The Relationship between Internet Addiction, Peer Pressure and Perceived Social Support among Adolescents
Binnaz Kıran Esen & Mehmet Gündoğdu
Article Views: 119 | Article Download: 42
The aim of the present research was to investigate the relationships between internet addiction, peer pressure and social support among adolescents. The sample of the study consisted of 558 adolescents (290 female 268 male) selected from high school 9th and 10th grade at Mersin. The data related with the internet addiction was gathered by means of Internet Addiction Questionnaire developed by Young (1998) and adapted to Turkish culture by Bayraktar (2001). The data related with the peer pressure gathered with the peer Pressure Questionnaire developed by Kıran (2002) and Perceived Social Support Measure developed by Yıldırım (1997) was used to measure the social support. To examine the relationships between internet addiction, peer pressure and social support, gender X peer pressure (low-medium- high), gender X peer support (low-medium-high), gender X parental support (low-medium- high) and gender X teachers’ support (low-medium-high) design four different analyses of variance was applied to the Internet Addiction Questionnaire scores of the adolescents. For low, medium and high peer pressure, peer support, parental support and teachers’ support, 0,5 standard deviation was used as cut off point. The results showed that the lower the peer pressure, internet addiction decreases. Moreover, the more the parental and teachers’ support increase, internet addiction scores of the adolescents decrease. Furthermore, it was observed that internet addiction scores of the adolescents differed according to gender, and the internet addiction scores of the girls were lower than that of boys. Otherwise, no relationship was observed between internet addiction and peer support. The results were discussed in the light of related literature.
Keywords: Internet addiction, Peer Pressure, Perceived Social Support, Adolescents
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The purpose of this study was to compare metalinguistic skills (word awareness and phonological awareness) of a Turkish English sequential bilingual child and a monolingual Turkish child. The participants were two 8-year-old second grade students. Performances of the two participants compared on a set of three tasks related with word awareness and three tasks related with phonological awareness. The results for the word awareness tasks concluded that Turkish English bilingual child outperformed the Turkish monolingual child in the word segmentation task and the symbol substitution task but they both performed equally well in the word definition task. The results for the phonological tasks including the rhyming task, the final phoneme deletion task and phoneme blending tasks revealed no bilingual advantage. The results were discussed in terms of a limit on the effect that bilingualism exerts on metalinguistic development.
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Osman Ferda BEYTEKİN, Münevver YALÇINKAYA, Miray DOĞAN & Neriman KARAKOÇ
Article Views: 88 | Article Download: 43
Organizational culture is a vital element of effective management practices in universities. Lately, researchers are motivated to study on the organizational concept to provide managerial effectiviness in the universities. Furthermore, one should analyze the typologies of organizational culture to understand the organizational behaviours in higher education institutions. The purpose of this study is to explore the concept of current organizational culture at Ege University so the effective management strategies will be developed. The Competing Values Framework was employed to identfy the organizational culture type displayed by Ege University faculty. This framework assesses the dominant organizational culture based on four culture types: Clan, hierarchy, adhocracy, and market. According to the results of this study, Ege university faculty exhibits hierarchy culture type as dominant in the current situation. The hiearchy culture represents Ege university as an organization that concentrates on internal maintenance with stable and where individuals follow procedures, and leaders effectively coordinate and organise activity to maintain a smooth running organisation. However, the strategic objectives of Ege University emphasize the attributes of mainly adhocracy and clan culture types and market culture to some extent. This implies that Ege University’s mission, goals, and strategic objectives are not mostly being met with the dominant current culture type. On the other hand, the second dominant culture type for Ege University is the market culture which is mostly adequate to the strategic objectives of the university. The market culture organization concentrates on results to be achieved and the competition is the significant attribute in this type. Researches on organizational culture indicate that mission, goals and strategic objectives of an organization shouldn’t conflict with the current culture and they must work together to enhance effectiveness of the organization.
