Eğitim Fakültesi
https://hdl.handle.net/20.500.12511/154
School of Education2024-03-28T21:08:23ZMetacognitive experiences of EFL students as predictors of enjoyment, engagement, and performance in L2 writing
https://hdl.handle.net/20.500.12511/12385
Metacognitive experiences of EFL students as predictors of enjoyment, engagement, and performance in L2 writing
Ünsal Görkemoğlu, Büşra; Karacan, Cemil Gökhan
Many studies have examined the contributory role of metacognition in promoting second/foreign language writing skills. While a plethora of L2 writing research has emphasized metacognitive knowledge and strategies, less attention has been given to metacognitive experiences that pertain to writers’ conscious thoughts, feelings, and self-judgments related to their enjoyment and engagement with the L2 writing task. This quantitative research set out to investigate the relationships among 125 Turkish EFL writers’ metacognitive experiences, task enjoyment, engagement, and performances in L2 writing. Data from questionnaires and L2 writing achievement scores revealed a statistically significant relationship among each construct. More specifically, metacognitive experiences were reported as strong predictors of L2 writing enjoyment and cognitive engagement in L2 writing tasks. Finally, pedagogical implications were discussed for L2 writing practices.
2024-01-01T00:00:00ZThe impact of EFL learners' negative emotional orientations on (Un)willingness to communicate in in-person and online L2 learning contexts
https://hdl.handle.net/20.500.12511/12368
The impact of EFL learners' negative emotional orientations on (Un)willingness to communicate in in-person and online L2 learning contexts
Solhi, Mehdi
The present study explored how negative emotional orientations (i.e., anxiety, boredom, and demotivation) may contribute to English as a foreign language (EFL) learners' willingness to communicate (WTC) in in-person and online classes. In doing so, a total of 290 university students majoring in English were recruited to fill in a set of scales. The structural equation modeling analysis indicated that foreign language classroom anxiety (FLA) and L2 demotivation have a direct impact on EFL learners' in-person and online L2WTC. While L2 demotivation was the strongest significant predictor of learners' in-person L2WTC, FLA was the strongest predictor of online L2WTC. Additionally, there was a positive correlation among FLA, L2 demotivation, and foreign language classroom boredom (FLB). While FLA demonstrated no direct impact on communication willingness, it exhibited significant indirect paths to in-person L2WTC via the full mediation of L2 demotivation and FLA . Although the result did not show any significant direct impact of FLB on online L2WTC, it had a small yet significant indirect path to online L2WTC through the full mediation of FLA. FLA also revealed indirect significant paths to online L2WTC through FLB and L2 demotivation. The implications for L2 teachers and teacher educators will be further discussed.
2024-01-01T00:00:00ZNationwide study of basic and instrumental activities of daily living in individuals aged 65+ living at home
https://hdl.handle.net/20.500.12511/12332
Nationwide study of basic and instrumental activities of daily living in individuals aged 65+ living at home
Yıldız, Nadire Gülçin; Aydın, Halide Zeynep; Aydın, Kemal
The limitations encountered by aging individuals 65+ in Turkey in their basic and instrumental activities of daily living were examined according to gender and age i.e., specifically for 65-74 and 75+ age groups. Microdata from the Turkey Health Survey implemented by the Turkish Statistical Institute (TurkStat) in 2019 were used in the analyses. According to the findings of this country-wide research, the results indicated that of the 2457 people aged 65+ living in their own homes, 11.2% were limited in activities of daily living (ADL), and 45.8% were limited in their instrumental activities of daily living (IADL). The ADL and IADL limitations also increased significantly according to age and gender. The prevalence of ADL limitations across Turkey was 4.5%, 1.9% in men aged 65-74, and 7.2% in women aged 65-74. In elderly individuals aged 75+, the prevalence of ADL limitations was found to be 13.7% in men and 21.7% in women. Based on the results of the Instrumental Activities of Daily Living module (IADL) results, 46.9% of men between the ages of 65-74 were limited in IADL, while this rate was found to be 72% for women. In both activities, the prevalence of limitations in women was more than twice as high as in men. The prevalence of ADL and IADL limitations differed significantly by gender and age groups (p<0.05).
2023-01-01T00:00:00ZMediator role of psychological well-being in the relationship between parent 's regulation of child's emotion and child 's emotion regulation
https://hdl.handle.net/20.500.12511/12217
Mediator role of psychological well-being in the relationship between parent 's regulation of child's emotion and child 's emotion regulation
Çekici, Ferah; Toplu, Ahmet
The purpose of the present study was to analyze the mediating role of psychological well-being in the relationship between parents' regulation of their children's emotions and childs' regulation of their own emotion. The study group consisted of 386 mothers living in different cities of Turkey. To collect the data, the convenience sampling method was applied, and the measurement tools were published on an online platform and presented to the participants for their answers. The data of the research were obtained using the Parent Emotion Regulation Scale (PERS), Emotion Regulation Checklist, Psychological Well-Being Scale, and the personal information form. Pearson moment correlation analysis and parallel multiple variable analysis (PROCESS) in the data analysis. According to the findings obtained from the study, psychological well-being significantly mediates the relationship between parent 's child's emotion regulation and child's emotion regulation. This result shows that the psychological well-being of the parent plays a mediating role in the emotion regulation process in the relationship between the parent 's regulation of the child 's emotion and the child 's regulation of their own emotion. This result of the research was discussed within the scope of the relevant literature, and suggestions were made for future research.; Bu araştırmanın amacı, okul öncesi dönemde çocuğu olan ebeveynlerin çocuklarının duygusunu düzenlemesi ile çocuğun kendi duygusunu düzenlemesi arasındaki ilişkide psikolojik iyi oluşun aracı rolünün incelenmesidir. Araştırmanın çalışma grubunu, Türkiye’ nin farklı şehirlerinde yaşayan toplam 386 anne oluşturmaktadır. Katılımcılara ulaşabilmek amacıyla uygun (kolay ulaşılabilir) örnekleme yöntemi uygulanmış, ölçme araçları ise çevrimiçi bir platformda yayınlanarak katılımcılara ulaşılmıştır. Veri toplama aracı olarak, Anne-Baba Duygu Düzenleme Ölçeği, Duygu Düzenleme Ölçeği, Psikolojik İyi Oluş Ölçeği ve kişisel bilgi formu kullanılarak araştırmanın verileri elde edilmiştir. Verilerin analizinde, Pearson moment korelasyon analizi ve Paralel Çoklu Değişken Analizi (PROCESS) kullanılmıştır. Araştırmadan elde edilen bulgulara göre, ebeveynin çocuğunun duygusunu düzenlemesi ile çocuğun kendi duygusunu düzenlemesi arasındaki ilişkide psikolojik iyi oluş anlamlı düzeyde aracılık etmektedir. Araştırmadan elde edilen bu sonuç ilgili alan yazın kapsamında tartışılmış ve gelecekteki araştırmalara yönelik önerilerde bulunulmuştur.
2023-01-01T00:00:00Z