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Investigation of university students’ self-acceptance and learned resourcefulness: a longitudinal study 总被引：1，自引：0，他引：1
Self-acceptance and learned resourcefulness of university students are important concepts in coping with the environmental
and developmental stressors and in the development of healthy personality. In this study, university students’ self acceptance
and learned resourcefulness levels were investigated longitudinally. 198 university students’ self acceptance and learned
resourcefulness scores were collected by Self Acceptance Scale and Rosenbaum’s Self-Control Scale in their first and eighth
semesters. The findings revealed that in general, the students’ self-acceptance level increased significantly in the 4-year
period. With respect to gender, the self-acceptance level of female students was found to increase during their university
education, while no significant difference was observed in that of male students. Moreover, there was no change in the level
of their learned resourcefulness in the 4-year period in terms of gender. As a result, it is understood that university life
includes significant experiences for students’ self-acceptance, especially for female students, and that university life does
not cause any significant increase in the level of learned resourcefulness. Therefore, there is a great need for programs
that will increase the resourcefulness levels of university students during their university lives. 相似文献
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Eren-Şişman Ece N. Çiğdemoğlu Ceyhan Kanlı Uygar Köseoğlu Fitnat 《Science & Education》2020,29(5):1255-1290
Science & Education - The purpose of this study is twofold: first, to delve into professional development (PD) of science teachers’ views about nature of science (NOS) throughout... 相似文献
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Harika Ozge Arslan Ceyhan Cigdemoglu Christine Moseley 《International Journal of Science Education》2013,35(11):1667-1686
This study describes the development and validation of a three-tier multiple-choice diagnostic test, the atmosphere-related environmental problems diagnostic test (AREPDiT), to reveal common misconceptions of global warming (GW), greenhouse effect (GE), ozone layer depletion (OLD), and acid rain (AR). The development of a two-tier diagnostic test procedure as described by Treagust constitutes the framework for this study. To differentiate a lack of knowledge from a misconception, a certainty response index is added as a third tier to each item. Based on propositional knowledge statements, related literature, and the identified misconceptions gathered initially from 157 pre-service teachers, the AREPDiT was constructed and administered to 256 pre-service teachers. The Cronbach alpha reliability coefficient of the pre-service teachers’ scores was estimated to be 0.74. Content and face validations were established by senior experts. A moderate positive correlation between the participants’ both-tiers scores and their certainty scores indicated evidence for construct validity. Therefore, the AREPDiT is a reliable and valid instrument not only to identify pre-service teachers’ misconceptions about GW, GE, OLD, and AR but also to differentiate these misconceptions from lack of knowledge. The results also reveal that a majority of the respondents demonstrated limited understandings about atmosphere-related environmental problems and held six common misconceptions. Future studies could test the AREPDiT as a tool for assessing the misconceptions held by pre-service teachers from different programs as well as in-service teachers and high school students. 相似文献
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Canan A. Agirtan Taner Akar Seher Akbas Recep Akdur Cahide Aydin Gulsen Aytar Suat Ayyıldız Sevgi Baskan Tugba Belgemen Ozdecan Bezirci Ufuk Beyazova Fatma Yucel Beyaztas Bora Buken Erhan Buken Aysu D. Camurdan Demet Can Sevgi Canbaz Gurol Cantürk Meltem Ceyhan Abdulhakim Coskun Kadriye Yurdakok 《Child abuse & neglect》2009,33(4):247-255
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Science & Education - The present study specifically focuses on science teachers’ views about scientific inquiry and their use of scientific inquiry in their lesson plans, which were... 相似文献
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The purpose of this study is to differentiate the effect of cooperative learning strategy integrated with a flipped learning (FL) model from sole FL implementation in promoting students’ performances while decreasing their social and computer anxiety in an undergraduate course. As a method, a classical experimental design is used. The participants were from the department of English Language and Literature, and Translation and Interpretation. Students were randomly assigned to individual FL (the control group) class; and FL with cooperative activities (experimental group) class. The groups were randomly assigned as experimental and control by tossing a coin. The implementation took 10 weeks. Students’ performances (grades), social anxiety, and computer anxiety were dependent variables of the study and they were compared through multivariate analysis of variance. The results indicated that there is no significant mean difference between groups’ performances; however; the group of FL with cooperative activities had less social anxiety, but no significant change occurred at their computer anxiety level. 相似文献
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