Psycho-Educational Research Reviews https://www.perrjournal.com/index.php/perrjournal <p><span style="font-weight: bolder; font-size: 0.875rem;">Publisher: Biruni University (Faculty of Education)</span></p> <p><strong>Psycho-Educational Research Reviews Journal (PERR, ISSN: 2634-7172) </strong>is affiliated with Biruni University (Faculty of Education), Istanbul, Türkiye.</p> <p>Psycho-Educational Research Reviews, formerly known as the <em>International Journal of Psycho-Educational Sciences </em>[ISSN 2325-775X], is an academic journal published since 2012 constantly, without delays, 3 times a year.</p> <p><strong><em>Publication Frequency</em></strong><strong>: </strong>Three issues are published triennially: in <strong><em>April</em></strong>, <strong><em>August</em></strong>, and <strong><em>December</em></strong>. The authors can get free <a href="https://perrjournal.com/index.php/perrjournal/issue/archive">access to articles online via www.perrjournal.com</a></p> <p><strong><em>Deadlines</em></strong><strong>:</strong> Manuscripts are accepted throughout the year. However, the volume/issue in which your article will be published depends on the successful completion of the evaluation process. If it ends positively, the article is queued to be published in the next possible issue. PERR reserves the right to pause the acceptance of articles by making an announcement in cases where there is a heavy load of articles.</p> <p><strong><em>Publication</em></strong><strong> <em>Cost</em>: </strong>Publication process in PERR is <strong>without fees</strong>. There are no overt or hidden charges throughout the entire publishing process.</p> <p><strong><em>PERR is Indexed in:</em></strong> <a href="http://www.turkegitimindeksi.com/Search.aspx?where=journal&amp;field=all&amp;text=Psycho-Educational%20Research%20Reviews">Türk, Eğitim İndeksi </a>(Index of Turkish Education)<a href="https://journals.indexcopernicus.com/search/details?id=44301">,</a> <a href="https://journals.indexcopernicus.com/search/details?id=44301">Index Copernicus,</a> <a href="https://ascidatabase.com/publisher.php?v=educational+research+reviews" target="_blank" rel="noopener">ASCI</a>, <a href="https://perrjournal.com/index.php/perrjournal/management/settings/o http:/explore.bl.uk/BLVU1:LSCOP-ALL:BLL01019817156">The British Library Bodleian Libraries - University of Oxford</a><a href="https://www.bodleian.ox.ac.uk/">,</a> <a href="https://idiscover.lib.cam.ac.uk/primo-explore/search?sortby=rank&amp;vid=44CAM_PROD&amp;lang=en_US">Cambridge University Library,</a> <a href="https://perrjournal.com/index.php/perrjournal/management/settings/o https:/discover.libraryhub.jisc.ac.uk/search?q=Psycho-Educational%20Research%20Reviews%20Journal&amp;rn=2">Library Hub Discover,</a> <a href="https://www.base-search.net/">BASE</a> (Universität Bielefeld)<a href="http://idealonline.com.tr/IdealOnline/lookAtPublications/journalDetail.xhtml?uId=411">,</a> <a href="http://idealonline.com.tr/IdealOnline/lookAtPublications/journalDetail.xhtml?uId=411">Idealonline, </a><a href="https://katalog.ub.uni-leipzig.de/Record/0-1734031646">Universitätsbibliothek Leipzig (UBL),</a> <a href="http://ezb.uni-regensburg.de/searchres.phtml?bibid=UBR&amp;colors=7&amp;lang=de&amp;jq_type1=QS&amp;jq_term1=Psycho-Educational+Research+reviews">Universitätsbibliothek Regensburg (UBR), </a><a href="https://www.haw-hamburg.de/en/study/libraries/research-resources/e-journals/detail/?libconnect%5bjourid%5d=467207&amp;fbclid=IwAR0Yyhl2gokDZUS4dnLJLnWIKCauM_GOh6A7qfZ0fj_p4B-dj_p4B-qrC_p4B">Hamburg University of Aplied Sciences,</a> <a href="https://zdb-katalog.de/title.xhtml?idn=1218633328&amp;view=full">Zeitschriftendatenbank (ZDB),</a> <a href="https://scholar.google.ro/">Google Scholars, </a><a href="https://www.worldcat.org/title/1225280858">WorldCat,</a> <a href="https://portal.issn.org/resource/ISSN/2634-7172">ROAD,</a> <a href="http://citeseer.ist.psu.edu/index">CiteSeerX,</a> <a href="https://www.bing.com/">BING</a><br /><strong><em>ULAKBIM TR Dizin</em></strong> <em>Indexation</em> application has also been made.</p> <p><strong>NOTE</strong>: <em>Since our journal move to a new publisher (Biruni University) it is <strong>ERIC</strong>’s working practice to review the journal again when new content is published with different publisher. </em><em>“When journals move to a new publisher it is ERIC’s working practice to review the journal again when new content is published with different publisher. If selected for continued indexing, ERIC will establish an agreement with the new publisher. This is stated on page 8 of the ERIC Selection Policy.”</em></p> <p>* Due to the increase in available resources and indexed content, ERIC has announced that it will stop indexing content until 2024.ERIC will begin considering journals for inclusion in ERIC again in 2024 but cannot provide an exact date when the review of PERR will be completed. </p> <p><strong>* PERR is not currently indexed in the ERIC database. However, the articles from 2018-2021 are indexed in ERIC. </strong></p> <p><em>Thank you for your understanding.