Understanding the role of cognitive constructs employed in reading in global math and science achievement

Özcan, Bahadır

We utilized PISA-2018 data from 71 countries to investigate the relationship between cognitive constructs employed in reading literacy (locating information, understanding, evaluating and reflecting, single and multiple thinking) and math and science achievement. We found that these cognitive constructs collectively accounted for 56% of the variance in math and 63% in science achievement, even after adjusting for gender, socioeconomic status, and country fixed effects. This means that the majority of cultural differences in math and science achievement (resulting from different education systems) can be explained by cognitive constructs employed in reading. We also noted that, at the country level, coefficients of cognitive constructs employed in reading demonstrated an interesting reconciliatory pattern. Countries with a weaker coefficient on the “locating information” dimension tended to have stronger coefficients on the “understanding” and “evaluation and reflection” dimensions; whereas, countries with a stronger coefficient on “understanding” dimension tended to have a weaker coefficient on “evaluation and reflection” dimension. These findings are particularly significant for STEM interventions aiming to enhance math and science achievement, as they indicate that a substantia...

Matematik öz-yetkinlik kaynakları ile üst bilişsel farkındalık düzeyi arasındaki ilişki
The relationship between mathematics sources of self-efficacy and their level of metacognitive awareness

Özcan, Bahadır

Bu araştırma, ortaokul öğrencilerinin matematik öz-yetkinlik kaynakları ile üst bilişsel farkındalık düzeyi arasındaki ilişkiyi belirlemek amacıyla yapılmıştır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Çalışma grubunu Güneydoğu Anadolu Bölgesindeki bir il merkezinde devlet ortaokuluna devam eden 304 öğrenci oluşturmuştur. Araştırmada veri toplama aracı olarak Matematik Öz-yetkinlik Kaynakları Ölçeği ve Üst Bilişsel Farkındalık Ölçeği kullanılmıştır. Yapılan regresyon analizi sonuçlarına göre öz-yetkinlik kaynaklarından doğrudan öğrenme deneyimi, dolaylı öğrenme deneyimi ve sosyal cesaretlendiricilerin üst bilişsel farkındalık düzeyini anlamlı şekilde yordadığı belirlenmiştir. The purpose of this study was to determine the relationship between the mathematics self-efficacy resources of secondary school students and their level of metacognitive awareness. The study group consisted of 304 students attending a public secondary school in a city in the Southeastern Anatolia Region. Mathematics Self-Efficacy Resources Scale and Metacognitive Awareness Scale were used as data collection tools. Relational research design was used. The results of the regression analysis indicated that direct learning experience, indirect learning experience and social persuasions scores from sel...

Comparing the associations between metacognitive strategies and academic performance in individualist and collectivist cultures

Özcan, Bahadır

2024-12-17

Protective factors associated with academic resilience of adolescents in individualist and collectivist cultures: Evidence from PISA 2018 large scale assessment

Özcan, Bahadır

Academic resilience relates to children's ability to overcome disadvantaged backgrounds and perform well in school settings. In particular, culture may promote resilience through an understanding of cultural similarities and differences in the function of protective factors in individualist and collectivist nations. Drawing data from the PISA 2018, this study investigated the similarities and differences in protective factors related to academic resilience amongst adolescents in individualist and collectivist contexts. The results of the multi-group logistic regression analyses showed some differential effects of protective factors on academic resilience. Additional gender-moderated effects were reported from moderated-moderation analysis. Adolescents scoring high on perspective-taking tended to be more academically resilient in collectivist cultures but not in individualist ones. Compared to males, female adolescents feeling competent in information-communication technology tended to be less academically resilient in individualist cultures but not in collectivist ones. The findings are significant for shedding light on the protective factors promoting academic resilience in different cultural contexts.

Explaining middle school students’ mathematical literacy with sources of self-efficacy, achievement expectation from family, peers and teachers

Özcan, Bahadır

The promotion of mathematical literacy depends on understanding the variables associated with mathematics learning. The purpose of the current research was to explore relationships between mathematics achievement with sources of mathematics self-efficacy and perceived mathematics achievement expectations of parents, teachers, and friends in middle school students. Participants of the research were 332 8th grade middle school students. The research findings showed that mastery experience, social persuasions, and family expectations significantly predicted mathematics achievement. Furthermore, the most powerful predictor of mathematics achievement was the mastery experience. In conclusion, mastery experience and social persuasions dimensions of sources of self-efficacy and mathematics achievement expectations from parents have associated effects on mathematics achievement.

