Yazar "Cetin, Bayram" seçeneğine göre listele

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    An Analysis of the Relationship between Academic Burnout and Classroom Assessment Environment
    (Turkish Education Assoc, 2014) Ilhan, Mustafa; Cetin, Bayram
    In this study, we aimed to examine the relationship between academic burnout and the classroom assessment environment. A causal comparative model was employed in this study, which was carried out with 496 high school students in the provinces of Batman and Diyarbakir in Turkey in the spring of 2013-2014. The Maslach Burnout Inventory Student Form (MBI-SF), which was developed by Schaufeli et al. (2002) and adapted into Turkish by Capri, Gunduz and Gokcakan (2011), was employed in the study to measure the students' levels of academic burnout. Then, in order to determine the students' perceptions of the classroom assessment environment, the Classroom Assessment Environment Scale (CAES), which was developed by the researchers of this study, was used. Cluster analysis was performed with the purpose of grouping students who have similar perceptions of the classroom assessment environment. This analysis produced three separate clusters. Then, analysis of variance was performed in order to determine whether the students' levels of academic burnout differed by the groups that had emerged out of the cluster analysis. The findings demonstrated that the students' levels of academic burnout differed significantly in accordance with their perceptions of the classroom assessment environment. Therefore, it could be suggested that the students' perceptions of the classroom assessment environment constitute a significant variable for the prediction of their levels of academic burnout.
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    Comparing the Analysis Results of the Structural Equation Models (SEM) Conducted Using LISREL and AMOS
    (Assoc Measurement & Evaluation Education & Psychology, 2014) Ilhan, Mustafa; Cetin, Bayram
    This study aimed to compare the analysis results obtained through LISREL and AMOS for the models of path analysis, Confirmatory Factor Analysis (CFA) and structural regression, which are within structural equation model and differ in levels of fit. Therefore, population and sample were not needed in the study. The study was conducted on three different data sets that reflected the models through a data file. The data set used in the path analysis was determined to reflect a low fit model, while the one used in CFA was determined to reflect an acceptable fit model. However, the data set used in the structural model reflected a good fit. In this way, it was believed that it would be possible to find an answer to the question of whether the differences in the fit indexes obtained through LISREL and AMOS were affected by the fit level of the model analyzed. The analysis results indicated that the fit indexes obtained through LISREL and AMOS were substantially similar in the data set that reflected a good fit. The differences in the fit indexes obtained through these two software packages were found to be larger in the model that reflected a low fit between the model and the data set. It was also found that this difference was remarkable, particularly in chi(2)/sd, NNFI and RFI indexes. These results indicate that the differences in the fit indexes reported by LISREL and AMOS are affected by the fit level of the model.
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    Development of Classroom Assessment Environment Scale (CAES): Validity and Reliability Study
    (Turkish Education Assoc, 2014) Ilhan, Mustafa; Cetin, Bayram
    In this research, we aimed to develop an instrument that could be used to measure students' perceptions of the classroom assessment environment in a valid and reliable manner. The research was carried out in spring 2013-2014 with a total of 800 students who constituted four separate study groups. In this study, expert opinions were obtained to determine the scale's content validity and face validity, while exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed to assess the construct validity of the scale's measures. The EFA yielded a construct that consisted of 18 items and two factors that explained 31.52% of the total variance. These factors were named as follows: Learning-Oriented Assessment Environment (LOAE) and Performance-Oriented Assessment Environment (POAE). Findings obtained from the CFA demonstrated that the construct with 18 items and two factors had adequate fit indexes. The reliability of the measures obtained using the LOAE and POAE subscales was examined via Cronbach's alpha, composite reliability, and the test-retest method, which produced reliability coefficients that fell within acceptable limits. With the aim of determining the items' discriminatory power, the adjusted item total correlation was examined, and 27% sub-upper group comparisons were made. The findings obtained from the item analysis showed that all of the items on the scale were discriminatory. Based on these findings, it could be concluded that the scale is an instrument that produces valid and reliable measures, and that can be used to determine students' perceptions of the classroom assessment environment.