</em></p> <p><br /><strong>General Characteristics of PERR</strong></p> <p><strong><em>Purpose and Objectives</em></strong></p> <p>Psycho-Educational Research Reviews (PERR) is a scientific, scholarly journal reporting original contributions that advance knowledge in social sciences with emphasis on educational issues explored in its sub-disciplines such as:</p> <ul> <li>primary education</li> <li>educational sciences</li> <li>psychological counseling &amp; guidance (with educational dimension)</li> <li>educational psychology</li> <li>special education</li> <li>sociology of education &amp; social pedagogy (including social work issues)</li> <li>cultural education</li> <li>early childhood education </li> <li>higher education, adult, vocational, alternative, continuing education (including elderly students)</li> <li>distance education; technology &amp; education</li> <li>language education</li> <li>comparative and international education</li> <li>multilingual and multicultural education</li> <li>historical, philosophical, and social foundations of education</li> <li>educational administration</li> </ul> <p>Topics may be related to the problems in the social sciences regarding education or its sub-disciplines. Such contributions may include:</p> <ul> <li>Theoretical original articles</li> <li>Theoretical reviews</li> <li>Reports of empirical research: quantitative, qualitative and mixed methods</li> <li>Case reports</li> </ul> <p><strong><em>Editorial Board has decided that studies that include only scale development and validation are not acceptable . Original studies where the practicality of the scale is tested may be accepted for review after. </em></strong></p> <p><strong><em>Process</em></strong>: Submitted papers will appear online after initial qualification by the editorial team who evaluate: meeting the scope, quality criteria, detailed publishing standards and editorial policies, and two double-blind reviews. All submitted articles are subjected to a smilarity (plagiarism) check through <strong><em>ITHENTICATE</em></strong>. Authors are required to submit this similarity file at submission. The similarity should be 15 percent or less, and the similarity of each citation should be no more than 3 percent.</p> <p>A rigorous and constructive independent and <strong>double-blind review</strong> process is in place. Submitted manuscripts are reviewed by the Editor-in-Chief for focus of concern and then forwarded to the Editors. The Editor transfers the article to the technical review team and ensures that it is reviewed in terms of template and journal guidelines. This process takes a maximum of one month. Then, if the article meets these qualifications, it is forwarded to the field editor. After a rigorous evaluation by the field editors for a maximum of 15 days, the articles are sent to at least two reviewers from two different universities who are experts in their fields. This process takes approximately one month for the first round and an additional 15 days for the second round. All these processes may take 4 to 12 weeks depending on the evaluation processes of the referees. If needed, the field editor can also reassign a different reviewer.</p> <p><strong><em>International focus</em></strong>: PERR has editorial board members, reviewers, and authors from, Europe, North and South America, Africa, and Asia, e.g., Türkiye, Egypt, Poland, UAE, United States, Argentine, Cyprus, Palestine, Japan, China, Brazil, Croatia, Jordan, Syria, Germany, Singapore, India, Greece, Spain, Peru, Colombia, Italy, Lebanon, Algeria, United Kingdom, Kosovo, Kingdom of Saudi Arabia.</p> <p><strong>Brief Submission Guideline</strong></p> <p>All manuscripts should be prepared in accordance with the APA7 style as outlined in the <a href="http://apastyle.apa.org/products/publication-manual-7th-edition">American Psychological Association Publication Manual (7th ed.)</a>. Manuscripts should be single-spaced, including references, notes, abstracts, quotations, and tables. <a href="https://perrjournal.com/index.php/perrjournal/libraryFiles/downloadPublic/40"><strong>(TEMPLATE)</strong></a></p> <p>Authors should prepare <a href="https://perrjournal.com/index.php/perrjournal/libraryFiles/downloadPublic/9"><strong>a Title Page</strong></a> firstly, and all details (name, institutional affiliation, mailing address, telephone number, e-mail address, and ORCID id). should be given in correct order in the metadata, as well as on this title page. <strong><a href="https://perrjournal.com/index.php/perrjournal/libraryFiles/downloadPublic/11">(Title Page)</a></strong></p> <p>The (blind review) full text manuscript must not contain any author info and be typed in Calibri font size 11point normally. Manuscripts should not exceed 25 pages (single-spaced, max. 10.000 words), including abstract (around 250 words), tables, figures, and references. Tables and references (10point, including Table titles) should follow APA7 style and be single-spaced. Manuscripts should not be simultaneously submitted to another journal, nor should they have been published elsewhere in substantially similar form or with considerably similar content.