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The Effect of Peripheral Learning Applied in English Instruction on English Idioms Learning
Mehmet Gezer, Burcu Şen & Bülent Alcı
Article Views: 88 | Article Download: 29
The aim of this research is to determine the effect of peripheral learning on English idioms whether differs to gender or not. The subject group of this research includes 43 female students and 68 male students, in total 111 students at Yıldız Technical University School of Foreign Languages. As for method, dependent and independent groups t-test is used. Before carrying out the research, pre-test which is prepared by the help of two experts and consists of 25 multiple choice questions is applied on the students. During the research period, posters about the idioms hang on the classrooms’ walls for a month. Moreover, focus group interview is applied to collect data about peripheral learning on English idioms learning. Subsequently, post-test is applied and the results of the pre-test & post-test are analyzed via t-test. Data analysis is determined and the conclusion is declared.
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A Research on the Effect of Career and Job Getting Perception on Learning Motivation and Career Development Efforts
Metin Atak, İlhan Atik & İbrahim Ceylan
Article Views: 87 | Article Download: 64
Learning motivation can be defined as learner’s perception of learning activities for meaningful and valuable, an effort for benefiting from them for himself. Studies executed on learning motivation show that a highly motivated student carries on his learning activities on account of pleasure he takes in a learning activity and learning facilities or the sense of achievement inspired. On the one hand, as for a lowly motivated student, he does his work for the sake of an award or avoidance of possible punishments. This situation has an impact on the success of teaching activity to a great extent. There are many factors that affect learning motivation which has such importance on teaching. Through removing the obstacles, educators and training directors strive for creating learning environment where learning motivation is considerably high. It has been revealed in many studies that personnel’s career expectations and their wish for having permanent positions contribute to their performing better in the organization, having high organizational commitment and tendency for not leaving their jobs. Accordingly, in the process of learning towards a job, the perception of both having had the occupation and career’s meeting the expectations related with the job draw attention as a variable influencing candidates’ learing motivation. The problem of this study is to determine the impact of students’ job getting and career perceptions on learning motivation and career development efforts. In this study, by confirming aeronautics undergraduates’ getting a job and their career perception together with the levels of their career development efforts and learning motivation perceptions, the correlation between them is examined. Accordng to study findings, it is concluded that career perception influence positively not only learning motivation but also career development effort, whereas job getting perception affects learning motivation positively, it has no effect on career development effort.
Keywords: Learning motivation, job getting perception, career perception, career development effort
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The Effect Of Jigsaw-I Cooperative Learning Technique On Students’ Understanding About Basic Organic Chemistry Concepts
Gülşen ÇAĞATAY & Gökhan DEMİRCİOĞLU
Article Views: 85 | Article Download: 373
The purpose of this study was to investigate effect of Jigsaw-1 Cooperative Learning technique on students’ understanding and alternative conceptions concerning basic organic chemistry concepts. The study was conducted with a total of 52 9th grade students in a high school in Trabzon. The study used quasi-experimental design (an experimental group and a control group). While experimental group students performed activities based on Jigsaw 1 technique, control group students were taught with traditional approach. The treatment lasted for three lesson hours in both groups. An Organic Chemistry Achievement Test involving 5 open-ended questions was used to collect data. The data obtained from pre- and post-tests of both groups was compared with the independent t-test. The post-test results showed that there was a significant difference between groups in favor of the experimental group. In other words, the experimental group students taught with Jigsaw I technique performed better in the post-test than the control group.
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Learner Receptivity Toward Role Play Sımulation In Teaching H.R.M. To University Students In Hong Kong
Article Views: 81 | Article Download: 23
As an antidote to direct information impartation and passive note taking, role play simulation have been widely considered and introduced in university level learning and teaching of business interactive skills to young adult undergraduates. Besides apparently complementing other lecturing methods and teaching activities, role play serves a number of purposes including student involvement or their active participation. The purpose of role- play is to provide young adult students an opportunity to immerse into a ‘role’ of a job seeker in a pre-determined context. With prior briefing and information given in advance, students are then free to act as they do in real life. Students participating in role play, or the rest of the class who have observed the re-enactment are assumed to be able to experience transference of formal cues and soft interactive skills. Each role-player acts as part of the social environment of the others and provides a framework in which they can study the interacting behavior of the group, so as to acquire real-life skills/ techniques that would be useful in workplaces. This paper examines role-play simulation as a learning tool for university students in the business disciplines who are targeted to become competent with job interview skills and techniques necessary for them to become a potentially competent human resources professional. This paper reflects upon tertiary education instructors’ insights into the possibilities of getting their students to reach their learning objectives by implementing non-traditional teaching methods such as role-plays.
