively affected the individual innovativeness of pre-service science teachers (large effect), this effect was not observed in the pilot study. In addition, after the implementation of the basic study, the transition of pre-service science teachers from their lower innovativeness categories to upper categories that adapt to innovation is higher (innovators and early adopters). According to these results, one of the ways to improve the individual innovativeness of pre-service science teachers is through entrepreneurial project training.

Determining the Relationship between Blood Donation and Altruism Level

Arzu Önel, Meryem Konu-Kadirhanoğullari, Şule Firat-Durdukoca — Mon, 23 Dec 2024 00:00:00 +0300

Altruism means helping others without expecting anything in return and solely for the sake of others; Blood donation is one of the best examples of this pure aid. This research aims to examine the relationship between teacher candidates' altruism levels and blood donation attitude levels. The relational screening method, one of the subcategories of the general screening model, was used in the research. The research was conducted with 204 teacher candidates studying at a state university in Turkey. Data were collected from the “Blood Donation Attitude Scale” developed by Çelik & Güven (2015); It was obtained by using the "Altruism Attitude Scale" developed by Ümmet, Ekşi & Otrar (2013) and the questions prepared by the researchers by taking advantage of the literature and taking expert opinions. Frequency and percentage calculations, mean, standard deviation and Pearson correlation analysis were used to evaluate the data. As a result of the research, it was determined that there was a significant and statistically moderate positive relationship between the level of altruism and blood donation attitude. It was determined that the "Social and Social Responsibility" factor had the highest mean value for the Blood Donation Attitude Scale sub-dimensions, and the "Help in Traumatic Situations" factor had the highest mean value for the Altruism Attitude Scale sub-dimensions.

Fun-ing: Applying a Playful and Embodied Pedagogical Approach to an Online Poetry Workshop in the Mobile Arts for Peace Project

Sarah Huxley — Mon, 23 Dec 2024 00:00:00 +0300

This paper presents how a playful and embodied pedagogical approach (fun-ing) (Huxley, 2023) was applied to an international online poetry workshop for young people, and in doing so, foregrounds qualities of learning experiences, rather than neo-liberal skills-based outcomes alone. The methodology of fun-ing is grounded in a reflexive and emplaced ethnographic approach (Pink, 2011), in which the performing body-mind is perceived as encountering its surroundings and the material elements (living/non-living). By applying the Six Guiding principles of fun-ing (Huxley, 2023), to the design and analysis of an online poetry workshop, organised as part of the Mobile Arts for Peace (MAP) AHRC-funded project, the paper shows that the principles, originally derived from a doctoral study, can be used in other non-formal learning contexts. A retrospective analysis of the workshop recording (Mosley Wetzel, 2017), via researcher-facilitator critical incidents (Tripp, 1993), shows that the principles support creative educationalists in shaping joyful and novel learning experiences. Ultimately, enabling learners to extend their understanding and felt learning capabilities of what they can do/achieve through the art form of poetry. The paper calls for further contextually specific adaptations of the fun-ing principles by educationalists, artists, and researchers alike.

Romantic Relationship Stability of University Students: The Role of Attachment and Self-Change

Ayşegül Özsolak, Meliha Tuzgöl-Dost, Seval Kızıldağ-Şahin — Mon, 23 Dec 2024 00:00:00 +0300

This study examined whether attachment and self-change predict relationship stability and whether relationship stability differs according to gender. The research data consisted of 403 participants, both online and face-to-face. Multiple linear regression analysis was conducted to determine the predictive power of self-change and attachment on relationship stability in university students. Independent samples t-test was conducted to determine whether there was a difference in the relationship stability levels of the participants according to gender. According to the findings obtained from the analysis, university students' self-expansion, self-contraction, anxious attachment, and avoidant attachment levels significantly predict relationship satisfaction. Self-expansion, self-adulteration, self-contraction, and anxious attachment significantly predict the level of evaluation of the quality of options. Self-expansion, self-contraction, self-adulteration, anxious attachment, and avoidant attachment significantly predicted relationship investment, whereas self-expansion, self-contraction, self-adulteration, and avoidant attachment significantly predicted commitment. In addition, men's relationship satisfaction and relationship investment levels are significantly higher than women's. The findings were discussed and interpreted in line with the literature on relationship stability, and some suggestions were presented for researchers and practitioners.

Investigation of Middle School Students' Model of Astronomy Events and Information Sources of Incorrect Model

Tufan Inaltekin, Uğur Akbaba — Mon, 23 Dec 2024 00:00:00 +0300

The purpose of this study is to reveal middle school students' model understanding and information sources of incorrect model related to basic astronomy topics included in the Turkish middle school science curriculum. The study is a descriptive study focusing on qualitative data. The sample of the study includes 197 students (aged 12-13) attending eighth grade in seven schools in a city in northeastern Türkiye. Data for the study was collected using the "Astronomy Models and Source Information Form." In this study, descriptive analysis was used as one of the qualitative data analysis methods. Findings indicate that the majority of students possess the incorrect model understanding concerning subjects such as "Solar Eclipse," "Lunar Eclipse," "The Phases of the Moon," "Formation of Seasons," and "Formation of Night and Day," which are part of the middle school science curriculum. The findings also show that teachers and textbooks came to the fore as sources of information in the incorrect model.