</p> <p>The ethical committee approval must be obtained in studies that are conducted clinically and experimentally with humans that require an ethical committee decision. This approval should be submitted at submission.</p> <p>All submissions will be reviewed initially by the editors and technical team for appropriateness to PERR. If the Editor in Chief and Editor(s) considers the manuscript fits to scope of the journal, it will then be directed to Editors. The editors examine the article and direct it to the relevant field editor in the relevant field for double-blind review process. The article evaluation process proceeds entirely under the responsibility of the field editors. The decision will generally be made by the field editors based on the reviewers’ recommendations. Opinions of the field editors are extremely important when the editor-in-chief and journal editors decide to accept or reject the article.</p> <p>All process -submission, review, and revision is carried out via the journal submission system. The submissions should be written using MSWord or compatible word processors.</p> <p>A DOI number is assigned to each article whose process has ended for publication in the issue. This final decision belongs to the editorial board.</p> <p>Authors who want to publish articles in PERR are recommended to visit the <a href="https://perrjournal.com/index.php/perrjournal">www.perrjournal.com</a> website and access all necessary information.</p> <p><strong>Open Access Policy</strong></p> <p>PERR defines Open Access in the light of the principles defined by the Budapest Open Access Initiative and accepts the definition of <a href="https://www.budapestopenaccessinitiative.org/read/">BOAI</a>.</p> <p>With the content it publishes, PERR aims to contribute to the support and development of science with the Open Access policy. <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/">Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)</a>, provided that the source is cited in known standards, all rights of use (online linking, copying, printing, reproduction in any physical medium, distribution, etc.) other than for commercial use and content change (unless otherwise stated in the relevant content). It is made available through the International License (CC BY-NC-ND) license. For commercial use of the content, permission from the editorial board is required.</p> <p><strong>Similarity Report (Plagiarism)</strong></p> <p>In accordance with the publishing policies, each study is subject to plagiarism detection (ITHENTICATE) by the journal's technical team before going through the "Blind Review Process" in terms of the academic and ethical integrity of the study. Authors are reqired to submit/upload the similarity reports of their own manuscripts. If the author could not do it, the journal team can receive a similarity report through ithenticate in case of a declaration. The maximum similarity rate in an article may be 15%. It should be also noted that the maximum rate of each citation is 3%.</p> <p><strong>Ethical Approval</strong></p> <p>All authors are expected to declare that they comply with ethical principles before, during and after their research in their submissions. The studies which are conducted clinically and experimentally with humans and animals should have an ethical committee approval. As of 2023, every author who wants to submit an article to our journal, regardless of the year in which the study was conducted, is required to upload the Ethical Approval Document of the study. </p> <p><strong>Layout and Galley</strong></p> <p>PERR aims to publish every article whose evaluation process is successful in order to maintain journal standards. Therefore, all checks of completed articles should be done by the author. Final checks are made by our technical team. If deemed necessary, the manuscript can be sent back to the author(s). If the author does not fulfill their responsibilities at this stage, the journal board has the right not to publish the study.