Volume 5 - Issue 1

January 2018

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The Moderating Effects of Achievement Emotions on Relations between Expectancy-value Appraisals and Academic Delay of Gratification

Dylan Marshall Hamid Gomari
Pages: 0-0

In order to be successful learners in the technology-rich learning environment of social studies classes in international high schools it is important for students to focus their efforts and attention on academic tasks. Their cognitions and emotions work together to affect their decision to engage or delay their studies. In the theoretical context of the expectancy-value theory, this study employed a quantitative, cross-sectional, explanatory non-experimental design to investigate the moderating effects of the achievement emotions on predictive relations between expectancy-value appraisals and Academic Delay of Gratification (ADOG) (N=1559). The study found that anxiety buffered predictive relations between academic control, interest value, cost value and ADOG. The results of the study are discussed in terms of implications for the important role of appraisals and ADOG in the technology-rich learning environment of social studies classes in international schools.

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Oral History Attitude Scale (OHAS) Validity and Reliability Study

Halil İbrahim Sağlam Sinem Sayımlı
Pages: 1-8

The purpose of this study is to develop a valid and reliable Oral History Attitude Scale. The 25-item trial form created under the supervision of an expert opinion was applied to 714 elementary school third and fourth grade students, 345 female and 369 male students in Sakarya province. Then the obtained data were analyzed. As a result of the Explicit Factor Analysis (AFA), a structure consisting of two dimensions, which are named "individual" and "social", and a total of 15 items have been found out. It has been determined that the model's goodness of fit indexes is quite high. Validation Factor Analysis also confirms AFA results. It was determined that the reliability coefficient of the scale was .76, the split-half half reliability was .74, the test-retest reliability coefficient was .91, and all the differences between the averages of the 27% upper and lower groups were significant. In the study, it was concluded that the scale can be perfectly used as a valid and reliable instrument in research to determine the attitudes of primary school students towards oral history.

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