An Azerbaijani Adaptation of Tuckman Procrastination Scale: Its Association with Academic Motivation and Self-Efficacy

Mon, 23 Dec 2024 00:00:00 +0300

The aim of this study was to adapt the Tuckman Procrastination Scale for use with Azerbaijani adolescents and explore the relationships between procrastination, academic motivation and self-efficacy. Data were obtained from 718 adolescents in Azerbaijan whose ages ranged from 10 to 18 years (M = 13.61, SD = 1.86) through convenience sampling. As part of the adaptation process, confirmatory factor analysis, criterion-related validity, and reliability analyses were conducted. Furthermore, the study shedding light on the relationships between procrastination and academic motivation and self-efficacy were explored using PROCESS macro mediation analysis. The results obtained from confirmatory factor analysis indicated that factor loading values of three items of the scale is less than 30 and cannot be taken into account. The remaining 13 items of Tuckman Procrastination Scale analyzed and confirmed the unidimensional structure of scale. Internal consistency reliability analysis conducted and the result indicated satisfactory reliability coefficients. Moreover, results demonstrated that procrastination was negatively associated with academic motivation and self-efficacy. Addiction to it, the mediating effect of self-efficacy on the relationship between procrastination and academic self-efficacy was unveiled. These findings suggest that the Azerbaijani version of the Tuckman Procrastination Scale has acceptable psychometric properties.

Experiences of Primary School Teachers Regarding Individualized Education Programs and Mainstreaming/Integration in Türkiye

Eylem Dayı, Çetin Toraman, Pınar Özkan Renk, Belgin Öztürk — Mon, 23 Dec 2024 00:00:00 +0300

This study addressed the experiences of primary school teachers in Türkiye regarding inclusion/integration and Individualized Education Programs (IEP). The study also addressed how mainstreaming/integration and IEPs might impact students without special needs and their parents. This qualitative study adopted a phenomenological research design. The sample consisted of 17 primary teachers recruited using criterion sampling. Data were collected using a semi-structured interview guide and analyzed using inductive content analysis and phenomenological coding. The results indicated that participants expressed the opinion that mainstreaming was not applicable in general education. They also believed that the IEP was unfunctional. They used ready-made IEPs, albeit not actively. They were of the opinion that class sizes and physical conditions of schools were not suitable for mainstreaming education and that they were left alone in the mainstreaming/integration.

Negotiating Pedagogic Researcher Identity by Two College English Teachers in China: A Social Network Perspective

Wei Zeng, Letitia Fickel — Mon, 23 Dec 2024 00:00:00 +0300

Scholarship of Teaching and Learning (SoTL) or pedagogic research (PedR) has become an international movement that encourages academics to use research-informed approaches to understand and enhance their teaching. However, the definition and understanding of SoTL/ PedR have been ambiguous, impacting career progression, orientation of scholarship activities and academics’ perception of undertaking such activities. This article adopts social network perspective to understand the SoTL/PedR experiences of two academics with a focus on teaching ---College English (CE) teachers working at a Chinese tertiary institution as they navigate their identities in a higher education (HE) context that attempts to promote SoTL/PedR. An integrated framework for understanding identity in individual social network of practice (INoP) is used to examine the complex nature of identity negotiation. Multiple networks and communities are identified. The juxtaposition of ties and communities reflects the complexity of PedR discourse, in which the stratification of knowledge and power relations sustain the boundaries of networks or communities. Two participants experienced complexity of subjectivities and negotiated a range of positions, e.g., CE teacher versus ‘more professional’ English Major (EM) teacher, pedagogic researcher versus ‘real’ researcher, educational researcher versus ‘superb’ disciplinary researcher. The article also discerns a collective subordination of CE teachers’ joint endeavors of researching their teaching practice to dominant research discourse. The study contributes to our insights into cultivating practice-oriented, problem solving-focused, research-informed PedR communities and networks characterized by recognition, trust, and respect.

The Effect of React Strategy in Augmented Reality-Based Applications on The Problem-Solving Skills of Teacher Candidates

Sevda Koç-Akran — Mon, 23 Dec 2024 00:00:00 +0300

The main purpose of this research is to determine the effect of the REACT strategy in augmented reality applications on the problem-solving skills of teacher candidates. A parallel mixed method, which converges from mixed research designs, was used in the research. The study group of the research consists of 50 teacher candidates studying at the Faculty of Education at Siirt University. The REACT strategy rubric was used as a data collection tool in the quantitative dimension, and a semi-structured interview form, the researcher's and participant's diaries were used in the qualitative dimension. Quantitative data were analyzed with a computer package program and qualitative data were subjected to content analysis with the MAXQDA program. In addition, excerpts were made from stories, researcher's and participant's diaries, and semi-structured interview forms through document analysis, thus diversifying the data. As a result of the research, the problem-solving and critical thinking skills of the participants improved in the REACT strategy used in AR applications. During the experiencing step of the REACT strategy, which consists of interrelated steps, participants encountered problems and received support from their friends to solve these problems.