Psycho-Educational Research Reviews 2020-08-01T23:57:37+00:00 Editor IJPES Open Journal Systems <p>PERR (starting from August 2020 - Vol. 9, No. 2) is a continuation of the journal previously known as "International Journal of Psycho-Educational Sciences (IJPES)".</p> <p>Call for Papers - Vol. 9, No. 3 (December 2020)<br />Submission Deadline: September 30, 2020</p> Investigation of the Relationship between 5th Grade Students’ Self-Efficacy and Academic Achievements for English Course Achievements 2020-06-23T18:04:34+00:00 Ocak Gürbüz Özge TİRAKİ <p class="zet"><span style="font-size: 12.0pt;">In this study, it is aimed to determine whether the self-sufficiency of the 5th grade students related to the acquisitions in the English course differentiates their academic achievements, to examine whether there is a significant relationship between their self- sufficiency and their academic achievements, and to determine whether this relationship varies according to some variables. A relational screening model is used to determine whether there is a relationship between students' English self-sufficiency and their academic achievement. There is a significant relationship between English self-sufficiency levels and academic achievement in English in terms of students' gender and parental education levels. The common influence of gender and English self-sufficiency levels on students' academic achievement in English is significant. There is a significant difference in the sub-dimensions of "understanding language, using language and feeling sufficient" of the scale developed to determine the English self- sufficiency according to the education level of the students.</span></p> <p class="zet"><span style="font-size: 12.0pt;">&nbsp;</span></p> 2020-08-01T00:00:00+00:00 Copyright (c) 2020 Psycho-Educational Research Reviews The Impact of Dialogic Teaching on Academic Success and Anxiety Regarding Mathematics Courses 2020-06-23T18:49:54+00:00 Gülnur Özbek Gizem Uyumaz <p class="Standard" style="margin-bottom: 6.0pt; text-align: justify;"><span lang="EN-US" style="font-family: 'Times New Roman',serif;">In this study, the aim is to examine the impact of Dialogic Teaching on students’ academic success and anxiety regarding mathematics course subjects of limit and continuity, which are in the scope of 12<sup>th</sup> grade mathematics course curriculum, within the sub learning domain of continuity. During the research, both qualitative and quantitative methods were employed. The sample space comprises of 56 students, 27 of which were the experimental group and the other 29 were the control group. Data sources consist of a continuity sub-learning domain success scale, which was developed by the researchers; a mathematical anxiety evaluation scale, which was revised with concept cartoons; and video recording of the lectures. During the study, Dialogic Teaching was used in the experimental group, while normal curriculum was taught in the control group. The results of the study indicate that Dialogic Teaching was not only effective in increasing students’ success in the sub learning domain of continuity, but also helpful in reducing mathematical anxiety among students. The drawn conclusion was that Dialogic teaching has improved students’ ability to generate alternative solutions to a problem, form and justify theses, make evidence-based judgments. Also it was effective in enabling students to comprehend concepts more profoundly by making scientific decisions.</span></p> 2020-08-01T00:00:00+00:00 Copyright (c) 2020 Psycho-Educational Research Reviews The Effect of Conflict Resolution Physchoeducation Programme on the Secondary School Sixth Grade Students Attitude Towards Violence and the Level of Agression 2020-05-17T19:58:53+00:00 Ayşe Demirci Coşkun Arslan <p>The purpose of this study is; to examine the effect of conflict resolution physchoeducation programme on the secondary school sixth grade students’ attitude towards violence and the level of agression. In order to examine the effect of conflict resolution pyschoeducation programme on the secondary school sixth grade students’ attitude towards violence and the level of agression, quasi-experimental pattern with pre-test-post test control group was used. The study group of the research consists of 20 students. Among this group of 20 students, 10 students formed experimental group and 10 students students formed control group. To choose the students to the conflict resolution pyschoeducation programme, “Agression Scale”&nbsp; developed by Gültekin (2008) was applied. The Conflict Resolution Pyschoeducation Programme consisted of 8 sessions. It was applied throughout 8 weeks including 8 sessions, each lasting 40 minutes. No studies were led with the control group. In the study, “Attitudes Toward Violence Inventory” which was developed by Blevins (2001) and adapted to Turkish by&nbsp; Balk?s, Duru and Bulu? (2005) was used as data collecting tool. It was tested whether there are meaningful differences among pre-tests and post tests of Experimental and Control Groups by using Wilcoxon Signed Ranks Test. At the end of the research of conflict resolution pyschoeducation programme, no meaningful differences were observed on the agression levels of students in the experimental group. Nevertheless, it was observed that the scores of attitude towards violence were decreased. No meaningful difference were observed on the scores of students in the control group agression and attitude towards violence.