Yazar "Orakci, Senol" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • [ X ]
    Öğe
    Relationships between Cognitive Flexibility, Perceived Quality of Faculty Life, Learning Approaches, and Academic Achievement
    (Gate Assoc Teaching & Education-Gate, Switzerland, 2020) Toraman, Cetin; Ozdemir, Hasan Fehmi; Kosan, Aysen Melek Aytug; Orakci, Senol
    This study aims to explore the relationships between cognitive flexibility (CF), perceived quality of faculty life (PQFL), learning approaches (LA) and academic achievement (AA). This correlational comparison study was conducted with 1573 undergraduates at Ankara University. The data collection tools were Cognitive Flexibility Scale (CFS), Quality of Faculty Life Scale (QFLS) and Approaches to Learning Questionnaire (ALQ). Grade point average (GPA) was used as a measurement of AA. The three subscales of QFLS; satisfaction from faculty (SF), faculty members (SFM), and school climate and student relationships (SSCSR) were found positively correlated with deep approach to learning (DAL), CF and AA, and negatively correlated with surface approach to learning (SAL). DAL was also found positively correlated with CF and AA, but negatively correlated with SAL. CF and AA were positively correlated with all variables, except SAL. Although CF showed a positive correlation with AA, it assumed a negative explanatory role for AA when it was included in the model as a mediating variable. The regression estimates in the path analysis model revealed that DAL, SAL and SF were positive explanatory variables for AA, whereas SSCSR was a negative explanatory variable for AA and SAL was a negative explanatory variable for CF.
  • [ X ]
    Öğe
    Relationships between teachers' professional values, attitudes, and concerns about the profession in Turkey
    (Western Australian Inst Educational Research Inc, 2020) Aktan, Osman; Toraman, Cetin; Orakci, Senol
    This study utilised a relational screening model to explore the relationships between teachers' professional values, attitudes, and concerns towards the teaching profession, and whether or not teachers' professional values predict their attitudes towards the teaching profession when the level of concern is taken as a mediator variable. As data collection tools, the Professional Values Scale for Teaching Profession, Anxiety Scale for Teaching Profession, and Attitude Scale for Teaching Profession were administered to 712 teachers from Duzce province in Turkey. From the results we derive a strong recommendation about enabling undergraduates considering teaching as a career to better develop and strengthen their commitment to this profession. More policies should also be developed to improve the status and society's valuing of the teaching profession, as well as increasing the quality of pre-service training of teachers, and the continuing professional development of current teachers, in order to decrease their professional concerns.