Top

Technology, Knowledge and Learning

Published in:

30-06-2021 | Original research

The Predictive Effect of Digital Literacy, Self-Control and Motivation on the Academic Achievement in the Science, Technology and Society Learning Area

Authors: Şenol Mail Pala, Adem Başıbüyük

Published in: Technology, Knowledge and Learning | Issue 1/2023

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

Science, Technology and Society (STS) is one of the learning areas that is stated in the Social Studies Course Curriculum. This learning area is included in all the class levels in which the social studies course is taught with the aim of providing various skills to the students. Even in the STS learning area of the fifth grade, it is stated that digital literacy and self-control are the skills intended to be gained by students. Considering this situation, in addition to the digital literacy and self-control skills, the predictive effects of the STS learning area on the academic achievements of students were investigated in the study. This study, in which the correlational survey method was employed, was carried out with 742 students in the fifth grade. The data were collected with ‘The Science, Technology and Society Learning Area Achievement Test’, The Digital Literacy Scale’, ‘The Self-control Scale for Children’, and ‘The Social Studies Course Motivation Scale’. Correlation and stepwise regression analysis were used in the data analysis. According to the research results, it was found that digital literacy, self-control and course motivation predict the academic achievements of the students in the STS learning area. It was also determined that the predictive effect of these variables on the academic achievement in the STS learning area was in the order of digital literacy, self-control and course motivation. In line with this result, it can be claimed that both skill building and motivation are effective in academic achievement.

previous article Improving the Learning of Mechanics Through Augmented Reality

next article Lived Experience of Faculty Members of Ethics in Virtual Education

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Aamodt, S., & Wang, S. (2018). Çocuğunuzun beynine hoşgeldiniz-doğum öncesi dönemden üniversite çağına kadar beyin gelişimi. İstanbul: İndigo.

Acun, İ. (2012). Bilgisayar destekli öğretim uygulamaları. In C. Öztürk (Ed.), Sosyal bilgiler öğretimi; demokratik vatandaşlık eğitimi. Ankara: Pegem Akademi.

Akgün, İH. (2015). Investıgatıon of 7th grade students’ level of achıevement on the scıence, technology and socıety learnıng space ın socıal studıes ın terms of some varıables. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 4(2), 770–782.

Alşan, E. U. (2009). The effect of learning style preferences, self-regulated learning and motivation factors on pre-service chemistry teachers’ academic achievement (PhD Dissertation). Hacettepe Üniversitesi Fen Bilimleri Enstitüsü, Ankara.

Aslan, S. (2016), Digital citizenship behaviour of social studies teachers of primary investigation of some variables (The sample of Fırat, Dicle, Siirt, Adıyaman universities) (Master's Thesis). T.C. Fırat Üniversitesi Eğitim Bilimleri Enstitüsü, Elazığ.

Aspinwall, L. G., & Taylor, S. E. (1997). A stitch in time: Self-regulation and proactive coping. Psychological Bulletin, 121(3), 417–436.CrossRef

Atay, A. D. (2014). İnvestigation on secondary school students' motivation levels and metacognitive awareness on learning science (Master's Thesis), Adnan Menderes Üniversitesi Fen Bilimleri Enstitüsü, Aydın.

Aydın, A. (2004). Gelişim ve öğrenme psikolojisi. Ankara: Alfa Yayınları.

Barber, L. K., Munz, D. C., Bagsby, P. G., & Grawitch, M. J. (2009). When does time perspective matter? Self-control as a moderator between time perspective and academic achievement. Personality and Individual Differences, 46(2), 250–253.CrossRef

Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The strength model of self-control. Current Directions in Psychological Science, 16(6), 351–355.CrossRef

Bawden, D. (2008). Origins and conceptsof digital literacy. In C. Lankshear & M. Knobel (Eds.), Digital literacies concepts, policies and practices. New York: Lang Publishing.

Beydoğan, H. Ö. (2003). Öğretimde planlama ve değerlendirme. Erzurum: Eser Matbaacılık.

Bilgin, M. (2017). Ergenlerin beş faktör kişilik özelliği ile bilişsel esneklik ilişkisi. Elektronik Sosyal Bilimler Dergisi, 16(62), 945–954.CrossRef

Brouse, C. H., Basch, C. E., LeBlanc, M., McKnight, K. R., & Lei, T. (2010). College students’ academic motivation: Differences by gender, class, and source of payment. College Quarterly, 13(1), 1–10.