</p> <p><strong>ISSN: 2634-7172</strong></p> Biruni University en-US Psycho-Educational Research Reviews 2634-7172 Discussing of the Implementation Process for Writing to Learn Activities https://www.perrjournal.com/index.php/perrjournal/article/view/619 <p>The study aims to discuss of the implementation process for writing to learn activities. The document review method has been used in the research containing qualitative data. Data were obtained from scientific articles, books, and presentations containing information about the general characteristics of process-oriented writing and writing to learn and analyzed using the descriptive analysis method. As a result of the reviews synthesised the findings, guidelines, and applications of the studies based on researchers' observations, experiences, intuitions, and inferences and presented them under five different headings. In this context, the implementation process of writing to learn has been discussed in five stages: preparation, exploration, application, evaluation, and sharing. In line with the stated results, it can be suggested that researchers who will use the WTL method in the future should make applications by considering the relevant steps. Thus, the direct or indirect effects of writing for learning activities on students can be increased.</p> Bünyamin İspir Ali Yıldız Copyright (c) 2023 Psycho-Educational Research Reviews https://creativecommons.org/licenses/by-nc-nd/4.0 2023-12-13 2023-12-13 12 3 626 635 10.52963/PERR_Biruni_V12.N3.08 A Meta-Analysis of the Correlation Between Posttraumatic Growth and Social Support in Türkiye Sample https://www.perrjournal.com/index.php/perrjournal/article/view/592 <p>There are inconsistent findings in studies examining the relationship between posttraumatic growth and social support. This meta-analysis aims to evaluate the relationship between posttraumatic growth and social support. For this purpose, a systematic search was conducted in four databases including the Web of Science (WoS), TR Index, ULAKBIM, and National Thesis Center. Studies with correlational findings on the relationship between posttraumatic growth and social support were included in the study. A total of 45 studies with a total sample size of 7704 people were included in the meta-analysis. According to the random effects model, the effect size of 45 studies was r = .37. According to the meta-analysis findings, a moderate positive relationship was found between posttraumatic growth and social support. Research findings showed that individuals with high levels of posttraumatic growth also had high levels of social support. Considering the results of this meta-analysis, attention should be paid to social support in terms of protective mental health in mental health studies.</p> Sema Yazıcı Kabadayı Copyright (c) 2023 Psycho-Educational Research Reviews https://creativecommons.org/licenses/by-nc-nd/4.0 2023-12-13 2023-12-13 12 3 636 654 10.52963/PERR_Biruni_V12.N3.09 Lonileness, Internet Addiction, and Mental Health Among Adolescents: A Mediation Model https://www.perrjournal.com/index.php/perrjournal/article/view/632 <p>The aim of this research was to investigate the mediating role of loneliness between Internet addiction and Mental Health among adolescents. This cross-sectional study was conducted with feedback from self-reported questionnaires completed by adolescents. Adolescents are students in secondary school in Sadat City. Convenience sampling, which is a non-random sampling method, was used as the sampling method in the study. Within the scope of the study, the scale forms were applied to 440 adolescents. 20 forms were excluded from the study as a result of irregularly filled and extreme values that emerged as a result of the calculation. In total, analyzes were made on 420 data. As indicated by the findings, there are positive and significant relationships between loneliness and Internet addiction. While there is a negative significant relationship with Mental Health. This study highlights the Importance of investigating the mediating role of loneliness between internet addiction and mental health among adolescents.</p> Aliaa Ragab Mohammed Copyright (c) 2023 Psycho-Educational Research Reviews https://creativecommons.org/licenses/by-nc-nd/4.0 2023-12-13 2023-12-13 12 3 522 530 10.52963/PERR_Biruni_V12.N3.01 Exploring the Relationship Between Preservice Teachers’ Professional Identity, Professional Perceptions, and Social Support https://www.perrjournal.com/index.php/perrjournal/article/view/629 <p>This research aimed to examine the relationship between teacher identity, their perceptions of teaching, demographic variables, and social support. A relational research model was used in the study. 692 preservice teachers studying at a state university in the Aegean region participated in the study. The data tools were the personal information, Pre-Professional Teacher Identity, Fit-Choice Scale, and Social Support Scale. Data were analyzed using the Structural Equation Model (SEM). Results showed that there was a positive statistical relationship between the perception and social support. It was determined that teacher support was mostly related to social status, while friend support was statistically significantly and positively related to social status, satisfaction, and high demand. Family support was found to be statistically significantly and positively related only to the busy work sub-dimension. Satisfaction with choice was related to all teacher identity dimensions. Salary and expert career were significantly related to only participation as a teacher. The future studies and implications were discussed.