Keywords: higher education, human resource management, interactive learning, business interpersonal skills, role-play simulation
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Common Characteristics Of An Effective English Language Teacher
Ali DİNÇER, Ali GÖKSU, Ayşegül TAKKAÇ & Mine YAZICI
Article Views: 78 | Article Download: 32
Effective learning is strongly related to effective teacher and effective teaching. In this concept, teachers’ characteristics gain crucial importance in understanding and lessening the problems and difficulties hindering students’ long lasting learning process. The aim of this study is to present a literature review about the features of an effective English language teacher by comprising of the common characteristics in the studies and to give some pedagogical suggestions for English language teachers on how to increase their effectiveness in the classroom. Therefore, over 30 studies conducted in foreign language education area were overviewed and main characteristics of an effective English language teacher mostly cited in these studies were categorized under four headings. These four categories are as follow: socio-affective skills, pedagogical knowledge, subject-matter knowledge and personality characteristics. Findings showed that an English language teacher should have socio-affective skills, pedagogical knowledge, subject matter knowledge and personal qualities for better language teaching and learning. In addition, an effective English language teacher should have a balanced combination of these four main aspects.
Keywords: effective, English language teacher, socio-affective skills, pedagogical knowledge, subject matter knowledge
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Mediating Role of Self Efficacy on the Relationship between Subjective Vitality and School Burnout in Turkish Adolescents
Article Views: 77 | Article Download: 34
The purpose of this paper was to examine whether self efficacy might play a mediating role between subjective vitality and school burnout in Turkish adolescents. The participants were 344 high school students who completed a questionnaire package that included the School Burnout Scale, the Subjective Vitality Scale, and the General SelfEfficacy Scale. Relationships between self efficacy, vitality and school burnout were tested using Pearson Product Moment Correlation Coefficient and predictions of each variable by the domains of the other were calculated with Linear Regression Analysis (LRA). Findings showed that subjective vitality, school burnout and self-efficacy were related to each others. Hierarchical Regression Analysis results indicated that self-efficacy partially mediated the relationship between subjective vitality and school burnout.
Keywords: Self-efficacy; burnout; vitality
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An Analysis on Motivational Beliefs of Preparatory Class Students about Learning English
Nihal YURTSEVEN, Sertel ALTUN & Hasan AYDIN
Article Views: 76 | Article Download: 90
The purpose of this study is to analyze the motivational beliefs of preparatory class students to learn English. The research was carried out utilizing a mixed method where quantitative and qualitative data were used together. The sample chosen purposively consists of 211 students attending the School of Foreign Languages at Yıldız Technical University. As a quantitative data collection tool, the motivational beliefs dimension of “Motivated Strategies for Learning Questionnaire (MSLQ)” was used. Qualitative data were collected via two open-ended questions which were asked to have an insight about motivational beliefs of the students. Quantative data were analyzed via t-test and ANOVA statistics while qualitative data were analyzed through descriptive analysis. For quantitative results, the findings initially indicated that there was a significant difference in motivational beliefs between male and female students in favour of female students. Secondly, there was a significant difference in motivational beliefs associated with self-efficacy and test anxiety depending on English proficiency level of the students. Thirdly, the resource of motivation did not constitute a significant difference in motivational beliefs. Finally, qualitative findings revealed that an enjoyable learning atmosphere motivated the students to learn English.
Keywords: Learning English, motivational beliefs, learning environment, self-efficacy, anxiety.
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