Buckingham, D. (2010) Defining Digital Literacy. Bachmair, B. (Ed.), Medienbildung in neuen kulturräumen (59–71) in. VS Verlag für Sozialwissenschaften.

Büyüköztürk, Ş, Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş, & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.

Creswell, J. W. (2016). Araştırma deseni; nicel, nitel ve karma yöntem yaklaşımları, (Ed. Transl. Selçuk Beşir Demir), Ankara: Eğiten Kitap Yayınları.

Çelikcan, Ş. (2010). The effect of studying science, technology and the field of society learning in social studies lesson with the active learning methods on the academic successes of the students (PhD Dissertation). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

Da-Silva, E. B. (2008). A comparision of multimedia technology instruction on the achievement of U.S. educated and non U.S. educated community college geography students (PhD Dissertation). Florida Atlantic University, Florida.

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3–4), 325–346.CrossRef

Demirezen, S., & Turan, R. (2016). Küresel bağlantılar öğrenme alanında yer alan kavramların öğrenilmesinde kavram analizi yönteminin öğrenci başarısı ve tutumuna etkisi. Uluslararası Türk Eğitim Bilimleri Dergisi, 2016(6), 1–18.

Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944.CrossRef

Duckworth, A. L., White, R. E., Matteucci, A. J., Shearer, A., & Gross, J. J. (2016). A stitch in time: Strategic self-control in high school and college students. Journal of Educational Psychology, 108(3), 329.CrossRef

Duran, E., & Özen, N. E. (2018). Türkçe derslerinde dijital okuryazarlık. Türkiye Eğitim Dergisi, 3(2), 31–46.

Duyan, V., Gülden, Ç., & Gelbal, S. (2012). Self-control scale – SCS: Reliability and validity study. Journal of Society and Social Work, 23(1), 25–38.

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040–1048.CrossRef

Eshet-Alkalaı, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Jl. of Educational Multimedia and Hypermedia, 13(1), 93–106.

Europass (2017). https://europass.cedefop.europa.eu/sites/default/files/dc_-_tr.pdf. Accessed 4 April 2018.

Eymur, G., & Geban, Ö. (2011). An investigation of the relationship between motivation and academic achievement of pre-service chemistry teachers. Eğitim Ve Bilim, 36(161), 246–255.

Finkenauer, C., Engels, R., & Baumeister, R. (2005). Parenting behaviour and adolescent behavioural and emotional problems: The role of self-control. International Journal of Behavioral Development, 29(1), 58–69.CrossRef

Friese, M., & Hofmann, W. (2009). Control me or I will control you: Impulses, trait self-control, and the guidance of behavior. Journal of Research in Personality, 43(5), 795–805.CrossRef

Friedman, A. M., & Heafner, T. L. (2007). You think for me, so I don’t have to.” The effect of a technology-enhanced, ınquiry learning environment on student learning in 11th grade United States history. Contemporary Issues in Technology and Teacher Education, 7(3), 199–216.

Forgas, J. P., Baumeıster, F. R., & Tıce, M. D. (2009). Psychology of self-regulation: Cognitive, affective, and motivational processes. PsychologyPress.

Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30(8), 1311–1327.CrossRef

Gelen, İ. (2017). P21–21st century skill frameworks in curriculum and instruction (USA practices). Disiplinlerarası Eğitim Araştırmaları Dergisi, 1(2), 15–29.

Gilster, P. (1997). Digital literacy. Wiley Computer Pub.

Gordon, W. I., Lindner, R. W. & Harris B. R. (1996). A factor analytic study of the self regulated learning ınventory. Paper Presented at the Annual Meeting of the American Educational Research Association, 8–12.

Gömleksiz, M. N., & Cüro, E. (2011). Sosyal bilgiler dersi öğretim programının toplumsal ihtiyaçları karşılama düzeyine ilişkin öğretmen görüşleri (Diyarbakır ili örneği). Milli Eğitim, 190, 145–166.

Güloğlu, B. (2006). Bilişsel davranışçı grupla psikolojik danışma programının ilköğretim okulu öğrencilerinin öğrenilmiş güçlülük düzeyleri ve otomatik düşünce biçimleri üzerindeki etkisi (PhD Dissertation). Orta Doğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.