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    An Investigation of the Relationship between Social and Cultural Intelligence through Structural Equation Model
    (Mehmet Tekerek, 2014) Ilhan, Mustafa; Cetin, Bayram
    The aim of this research was to examine the relationship between social and cultural intelligence. Relational model was used in the study. The participants of study consisted of 243 university students who were enrolled in different programs at Ziya Gokalp Faculty of Education of Dicle University during spring semester of 2011-2012 academic year. Of the participants, 103 were female and 140 were male. Tromso Social Intelligence Scale developed by Silvera, Martinussen and Dahl (2001) was adapted to Turkish by Dogan ve Cetin (2009) to assess students' social intelligence and Cultural Intelligence Scale developed by Ang et al. (2007) and was adapted to Turkish by the researchers to determine students' cultural intelligence were used. The relationships between social intelligence latent variable consisting of social information processing, social skills and social awareness variables and cultural intelligence latent variable consisting of matecognitive, cognitive, motivational and behavioral variables was examined by using structural equation model. The results of structural eqution model demonstrated that there was significant relationship between social and cultural intelligence.
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    THE RELATIONSHIP BETWEEN IMPLICIT THEORY OF INTELLIGENCE AND LEARNING APPROACHES
    (Iated-Int Assoc Technology Education & Development, 2013) Cetin, Bayram; Ilhan, Mustafa
    The present study aims to investigate the relationship between implicit theory of intelligence and learning approaches. Data were collected from 257 university students, 123 of whom were female and 134 of whom were male in 2012-2013 Education Year Fall Semester. Implicit Theory of Intelligence Scale (ITIS) and Learning Approaches Scale (LAS) were used as data collection instruments. ITIS developed by Abd-El-Fattah and Yates (2006) for measuring students' beliefs about intelligence was adapted to Turkish by the researchers. As for measuring students' learning approaches, Revised Two-Factor LAS was used. This scale was developed by Biggs (2001) and adapted to Turkish by Bati, Tetik and Gurpinar (2010). In the study, the relationship between implicit theory of intelligence and learning approaches was analyzed by means of canonical correlation analysis. As a result of the canonical correlation analysis, the common variance between implicit theory of intelligence and learning approaches was found to be 38%. The obtained findings have been discussed in relation to the findings reported in the literature.
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    Validity and Reliability Study of the Turkish Version of the Cultural Intelligence Scale
    (Hacettepe Univ, 2014) Ilhan, Mustafa; Cetin, Bayram
    The purpose of the present study is to adapt Cultural Intelligence Scale (CIS), which is developed by Ang et al. (2007) to Turkish, and to assess its psychometrics properties. Research was conducted on 5 different study groups, who consisted of 1104 students at Dicle University Ziya Gokalp Education Faculty during 2012 Spring Semester. In Turkish adaptation process of CIS, its language equivalence was assessed and strong positive and significant correlations were obtained between Turkish and English versions. Explanatory and Confirmatory factor analysis showed four factors for Turkish version of CIS similar to its original version. Concurrent validity results showed that correlation between Turkish version of CIS and Intercultural Sensitivity Scale was .61 and correlation between Turkish version of CIS and Tromso Social Intelligence Scale was .44. Reliability analyses showed .85 internal consistency coefficient and .81 test-retest reliability. Item analyses showed corrected item-total correlations were between .33 and .64. Based on these results, it can be concluded that Turkish version of CIS is a valid and reliable measurement in assessing university students' cultural intelligence.
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    Views of academician examiners on the testing accommodations of the measurement, selection and placement center for disabled test takers
    (Ijate-Int Journal Assessment Tools Education, 2022) Ilhan, Mustafa; Sahin, Melek Gulsah; Cetin, Bayram
    The Measurement, Selection and Placement Center-MSPC (original acronym: 0lcme, Secme ve Yerlestirme Merkezi-0SYM) administers many of the high-stake examinations applied in Turkiye. In order to support equality of opportunity in education and create a fair evaluation system, MSPC actualizes various testing accommodations by adjusting the standardization protocol for disabled test takers. In this research, we examined the views of academicians who served in the halls where disabled candidates take the test in the examinations held by MSPC about the testing accommodations for the disabled. The study design was in the basic qualitative research model. The participants consisted of 12 academicians working at a state university in Turkiye, who had served at least three times in the examination halls reserved for disabled test takers by MSPC. We collected the data via an interview form which included four items and administered it to the participants according to the drop-off and pick-up later method. The research results revealed that academician examiners have various positive opinions about MSPC's testing accommodations for disabled test takers. However, the participants also expressed that current accommodations have certain limitations that should be revised.