Münevver İlgün Dibek - Academia.edu (original) (raw)

Papers by Münevver İlgün Dibek

Trends in International Mathematics and Science Study (TIMSS) has been taken place for almost 20 ... more Trends in International Mathematics and Science Study (TIMSS) has been taken place for almost 20 years in order to determine the trends in mathematics and science achievement of fourth and eighth grades students. This means that cross-sectional data can be obtained by TIMSS so as to see which variables play role in students’ achievement at different grades in each administration. This study examined student and teacher level variability of the students’ mathematics achievement for each grade in terms of TIMSS 2011 Turkish data. The common variables adressed in both 4th and 8th grade students' questionnaire and their teachers' questionnaire were selected to be compared. More precisely, confidence in teaching Mathematics, teacher working conditions, school emphasis on academic success, teacher career satisfaction, collabarate to improving teaching, and instruction to engage students in learning were selected as teacher level variables addressed in teacher questionnaire. As st...

Learning and Individual Differences, 2017

Universally, both peers and teachers play an important role in fostering students' well-being, sc... more Universally, both peers and teachers play an important role in fostering students' well-being, school engagement and their academic motivation, thereby contributing to students' academic success. Simultaneously interpersonal relations (Chiu & Chow, 2010; Yildirim, 2012) as well as possible achievement motives (Maehr, 1974), marked by collectivism or individualism, are deeply rooted in social structures (Hofstede, 1986). However, the specific differences in school contexts across cultures remain poorly investigated. To close this gap, the current study uses the Relationship and Motivation scale devised by Raufelder, Jagenow, Drury, Hoferichter and Bukowski (2013) to explore potential differences between German and Turkish adolescents in their socio-motivational relations with peers and teachers. The results of intercultural comparison suggest that while Turkish adolescents tend to be motivated through relations with both peers and teachers, German adolescents reveal more individual learning behavior. This finding illustrates that peers and teachers have different effects on students' academic motivation in different cultures, suggesting important practical implications for modern intercultural societies.

International journal of progressive education, Apr 7, 2021

This study aims to first investigate the effect of the extreme response style (ERS) which could l... more This study aims to first investigate the effect of the extreme response style (ERS) which could lead to an attitude-achievement paradox among the countries participating in the Trends in International Mathematics and Science Study (TIMSS 2015), and then to determine the individual- and country-level relationships between attitude and achievement by adjusting the effect of ERS. For the sample of this correlational study, 500 students were randomly selected from each of the 15 countries that participated in TIMSS 2015. The differences in the ERS tendency of the countries were determined by performing MANOVA. To determine the effect of ERS, two different multidimensional item response theory (MIRT) models were used: one did not include the ERS trait as a dimension while the other included this trait as a dimension. The results were analyzed with Latent GOLD 5.1 and WinBUGS software. To determine the relationship between attitudinal variables and achievement, the correlation values based on the observed scores and MIRT models were obtained. Whether there was any significant difference between these correlation values was determined by Fisher's rz transformation. The findings of this study were as follows: (a) the model in which the ERS trait was included as a dimension best fit the data and (b) the correlation values based on the observed scores were negative and those based on the MIRT models were positive, with the two statistically differing from each other. ERS is one of the factors causing the achievement-attitude paradox; however, it not sufficient to explain this paradox.

Educational Assessment, Oct 25, 2022

Journal of Education Faculty, Jun 14, 2023

Bu calimanin amaci, PISA 2012 uygulamasina katilan Turk ogrencilerin bilgi ve iletisim teknolojil... more Bu calimanin amaci, PISA 2012 uygulamasina katilan Turk ogrencilerin bilgi ve iletisim teknolojileri (BIT) kullanimi ile matematik okuryazarligi arasindaki iliskiyi tespit etmektir. Bu calismada BIT degiskenleri, evde ve okulda bilgi ve iletisim teknolojisinin bulunmasi, bilgisayari ve interneti ilk kullanim, evde okulla ilgili gorevlerde BIT kullanimi, matematik dersinde bilgi ve iletisim teknolojisinin kullanimi ve bilgisayara yonelik olumsuz tutumdur. Bu calismanin orneklemi, 3620 Turk ogrenciden olusmaktadir. Yapisal esitlik modeli sonuclarina gore, evde BIT’in olmasi ve internet ve bilgisayarin ilk kullanimi degiskenleri, matematik okuryazarliginin en guclu yordayicilaridir. Evde ve okulda BIT’in olmasi matematik okuryazarligiyla pozitif iliskilidir. Erken yaslarda bilgisayar ve internete asina olan ogrencilerin diger ogrencilerden daha basarili oldugu gorulmustur.

Universally, both peers and teachers play an important role in fostering students' well-being... more Universally, both peers and teachers play an important role in fostering students' well-being, school engagement and their academic motivation, thereby contributing to students' academic success. Simultaneously interpersonal relations (Chiu & Chow, 2010; Yildirim, 2012) as well as possible achievement motives (Maehr, 1974), marked by collectivism or individualism, are deeply rooted in social structures (Hofstede, 1986). However, the specific differences in school contexts across cultures remain poorly investigated. To close this gap, the current study uses the Relationship and Motivation scale devised by Raufelder, Jagenow, Drury, Hoferichter and Bukowski (2013) to explore potential differences between German and Turkish adolescents in their socio-motivational relations with peers and teachers. The results of intercultural comparison suggest that while Turkish adolescents tend to be motivated through relations with both peers and teachers, German adolescents reveal more indi...