Impact of cognitive and affective components of test anxiety on the high-stakes exam performance in 12th grade students

Özcan, Bahadır

The high-stakes exams are administered to the candidates to determine their placement into university programs. One of the variables that can influence the performance of high-stake exams is test anxiety. The current study aimed to examine the associations between the cognitive and affective components of test anxiety with the performance of the high-stakes exam (University Entrance Exam [UEE}) in low-achiever, mid-achiever, and high-achiever groups after controlling for gender. The study participants were 264 12th-grade students from schools representing low-, mid-, and high-achievement groups. The findings showed that the cognitive and affective components of test anxiety did not account significantly for the variance of test performance on the UEE controlling for gender in the three groups. However, test anxiety's cognitive and emotional components had negative significant but weak relationships with test performance in only the high-achiever group. Appropriate implications for practitioners, policymakers, and researchers are discussed.

Sources of mathematics self-efficacy of gifted and non-gifted students in high school

Özcan, Bahadır

Sources of mathematics self-efficacy (SMS), which foster the development of self-efficacy belief, can develop differently in students with different cognitive characteristics. The objective of this study was to compare SMS of gifted and nongifted students after controlling for mathematics achievement. Participants of the study consisted of 106 gifted and 118 non-gifted students in high schools. The study was a causal-comparative design. The data was collected through the Sources of Mathematics Self-Efficacy Scale, and students' self-reported previous fall mathematical grades. The results of the study revealed that after controlling for mathematics grades, while SMS of gifted children sharply decreased, SMS in the nongifted group slightly increased. In addition, only vicarious experience dimensions of SMS were significantly different between gifted and non-gifted children. In conclusion, being gifted or non-gifted has an impact on the vicarious experience dimensions of SMS after controlling for mathematics achievement. Mathematics grade positively affects SMS in the gifted group and negatively affects the non-gifted group. Teachers are suggested to use achievement as a reinforcer for gifted students but not for non-gifted students.

The relationship between sources of mathematics self-efficacy and mathematics test and course achievement in high school seniors

In school settings, sources of self-efficacy have the potential to directly and indirectly influence performance. The problem of this study is the direct relationship between sources of self-efficacy and achievement. In connection with this problem, the impact of sources of mathematics self-efficacy on high school senior students’ mathematics test and course achievement was investigated. The study consisted of 257 12th-grade high school students. The findings of the study showed that mathematics course and test performance increased, whereas the scores for mastery experience, social persuasions, vicarious experience, and physiological state increased, too. According to the results of the regression analysis on mathematics course achievement, the mastery experience significantly predicted mathematics course performance. It also explained 56% of the total variance in mathematics achievement. On the contrary, mastery experience, social persuasions, and physiological state significantly predicted mathematics test achievement, as well as explained 27% of the total variance in mathematics test achievement. In conclusion, sources of mathematics self-efficacy have effects on both mathematics test and course achievement.

Altılı Benlik Kurgusu Ölçeği nin Türk kültürüne uyarlanması
Adaptation of the Sixfold Self-Construal Scale to Turkish Culture

Özcan, Bahadır

İnsan davranışlarının anlaşılmasına ve açıklanmasına katkı sağlayan yapılardan biride kültürdür. Benliğin kültürden etkilenen boyutunu ifade etmek için benlik kurgusu kavramı kullanılmaktadır. Bu benlik kurgusu tanımlamaları benliğin farklı boyutlarını kapsamaktadır. Benlik kurgusunun boyutları bireyin kendi benliği ve sosyal çevresiyle kurduğu ilişkiler bağlamında tanımlanmaktadır. İnsan davranışlarının kültürel içeriklerinin anlaşılabilmesi için, öncelikli olarak benlik kurgusunun tanımlanmasına ve bu tanımlama çerçevesinde ölçülmesine ihtiyaç duyulmaktadır. Bu bağlamda Türk kültüründe benlik kurgusunun daha kapsamlı ve toplulukçu özellikleri içerecek şekilde ölçülmesi önem arz etmektedir. Bu çalışmanın amacı, Harb ve Smith (2008) tarafından toplulukçu kültüre sahip ülkelerinde içerisinde yer aldığı daha kapsamlı bir kültürel bağlamda geliştirilen Altılı Benlik Kurgusu Ölçeği’nin (6BKÖ) Türk kültürüne uyarlayıp geçerlik ve güvenirlik çalışmalarını yapmaktır. Araştırmanın katılımcılarını lisans eğitimine devam eden 330 öğrenci oluşturmaktadır. Orijinal ölçeğin gösterdiği altı boyutlu yapıyı Türk kültüründe test etmek için Doğrulayıcı Faktör Analizi (DFA) kullanılmıştır. DFA sonuçlarına göre χ2/sd = 2.95, RMSEA = .07, CFI = .93, NNFI = .92 ve SRMR = .05 olarak bulunmuştur. Ayrıca...

