Eğitim Bilimleri Bölümü / Department of Educational Sciences

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Browsing Eğitim Bilimleri Bölümü / Department of Educational Sciences by Language "en"

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    Cognitive Control and Flexibility to Happiness: Distress Tolerance and Difficulties in Emotion Regulation as Serial Mediators
    (Springer, 2024) Satıcı, Seydi Ahmet; ÖZTÜRK, MELTEM; Okur, Sinan; Deniz, M. Engin
    Happiness is a positive construct that includes individual, interrelated cognitive and emotional components and is the pursuit of human nature. In this study, serial multiple mediation analysis was performed to test the hypothetical model that addresses distress tolerance and difficulties in emotion regulation as serial mediators in the relationship between cognitive control and flexibility, and happiness. The participants were 315 Turkish individuals from 34 cities in Turkiye. The structural equation modeling revealed that both distress tolerance and difficulties in emotion regulation have a full serial mediator role in the relationships between cognitive control and flexibility, and happiness. Limitations and future research suggestions are discussed.
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    PublicationOpen Access
    Effectiveness of Motion Graphic-Based Narrative Therapy With a Cognitive-Behavioral Approach in Reducing Fluoride Varnish Therapy Anxiety for Six-Year-Old Children
    (Wolters Kluwer Medknow Publications, 2023) SHABANI, SEVİL MOMENİ; Darabi, Fatemeh; Azimi, Ahad; Shabani, Masoud
    BACKGROUND: Fluoride varnish therapy (FVT) is a dental caries preventive service that its effectiveness has been well documented. A lot of children, especially the five-year-old and six-year-old ones, are suffering with anxiety during this service and do not readily allow it. The present study aimed to cast light on the effect of motion graphic-based narrative story with a cognitive-behavioral approach in reducing FVT anxiety among six-year-old children. MATERIALS AND METHODS:This study was an intervention trial type that was conducted in Ardabil city and among school students. Five children suffering from FVT anxiety were randomly selected for the intervention. First, Venham and Gaulin-Kremer's anxiety scale was completed for them. The motion graphic-based narrative therapy was implemented for six weeks. Session 1 was assigned to filling the questionnaire and collecting data. The motion graphic-based narrative therapy started from the second session. The anxiety scale was filled for the children every ten days for a total of four times. The results were analyzed by Blanchard and Schwarz's progress formula and control charts. The intervention sessions included gathering information, watching motion graphics, relaxation skills, watching the process of performing fluoride varnish therapy, teaching the advantages of fluoride varnish therapy, and in the last session performing fluoride varnish therapy with the technique of attention diversion while watching motion graphics. RESULTS: The motion graphic-based narrative therapy by the cognitive-behavioral approach proved effective in reducing anxiety. At the end of the intervention sessions, the level of anxiety decreased from 8 to 2.2 and the statistical control chart of the process shows that the intervention process is stable and the stability in order to reduce anxiety and the results are within the control limits. CONCLUSION: The results show that motion graphic-based narrative therapy can be a psychotherapy method for reducing the symptoms of dental anxiety among children.
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    PublicationOpen Access
    Examining the Necessity of Evaluating Life Skills in Health Education
    (Journal of Research and Health, 2024) Darabi, Fatemeh; SHABANI, SEVİL MOMENİ
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    PublicationOpen Access
    The Feasibility Study of Internet-Assisted Play Therapy to Resolve Psychological Disorders in Primary Healthcare Settings: A Qualitative Study
    (Wolters Kluwer Medknow Publications, 2022) SHABANI, SEVİL MOMENİ; Darabi, Fatemeh; Nejaddadgar, Nazila; Azimi, Ahad; Shabani, Masoud
    BACKGROUND: Play therapy is an intelligent tool in cognitive-behavioral therapies. In today's world, the Internet and technology play a key role in all aspects of people's life including mental health. The present study explores the feasibility of using Internet-assisted play therapy to solve children's psychological issues in primary healthcare systems. MATERIALS AND METHODS: The present qualitative research was conducted by the content analysis approach on 20 experts working in the healthcare centers, who were selected purposefully. The sample was saturated with these 20 participants. Data were collected through semi-structured interviews and were coded manually. Then, they were analyzed in the Atlas.ti software package. RESULTS: The results revealed 15 themes and 10 sub-themes. The themes included (1) safety, (2) efficiency, (3) client-orientedness, (4) organizational growth, (5) time, (6) effectiveness, (7) justice-orientedness, (8) access, (9) feedback, (10) analysis, (11) children's computer game room, (12) reward, (13) group game, and (14) capability to be integrated into other electronic programs. CONCLUSION: It seems that Internet-based play therapy is plausible to be used as a service in primary healthcare to tackle the psychological problems of children in the target population if the challenges related to the exploratory themes are taken care of.
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    PublicationOpen Access
    Gender, Age and Anxiety as Predictors of Nomophobia in University Students*
    (Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, 2021) Taş, İbrahim; EKER, HALİME
    Mobile technologies have become one of the important parts of human life. Smartphones have become the most used technological devices of daily life, with newly added features every day. However, intense and non-functional use of these devices may cause problems. Nomophobia, which is defined as the fear of being without a mobile phone or being unable to be online, has begun to take place in literature as a current phenomenon. The present study discusses the variables of gender, age and anxiety as predictors of nomophobia in university students since the phenomenon is common especially in young people. The study group consists of 372 university students. Personal Information Form, Beck Anxiety Scale and Nomophobia scale were used as data collection tools in the study. Pearson correlational analysis and hierarchical regressions were conducted for data analysis. According to the results obtained from the study, anxiety total scale and subjective anxiety and somatic symptoms sub-dimensions were found to be positively associated with nomophobia. It was found that gender and subjective anxiety sub- dimension of anxiety scale significantly predicted nomophobia. On the other hand, it was found that the variable of age did not predict nomophobia significantly. The data obtained were discussed in the light of literature and suggestions were made to researchers.
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    PublicationOpen Access
    Opinions of Primary School Teachers in Relation to Effectiveness and Applicability of Design Skill Workshops
    (Abdullah Kuzu, 2020) GÜNDÜZ, GÜLTEN FERYAL; Kuzu, Abdullah
    General purpose of this research is to determine the opinions of primary school teachers on the effectiveness and applicability of the studies conducted in relation to Design Skills Workshops (TBA). The participants of the study, designed according to the phenomenology research model, are 20 teachers who work in one of the primary schools that are pilot in the use of TBAs. Research data were collected by using a semi-structured interview form. According to the findings, generally the teachers consider the use of TBAs in education as a positive development for the Turkish education system, but they think that it is difficult to apply them in all schools throughout the country. While almost all of the teachers consider that the training given by the Istanbul Provincial Directorate of National Education for the use of TBAs is insufficient, all of the teachers found the studies of the school administration for the use of TBAs sufficient. Teachers actively use all the workshops in the school, except for the wood, garden and animal care workshops, in almost all lessons. Teachers stated that the use of TBAs mostly enabled students to develop collaborative learning, creative thinking and hand skills. According to the teachers, the use of TBAs enables teachers to associate the lessons with each other more, to do more research and to prepare more detailed lesson plans while performing their teaching. According to the results, most of the teachers do not consider that TBAs are applicable throughout the country because of the crowded class sizes, the teachers’ not having enough knowledge about using TBAs, and the physical conditions’ not being sufficient. Among the proposals made by teachers regarding arrangements to be made in relation to TBAs before disseminating them throughout the country, having collaboration among teachers responsible from design skills workshops and among these teachers and class teachers comes at the forefront. Providing longer-term training for teachers on how TBAs should be used is another most recommended issue.