Yazar "Aricak, O. Tolga" seçeneğine göre listele

Listeleniyor 1 - 7 / 7
  • Küçük Resim Yok
    Öğe
    Changes in Perceived Social Support and Socioemotional Adjustment Across the Elementary to Junior High School Transition
    (Springer/Plenum Publishers, 2011) Martinez, Rebecca S.; Aricak, O. Tolga; Graves, Misha N.; Peters-Myszak, Jessica; Nellis, Leah
    One of the most fundamental factors related to psychological well being across the lifespan is whether a person perceives social support from important others in his or her life. The current study explored changes in and relationships among perceived social support (SS) and socioemotional adjustment (SEA) across the 1-year transition from elementary to junior high school. Two cohorts of students (N = 140) participated in the current study that took place across a 3-year time span. Analyses of the transition data for boys and girls together reveal declines in perceived total support and teacher support as well as an increase in self-reported school problems. When considering the sexes separately, girls' perceived total support, close friend support and school support declined while boy's self-reported school problems increased across the transition. Although social support did not emerge as a mediator or predictor for any of the socioemotional variables in the current study, results reveal that, in general, perceived social support and socioemotional functioning at the end of the last year of elementary school predicts perceived social support and socioemotional functioning at the end of the first year of junior high school. Study limitations and implications for research and practice are discussed.
  • Küçük Resim Yok
    Öğe
    The effect of gender and opposite sex romantic relationships on self-esteem among university students
    (Istanbul Univ, 2005) Aricak, O. Tolga
    The purpose of this research was to examine the effects of gender and romantic relationships on self-esteem among university students. It was seen that there were some of research on the effect of gender and romantic relationships on self-esteem when it was investigated international literature. 'Therefore it was decided to conduct a similar study on Turkish university students. The participants were 779 university students selected from 13 departments from 3 different faculties at the University of Trakya. The study involved 305 male and 474 female university students. To collect the data, the Trakya University Self Esteem Scale and the Personal Information Form developed by Ancak (2001) were used. The results of the findings showed that female students had significantly higher self-esteem than male students, and the students who had romantic relationships with the opposite sex also had higher self-esteem than those who did not. However, gender and romantic relationships had no interaction on self-esteem. Simultaneously, there was no significant correlation between gender and romantic relationship.
  • Küçük Resim Yok
    Öğe
    INFLUENCE OF READING ATTITUDE ON READING ACHIEVEMENT: A TEST OF THE TEMPORAL-INTERACTION MODEL
    (Wiley, 2008) Martinez, Rebecca S.; Aricak, O. Tolga; Jewell, Jeremy
    Despite widespread efforts to prevent reading problems and an abundance of research about best practices in remediating reading skills deficits, reading continues to be exceptionally difficult for many students. Researchers have become interested in investigating the degree to which affective factors such as reading attitude relates to reading performance. In the current study, 76 fourth-grade students were administered Curriculum-Based Measurement tasks in reading (R-CBM) and the Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990, 1999). In the fall of the following school year (4 months later), participants completed a high-stakes statewide reading assessment. Descriptive statistics, Pearson correlations, and a path analysis were computed to address the research questions. Results indicated that both reading ability (beta=.62, p=.01) and reading attitude significantly predicted reading achievement (Indiana Statewide Testing for Educational Progress-Plus:ISTEP+) 4 months later (beta=.22. p=.01), supporting a temporal interactive effect (Kush, Watkins, & Brookhart, 2005) of prior reading attitude and skill on later reading achievement. Additional findings, implications for practice, directions for future research, and limitations of the study are discussed. (c) 2008 Wiley Periodicals, Inc.