Cultural dimensions of teacher job satisfaction in a collectivist context

Özcan, Bahadır

Culture is a broad context that has the potential to affect teachers’ job satisfaction. The present study investigated the relationships between self-construal and teacher job satisfaction in a collectivist culture. Participants of the study were 426 individuals from primary, secondary, and high schools (1st-12th grades) in a mid-sized city. Stepwise multiple regression analyses were used in the data analysis. The findings suggested that relational vertical, humanistic, and personal self-construal significantly predicted intrinsic satisfaction. Furthermore, collective horizontal and humanistic self-construal significantly predicted extrinsic satisfaction. Finally, collective horizontal, humanistic, and personal self-construal significantly predicted job satisfaction (total). These findings provide strong evidence of the explanatory power of selfconstrual in intrinsic satisfaction, extrinsic satisfaction, and job satisfaction (total).

Özel yetenekli öğrencilerin yaratıcı yazma beceri düzeylerinin incelenmesi
Investigating creative writing skills of gifted and talented students

Özcan, Bahadır

Bu araştırmada, Bilim ve Sanat Merkezinde (BİLSEM) öğrenim görmekte olan özel yetenekli öğrencilerin yaratıcı yazma beceri düzeylerinin cinsiyet ve yetenek alanı değişkenlerine göre incelenmesi amaçlanmıştır. Bu araştırma nedensel karşılaştırma türü bir çalışmadır. Araştırmanın çalışma grubunu BİLSEM’de öğrenim gören resim, müzik ve genel yetenek alanlarında özel yetenekli olduğu tespit edilen 85 öğrenci oluşturmaktadır. Veriler, öğrencilerden alınan yazılı anlatımların değerlendirilmesinde Yaratıcı Yazma Dereceli Puanlama Anahtarı (rubric) kullanılmıştır. Verilerin analizinde bağımsız gruplar için t-testi ve Kruskal Wallis-H testi kullanılmıştır. Araştırmanın sonucunda özel yetenekli erkek öğrencilerin, yaratıcı yazma düzeyleri kız öğrencilerden anlamlı düzeyde daha yüksektir. Ayrıca resim alanında yetenekli öğrencilerin yaratıcı yazma düzeyleri genel yetenek alanındakilerden daha yüksek bulunmuştur. Bu bulgular, cinsiyetin ve yetenek alanının özel yetenekli öğrencilerin yaratıcı yazma düzeyleri üzerinde bir etkiye sahip olduğu sonucunu ortaya çıkarmıştır. In this study, it is aimed to compare the creative writing skills of gifted and talented students who are attending at Science and Art Center (SAC) according to the variables of gender and ability areas. This research is desig...

Lise öğrencilerinde matematik başarısı ile matematik öz-yetkinlik kaynakları arasındaki ilişkinin incelenmesi
Investigating relationship between mathematics achievement and sources of mathematics self-efficacy in high school students

Özcan, Bahadır

Öz-yetkinlik kaynakları, akademik başarıyı doğrudan ve dolaylı olarak etkileme potansiyeline sahip önemli bir değişkendir. Bu araştırmanın amacı; matematik öz-yetkinlik kaynaklarının lise öğrencilerinin matematik başarısı üzerindeki etkisini incelemektir. Ayrıca bu araştırma kapsamında Matematik Öz-yetkinlik Kaynakları Ölçeğinin (MÖKÖ) lise öğrencileri üzerinde geçerlik ve güvenirlik çalışmalarını yapmaktır. Bu çalışma, ilişkisel desende tasarlanmış bir araştırmadır. Araştırmada matematik öz-yetkinlik kaynakları ile ilgili veriler MÖKÖ kullanılarak toplanmıştır. Öğrencilerin matematik başarısı, bir önceki döneme ait matematik dersine ilişkin karne notları öğrencilere sorularak elde edilmiştir. Araştırmanın katılımcıları, 129’u kız, 152’si ise erkek olmak üzere toplam 281 1., 2., 3. ve 4. sınıf lise öğrencilerinden oluşmaktadır. Çalışma verilerinin analizinde çoklu regresyon analizi kullanılmıştır. Araştırma sonuçları lise öğrencilerinin matematik başarı puanı yükseldikçe doğrudan öğrenme deneyimi, sosyal cesaretlendiriciler, dolaylı öğrenme deneyimi ve fizyolojik durum puanlarının da yükseldiğini göstermektedir. Regresyon analizi sonuçlarına göre doğrudan öğrenme deneyimi, matematik başarı puanını anlamlı olarak yordamıştır. Bu bulgu, doğrudan öğrenme deneyimi değişkeninden alına...

