Scholarly Publications - Educational Sciences

Permanent URI for this collectionhttps://hdl.handle.net/11693/115556

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Browsing Scholarly Publications - Educational Sciences by Subject "Adolescence"

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    Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics
    (Elsevier, 2018) Mouratidis, A.; Michou, Aikaterini; Demircioğlu, A. N.; Sayıl, M.
    In this study, we aimed to investigate the different routes through which perceived goal structures, and in turn mastery-approach and performance-approach goals in mathematics, predict subsequent academic performance. Path analyses with a sample of Turkish adolescents (N = 369; 49.1% males; Mage = 16.67 years, SD = 1.85) revealed two distinct paths. After controlling for mid-year grades, we found perceived mastery goal structures to relate (positively) to mastery-approach goals, which in turn positively predicted end-year grades through challenge seeking. In contrast, perceived performance goal structures related positively to both performance-approach and performance-avoidance goals with the former directly predicting higher end-year grades, and the latter being related negatively to challenge seeking. These findings imply that there may exist different paths that can predict academic performance.
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    Positive youth development in Turkey: a critical review of research on the social and emotional learning needs of Turkish adolescents, 2000-2012
    (Routledge, 2015) Martin, R. A.; Alacaci, C.
    This paper presents a critical and systematic review of 52 articles published from 2000 to 2012 about research conducted in Turkey concerning adolescents’ social and emotional learning needs. In correspondence with international research, articles were examined across three categories in which adolescent needs could be addressed by educational programmes. The categories examined were attitudes toward self and others, positive social behaviours, and social skills. In conclusion, we summarise several trends along with gaps that researchers need to address to derive stronger implications for policy-making and for curriculum development that links more directly with social and emotional learning in Turkey.