Assessment of negotiation styles in higher education through a game-based assessment tool     

Akyar  &#;zg&#;r Ya&#;ar  Demirhan  G&#;yasettin 《Education and Information Technologies》2022,27(4):4987-5004

Education and Information Technologies - The purpose of this concurrent mixed-method research is to examine the negotiation styles of candidate sports coaches in higher education by using a...  相似文献   

The Effects of Different Kinds of Hands-on Modeling Activities on the Academic Achievement,Problem-Solving Skills,and Scientific Creativity of Prospective Science Teachers     

Demirhan  Eda  &#;ahin  Fatma 《Research in Science Education》2019,51(2):1015-1033

The purpose of the current study is to investigate the effectiveness of unstructured, semi-structured, structured hands-on modeling activities and traditional teaching methods in developing academic achievement, problem-solving skills, and scientific creativity in prospective science teachers in the subject of the human circulatory and respiratory systems. A pre-test–post-test quasi-experimental design was used to investigate the treatment effect. There were three experimental groups and a control group in a total of 88 prospective science teachers who were enrolled in the Department of Science Education. The Academic Achievement Test (AAT), Problem-Solving Inventory (PSI), and Scientific Creativity Scale (SCS) were applied as data collection tools. The researchers employed two-way ANOVA and ANCOVA to analyze the data. Results revealed that all modeling activities were effective in enhancing participants’ AAT scores when compared with those of the control group. In addition, unstructured modeling and semi-structured modeling activities were more effective than structured modeling activities in improving AAT scores. For the AAT retention test, unstructured and semi-structured modeling groups showed better performance than the structured modeling group and control group. Moreover, there was a statistically significant difference in PSI scores of the participants in favor of unstructured and semi-structured modeling activities. Lastly, there was no statistically significant difference in SCS scores with the experimental groups and control group.

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Influence of a Dissection Video Clip on Anxiety,Affect, and Self-Efficacy in Educational Dissection: A Treatment Study     

Christoph Randler  Eda Demirhan  Peter Wüst-Ackermann  Inga H. Desch 《CBE life sciences education》2016,15(1)

In science education, dissections of animals are an integral part of teaching, but they often evoke negative emotions. We aimed at reducing negative emotions (anxiety, negative affect [NA]) and increasing positive affect (PA) and self-efficacy by an experimental intervention using a predissection video to instruct students about fish dissection. We compared this treatment with another group that watched a life history video about the fish. The participants were 135 students studying to become biology teachers. Seventy received the treatment with the dissection video, and 65 viewed the life history video. We applied a pre/posttest treatment-comparison design and used the Positive and Negative Affect Schedule (PANAS), the State–Trait–Anxiety Inventory for State (STAI-S), and a self-efficacy measure three times: before the lesson (pretest), after the film treatment (posttest 1), and after the dissection (posttest 2). The dissection film group scored higher in PA, NA, and state anxiety (STAI-S) after the dissection video treatment and higher in self-efficacy after the dissection. The life history group showed no differences between the pretest and posttest 1. The dissection film has clear benefits—increasing PA and self-efficacy—that come at the cost of higher NA and higher STAI-S.  相似文献   

Validity and Reliability of Trichotomous Achievement Goal Scale     

Gökçe Erturan İlker  Yunus Arslan  Gıyasettin Demirhan 《Measurement in physical education and exercise science》2013,17(4):301-313

The Trichotomous Achievement Goal Scale was developed by Agbuga and Xiang (2008 Agbuga, B. and Xiang, P. 2008. Achievement goals and their relations to self-reported persistence/effort in secondary physical education: A trichotomous achievement goal framework. Journal of Teaching in Physical Education, 27: 179–191. [Web of Science ®] , [Google Scholar]) by including selected items from the scales of Duda and Nicholls (1992 Duda, J. L. and Nicholls, J. 1992. Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84: 290–299. [Crossref], [Web of Science ®] , [Google Scholar]), Elliot (1999 Elliot, A. J. 1999. Approach and avoidance motivation and achievement goals. Educational Psychologist, 34: 169–189. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]), and Elliot and Church (1997 Elliot, A. J. and Church, M. A. 1997. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72: 218–232. [Crossref], [Web of Science ®] , [Google Scholar]) and adapting them into Turkish. The scale consists of 18 items, and students rated each item on a 7-point Likert scale. To ascertain the validity and reliability of the Trichotomous Achievement Goal Scale, it was administered to 845 female and 861 male Turkish high school students attending three public schools in the 2008–2009 spring semester. Exploratory and confirmatory factor analyses were conducted, and Cronbach's alpha and Fornell and Larcker's (1981 Fornell, C. and Larcker, D. F. 1981. Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18: 39–50. [Crossref], [Web of Science ®] , [Google Scholar]) criteria were tested on the items that measured the students' achievements, screening for the three distinct types of achievement goals proposed by the trichotomous framework. Based on the results of the study, the 16-item Trichotomous Achievement Goal Scale can be claimed as a valid a reliable scale.  相似文献   

The effects of different motivational climates on students' achievement goals,motivational strategies and attitudes toward physical education☆     

Gökçe Erturan İlker  Giyasettin Demirhan 《教育心理学》2013,33(1):59-74

The aim of this study was to analyse whether conducting physical education lessons according to different motivational climates leads to a significant difference between students' achievement goals, motivational strategies and attitudes towards physical education. Participants (81-ninth grade students) were allocated to one of three experimental groups. The researchers conducted a 12-week programme of physical education lessons with the experimental groups. The programme used the same lesson plans; however, in each experimental group, the researchers created different motivational climates (mastery, performance approach or performance avoidance) according to the Motivational Climate Observer Control List. The students' achievement goals, motivational strategies and attitudes towards physical education were measured at the beginning and end of the semester. Consequently, it was observed that the mastery-and performance-approach focused-motivational climates within physical education lessons produced positive outputs in terms of cognitive and affective scores.  相似文献