</p> 2020-08-01T00:00:00+00:00 Copyright (c) 2020 Psycho-Educational Research Reviews Teacher Adaptation of Child Development Assessment Scale (CDAS) into Turkish and Evaluation of Development of 5-Years-Old Children 2020-06-23T18:25:55+00:00 Zeynep Apaydın Demirci Emel Arslan <p>This study was conducted to examine the adaptation of the Child Developmental Assessment Scale (CDAS) to Turkish and the developmental evaluations of 5-year-old children in terms of various variables. A general screening model was used in the study. The study group of this research is composed of children aged 5 years who continue to the official independent kindergartens of the Ministry of National Education in the county centre of Bilecik and private nursery and daycare homes. As a data collection tool in the research, the General Information Form created by the researcher and the CDAS developed (2014) by Andrée Pomerleau, Nathalie Vézina, Jacques Moreau, Gérard Malcuit and Renée Seguin were adapted to Turkish. For the linguistic equivalence of the scale, translations were first made in Turkish. The necessary statistical analyzes were used after the translation procedures and implementation. For the reliability studies of the scale, internal consistency coefficient Kuder Richardson and item total correlation analysis were performed. For the validity studies, the opinions of the expert academicians were analyzed by Kappa analysis and the validity of the contents was examined and the item strength and discriminative power of each item in the measure were calculated. The Kuder Richardson score for the reliability of the CDAS was found to be 0.79 in the applied groups. The high KR-20 values in the applications showed that the internal consistency of the test was high. According to expert opinion, the validity of coverage and linguistic equivalence studies were found to be sufficient. These results suggest that the Child Development Assessment Scale is valid and reliable for children aged 5 years.</p> 2020-08-01T00:00:00+00:00 Copyright (c) 2020 Psycho-Educational Research Reviews Effectiveness of a Brain-Based Learning Theory in Developing Mathematical Skills and Scientific Thinking among Students with Learning Disabilities in Oman 2020-06-29T15:10:36+00:00 Adel ElAdl <p>The current research is designed to investigate the impact of a BBL theory training program on developing mathematical skills and scientific thinking of mathematic disabled students. The proposed training program works as an independent variable comprising (22) training sessions. The methodology of the proposed program is based on integration between (Caine and Caine)’s principles of BBL and (Karen D. Olsen, Susan Kovalik)’principles of BCL. The dependent variables were mathematical and scientific thinking skills. The validity and reliability of both independent and dependent variables were checked and confirmed by a pilot study, the study sample was divided into two groups; a control group of 36 participants; (16 males, 20 females), and an experimental of 35 participants; (16 males, 19 females) both with an average age (13 years). The research design used a quasi-experimental design. Results showed the effectiveness of the training program employed.</p> 2020-08-01T00:00:00+00:00 Copyright (c) 2020 Psycho-Educational Research Reviews Effects of Cognitive Therapy Program on Increasing Personal Intelligence 2020-07-07T10:54:12+00:00 Hanan Mohamed Sayed Ismail Al-Humidi Al-Dhaidan <p>Personal intelligence is one of the multiple intelligences concerned with individuals` internal characteristics. It plays a major role in the understanding of oneself in all one`s aspects being aware of one`s abilities and acting accordingly. personal intelligence also reveals the extent of individual`s honesty with themselves and enhances their understanding of their emotions, intentions, and goals The cognitive therapy method developed by Beck suggests that individuals are subject to negative concepts and automatic thoughts that cause negative feelings about the self. The therapeutic method is based on the cognitive model, which states that thoughts, feelings and behaviours are paramount and that individuals can overcome difficulties and achieve goals by