Three methodological approaches were applied to understand the role of interest and self-efficacy in reading and/or writing in students without and with persisting specific learning disabilities (SLDs) in literacy. For each approach students in grades 4 to 9 completed a survey in which they rated 10 reading items and 10 writing items on a Scale 1 to 5; all items were the same but domain varied. The first approach applied Principal Component Analysis with Varimax Rotation to a sample that varied in specific kinds of literacy achievement. The second approach applied bidirectional multiple regressions in a sample of students with diagnosed SLDs-WL to (a) predict literacy achievement from ratings on interest and self-efficacy survey items; and (b) predict ratings on interest and self-efficacy survey items from literacy achievement. The third approach correlated ratings on the surveys with BOLD activation on an fMRI word reading/spelling task in a brain region associated with approach/avoidance and affect in a sample with diagnosed SLDs-WL. The first approach identified two components for the reading items (each correlated differently with reading skills) and two components for the writing items (each correlated differently with writing skills), but the components were not the same for both domains. Multiple regressions supported predicting interest and self-efficacy ratings from current reading achievement, rather than predicting reading achievement from interest and self-efficacy ratings, but also bidirectional relationships between interest or self-efficacy in writing and writing achievement.  The third approach found negative correlations with amygdala connectivity for 2 reading items, but 5 positive and 2 negative correlations with amygdala connectivity for writing items; negative correlations may reflect avoidance and positive correlations approach. Collectively results show the relevance and domain-specificity of interest and self-efficacy in reading and writing for students with persisting SLDs in literacy.

This pilot study focuses on the impact of academic conferences from a gender-based perspective. What motivates faculty members to attend conferences? Which conferences do they choose? Can differences be found between men and women in their attitude to the effect of the conference and its contribution to their academic work, in light of many studies on the significance women attach to the value of family and its prioritization over their career? The study dealt with a case study of one university in Israel. Ninety four academic faculty members from a variety of departments completed a questionnaire, including 60.9% women and 39.1% men. The main finding is that, among both men and women, academic conferences are perceived as contributing to their professional development. Faculty members addressed the contribution of conferences to their professional development. Findings showed that professional focusing during conferences results in publications and develops interest in the conference – and not vice versa, i.e., it is not interest in the conference that leads to publications. It was also found that the size of the conference predicts the significance of the focus on professional aspects. From a gender perspective, women prefer small conferences. In addition, for women, although they prefer small conferences they attach significance to collaborations that lead to professional focusing on their fields of research. Women appear to bring their "family-oriented patterns" to their work, explaining their inclination to small and more intimate conferences. The research findings might have an impact on the consideration given to planning academic conferences in order to reach the academic outcomes expected by faculty members who perceive conferences as an essential platform for their professional development.  

This study aims to describe achievement motivation on outstanding students in learning to write at the fifth grade  primary schools students. The research method used is descriptive qualitative. Subjects in this study were 18 achieving students. The data were collected through questionnaire, interview and observation. Analytical techniques used are interactive analysis consisting of data collection, data reduction, data presentation and conclusion. The results of this study indicate that the achievement motivation on outstanding students in learning writing is good, this happens because of several factors that support outstanding students in learning writing have good achievement motivation. There are factors of individuals (intern) and environmental factors (external), an individual factor which consists of 1) the competence of students; 2) belief to succeed, while environmental factors consists of 1) the competitive situation; 2) support from parents, 3) schools, including how to teach teachers.

