Çelik, Oğuzhan

The increasing potential of higher education to find a good job in recent years directs millions of young people to these institutions every day. This increases the role of higher education in the career development of many individuals who plan for their future. In this context, this study aims to examine the structural relationships between career engagement, personal responsibility, and academic motivation in university students. The study was conducted with a total of 714 university students aged between 17 and 25 (M= 21; SD= 4.09), 61.1% female (n=436) and 38.9% male (n=278). The data of the study were collected through the Career Engagement Scale (CAS), Personal Responsibility Scale (PRS), and Academic Motivation Scale (AMS). In the study, a significant positive relationship was found between personal responsibility and intrinsic and extrinsic motivation, and a significant negative relationship was found with amotivation. In addition, career engagement was found to be positively correlated with intrinsic and extrinsic motivation as well as personal responsibility and negatively correlated with amotivation. In addition, personal responsibility was found to have an indirect relationship with career engagement through intrinsic motivation and amotivation. It is thought that these findings will enrich the existing knowledge about the career development of university students and reveal which variables should be paid attention to by experts in career development practices.

Kenan, Adem; Hazar, Fatma Nur; Akyol, Seda

The purpose of this research is to develop a mobile magazine application (M-IKLIM) that provides content on climate change for middle school students within the scope of the TÜBİTAK (The Scientific and Technological Research Council of Turkey) 2209/A project, and to evaluate the usability of this application. The research was conducted using the Design-Based Research (DBR) method. The study group consists of middle school students. The Mobile Application Satisfaction Questionnaire (MASQ), developed by Namlı (2010), was used as the data collection tool. The obtained data were analyzed using descriptive statistics and correlation analyses. In the descriptive analyses, the mean and standard deviation values of each survey question were calculated. In the correlation analyses, the relationships among the survey data were examined. According to the research results, the M-IKLIM application was generally evaluated positively by the students. Students indicated that the application is user-friendly and suitable for its purpose. The survey results show that the application is generally understandable and not complex. Correlation analyses revealed that user-friendly interfaces and the safety of the application increase student satisfaction. However, it was determined that improvements need to be made in some areas. In future studies, it is recommended to analyze user feedback in more detail and continuously improve the application based on this feedback.

Haspolat, Namik Kemal; Özer, Abdulkadir

This study aimed to examine the effects of individual (age, gender, frustration of basic psychological needs) and environmental (adolescent-parental relationships, friendship relations, victimization) variables on peer bullying in adolescents. The study group consisted of 831 middle and high school students, 516 girls (62.1%), and 315 boys (37.9%). The research data were obtained using the Personal Information Form, Friendship Qualities Scale, Adolescent-Parental Relationships Scale, Peer Bullying Scale Adolescent Form, Basic Psychological Needs Satisfaction, and Frustration Scale. Hierarchical Regression Analysis was used to analyze the data. According to the results obtained from the study, gender, age, frustration of basic psychological needs, adolescent-parent relationships, and victimization variables were found to be significant predictors of adolescents' bullying levels. In the model, the friendship relationships variable is not a significant predictor. In the study, it was determined that victimization was the strongest predictor, and the model explained approximately 34% of the bullying level of adolescents. The results obtained from this study show that individual and family-participated interventions can be effective in preventing peer bullying in adolescents.

Akgül, Güldem Dönel; Çolak, Nurgül

The aim of this study is to evaluate the analogies developed by science teacher candidates for gene, DNA and chromosome concepts by considering their structure and types. While analogies are used in teaching, the similarities between easy-to- understand, well-known examples taken from daily life and difficult to understand abstract concepts are emphasized. The well-known concept is defined as analog, and the concept that is being taught is defined as the target concept. Data collection process in the study was carried out in the fall semester of the 2019-2020 academic year. A total of 65 prospective teachers studying at the Faculty of Education Science Education final year of a university in the Eastern Anatolia Region participated in the study. The data were analyzed by content analysis, the results obtained were coded, and their frequency and percentages were determined and then tabulated. As a result of the analysis of the data; it was determined that teacher candidates developed 39 different analogies for gene concept, 31 different analogies for DNA concept and 36 different analogies for chromosome concept. In addition, according to the analogical relations of the analogies developed in the research, the most structural analogy, the simplified analogy according to the abstraction level of the analogy, the analogy stated 94% according to their limitations, the analogies indicated by 94% according to their limitations, and the verbal analogies by 95% according to the way analogies are presented. It was. The contribution of the use of analogy to the teaching process is frequently seen in the literature. In this respect, it can be suggested that teachers use analogies in science lessons, studies on the use of analogies for the subjects in the Physics and Chemistry disciplines, and examines the effect of science teachers 'processing science subjects using analogies on students' achievement.