lthough peer interaction and authoritarian parenting are known to have an impact on teenage behaviour and resilience, their combined predictive power over social media use and resilience in Indonesia is still poorly understood. This study fills this knowledge gap by investigating the intricate connections between peer interaction, social media use, authoritarian parenting, and the resilience of high school students in the Indonesian context. Using a quantitative methodology, data were gathered from 500 secondary school pupils in Bogor, West Java, Indonesia. SEM-PLS (Structural Equation Modelling-Partial Least Squares) was used in the analysis. Important results indicate that authoritarian parenting directly reduces resilience (β = -0.218) and significantly predicts higher social media use (β = 0.138). On the other hand, peer interaction is a strong predictor of improved resilience (β = 0.321) and increased social media use (β = 0.288). Interestingly, social media use and resilience are not directly correlated (β = -0.016). There was no evidence to support the hypothesis that peer interaction and authoritarian parenting have an interaction effect. The study illustrates the opposing effects of these elements on Indonesian high school students: authoritarian parenting may increase social media use and directly hinder resilience, whereas peer interaction is a major factor in resilience development. The lack of a clear correlation between resilience and social media use points to the potential role of additional mediating or moderating factors. These findings underscore the pressing need for peer-focused interventions and context-specific family support programs to enhance the resilience of high school students in Indonesia. (β = -0.016). There was no evidence to support the hypothesis that peer interaction and authoritarian parenting have an interaction effect. The study illustrates the opposing effects of these elements on Indonesian high school students: authoritarian parenting may increase social media use and directly hinder resilience, whereas peer interaction is a major factor in resilience development. The lack of a clear correlation between resilience and social media use points to the potential role of additional mediating or moderating factors. These findings highlight the urgent need for peer-focused interventions and context-specific family support programs to promote high school students' resilience in Indonesia.

Aggression in early childhood is a multifaceted phenomenon that significantly impacts social development and long-term behavioral outcomes. Identifying the precursors of such behaviors and understanding the role of emotion regulation is crucial for effective intervention. This short-term longitudinal study investigates the developmental trajectory of physical and relational aggression among Turkish preschool children and examines whether early emotion regulation skills predict subsequent aggressive tendencies. Data were collected from 289 children (148 girls, 141 boys) aged 4 to 5 years, residing with their parents in Alanya, Antalya. Assessments were conducted at two time points over a seven-month period using the 'Aggression Orientation Scale' and the 'Emotion Regulation Scale'. While teachers reported on children’s aggression levels, mothers evaluated their children's emotion regulation skills. Data analysis involved independent and paired sample t-tests to identify gender and temporal differences, alongside path analysis to test predictive relationships. The findings revealed that boys exhibited significantly higher levels of physical aggression than girls across both measurement points. Notably, relational aggression among all participants showed a significant increase from the first to the second assessment, whereas physical aggression levels remained relatively stable over time. Contrary to expectations, path analysis indicated that children's initial emotion regulation skills did not significantly predict physical or relational aggression at the second measurement. These results suggest that as children mature during the preschool years, they may increasingly adopt more subtle, relational forms of aggression. The study highlights the complexity of socio-emotional development and the need for culturally sensitive longitudinal research in early childhood.

This study aimed to determine the relationship between middle school students' oral and written vocabulary and their listening and reading comprehension skills. A quantitative research design, employing survey and correlational methods, was utilized. The sample comprised 343 middle school students from the central district of Kırşehir and the Akpınar districts of Türkiye. Participants completed a personal information form and listening and reading comprehension tests. To assess their oral and written vocabulary, students were provided with a pool of topics and asked to speak and write on a topic of their choice. Students delivered their speeches in suitable areas outside the classroom, during which researchers recorded their voices. These recordings were transcribed into Word and processed using a program adapted to calculate vocabulary size. Additionally, the essays written by the students on their selected topics were analyzed using a word count website. A second-level structural equation model was then constructed to illustrate the relationships between all variables and comprehension. The data collection took place during the spring semester of the 2024-2025 academic year. The findings indicated that middle school students' written vocabulary was more developed than their oral vocabulary. A significant correlation was found between vocabulary size (both oral and written) and reading and listening comprehension. Furthermore, gender, grade level, place of residence, and income level were found to be significantly associated with comprehension skills. Finally, a model explaining comprehension skills based on the examined variables was established.