Energy literacy is a minimum required capacity for developing a sustainable society that participates in and discusses on energy and environmental (EE) issues. Understanding the energy literacy structure is of significant importance for providing effective energy education to promote people’s awareness of EE issues. In this article, an energy literacy structural model integrated with the Theory of Planned Behavior and Value-Belief-Norm Theory was investigated for 1070 lower secondary students (ages 13-15) in Japan. Structural equation modeling uncovered that the awareness of consequences is the most powerful predictor for the causality between basic energy knowledge and energy-saving behavior through the attitude toward the energy-saving behavior. A conditional process analysis elucidated that (1) the conditional effect of basic energy knowledge on the awareness of consequences depends on scientific literacy, critical thinking ability, and environmental worldview, and (2) the conditional direct and indirect effects in the mediation model of awareness of consequences on the attitude toward energy-saving behavior through the ascription of responsibility depend on environmental worldview or values and family discussion of energy-related issues. The energy literacy model proposed provides a theoretical contribution to the development of an effective energy education program.

In this study, the relationship between high school students' test anxiety, academic procrastination behaviours, family attitudes and academic achievements were examined; the predicting of test anxiety, academic procrastination and family attitudes on the academic achievement was also investigated. The participants of the study were composed of 496 high school students. The end-of-term grade average of the students was defined as the criterion of their academic achievements. The students' test anxiety was measured by the Revised Test Anxiety Scale and the academic procrastination behaviours by the Academic Procrastination Scale. The family attitudes were measured by determining the frequency of the activities that support the academic achievement of the students. Data were analysed by correlation and regression methods. The findings indicate that there was a negative correlation between “achievement score” and “anxiety”, “test irrelevant thinking” and “academic procrastination” while there was a positive correlation between “achievement score” and “family attitude”. The findings also revealed that “tension”, “bodily symptoms” and “family attitude” significantly predicted the “end-of-term grade average” positively, while “worry”, “test irrelevant thinking” and “academic procrastination” significantly predicted the “achievement score” negatively. The findings were discussed in the light of literature along with the suggestions for further studies.

The first step towards discussing a phenomenon or a concept in depth and with powerful scientific principles and methodology is to develop, adapt and utilize tools that accurately measure and discover the problem. For this purpose, the present study concentrated on paternalistic leadership, which is a new concept in the field of management, and reliability and validity studies on the scale (PLS) that was used to assess paternalistic leadership by Cheng et al. (2004) were conducted to add the scale to the national literature. The study was conducted on the data collected from 326 (EFA) + 255 (CFA) research assistants to determine the validity of the scale. In a determination of the reliability of the scale, item-total point correlations and Cronbach’s Alpha internal consistency coefficient were used. In order to determine how the scale works in different cultural and qualitative samples, the adaptation version was discussed by comparing with the previous factor analysis studies of the PLS. The analysis showed that adaptation version of the PLS, with the structure of its 3 sub-dimensional and 23-items, will able to be used in studies aiming to determine the characteristics of paternalistic leadership in the organizational structure and management processes of universities for the researchers working in the field of higher education.

Child maltreatment is a serious problem, worldwide. Children and young people who have experienced maltreatment face multiple physical and mental health challenges which hinder their success at school and these adverse experiences makes them more challenging to teach than their non-maltreated peers. Increasingly, teachers are considered as an important part of the wider the child protection workforce as they are well-placed to intervene and prevent further harm. To fulfil this role effectively, teachers require requisite training beginning in initial teacher education programs. This paper is a protocol for a systematic scoping review that asks: “What is known about preservice/initial teacher education for child protection?”  Systematic scoping reviews are worthwhile and necessary in fields where research is diverse and needing of synthesis to identify strengths in the body of evidence and identify gaps to set new research directions. We will draw on Askey and O’Malley’s six-stage scoping review methodology to assess the scope, range, and nature of research activity on this topic. We will add an innovative seventh stage involving a commitment to disseminating and applying knowledge generated from the review. The research question has been established, and key terms defined (Stage 1). The search strategy has been devised, and searches have been run (Stage 2). Round 1 screening of titles and abstracts is completed and full text screening is currently in progress (Stage 3). To our knowledge this is the first attempt to systematically map the empirical literature on child protection in pre-service teacher education. When completed, this systematic scoping review will offer a comprehensive, transparent, and replicable way to assess the full scope of empirical research on this important topic of utmost educational relevance.

