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Yayın University education in developing economies: access, competition, and neglect(Springer International Publishing, 2016-01-01) Staub, Donald FrancisThere is little disputing the link between education and economic development, whether at the level of the nation or the individual. There is abundant support of this tenet. However, at a global level, there appear to be fewer instances where a strategic effort is made by governments to effectively establish and sustain this linkage. This is particularly the case in developing, or emerging economies where governments may have made a commitment to a fully functioning education system-from pre-school through graduate school-yet a gap remains between design and implementation of the education system and realization of economic growth for individuals and the nation. This chapter discusses two critical factors that impede many developing countries from closing the gap. The first is access to quality higher education. The second is the lack of attention in primary and secondary education systems paid to the noncognitive, social, and emotional development of students so that they emerge from their education as healthy, stable, contributing members to the economy of their nation. Access to higher education in many developing countries has increased dramatically since the 1990s, due in large part to the growth in the number of private higher education institutions. Access does not guarantee that it will be a quality experience. Students may graduate only with large debts from tuition loans, yet with no employment to help pay for them. In addition, data clearly shows that affective and non-cognitive traits, which are teachable, can contribute to greater levels of innovation and economic growth, and fewer emotional and disciplinary issues at school and, further on, in the workplace.Yayın Programlamaya giriş dersi öğrencilerinin öz yeterlilik algıları ve derse yönelik tutumlarının cinsiyet ve eğitim diline göre incelenmesi(IEEE, 2017-10-31) Deveci, Ezgi; Aydın, Damla; Benli, Kristin Surpuhi; Tek, Faik BorayBu araştırmanın amacı F.M.V. Işık Üniversitesi Mühendislik Fakültesinde öğrenim gören öğrencilerin genel öz-yeterlilik algılarının ve Programlamaya Giriş(CSE101) dersine yönelik tutumlarının; cinsiyet ve eğitim aldıkları programın diline (Türkçe-İngilizce) göre incelenmesidir. Araştırmaya 40 kadın ve 74 erkek olmak üzere toplam 114 üniversite öğrencisi katılmıştır. Öğrencilerin öz yeterlilik algılarını ölçmek için Genel Öz Yeterlilik ölçeği kullanılmış, ders sonucunu (başarı ve başarısızlık) değerlendirmeleri için açık uçlu sorular sorulmuş ve yaş, cinsiyet gibi temel demografik bilgileri alınmıştır. Açık uçlu sorular niteliksel (kalitatif) analiz yöntemi ile incelenmiştir. Yapılan niceliksel analiz sonucunda öğrencilerin genel öz-yeterlilik puanları ile genel not ortalaması arasında anlamlı, CSE101 dersi dönem sonu not ortalaması arasında ise anlamsız bir ili ki olduğu bulgulanmıştır. Ayrıca öğrencilerin öz-yeterlilik puanlarının cinsiyete ve eğitim aldıkları dile göre (Türkçe-İngilizce) değişmediği görülmüştür. Öğrencilerin motivasyon puanları da eğitim aldıkları dile göre farklılaşmamaktadır. Niteliksel analiz bulgularına göre ise öğrencilerin verdiği cevapların yüzde sıklık değerlerinin cinsiyetleri açısından değiştiği görülmüştür. Bu çalışmanın sonuçları özellikle öğrencilerin derse yönelik tutumlarında cinsiyet açısından bir farklılık olduğunu göstermesi ile mühendislik programlama eğitiminde öğrenci başarısını yordayan değişkenlerin tespit edilmesi sürecine katkı sağlaması beklenmektedir.Yayın Reliability, validity, and factorial structure of the Turkish version of the Empathy Quotient (Turkish EQ)(Taylor & Francis Ltd, 2018-07-03) Köse, Samet; Çam Çelikel, Feryal; Kulacaoğlu, Filiz; Akın, Ercan; Yalçın, Mehmet; Ceylan, VedatOBJECTIVES: Empathy is an essential ability that allows us to tune into how others are feeling or thinking. Empathy makes it possible to resonate with others' positive and negative feelings alike so that we can thus feel happy when we vicariously share the joy of others and we can share the experience of suffering when we empathize with someone in pain. Empathy training not only promotes prosocial behaviour, but also augments positive affect and resilience, which in turn fosters better coping with stressful situations. The Empathy Quotient (EQ) is a self-report questionnaire that was developed to measure the cognitive, affective, and behavioural aspects of empathy. Here, we aimed to examine the validity, reliability, and factor structure of the EQ in a Turkish sample. METHODS: Participants were 436 mostly college students and civil servants (195 female, 241 male). Sociodemographic information, the Turkish version of the EQ, Marlowe-Crowne Social Desirability Scale (MC-SDS) 33-item full version and MC-SDS 13-item shorter versions were administered. All statistical analyses were performed by using SPSS version 23 for Windows. RESULT: EQ scores were significantly higher in female participants ((X) over bar (Female)=46.45, SDFemale=0.62) compared to the male participants ((X) over bar (Male)=43.68, SD (Male)=0.56). The Cronbach's alpha coefficient for the scale was 0.76, Guttman's split-half reliability coefficient was 0.61, and test-retest reliability coefficient was 0.95. A positive and statistically significant correlation was found between the Turkish EQ and MC-SDS Full version (r=0.299, p<.01) and short form of MC-SDS (r=0.273, p<.01). A three-factor solution that accounted for 25.28% of the variance observed. CONCLUSIONS: The Turkish version of the EQ has satisfactory validity, good internal and test-retest reliability with a robust factorial structure to use in a clinical population in Turkey. Moreover, as predicted, women scores were statistically significantly higher on the EQ than men. This result was consistent with a series of earlier studies reporting gender differences (female superiority) on questionnaires that measure empathy. A better knowledge of empathy will have important implications for the examination and understanding of certain neurological and psychiatric disorders, including autism, narcissistic and antisocial personality disorders, and may also provide important clues about the relevant brain circuitry underlying empathy.