This study examines the impact of teachers' lifelong learning tendencies across various fields on job satisfaction. Lifelong learning and job satisfaction are fundamental components of professional growth for teachers. Therefore, the study investigates the current status of these constructs through data obtained using validated scales. A cross-sectional survey model, a quantitative research method, was employed. Data were collected via a participant demographics form (gender, age, seniority, region, title, education), the Job Satisfaction Scale (JSS), and the Lifelong Learning Scale (LLS). These instruments were administered to 513 randomly selected teachers across Turkey. Statistical analyses were conducted using MANOVA and Multiple Linear Regression techniques. The findings indicated that teachers' job satisfaction and lifelong learning levels varied significantly based on demographic factors. Moreover, lifelong learning was found to be a statistically significant predictor of job satisfaction. The study discusses these results in light of existing literature and emphasizes the critical role of lifelong learning in enhancing professional satisfaction among teachers. The findings highlight the need to promote lifelong learning competencies to foster motivation and effectiveness in educational settings. By addressing variables often neglected in prior studies, such as job title and region of employment, this research contributes to filling a gap in the literature and offers a novel perspective on teacher training and educational development.

Innovative studies in the field of mathematics education, especially in recent years, have focused on problem solving, emphasizing that it is a process skill that should be addressed at every grade level and in every area of mathematics. The fact that many national and international exams try to evaluate students' problem-solving skills is an indication of this importance. Heavy emphasis is placed on problem solving with the aim of improving students’ skills in transferring the knowledge they learn at school to daily life and producing alternative solutions to the problems they may encounter in different situations. One of the methods used to achieve this aim is the drama method. Drama method can enable students to encounter problem situations in classroom environments. Students who encounter problem situations in the classroom environment become active in the process, internalize the problem and can produce appropriate solutions from different perspectives. In this context, the present study was conducted to examine the effect of teaching problems with natural numbers using the drama method on students’ problem-solving achievement and problem-solving attitudes. A quantitative research method was adopted and a pre-test/post-test quasi-experimental design with a control group was used. The study was conducted with two sixth-grade classes of a public school in a province in the north of Turkey. Data were obtained using the Problem-Solving Achievement Test and Mathematics Problem-Solving Attitude Scale. Predictive statistics were used in the analysis of the obtained data. It was concluded that the drama method was effective on students’ problem-solving skills and problem-solving attitudes.

Developing strong writing proficiency empowers young minds to engage with the world around them in meaningful ways. The main goal of this study was to determine the effectiveness of ProAct Feedback (Proofreading Activity + Written Corrective Feedback) on grade 5 learners’ writing mechanics proficiency in Filipino. The study employed the one-group-pretest-posttest experimental research design. The researcher also utilized four-day proofreading progress scores, which were used to assess the writing mechanics proficiency of grade 5 pupils per day in the treatment phase. The participants in this study were the 20 purposively sampled grade 5 pupils in one section at the University of Saint Louis. Results show that the ProAct Feedback intervention substantially improves the pupils’ writing mechanics proficiency. The progression from "moderate" to "excellent" progress over the four-day treatment phase indicates that the ProAct Feedback is effective in enhancing writing mechanics proficiency levels, helping the participants reach and maintain high levels of competency from the third to the fourth day. Additionally, the analysis of the proofreading activity progress scores indicates that the intervention had a larger significant effect at the beginning of the intervention phase, with smaller effects over time. From the study’s findings, it can be inferred that learners instantly improve their writing proficiency through the use of innovative, engaging, self-corrective, and informative techniques such as ProAct Feedback. Hence, this research provides guidance for new policies intended to improve elementary learners’ writing proficiency.