identifying and changing their patterns of thinking. cognitive distortions result from inaccurate thoughts, problem behaviours, and painful emotional responses. In cognitive therapy, individuals work in collaboration with the attending physician to develop the skills to test and modify beliefs, identify cognitive distortions, improve communication with others, and change behaviours. This study implemented a cognitive therapy program to develop personal intelligence, which showed his indirect effect on the impulsivity. A sample consisted of 26 students from a science and humanities college department in Rumah in Kingdom of Saudi Arabia. The subjects personal intelligence and impulsivity were measured before and after implementation of the program for the experimental group, The results showed that the program was effective improving personal intelligence and that impulsivity decreased with increases in personal intelligence.</p> 2020-08-01T00:00:00+00:00 Copyright (c) 2020 Psycho-Educational Research Reviews Prevalence and Factors Associated with Social Networking Addiction among Saudi University Students 2020-06-23T08:08:17+00:00 Mariam Hejab Alshaibani <p>This study aims to determine the prevalence of social networking addiction among Saudi university students and its association with demographic variables. It also aims to assess students’ perceptions of the benefits of social media and explore the relationship between social media usage and students’ preferred social networking platform.<br>Method: This cross-sectional study was conducted in April 2019 on male and female students enrolled at Taif University, Saudi Arabia. An online questionnaire was distributed through popular social media platforms (Twitter, Instagram, and WhatsApp). The questionnaire included questions on demographic characteristics, items that reflect addiction, and the advantage of social networking site use scale. Pearson’s correlations test was used to assess the association between continuous variables, including the students’ perceptions of social media addiction, advantage of social media use, usage of different social media platforms, and daily hours of social media use.<br>Results: Of the 996 university students invited to participate, 697 completed the survey, representing a response rate of 70.0%. Overall, the mean rating for the students’ perceived social media addiction was 2.71/5. Conversely, their overall perception of the advantages of using social media was 3.31/5. Students’ perceived usefulness of social media significantly exceeded their perceived addiction to social media (p &lt; .001). Pearson’s test indicated that students’ perceptions of social media addiction correlated significantly and positively with their perceptions of the advantages of social media use (r = .38, p &lt; .010). Overall, the hours of daily social media use, frequency of social media use during lectures, Snapchat use, and students’ perception of the advantages of social media were predictors of social media addiction.</p> 2020-08-01T00:00:00+00:00 Copyright (c) 2020 Psycho-Educational Research Reviews Faculty Attitudes and Knowledge Regarding Inclusion and Accommodations of Special Educational Needs and Disabilities Students 2020-07-06T19:41:41+00:00 Amel Benkohila Hala Elhoweris Efthymia Efthymiou <p>University students with Special Educational Needs and Disabilities (SEND) might have lower attendance and graduation rates and lower academic performance when faculty show negative attitudes toward their inclusion at university. Limited research examines faculty’s attitudes and willingness to provide students with disabilities reasonable accommodations for their successful inclusion in university in the UAE. The goal of this study is to investigate factors associated with faculty’s attitudes and willingness for university students with disabilities’ inclusion and accommodations. The impact of teaching experience, prior contact with students with disabilities, and severity of disability on the faculty attitudes and willingness were studied. One hundred twenty-five faculty members were recruited at a public university in Abu Dhabi to participate in a one-year quantitative study that explored their attitudes and willingness. Findings show that the faculty had positive attitudes and willingness to provide students with disabilities with accommodations under three conditions: (1) their inclusion is fair and beneficial, academically and socially; (2) learning environment, curriculum and teaching, enhance their inclusion when faculty have less teaching load and more time; and (3) more faculty training is needed for using accommodations in the classroom. Policy and practice implications concerning the students’ inclusion and reasonable accommodations are discussed.</p> 2020-08-01T00:00:00+00:00 Copyright (c) 2020 Psycho-Educational Research Reviews