Güneş, E. P. U. (2016). Toplumsal değişim, teknoloji ve eğitim ilişkisinde sosyal ağların yeri. Açıköğretim Uygulamaları Ve Araştırmaları Dergisi, 2(2), 191–206.

Hague, C., & Payton, S. (2010). Digital literacy across the curriculum: A Futurelab handbook. Bristol: Futurelab.

Hamutoğlu, N. B., Güngören, Ö. C., Uyanık, G. K., & Erdoğan, D. G. (2017). Dijital okuryazarlık ölçeği: Türkçe’ye uyarlama çalışması. Ege Eğitim Dergisi, 18(1), 408–429.CrossRef

İflazoğlu, A., & Tümkaya, S. (2008). An investigation of the relationship between student teachers’ motivation levels and their academic achievement of educational drama. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 23(23), 61–73.

İkiz, F. E., & Sakarya Çınkı, Ö. (2016). Ergenlerin ruhsal belirtileri ile duygusal özyeterlik düzeylerinin incelenmesi. Electronic Turkish Studies, 11(14), 333–348.CrossRef

İncebacak, B. B., & Tangülü, Z. (2015). Sosyal bilgiler öğretimi: öğretmenim “iyi ki var.” Sakarya University Journal of Education, 5(3), 52–66.CrossRef

Kağıtçıbaşı, Ç., & Cemalcilar, Z. (2014). Dünden bugüne insan ve insanlar: Sosyal psikolojiye giriş. İstanbul: EvrimYayınları.

Kaplan, A., Duran, M., & Gökhan, B. A. Ş. (2016). Examination with the structural equation modeling of the relationship between mathematical metacognition awareness with skill perception of problem solving of secondary school students. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 1–16.

Kapıkıran, Ş, & Özgüngör, S. (2009). The relationship between the social support and the achievement and motivation of adolescents. Çocuk Ve Gençlik Ruh Sağlığı Dergisi, 16(1), 21–30.

Karasar, N. (2017). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Ankara: Nobel Akademik Yayıncılık.

Karataş, M. (2014). The study on relation between social problem solving skills and self-control on police officers in Turkish National Police, Center Headquarter Department (Master's Thesis) T.C. Ankara Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.

Karsenti, T. P., & Thibert, G. (1995). What Type of Motivation Is Truly Related to School Achievement? A Look at 1428 High-School Students.

Kellner, D. (2001). New technologies/new literacies: Reconstructing education for the new millennium. International Journal of Technology and Design Education, 11(1), 67–81.CrossRef

Kilmen, S. (2015). Eğitim araştırmaları için SPSS uygulamalı istatistik. Ankara: Edge Akademi.

Koka, V. (2018). The effect of computer aided educational games used in social sciences course (Master's Thesis). İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Malatya.

Leu, J. D., Kinzer, K. C., Coiro, J., Castek, J., & Henry, A. L. (2017). New literacies: A dual-level theory of the changing nature of literacy, ınstruction, and assessment. Journal of Educatıon, 197(2), 1–18.

Lazaros, E. J., Spotts, T. H., & Verdon, J. E. (2010). Scientific inquiry into home electronic technology usage. Science Activities, 47(3), 63–67.CrossRef

Lin, L. C. (2012). Measurıng adult learners’foreign language anxıety, motıvatıonal factors, and achıevement expectatıons: A comparatıve study between Chinese as a second-language students and English as a second-language students (Doctoral Studies). Cleveland State University.

Lloyd, J., & Barenblatt, L. (1984). Intrinsic intellectuality: Its relations to social class, intelligence, and achievement. Journal of Personality and Social Psychology, 46(3), 646–654.CrossRef

Lumsden, L. S. (1994). Student motivation. Research Roundup, 10(3), 1–7.

Maden, S., Maden, A., & Banaz, E. (2018). The evaluation of 5th grade Turkish course books within the context of digital literacy. Uluslararası Sosyal Araştırmalar Dergisi, 11(55), 685–695.

Malkoç, E. (2018). Effect of computer and internet use on success and permanency in social studies teaching (Master's Thesis). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.

Martin, A. (2005). DigEuLit – a European framework for digital literacy: A progress report. Journal of eLiteracy, 2, 130–136.

Martin, A., & Grudzieci, J. (2006). DigEuLit: Concepts and tools for digital literacy development. Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 249–267.CrossRef

McGillivray, D., McPherson, G., Jones, J., & McCandlish, A. (2016). Young people, digital media making and critical digital citizenship. Leisure Studies, 35(6), 724–738.CrossRef

Mehta, R. (2010). Exploring self-control: Moving beyond depletion hypothesis. ACR North American Advances, 37, 174–178.