This study employed a predictive correlational design to investigate the extent to which the performance of mathematics teacher graduates in both professional and specialization courses predicts their outcomes in the Licensure Examination for Teachers (LET). Seventy-seven (77) respondents were identified through selection criteria and power analysis. The study's findings revealed that college course performance aligned with LET outcomes. Moreover, the results indicated a distinct emphasis on intellectual skills in general education and practical skills in professional education. Procedural fluency and problem-solving skills were highlighted in specialization, particularly in mathematics content courses. The study established a correlation between college course grades and LET performance, emphasizing the significance of specific courses. Recommendations include aligning instructional practices with LET competencies, enhancing curriculum emphasis, developing outcomes-based learning activities, introducing LET-type comprehensive examinations in general, professional, and specialization courses after 3rd year in the college to enhance retention and mentoring policies, implementing regression models for predictive analysis, and providing targeted professional development specially for teachers handling courses that are significant predictors of LET performance in professional and specialization, focusing on refining instructional practices and aligning them with the competencies emphasised in the LET. A confirmatory study is suggested to validate the identified causal relationships between the students’ college course performance and LET performance and assess the effectiveness of the recommended regression models.

This study aims to investigate how the demographic characteristics, social and cultural values, and motivations for pursuing a teaching career among prospective teachers in Türkiye have changed over the past 18 years. The initial study was conducted in 2006. Participants of 2006 are now experienced teachers with nearly 15 years of practice. Children who were not even born at the time of the original study are now studying their first year in teacher education programs in 2024. The main goal of this study is to identify which aspects of prospective teachers' profiles have changed over time and/or which have remained consistent. Analyzing these changes is crucial for understanding the dynamics of teacher training and societal transformations. The education system’s quality of is directly interrelated to the investments made in its teachers, therefore making the focus on teacher training essential. In countries like Türkiye strengthening teacher education and enriching the teaching profession's status is vital. Furthermore, prospective teachers' social capitals play a significant role in influencing their access to resources and opportunities. This study highlights that challenges related to teacher recruitment, training, and retention are crucial for preparing future generations to lead confidently in education. By comparing data sets of 2006 with 2024, this research discloses significant changes in prospective teachers' attitudes and trust levels, examining how these changes reflect broader educational and societal swings.

Value education is one of the basic elements of the Turkish national education system. Therefore, values have been the focal point of curricula in Türkiye. Responsibility is one of the common values aimed to be acquired in the curricula in Türkiye. Also, responsibility is a value that has long been a focus of the social studies curriculum in Türkiye, and its significance continues to grow. In this study, the effect of the student- and school-related variables on secondary school students’ responsibility value was examined. The study was designed as a correlational survey. The study group of the research consisted of 1007 students (girl = 53%; boy = 47%) and 48 social studies teachers (female = 45.8%; male = 54.2%) working in these schools selected by random sampling who were studying at 28 secondary schools a region of Türkiye. The research data were collected face-to-face by the authors. The Hierarchical Linear Modeling (HLM) 8.2 statistical program (trial version) was used to analyze the data. Drawing on the relevant literature, eight student-related and six school-related variables were selected. At the student level, the most significant effect on students' responsibility scores is self-control. At the school level, the only significant effect with an increase of half a point was the social studies teachers' organizing activities and assigning homework related to values. The results of the research were evaluated together with the studies found in the related literature. It was concluded that in addition to personal factors, both social studies teachers and parents influence secondary school students’ responsibility.

This study examines the relationship between pre-service teachers' innovativeness levels and technology standards and their prediction of each other regarding various variables. In this context, the study sample consisted of 345 pre-service teachers who were randomly selected voluntarily from among the pre-service teachers studying at the Faculty of Education of a university located in the Black Sea Region of Turkey. In the data collection process, the Demographic Information Form developed by the researchers, the "Individual Innovativeness Scale" developed by Kilicer and Odabasi (2010) and the "Technology Use Standards Scale" developed by Misirli (2013) were used. Descriptive analyses were conducted to determine the individual innovation levels and technology use standards of teacher candidates. Independent sample t-test, and one-way analysis of variance were used. In cases where statistical differences were found as a result of the analyses, the eta-squared (η2) effect size was calculated to determine the degree of difference. In addition, Bonferroni correction was made in one-way analysis of variance (ANOVA) to control type I errors. Pearson correlation and multiple regression analyses were applied. According to the research findings, technology standards and individual innovativeness levels of pre-service teachers show a significant difference in the direction of males according to gender and a significant difference in the direction of the CEIT department according to the department they study. While it was determined that pre-service teachers' technology standards were significantly correlated with individual innovativeness levels and sub-dimensions, it was concluded that individual innovativeness and its sub-dimensions predicted technology standards at a significant level.