This study aims to explore the effect of students’ family socio-economic status, gender, family support, learning motivation and peer relationships and teachers’ equity on the victims of school bullying in Hong Kong. Additionally, the model was analyzed by SEM. The participants in this study were 15 year-old middle school students living in Hong Kong. The data were collected from the PISA 2015 database and the valid number was 4856. The results indicating that family support, peer relationships, and teacher fairness have a negative influence on school bullying. Family support affects one’s risk of being bullied by influencing learning motivation. Peer relationship affects one’s risk of being bullied by influencing learning motivation. Teacher fairness affects one’s risk of being bullied by influencing learning motivation.  

By using multi-level modeling, this study explores the impact of students’ perception of the quality of the teacher-student relationship and family structure on student achievement after controlling for socioeconomic status (SES), school urbanicity, and school control. The data from 750 schools and 17,000 10th grade students were analyzed. Family structure and student’s perception of teacher-student relationship, and SES were student-level; school urbanicity and school control were school-level variables. The findings indicated that students, who had a positive perception about their relationship with their teachers, came from families including two biological parents, and had high SES and high math achievement. Students’ SES and attending public school in urban areas were found to be significantly related to students’ math achievement. The math score for public school students was lower than students from private and Catholic schools. The further research should have a design addressing the impact of these variables in a longitudinal term.

Understanding the structure of energy literacy is of importance to provide an effective energy education. This article reports the difference in attributes of energy literacy by applying the energy literacy structural model proposed in our previous study through lower secondary school students in Thailand (N = 635) and Japan (N = 1070). Results indicated that Thai students scored higher than those of Japan except the basic energy knowledge and awareness of consequences. On the other hand, the amount of basic energy knowledge did not affect to increase the entire energy literacy of Japanese students. Moreover, mean values of Japan tended to decrease with the school year progression. The energy literacy model was able to support our previous outcome that the awareness of consequences plays a critical role to link between basic energy knowledge and energy-saving behavior. The social expectations or pressures may affect the structure of energy literacy of Thai students. This study suggested that the energy education required in Thailand is to enable students to derive solutions by their own critical thinking based on knowledge relevant to the energy and environmental issues. While, for Japan, it may be necessary to implement energy education as early as possible to enhance students’ awareness of consequences in an appropriate manner incorporating with family participation and visiting energy-related facility. These findings contribute the development of energy education for improving energy literacy in an effective manner.  

The purpose of this study is to examine the views of nine years old students about media literacy and media literate. Phenomenology approach was used qualitative research designs in the research. The study group consisted of 12 (7 girls, 5 boys) third grade students from two different primary schools in Bayrakli, Izmir, Turkey. Research data were collected through interviews. In these interviews, a semi-structured interview form was used. Content analysis was used to analyze the data. Research findings are grouped under three themes: The meaning of media literacy, Characteristics of media literate and Being able to define themselves as being media literates or not. The findings showed that students mostly defined media literacy as “having a time limit in the use of media tools” and “critical view to the media”. According to students, the media literate is “ the one who uses the media for educational purposes" and as "critics".

The aim of this study is to explore the relationship among college students’ entrepreneurial self-efficacy, career adaptability, and entrepreneurial intention. Based on the Theory of Planned Behavior（TPB）, this study adopted the entrepreneurial self-efficacy scale, career adaptability scale and entrepreneurial intention scale to investigate 1039 college students from a university in ShanDong province, China. The results indicated the following: (a) entrepreneurial self-efficacy of college student significantly and positively affected entrepreneurial intention; (b) entrepreneurial self-efficacy of college student significantly and positively affected career adaptability; (c) career adaptability significantly and positively affected entrepreneurial intention; and (d) career adaptability partially mediated the effect of entrepreneurial self-efficacy on entrepreneurial intention. The results of this study can serve as a reference for universities wishing to implement career education and provide entrepreneurship guidance.