Predicting undergraduate students’ metacognitive skills with self-construal

Özcan, Bahadır

This study aimed at determining whether university students’ metacognitive skills were predicted by self-construal. Study group of the research consisted of a total of 413 university students attending Faculty of Education. In this study conducted in correlational model, and “Metacognitive Awareness Scale” and “Six-fold Self-Construal Scale” were used to collect research data. As for data analysis, multiple regression analysis was used. Findings obtained from the research have revealed that, as university students’ knowledge and regulation of cognition, and total metacognitive scores increased, their relational vertical self, relational horizontal self, collective horizontal self, collective vertical self, humanistic self and personal self-construal scores increased. Besides personal selfconstrual was the most powerful predictor of total score obtained from knowledge and regulation of cognition, and metacognitive skills, it was followed by relational-vertical self-construal and humanistic self-construal (except knowledge of cognition). It was observed that relational-horizontal self, collective-horizontal self, and collective vertical self, the criterion variables, were not significantly predicted metacognitive skills. In conclusion, culture has an effect on metacognitive skills.

Investigating basic individual values of Turkish high school students
Türk lise öğrencilerinin temel değerlerinin incelenmesi

Özcan, Bahadır

Systematic changes can be seen in basic values attributed to personal and socioeconomic variables of children in international comparisons. In this study, basic individual values (power, achievement, hedonism, stimulation, self-direction, universalism, benevolence, traditionalism, conformity and security) of high school students were compared according to the variables of gender, type of school and level of grade. The research group included totally 294 high school students including 130 female and 164 males. Basic individual values of the high school students were measured with Portrait Values Scale. For analyzing the data, t-test and one-way analysis of variance were used. As result of the analysis, it was determined that achievement, hedonism, stimulation, self-direction, universalism, benevolence, traditionalism, conformity and security basic values of the high school students differed according to gender. Furthermore, power, self-direction and security basic values of the high school students were noticed to differ significantly according to the level of grade. Lastly, achievement, hedonism, stimulation, selfdirection, universalism, benevolence, traditionalism, conformity and security basic values of the students were found to differ significantly according to the type of sc...

Boşanmış aile çocuklarının yılmazlık özellikleri ve koruyucu faktörlerinin incelenmesi

Özcan, Bahadır

Bu çalışmada lise öğrencilerinin sahip oldukları yılmazlık özellikleri ve koruyucu faktörler ailelerinin birliktelik-boşanmışlık durumu ve öğrencilerin cinsiyetine göre karşılaştırılmıştır. Araştırma grubunu 70’i anne-babası boşanmış, 82’si anne-babası birlikte yaşayan olmak üzere, toplam 152 öğrenciden oluşmuştur. Bu öğrencilerin 76’sı kız, 76’sı ise erkektir. Araştırmaya katılan öğrenciler Ankara ili Mamak ilçesindeki liselerden seçilmiştir. Öğrencilerin sahip oldukları yılmazlık özellikleri ve koruyucu faktörler Özcan (2005) tarafından Türk kültürüne uyarlanan California Yılmazlık Değerlendirme Ölçeği ile saptanmıştır. Boşanmış aile çocukları ise okul Rehberlik ve Psikolojik Danışma Servislerindeki öğrenci tanıma kartlarından yararlanılarak tespit edilmiştir. Elde edilen verilerin istatistiksel analizinde MANOVA kullanılmıştır. Araştırmada bulguları, anne-babası birlikte olan lise öğrencilerinin sahip olduğu yılmazlık özellikleri ve koruyucu faktörler toplam puanı anne babası boşanmış olanlara göre anlamlı şekilde daha yüksektir. Cinsiyete göre ise anlamlı bir farklılık yoktur. California Yılmazlık Değerlendirme Ölçeği’nin alt ölçeklerinde yapılan karşılaştırmada ise şu bulgular elde edilmiştir: Anne-babası birlikte olan lise öğrencilerinin sahip olduğu toplumdaki koruyucu ili...

Adapting sources of middle school Mathematics self-efficacy scale to Turkish culture

Özcan, Bahadır

The purpose of this study was to adapt the Sources of Middle School Mathematics Self-Efficacy Scale developed by Usher and Pajares to Turkish culture. This scale assesses Bandura's theorized sources of self-efficacy among mathematics students in middle school. After the Turkish version of the scale was formed, it was applied 6th, 7th and 8th grades 282 middle school students (157 girls and 125 boys). Results of Confirmatory Factor Analysis (CFA) showed good fit indices; X[superscript 2]/sd = 2.25, RMSEA = 0.06, CFI = 0.98, NNFI = 0.97 and SRMR = 0.05. These values indicated that the proposed four factor model was acceptable for this Turkish sampling. The reliability coefficient estimated by Cronbach alpha was found; mastery experience a = 0.86, vicarious experience a = 0.75, social persuasions a = 0.94, physiological state a = 0.91. Also the reliability coefficient estimated by split-half was found; mastery experience a = 0.81, vicarious experience a = 0.73, social persuasions a = 0.92, physiological state a = 0.89. Deciding on stability of the scale test-retest applied to 36 students for 16 days interval. Results showed that mastery experience r = 0.67, vicarious experience r= 0.48, social persuasions r = 0.63, physiological state r = 0.41. These values indicated that this scale...