  • Küçük Resim Yok
    Öğe
    The investigation of construct validity of biology course attitude scale with exploratory and confirmatory factor analysis
    (Ani Yayincilik, 2007) Aricak, O. Tolga; Ilgaz, Goekhan
    Problem Statement: Research has shown that attitudes have important role to estimate and develop achievement. Therefore, attitudes should be measured in valid and reliable way. As literature show, attitudes towards science can be measured in two ways: general science attitude and attitudes towards physics, chemistry and biology. When previous psychometric studies in measuring attitudes towards science examined, it is seen that exploratory factor analysis is used to analyze construct validity generally. However, after performing exploratory factor analysis, confirmatory factor analysis needs to be used to test whether models estimate expected theoretical constructs. This study used exploratory as well as confirmatory factor analysis in order to fill a gap in the literature while examining attitudes towards specifically biology course instead of general science attitude. Objective: The purpose of this study was to develop Likert type scale for measuring attitudes towards biology course while examining construct validity and testing the fit between independence model and the hypothesized model through confirmatory factor analysis after performing exploratory factor analysis. Methods: Data were collected from three different high schools in Edirne. The questionnaire was administered to two hundred and seventy students, but 32 subjects were not included in the sample because of missing value and double filling on answer sheets, decreasing total number of subjects to 238. 148 of students were male, 98 were female. Students were between 15 and 19 years old (M = 16.42, SD = .57). Results: It was considered that the scale of attitude towards biology course had unidimension construct as the result of exploratory factor analyses and confirmatory factor analysis was performed to analyze validation of theoretical construct for further analysis. Results show that the scale had unidimension construct. Accordingly, internal consistency reliability analysis was performed. Cronbach alpha was .94 which indicates a high internal consistency. Finally, psychometric results of 'Biology Course Attitude Scale' showed that scale had construct validity and reliability. Recommendations: It is recommended that 'Biology Course Attitude Scale' be used in different studies by different researchers to analyze the validity and reliability of the scale for further contribution to the field.
  • Küçük Resim Yok
    Öğe
    Multigroup Confirmatory Factor Analysis for the Teacher Form, Ages 5 to 21, of the Adaptive Behavior Assessment System-II
    (Sage Publications Inc, 2010) Aricak, O. Tolga; Oakland, Thomas
    The American Association on Intellectual and Developmental Disabilities has promulgated various models of adaptive behavior, including its 1992 model that highlighted 10 adaptive skills and its 2002 model that highlighted three conceptual domains. The Adaptive Behavior Assessment System-II (ABAS-II) was designed to be consistent with these models. Previous studies using ABAS-II data have provided stronger support for a one-factor model of adaptive behavior and weaker support for a three-factor model. This study extends this review by examining the factor structure of the construct of adaptive behavior as measured by the ABAS-II Teacher Form, ages 5 to 21, for males and females from two age groups by addressing the following four issues for males and females: whether (a) the skill areas in the ABAS-II Teacher Form, ages 5 to 21, display the same pattern of factor loadings, (b) the skill areas display the same factor loadings, (c) the intercepts of the observed skill areas are equal, and (d) the skill areas measure the corresponding factors with the same accuracy. The finding of invariance across males and females helps ensure the scale's factor structure is similar for the two groups. The ABAS-II Teacher Form was found to display a similar one-factor structure for males and females ages 5 to 12, 13 to 21, and 5 to 21.
  • Küçük Resim Yok
    Öğe
    Technical Adequacy of Early Numeracy Curriculum-Based Measurement in Kindergarten
    (Sage Publications Inc, 2009) Martinez, Rebecca S.; Missall, Kristen N.; Graney, Suzanne Bamonto; Aricak, O. Tolga; Clarke, Ben
    The current study examines the technical adequacy of four Early Numeracy Curriculum-Based Measurement (EN-CBM) screening tasks: Oral Counting (OC), Number Identification (NI), Quantity Discrimination (QD), and Missing Number (MN). Results from 59 kindergarten students assessed in the fall and spring reveal moderate to high test-retest and delayed alternate-form reliability. In addition, data from the four measures demonstrate adequate concurrent and predictive validity by comparing them to an established measure of early numeracy. The measures demonstrated growth over time from the beginning to the end of kindergarten. Finally, combinations of the measures were evaluated post hoc, and the combination of NI, QD, and MN produced the highest reliability, validity, and rate of growth coefficients. Overall, results support the technical adequacy of EN-CBM for use with kindergarten-aged children.
  • Küçük Resim Yok
    Öğe
    Universal Screening of Reading in Late Elementary School R-CBM Versus CBM Maze
    (Sage Publications Inc, 2010) Graney, Suzanne Bamonto; Martinez, Rebecca S.; Missall, Kristen N.; Aricak, O. Tolga
    Two curriculum-based measurement tools are commonly used to assess progress in reading in elementary school: R-CBM and CBM maze. R-CBM is used in practice more frequently than CBM maze is, although CBM maze is more time efficient to administer than R-CBM is. The technical adequacy of each of these measures has been reported in the literature; however, a comparative analysis of their technical adequacy has not been published. The purpose of this study was to evaluate the technical adequacy of R-CBM and CBM maze to inform their use in a universal screening program of reading in fourth and fifth grades. Results suggest evidence of short-and long-term alternate forms reliability, criterion validity, and predictive validity for both R-CBM and CBM maze, supporting the possibility that the two measures are comparable for use in universal screening at those grade levels.