The Relationship between Internet Addiction, Peer Pressure and Perceived Social Support among Adolescents
Binnaz Kıran Esen & Mehmet Gündoğdu
Manuscript Views: 245 | Manuscript Download: 123
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 Effect Of Jigsaw-I Cooperative Learning Technique On Students’ Understanding About Basic Organic Chemistry Concepts
Gülşen ÇAĞATAY & Gökhan DEMİRCİOĞLU
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Safety and Risk: Benefits of Outdoor Play For Child Education
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A consideration of the theoretical frameworks of outdoor play between different scholars who emphasised different approaches and points of emphasis to outdoor play reveals a common pattern of consensus as regards the benefits of outdoor play to childhood education, health and development. From Froebel to Smilansky, the variation in points of emphasis between the different theorists does not seem to deter or inhibit the fundamental message of the profound role of outdoor play in childhood education and development. Although play is generally seen in its beneficial values, an added dimension is also given to the ‘green’ aspects of play which finds a suiting echo in outdoor play. The context of the risk involved in outdoor play in the UK therefore leads us into a consideration of safety and risk within the context of outdoor play in the UK.
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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
Manuscript Views: 132 | Manuscript Download: 114
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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Examining University Students’ Attitudes towards Learning English Using Different Variables
Hakan Karatas, Bulent Alci, Mehtap Bademcioglu & Atilla Ergin
Manuscript Views: 130 | Manuscript Download: 90
This study aimed to understand if the students’ attitudes towards learning English show significant differences in terms of gender, language level, receiving English preparatory training, and the kind of high school they graduated from. The study was carried out in the descriptive survey model. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. The Attitudes towards English Scale was used as the data collection tool. Data were analysed using independent samples t-test and one-way ANOVA. According to t-test and ANOVA results, it can be said the university students’ attitudes towards learning English are not affected by gender, receiving preparatory training, language level and high school differentiation.
Keywords: attitude,foreign language,university students
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An Analysis on Motivational Beliefs of Preparatory Class Students about Learning English
Nihal YURTSEVEN, Sertel ALTUN & Hasan AYDIN
Manuscript Views: 123 | Manuscript Download: 164
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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The Effect of Peripheral Learning Applied in English Instruction on English Idioms Learning
Mehmet Gezer, Burcu Şen & Bülent Alcı
Manuscript Views: 121 | Manuscript Download: 66
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.
Keywords: Peripheral learning, English idioms learning, Success
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The Organizational Culture At The University
Osman Ferda BEYTEKİN, Münevver YALÇINKAYA, Miray DOĞAN & Neriman KARAKOÇ
Manuscript Views: 117 | Manuscript Download: 82
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.
Keywords: Organizational culture, university management, competing values framework.
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Common Characteristics Of An Effective English Language Teacher
Ali DİNÇER, Ali GÖKSU, Ayşegül TAKKAÇ & Mine YAZICI
Manuscript Views: 116 | Manuscript Download: 78
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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