</p> Muhammet Mustafa Alpaslan Özgür Ulubey Kasım Yıldırım Copyright (c) 2023 Psycho-Educational Research Reviews https://creativecommons.org/licenses/by-nc-nd/4.0 2023-12-13 2023-12-13 12 3 531 543 10.52963/PERR_Biruni_V12.N3.02 An Investigation of the Professional Values of Elementary Teachers Based on Parents Views https://www.perrjournal.com/index.php/perrjournal/article/view/599 <p>The basic key to achieving success in education is the teacher. When studies and the literature about effective teacher qualities are investigated, it appears that personality traits, academic educational history and experiences of teachers are important. Current research revealed that teachers provide qualified education with their professional values and this elevates the quality of education. Class teachers, especially, have a duty in socialization of the child. The professional values of teachers in the primary school period appear to have a significant effect on the academic success and future of students. In this research, the professional values of primary school teachers were investigated according to the opinions of parents of primary school students. This research used qualitative methods and techniques for data collection and analysis. The results of the research revealed the importance of being a researcher teacher in the context of class teaching as a profession requiring continuity in primary school, parents of students had very high levels of awareness about the professional values of class teachers and had high expectations from class teachers. These results show the need to invest in class teacher education to cultivate versatile class teachers who are equipped with professional values to be able to cope with changing problems in the 21st century and to achieve success in education.</p> Nermin Karabacak Copyright (c) 2023 Psycho-Educational Research Reviews https://creativecommons.org/licenses/by-nc-nd/4.0 2023-12-13 2023-12-13 12 3 544 560 10.52963/PERR_Biruni_V12.N3.03 Prospective Music Teachers’ Attitudes, Self-Efficacy, and Study Habits Towards Piano Course in Terms of Different Variables https://www.perrjournal.com/index.php/perrjournal/article/view/583 <p>The main objective of this study is to investigate the attitudes, self-efficacy, and study habits of prospective music teachers in terms of various variables. The sample of this study, designed as a relational survey model, consists of a total 349 prospective music teachers studying at 5 state universities in the Aegean Region. Three measurement tools were used to collect data in the study. Participants' attitudes towards the piano course differed significantly by their gender, grade, perception of success, daily practice time, and piano ownership status. Prospective music teachers’ self-efficacy towards piano courses differed significantly according to their gender, type of high school graduated, perception of success, daily practice time, and piano ownership status. Participants’ self-efficacy also significantly differed by gender, type of high school graduated, perception of success, daily practice time, and piano ownership status. Participants’ study habits significantly differed by type of high school graduated, perception of success, and daily practice time. Furthermore, there was a statistically significant relationship between students' attitude scores and their study habits scores, as well as a significant relationship between self-efficacy scores and study habits scores, and a moderately significant relationship between self-efficacy scores and attitude scores. Lastly, the correlation coefficient between the study's predictive variable (piano study habits) and the predicted variable (attitude) was found to be 0.574, indicating a moderate relationship. In a similar vein, the coefficient of correlation between the predictor variable (piano study habits) and the predicted variable (self-efficacy) was calculated as 0.773, implying a moderate relationship.