Meyers, E. M., Erıckson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: An introduction. Learning, Media and Technology, 38(4), 355–367.CrossRef

Ministry of National Education (MoNE) (2018). Sosyal bilgiler dersi öğretim programı (İlkokul ve ortaokul 4, 5, 6 ve 7. sınıflar). Ankara: MEB Yayınları.

National Curriculum Standards for Social Studies (US), https://www.socialstudies.org/standards/strands#8 (26.10.2018).

Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(1), 1065–1078.CrossRef

Oaten, M., & Cheng, K. (2006). Improved self-control: The benefits of a regular program of academic study. Basic and Applied Social Psychology, 28(1), 1–16.CrossRef

Onursoy, S. (2018). Üniversite gençliğinin dijital okuryazarlık düzeyleri: Anadolu Üniversitesi öğrencileri üzerine bir araştırma. Gümüşhane Üniversitesi İletişim Fakültesi Elektronik Dergisi, 6(2), 989–1013.CrossRef

Özder, H., & Motorcan, A. (2013). An analysis of teacher candidates’ academic motivation levels with respect to several variables. British Journal of Arts and Social Sciences, 15(1), 42–53.

Özensoy, A. U. (2014). Sosyal bilgiler dersinde “Bilim, Teknoloji ve Toplum” öğrenme alanıyla ilgili öğretmen görüşleri. Uluslararası Türk Eğitim Bilimleri Dergisi, 2014(3), 106–115.

Özerbaş, M. A., & Kuralbayeva, A. (2018). A review of digital literacy levels of future primary-school and secondary-school teachers in Turkey and Kazakhstan. MSKU Eğitim Fakültesi Dergisi, 5(1), 16–25.

Öztürk, M. (2015). Digital citizenship level of secondary school students (Master's Thesis). Kastamonu Üniversitesi Sosyal Bilimler Enstitüsü, Kastamonu.

Pala, Ş. M. (2019). Ortaokul 5. sınıf öğrencilerinin sosyal bilgiler dersi bilim teknoloji ve toplum öğrenme alanına ilişkin akademik başarı ve becerilerinin incelenmesi (PhD Dissertation). Erzincan Binali Yıldırım Üniversitesi Sosyal Bilimler Enstitüsü, Erzincan.

Pala, S. M., & Basibuyuk, A. (2020). 10–12 Yas grubu öğrencileri için dijital okuryazarlik ölçeği geliştirme çalişmasi. Mediterranean Journal of Educational Research, 14(33), 542–565.CrossRef

Pala, ŞM., & Başıbüyük, A. (2020). Ortaokul beşinci sinif öğrencilerinin dijital okuryazarlik düzeylerinin incelenmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 9(3), 897–921.

Peker, N. (2012). Öz denetimin sporcuların performans ve kaygı düzeylerindeki rolü. İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi, 11(21), 39–48.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.CrossRef

Polat, M. (2014). Analyses according to gender, class, school and general academic achievement secondary school students biology courses motivation levels (Master's Thesis). T.C. Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü, Konya.

Ribble, M. (2011). Digital citizenship in schools. Washington: International Society for Technology in Education ISTE.

Ridder, D. T., Lensvelt-Mulders, G., Finkenauer, C., Stok, F. M., & Baumeister, R. F. (2012). Taking stock of self-control: A meta-analysis of how trait selfcontrol relates to a wide range of behaviors. Personality and Social Psychology Review, 16(1), 76–99.CrossRef

Rimon, D. (1980). Children's assessment of their self-control: Development of a scale (Master's Thesis). Tel-Aviv University: Tel-Aviv

Rosenbaum, M. (1993). The three functions of self-control behaviour: Redressive, reformative and experiential. Work and Stress, 7(1), 33–46.CrossRef

Rowell, D. (2004). Educational technology’s impact on student attitudes in high school social studies (Master's Thesis). Royal Roads University, British Columbia

Selçuk, Z. (2001). Gelişim ve öğrenme. Ankara: Nobel Akademik Yayıncılık.

Sisco, H. T. (2008). A correlation of technology ımplementation and middle school academic achievement in tennessee's middle schools (PhD Dissertation). East Tennessee State University, Tennessee

Sönmez, E. E., & Gül, H. Ü. (2014). Dijital okuryazarlık ve okul yöneticileri. XIX. Türkiye'de İnternet Konferansı, 27–29.

