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    Mindscapes of Learning: Gender, the Creative Imagery Ability, and the Embodied Nature of Academic Success
    (Creative Publishing House, 2024) Kartal, Osman Yılmaz; Yazgan, Akan Deniz; Temelli, Dinçer; Yavuz Kartal, Meral; Bulut, Beyza; Şahin, Çavuş
    This particular study sets out to investigate thoroughly the intricate and fascinating relationship that exists between the abilities of creative imagery and the academic performance of the eighth graders; especially for the male and female learners and how they perform in relation to their imaginative abilities and academic achievement. The research was done among a total of 105 eighth-grade middle school learners which included 52 boys and 53 girls drawn from a public middle school situated in the moderate socio-cultural as well as the socio-economic context of Çanakkale, Turkey. The results of this particular study have revealed that overall, girls do much better than boys on Vividness and Transformation with significantly higher means in these two dimensions while for Originality, the findings indicate that there are no significant gender factors. As regards academic achievement, significant gender-based differences were also observed, as girls eclipsed boys in Turkish, Mathematics, and Science with overall better performance percentages. The study further showed that there is a positive relationship between the creativity capacities of male participants which implies that the high-performance levels of such students can be directly linked to their creative imagination abilities whereas this correlation was not observed in female participants. © 2024, Creative Publishing House. All rights reserved.
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    The Impact of Epistemological Beliefs and School Climate on the Sustainability of Critical Thinking Dispositions in Middle School Students
    (Mdpi, 2024) Kartal, Osman Yilmaz; Yazgan, Akan Deniz; Temelli, Dincer; Yavuz Kartal, Meral
    The objective of this study is to ascertain whether school climate and students' epistemological beliefs serve as predictors of sustainable critical thinking dispositions in middle school students. This research is designed as a correlational study. A total of 585 students from four middle schools in & Ccedil;anakkale, Turkey, participated in the research. To this end, the researchers administered the Critical Thinking Disposition Scale, the Middle School Students' Epistemological Belief Scale, and the School Climate Survey, gradually collecting the raw data. Following the collection of the data, they were subjected to analysis using multiple linear regression. The results of the statistical analysis demonstrated that the students' critical thinking dispositions were significantly predicted by both epistemological beliefs and school climate. In other words, belief in the omniscient power of authority and quick learning were found to have a negative correlation with critical thinking, whereas belief in simple knowledge was observed to have an inverse positive relationship. The dimension of the school climate, relating to positive student-teacher relations, appeared to constitute a prospective positive predictor, while authoritarian student-teacher relations and the lack of resources were identified as the main negative classroom environment factors. The study highlights the complex mutual influence of individual beliefs and the learning environment in the development of critical thinking dispositions.