</p> Ceren Saygı-Gerçeker Copyright (c) 2023 Psycho-Educational Research Reviews https://creativecommons.org/licenses/by-nc-nd/4.0 2023-12-13 2023-12-13 12 3 561 584 10.52963/PERR_Biruni_V12.N3.04 Examination of Ninth Grade Students' Opinions on Global Warming and Climate Change by Photo Interview Technique https://www.perrjournal.com/index.php/perrjournal/article/view/569 <p>The main problem underlying environmental problems is that people do not have sufficient environmental awareness and do not attach importance to such problems. In this context, the aim of this research is to determine the readiness of the 9th grade students towards global warming and climate change. In this research, 2020-2021 academic year, there are 9 students studying in the 9th grade of a public high school in one of the districts of Aydın in Türkiye. The study is a descriptive study and data diversity was made. The interviews with the students were made with the photo interview technique using a semi-structured interview form, and the findings were analyzed using descriptive analysis. The students stated that the reason for global climate change is mostly the use of fossil fuels and the unconscious behaviors of people, they stated that there will be drought in the future and the world is in great danger. The students stated that the use of the photo interview technique in the study made it easier for them to express themselves, they were better adapted to the subject, and they conveyed their ideas about the subject more accurately and better. It has been observed that 9th grade students have limited ideas about global warming and climate change, some students confuse these concepts and most of the students have misconceptions that global warming is caused by the depletion of the ozone layer. It was concluded that the students had an idea about the precautions to be taken on the subject, and interviewing with the photo interview technique made it easier for the students to express their views on the subject.</p> Sevilay Oktay Serap Oktay Seçil Oktay Hilal Aktamış Copyright (c) 2023 Psycho-Educational Research Reviews https://creativecommons.org/licenses/by-nc-nd/4.0 2023-12-13 2023-12-13 12 3 585 598 10.52963/PERR_Biruni_V12.N3.05 Adaptation of Digital Addiction Scale for Children (DASC) into Turkish https://www.perrjournal.com/index.php/perrjournal/article/view/563 <p>Although, digital devices have numerous applications that children can benefit from, they may cause specific problems such as addiction. There are many empirical studies assessing digital addictions among Turkish adolescents and young adults. However, few empirical studies have been carried out among Turkish children probably due to the lack of an assessment tool. Therefore, the present study translated and validated the 25-item Digital Addiction Scale for Children (DASC) for Children into Turkish (DASTC). Data were collected from 694 Turkish schoolchildren aged 9-12 years (M=10.5 years; SD=0.92; 50.8% girls). The internal consistency of DASTC was calculated as α=0.92. The Videogame Addiction Scale for Children (VASC) was used to test for convergent validity and they were significantly correlated (r=0.75). Confirmatory factor analysis (CFA) showed that the established two-factor model had a near-perfect fit. In addition, digital addiction scores of boys and older aged children (11-12 years) were significantly higher than girls and younger aged children (9 years).</p> Eyüp Yılmaz Nihal Durmaz Mark D. Griffiths Copyright (c) 2023 Psycho-Educational Research Reviews https://creativecommons.org/licenses/by-nc-nd/4.0 2023-12-13 2023-12-13 12 3 599 611 10.52963/PERR_Biruni_V12.N3.06 Effects of an 8-Week Relational Cultural Intervention on Female University Students’ Attitudes Towards Dating Violence, Conflict Resolutions and Relationships https://www.perrjournal.com/index.php/perrjournal/article/view/532 <p>The aim of this research is to determine the effect of the Relational Cultural Theory Based Psycho-Education Program (RCTPP) on the attitudes of university students toward dating violence (DV), relationship qualities, and conflict resolution styles. The research is an experimental study conducted with female university students. There are nine students in the experimental group and nine students in the control group. The eight-session RCTPP developed by the researcher was applied to the experimental group. No intervention was made in the control group. As a result of the research, it was determined that the variance between the pre-test and post-test scores of the individuals in the experimental group and the control group regarding the attitude towards DV, the negative conflict resolution style (NCRS), and the compliance conflict resolution style (CCRS) differed significantly from each other. Accordingly, it was determined that the participants' attitude scores towards DV decreased, that is, they considered DV as less acceptable in relationships. In addition, it was found that the participants tended to use the NCRS and CCRS less. It was determined that the program did not affect the decrease of withdrawal conflict style scores (WCRS) in conflict resolution, and the increase in positive conflict resolution style scores (PCRS) and relationship quality scores.</p> Özlem Gündüz Seher A. Sevim Copyright (c) 2023 Psycho-Educational Research Reviews https://creativecommons.org/licenses/by-nc-nd/4.0 2023-12-13 2023-12-13 12 3 612 625 10.52963/PERR_Biruni_V12.N3.07