Unidirectional cycles of boredom,boredom coping strategies,and engagement among prospective teachers

This study examined the mediating roles of prospective teachers’ boredom coping strategies in the relationships between their levels of boredom and four aspects of engagement, and explored the unidirectional cycles of their levels of boredom, boredom coping strategies, and engagement. A total of 467 prospective teachers, majoring in primary school teaching, computer education and instructional technology teaching, mathematics teaching, English language teaching, special education teaching, and preschool teaching, voluntarily participated in the study. Structural equation modeling analyses were conducted to examine the reciprocal relationships between prospective teachers’ boredom, boredom coping strategies, and engagement. Results showed that the relationships between prospective teachers’ levels of boredom and cognitive engagement, emotional engagement, and behavioral engagement were significantly mediated by cognitive-approach strategies. Results also showed that the prospective teachers’ levels of boredom were reciprocally related to their emotional engagement through cognitive-approach strategies. Results suggest that the negative effects of boredom on cognitive engagement, emotional engagement, and behavioral engagement in the lessons can be significantly decreased by encouraging prospective teachers to adopt cognitive-approach strategies when they experience boredom. Results also suggest that prospective teachers may significantly decrease their levels of boredom not only by adopting cognitive-approach strategies, but also by increasing their emotional engagement during the lessons.     

Uncovering the links between prospective teachers’ personal responsibility,academic optimism,hope, and emotions about teaching: a mediation analysis

Prospective teachers’ sense of personal responsibility has not been examined together with their academic optimism, hope, and emotions about teaching in a single study to date. However, to consider hope, academic optimism, and emotions about teaching together with personal responsibility is important to uncover the factors affecting prospective teachers’ commitment to teaching. Indeed, this is an international concern that occupies educational researchers and policy makers from a diverse range of countries. Thus, this study aimed to examine the relationships between prospective teachers’ personal responsibility, academic optimism, hope, and emotions about teaching, with the intention to explore the mediating roles of hope and academic optimism in the relationships between emotions about teaching and personal responsibility. A total of 455 prospective teachers voluntarily participated in the study. Correlation, regression, and structural equation modeling analyses were conducted in order to explore the relationships between research variables. Results showed that the prospective teachers’ emotions about teaching, academic optimism, hope, and personal responsibility were significantly related to each other. Results also showed that the relationships between prospective teachers’ emotions about teaching and responsibility for student motivation, achievement, relationships with students, and teaching were strongly and positively mediated by their academic optimism; whereas the relationships between PTs’ emotions about teaching, responsibility for student achievement, and teaching were moderately and negatively mediated by their hope. Implications for teacher education and directions for future studies were also discussed in the present study.     

The Determinants of Happiness in Turkey: Evidence from City-Level Data

This paper analyses the determinants of happiness in Turkey between 2004 and 2013 by relying on TURKSTAT’s Life Satisfaction Surveys. It contributes to the literature by employing a set of novel variables and a larger dataset which became representative at city-level in 2013. Some of the interesting findings are as follows: degree of hope is found to be the strongest estimator of happiness which was neglected in previous studies; job satisfaction is as important as being employed. Similarly, being married makes people happier only if they are satisfied from their marriage. Education brings more happiness only if it helps to increase income. Moreover, our results support Easterlin Paradox (Nations Househ Econ Growth Essays Honor Moses Abramovitz 1974. doi: 10.1016/B978-0-12-205050-3.50008-7). We have shown that happiness and income share a potent and positive relationship when yearly or pooled micro datasets are analysed, which has not been observed in macro data.     

Subjective Well-Being in an Era of Relentless Growth: The Case of Turkey Between 2004 and 2014

This paper analyses the subjective well-being levels in Turkey between 2004 and 2014 by relying on Turkish Statistical Institute’s Life Satisfaction Surveys. This is the first study ever suggesting an alternative well-being approach for Turkish population based on subjective measures. Inspired from the Bhutan’s Gross National Happiness and Cummins et al.’s (2003) Australian Unity Well-Being Index approaches, we constructed several subjective well-being indexes for the first time in Turkey. The main findings of this study are as follows: (1) Despite GDP per capita (in current $) doubles between 2004 and 2014 period, constructed indexes show slight increments or stagnate around some level. (2) We found a slight support for Frey and Stutzer’s (2002a) argument that GDP per capita is insensible after some threshold. (3) National well-being indicators are found to be more volatile than individual well-being indicators, which hints that individuals may be using their informal social networks as a shelter from the economic and politic fluctuations in the country. (4) Much of the volatility in subjective well-being indexes are caused by psychological well-being indicators. Previous results indicate that as basic requirements of a society are met after some level of per capita income, non-materialistic aspirations- like happiness, freedom or justice-started to surpass materialistic aspirations. Same is true for Turkey- this led us to conclude that the reductionist approach of delegating the solution of social and ecological problems to economic growth process may lie beneath this dismal outcome in Turkey in the last decade. Thus, we recommend policy-makers to upkeep with the reform process which would make economic and political system more transparent and competitive, which in turn, help to ameliorate the channels through which individuals fulfil their aspirations.     

Which One Triggers the Other? Technological or Social Innovation

The term innovation has sometimes been used as a synonym for technological innovation until the concept of social innovation attracted academic attention. Since then, these two types of innovation have been investigated individually. It can be claimed that, despite the great importance of social innovation studies, technological innovation studies received more attention. In addition, there are limited studies that have examined technological and social innovation together. The aim of this study was to examine the causal relationship between technological and social innovations. The impact of entrepreneurial characteristics on social innovation was also analyzed. This study was based on a comprehensive field study including 767 university students from 10 universities from different regions of Turkey. Regression analyses and structural equation modeling confirmed that social and technological innovation were related to one another, and both were correlated with a particular constellation of personal characteristics.     

Fluency in L2: Read and Spontaneous Speech Pausing Patterns of Turkish,Swahili, Hausa and Arabic Speakers of English

Journal of Psycholinguistic Research - Language learners’ actual speech performances constitute an essential aspect of studies on second language learning and teaching. Although there is...