The aim of this study is to identify parental involvement types and determine what type of parental involvement the parents of middle school children prefer. Moreover, it is aimed to examine the parental involvement types with regard to the parents' gender, their educational background and the socio-economic status of the school. The population of the study comprises the parents of the six grade students study in  29 middle schools during 2018-2019 academic year in Denizli province in Turkey. The sample of the study consists of 243 volunteer parents in three different schools with low, medium and high socio-economic level based on their residential area according to the information obtained from the National Education Directorate. According to the data obtained from the scale, it was seen that parents were more likely to use parenting, learning at home and decision-making as parent involvement types; on the other hand they used 'collaborating with community' the least. Parental involvement types did not differ significantly according to gender. Whether parents are female or male did not affect the types of participation. This may be related to parents' trust in school. It may be stated that the school, which had a higher social status, met the expectations of parents and did not require active participation. Parental involvement types varied significantly depending on the parents' educational background.

This study examines the effects of the SCAMPER technique-based educational activities in the simple machines unit of a science lesson on students' academic achievement, motivation and attitude. The study examines the effects of the simple machines unit activities in the science lesson through a paired quasi-experimental design, which is one of the quantitative research methods. The sample group of the research consists of 33 eighth-grade students studying in a middle school in the Ortaköy district of the Aksaray province in 2018–2019. The research uses simple random sampling method. The experimental group was given SCAMPER-based activities in the simple machines unit for 4 hours a week with a total of 16 hours, and lessons were conducted with the control group in line with the curriculum. To collect data within the framework of the research, the 'attitude scale towards science lesson', scale for 'students' motivation towards science learning' and 'simple machines unit achievement test' were used. As a result, when compared to the control group, there was a significant difference in the academic achievement and motivation of the experimental group who performed SCAMPER-based activities in the simple machines unit of the science lesson. There was no significant difference between the attitude scores of the experimental and control group as a result of the study.

The main purpose of this research was to reveal the opinions of prospective teachers of special education teacher education program about special education schools and the special education field. This study was used the phenomenological designed. It involved 14 special education teachers of Harbiye Selman Nasir Eskicak Secondary School. The collected data were subjected to data mining by content analysis. Some results had been obtained regarding the dreams and problems and solutions proposed by prospective teachers in a special education institution and special education. It had been found out that prospective teachers design student-centered and differentiate the disability differences among individuals-oriented design when designing special education schools. In addition, they pointed out that there were some problems related to teachers, teaching environment, curriculum, legislation and parents in the field of special education. It had been seen that prospective teachers who produce solutions to these problems have awareness about the field. With the help of the results obtained from the study, suggestions about the special education field were developed.

Child Friendly School (CFS) is a democratic environment based on children's rights, where all students are accepted, teaching-learning processes are organized according to children's interest needs, health, safety and protective measures are taken for children and gender-based discrimination is not provided. Preschool education institutions, which are considered to be very effective on the future of the child and the society, should be child friendly in this way. The aim of this study is to identify the teaching-learning environment of independent kindergartens in the context of a child-friendly. The data of the study was obtained from the independent kindergarten in different socioeconomic environments with “CFS Diagnostic Form”. According to the results, it was seen that in terms of effectiveness, the physical areas and materials of the schools were sufficient, but the places and qualifications that increase the effectiveness of teaching were insufficient; in terms of inclusiveness, all children attend school without discrimination in terms of inclusiveness, but female students have low access to school; in terms of democratic participation, means are used to ensure communication with the environment, in terms of healthy, safe and protective environment, physical requirements are fulfilled, necessary measures are taken, but ventilation and out-of-school safety measures are not sufficient and in terms of gender sensitivity, there is no discrimination based on gender. It has been concluded that the independent kindergartens are largely child-friendly, despite some inadequacies.