Stripling, B. (2010). Teaching students to think in the digital environment: Digital literacy and digital inquiry. School Library Monthly, 26(8), 16–19.

Şengüder, Ş. (2006). The comfirmation of the relationship between the locus of control and the psychological problems of the high school students at the grades of 1-III and compare it to the academic achievement of the students (Master's Thesis). Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.

Tabachnick, B. G., & Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı, (Ed. Transl., M. Baloğlu.). Ankara: Nobel Yayın Dağıtım.

Tahiroğlu, M. (2015). The impact of ARCS motivation model on motivation and success level of primary 4th grade students in social studies. Zeitschrift Für Die Welt Der Türken/journal of World of Turks, 7(2), 261–285.

Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–324.CrossRef

Taşkıran, C., Baş, K., & Bulut, B. (2016). The level of acquired social studies specific skills. Journal of Social Sciences, 6(11), 2146–4561.

Taylan, G. Ö. (2020). Eğitim Amaçlı İnternet Kullanımı, Sağıroğlu, Ş., Bülbül, H. İ., Kılıç, A. And Küçükali, M. (Ed.), Dijital okuryazarlık: araçlar, metodolojiler, uygulamalar ve öneriler (375–410) in. Ankara: Nobel.

TEDMEM, (2017). 2017 Education Evaluation Report, Ankara: TED.

Thomas, D. M., Love, K. M., Roan-Belle, C., Tyler, K. M., Brown, C. L., & Garriott, P. O. (2009). Self-efficacy, motivation, and academic adjustment among African American women attending institutions of higher education. The Journal of Negro Education, 78(2), 159–171.

Tok, Ş. (2008). The effects of reflective thinking activities in science course on academic achievements and attitudes toward science. Elementary Education Online, 7(3), 557–568.

Topçu, S. (2018). Child and virtual environment. Kocatepe Tıp Dergisi, 19(1), 27–33.

Ulaş, A. H., Epçaçan, C., Sökmen, Y., & Yasul, A. F. (2015). Relationship among pre-service primary teachers’ level of self control skills and metacognitive awareness skills. Dil Ve Edebiyat Eğitimi Dergisi, 15, 134–148.

Uyulgan, M. A., & Akkuzu, N. (2017). research on personal factors predicting academic achievement of secondary school students. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 1211–1226.CrossRef

Uzun, N., & Keleş, Ö. (2010). Evaluation of the motivation for science learning according to some demographic characteristics. Gazi Eğitim Fakültesi Dergisi, 30(2), 561–584.

Ünlü, B. (2018). The effect of digital stories based social studies courses on students' achievement, locus of control and critical thinking skills (Master's Thesis). Recep Tayyip Erdoğan Üniversitesi Sosyal Bilimler Enstitüsü, Rize.

Yeşildal, M. (2018). Yetişkin bireylerde dijital okuryazarlık ve sağlık okuryazarlığı arasındaki ilişki: Konya örneği (Master's thesis). Necmettin Erbakan Üniversitesi Sağlık Bilimleri Enstitüsü, Konya.

Yeşiltaş, E., & Kaymakcı, S. (2014). Technological dimension of Turkish social studies curricula. Sosyal Bilimler Dergisi, 5(16), 314–340.

Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. The Cambridge Handbook of Expertise and Expert Performance, 186, 705–722.CrossRef

Title: The Predictive Effect of Digital Literacy, Self-Control and Motivation on the Academic Achievement in the Science, Technology and Society Learning Area
Authors: Şenol Mail Pala
Adem Başıbüyük
Publication date: 30-06-2021
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 1/2023
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-021-09538-x

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Other articles of this Issue 1/2023

Assessing Psychometric Properties of the Sentiments, Attitudes and Concerns about Inclusive Education Scale in a Greek-Speaking Sample of In-service Teachers

Correction: Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers

Analysis of Trends in the Application of Augmented Reality in Students with ASD: InTellectual, Social and Conceptual Structure of Scientific Production Through WOS and Scopus

Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers

Examining the Emotional Semantic Orientation of Gifted Students Towards the Flipped Learning Model

Exploring the Effects of Background Music on Real-Time Emotional Expressions, Performance, and Confusion Mediation in Middle School Students

Premium Partners