TED EĞİTİM VE BİLİM, 2017

International Journal of Assessment Tools in Education

Journal of Education and Learning, 2017

The purpose of the present study was twofold: first to adapt the Relationship and Motivation (REM... more The purpose of the present study was twofold: first to adapt the Relationship and Motivation (REMO) scale addressing role of peers and teachers in students’ motivations into Turkish culture, and second to determine whether there were any differences between girls and boys regarding the scores obtained from this scale. To achieve these aims, the present research was designed to be comprised of three consecutive studies. In Study 1, linguistic equivalence was established, and results of an Explanatory Factor Analysis (EFA) performed on data obtained from 202 students showed that structure of the original scale was supported. In Study 2, a Confirmatory Factor Analysis (CFA) was conducted using data obtained from 496 Turkish students, and the results confirmed the results of EFA. Additionally, the validity evidence was obtained by conducting another EFA with 528 students. Moreover, reliability coefficients were also found to be varying in an acceptable range. Including the same particip...

İlköğretim Online, 2017

Bu çalışmanın amacı, Türk ve Vietnamlı öğrencilerin matematik okuryazarlığını açıklayan dürtüsel ... more Bu çalışmanın amacı, Türk ve Vietnamlı öğrencilerin matematik okuryazarlığını açıklayan dürtüsel ve güdüsel özellikleri belirlemektir. İlişkisel araştırma modelinde olan araştırmanın örneklemi, 4415 Türk ve 4433 Vietnamlı öğrenciden oluşmaktadır. Sebatkarlık, problem çözmeye açıklık, algılanan denetim, matematik öğrenmek için araçsal güdülenme ve matematiğe ilgi değişkenleri dürtü ve güdülenme özelliğiyle ilişkili değişkenler olarak ele alınmıştır. Ölçme değişmezliğini test etmek için Çoklu grup Doğrulayıcı Faktör Analizi ve değişkenlerin matematik okuryazarlığıyla ilişkilerini belirlemek için Chaid analizi gerçekleştirilmiştir. Çoklu Grup Doğrulayıcı Faktör Analizi'ne göre "matematiğe ilgi", problem çözmeye karşı açıklık" ve "araçsal güdülenme" değişkenleri için şekilsel değişmezlik sağlanmıştır. Ancak, matematikte ve okulda algılanan denetim, başarısızlık özelliği ve sebatkarlık değişkenlerinin ise iki ülke açısından aynı kültürel yapıda olmadığı sonucuna ulaşılmıştır. Chaid analizi, problem çözmeye açıklık ve matematiğe ilgi değişkenlerinin Türk ve Vieatnamlı öğrencilerin matematik okuryazarlığını en fazla açıklayan değişkenler olduğunu göstermiştir. Ayrıca, gerçek yaşam durumlarıyla bağlantı kurabilen Türk öğrenciler arasından matematik derslerini dört gözle bekleyen öğrencilerin, bu öğrenciler arasından da matematikten hoşlananların matematik puanının en yüksek olduğu görülmüştür. Bu çalışmada gerçek yaşam durumlarıyla bağlantı kurabilmenin matematik başarısı üzerinde önemli bir role sahip olduğu bulunmuştur. Bu nedenle, matematik öğretimi programlarının öğrencilerin günlük hayat ile ilişki kurmalarını sağlayacak yönde geliştirilmesi önerilebilir. Bunun için matematik derslerinde bu amaca hizmet edecek çeşitli simülasyonlar öğrencilere sunulabilir.

TED EĞİTİM VE BİLİM, 2016

The purpose of this study was to carry out a content analysis on the papers published in high-imp... more The purpose of this study was to carry out a content analysis on the papers published in high-impact educational journals between 2009 and 2014 and to identify the trends over the selected years. The criteria for the analysis were; number of authors, time between the submission and publication of the papers, keywords, the field and rationale of the study, sample size, descriptions of participants,

data collection tools and analysis, and software. The current study was designed as a descriptive content analysis study and utilized a purposive sampling technique. A total of 789 papers were selected from the “Journal of Educational Psychology”, “Educational Psychologist”, “Educational Researcher” and “American Education Research Journal”. Content analysis was employed to analyze the collected data. The results of the analyses showed that the most commonly studied fields were educational psychology, linguistic properties and mathematics in the four journals. In terms of the content, the rationales for writing the papers were generally related to gaps in the literature and theoretical discussion. It was found that generally, studies involving research were conducted
with elementary/high school students and data was collected from large samples (larger than 10000) using achievement tests and questionnaires. It was revealed that concerning the trends in data analysis methods, there was a similar pattern from 1970s to date, and generally, multilevel modelling was used when appropriate to the data sets. This situation indicates standard data analyses are essential for researchers. From the findings of the current study, it is recommended for researchers to work with heterogenous sample and various types of participants together (family, teacher, peer, etc.).