Ekşisu, Mustafa

The study aimed at investigating the role of proactive personality in the relationship between the experience of parentification, psychological resilience and psychological well-being. In the study, the survey method based on quantitative data was utilized. The participants were composed of 416 university students (266 females, 150 males). The data were gathered via the Psychological Resilience Scale (PRS), the Proactive Personality Scale (PPS), the Psychological Well-Being Scale (PWBS), the Parentified Child Scale-Adult Version (PCS-A), and a personal information form. The data were analyzed via Pearson product-moment correlation coefficient and mediation analysis. The findings revealed that the experience of parentification had a negative direct effect on psychological well-being and psychological resilience, while it had an positive indirect effect on psychological well-being and psychological resilience through proactivity. In other words, as university students’ level of proactivity increased, the negative effect of parentification on psychological well-being and psychological resilience decreased.

Telli, Esra; Çetin, Nihal Menzi; Akkoyunlu, Buket; Dağhan, Gökhan

In this study, it was aimed to determine the reflective thinking levels of prospectiveteachers and the change of their reflectivity levels within the teaching practicum process. Forthis purpose, the blog postings, which written by the prospective teachers at different themes,were analyzed. Within the scope of the study, reflective thinking levels were discussed basedon the six different criteria with the following titles: Attending to feeling, sharing personalexperience, analysis and meaning-making, depth of reflection, language use and writingquality, use of textual evidence and historical context, and transfer of knowledge. In thisstudy, the document analysis method was used as a data collection technique. The study wascarried out with 37 prospective teachers, attending Teaching Practicum in the Department ofComputer Education and Instructional Technology (CEIT) of a state university in Ankara,Turkey. Prospective teachers wrote about their teaching experiences throughout teachingpracticum on their blogs. Blogs were evaluated with the help of the reflection level rubric,which prepared by the researchers. It was concluded that the lowest reflection level emergedwith regard to the use of textual evidence and historical context criteria and that lessreflective blogs were, in almost all criteria, with respect to the overall evaluation of thecourse (Theme-5). In the last section, further results and related recommendations arementioned.

Koç, Hatice Kübra

In foreign language teaching, both cultural elements and communicating with others in a cultural environment are some of the indispensable requirements for language learners. In this sense, intercultural communication can be seen as a keystone for language teaching and learning. However, it is known that in order to improve intercultural communication; course books should be designed via some basic elements based on intercultural communication. In this study, for the aim of determining the current situation on the contexts of course books which have been related to intercultural communication, the course books developed by Ministry of National Education in Turkey were examined in terms of consisting activities or tasks related to intercultural communication. As for the grades of these course books; fifth, sixth, seventh and eighth grades were selected, since activities based on intercultural communication have been begun to be adapted to young learners' course books after they are at least eleven because of their cognitive development. At the end of the study, the main themes of the cultural elements in these course books were discussed one by one as referring the related literature, and some suggestions on intercultural communication skills of young learners were introduced for researchers and educators.