In order to create a healthy social structure, there should exist common values and these values need to be transferred to next generations. In this transfer process, education plays a vital role in transferring values in society. Values are personal, moral and social emotions which help a human and a society survive. Being a society-oriented course, social studies has an important place in transferring values. The primary aim of the social studies course in our country is to raise good citizens. One of the duties of educational institutions, which intend to have students acquire behaviors aiming for the wellbeing and beauty of the society, is to give values education. One of the values included in the social studies course teaching program is the value of responsibility in a society. In this study, the 5th grade students' views of the value of responsibility were examined. A total of fifteen students, six male and nine female, participated in the study. In the study, the data collected via the semi-structured interview technique was analyzed according to qualitative research methods. According to the results obtained via analyzing the answers given by the 5th grade students participating in the study, it can be stated that the students had the value of responsibility.

Within the scope of the research, which aims to determine the leisure literacy and leisure exercise levels of the university students who volunteer in sports organizations, it is aimed to analyze the relationship and the differences of certain variables with measurement tools, as well as to examine the relationship and impact between leisure literacy and leisure exercise. In this context, 207 sports organization volunteers who participated in the study participated in the data collection, as well as a demographic information form, as well as the “Leisure Literacy Scale” and “Leisure-Time Exercise Scale" was used. In this study, the internal reliability coefficient for the Leisure literacy scale was .94 and .70 for the leisure exersice questionnaire. Descriptive statistics, independent sample t test, one-way analysis of variance (ANOVA) test and Tukey (HSD-LSD) test and Pearson Correlation test and regression analysis were used for data analysis. The findings reveal that participants have high leisure literacy (81.25 ± 14.04) and men exhibit more active leisure exercise levels, certain variables change leisure literacy and leisure exercise levels. On the other hand, positive strong relationships between leisure literacy and leisure exercise were determined, and leisure literacy was found to have a positive effect on leisure exercise level. As a result of the research, it can be stated that the volunteer participants who take part in sports organizations and evaluate their leisure time actively, the literacy knowledge, background and action level for their leisure time is an important factor that makes individuals spend their leisure by exercising.

The aim of this research is to examine the psychological resilience levels of students studying in the Faculty of Sports Sciences according to some variables. The sample of the study consisted of Sports Sciences Faculty students of Duzce University, and the population consisted of 200 students from the Sports Sciences Faculty selected through a convenience sampling method. An eight-item personal information form developed by the researcher for demographic characteristics and ‘‘Short form of resilience scale’’ to determine resilience levels of participants were used. According to data obtained, while resilience levels, grades, gender, branch, department, age, and income variables of participants did not show a significant difference (p>0,05), it showed a significant difference according to sports age and place of living variables (p<0,05). Besides it was determined that resilience scores of male participants were higher than females, and team athletes had higher scores than individual athletes, lower classes had higher scores than upper classes, sports management students had higher scores than coaching and physical education and sports teaching students, and students who had younger age had higher scores than students who had older age. As a result of research, it was determined that resilience could be differed by class, sports age, residence variables. Also, it was revealed that sports age affects resilience negatively.

This study aimed to investigate whether Thai high school students’ perceived teacher support could enhance their reading ability through self-efficacy and sense of school belonging. The theoretical foundation of this study included the theory of social-motivational processes and social cognitive theory. Structural equation modeling was used for analysis and validation. The student questionnaire from the Programme for International Student Assessment (PISA) 2018 survey questions regarding teacher support, sense of school belonging, self-efficacy, and reading ability. The sample consisted of the data collected from the Thai students in the PISA2018 survey, with an effective sample size totaling 7968. The research results of the overall model showed that the perceived teacher support of Thai high school students’ had no direct effect on their reading ability, but their perceived teacher support had an indirect effect on reading ability through their self-efficacy and sense of school belonging. From the results can be seen that high school teachers in Thailand, in supporting and encouraging their students in learning, must simultaneously develop their perceived self-efficacy and sense of school belonging. Only thus can there be obvious help to their students’ reading ability.