Volume 3 - Issue 1

January 2016

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Learned Resourcefulness and Burnout Levels of English Teachers

Gülten Genç
Pages: 1-13

The aim of this study was to examine the relationships between some individual characteristics, learned resourcefulness and burn out on the one hand and the relationships between burn out and learned resourcefulness on the other. The participants in this research included 163 English teachers teaching in the schools located in Malatya. The participants were asked to anonymously fill out a questionnaire involving three parts which respectively investigated their background, burnout level and learned resourcefulness (Rosenbaum’s Learned Resourcefulness Scale and Maslach Burnout Inventory). The findings indicated that more than half of the teachers possess moderately high level of learned resourcefulness and they are experiencing burnout at moderate level in three aspects of MBI. In addition, the analysis suggested an inverse relationship between learned resourcefulness and the three burnout subscales: as learned resourcefulness increases, emotional exhaustion, depersonalization and lack of personal accomplishment decrease. Furthermore; the independent variables (age, gender, and marital status) were not found to be significant in learned resourcefulness and any of the burnout dimensions. “The school type” is the only variable which was found to be significant in the three burnout sub-dimensions. Results are discussed in the light of current literature and suggestions were provided.

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Forgiveness Flexibility

Tuğba Seda Çolak Mustafa Koç
Pages: 14-30

Forgiveness flexibility is the skill to minimize the negative effect of an event by using cognitive, affective and behavioral skills while taking a stand at the end of an injurious process. A number of studies were conducted to test the flexibility of the structure of forgiveness. The theoretical structure, structural validity and the confirmatory factor analysis supported the theoretical structure of forgiveness flexibility. The criterion validity evaluated in similar manners was found high. Forgiveness flexibility designed as a three dimensional structure and its sub-dimensions was confirmed theoretically as the recognition of forgiveness andthe internalization of forgiveness through insight and its practice.

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Barriers Experienced by Middle School Students in the Process of Learning English

Özlem Çelik Orhan Kocaman
Pages: 31-46

English has gained a significant role in technological, business, economic or political areas and has been a part of educational policies in different countries. However, many learners of English have difficulties in learning and using the language effectively due to a number of reasons. Accordingly, a descriptive study was conducted in order to investigate what kind of foreign language (English) learning problems the middle school students experience in Turkey. A total of 164 (92 female and 72 male) middle school students (5th, 6th, 7th, 8th grade) in 4 public schools in Sakarya, Turkey participated in the study. The data were collected through an open-ended question and semi-structured interviews. The collected data were analyzed and coded thematically. The results have indicated that middle school students mostly face linguistic, instructional, affective barriers as well as lack of assistance and useful resource. Considering the findings, some possible reasons and suggestions were also provided to help teachers and learners overcome the relevant barriers in learning English as a foreign language (EFL) in Turkey

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We would like to inform you that 1st issue of the 3rd volume of the International Journal of Psychology and Educational Studies (IJPES) has been published. This journal serves as a platform for presenting and discussing the emerging issues on psychology and education for readers. In this issue, IJPES published has 3 articles. Many thanks to all contributors. We also cordially invite you to read are 1st issue of 2016 IJPES.
International Journal of Psychology and Educational Studies (IJPES) is an international, peer-reviewed, non-profit, professional scientific journal. IJPES is a journal that accepts manuscripts related to psychology and educational sciences. The journal is published online three times in a year. The article being submitted should be written in English. IJPES publishes research employing a variety of qualitative and/or quantitative methods and approaches in all areas of the education field and psychology. IJPES welcomes articles from different institutions and countries.

IJPES is supported by Educational Researches and Publications Association (ERPA).