Щ ITICAM
I N T E R N A T I O N A L T R E N D S A N D I S S U E S
I N C O M M U N I C A T I O N & M E D I A C O N F E R E N C E
Dear Guests...
Welcome to IETC, ITEC. ITICAM & IDEC-2016.
These conferences are International educational activities fór academics, teachers and educators. These conferences are now well-known International events and the number of paper submissions and attendees increase every year.
They promote the development and dissemination of theoretical knowledge, conceptual research, and professional knowledge through conferences activities, the conference proceedings books and TŐJÉT, TOJNED, TOJCAM & TOJDEL.
Their focus is to create and disseminate knowledge about new developments in their field. This year, IETC, ITEC, ITICAM & IDEC received almost 500 applications.
The conference academic advisory board accepted 120 applications.
Without the authors and participants, IETC, ITEC, ITICAM & IDEC-2016 would, of course, have been impossible. We would like to sincerely thank all of you fór coming, presenting, and joining in the academic activities. We would alsó like to thank all of those who contributed to the reviewing process of IETC, ITEC, ITICAM &
IDEC conference papers, which will be alsó published in TŐJÉT, TOJNED, TOJCAM
& TOJDEL.
And finally, we would like to thank Sakarya University organizing team and TŐJÉT. TOJNED, TOJCAM & TOJDEL fór successfully organizing and hosting IETC, ITEC, ITICAM & IDEC in Dubai, UAE.
We have lots of participants from 25 different countries. Should you have any enquiries regarding IETC, ITEC, ITICAM & IDEC-2016 conferences, please do nőt hesitate to contact with us fór any additional information you may require.
Finally, we would like to wish you all a pleasant stay in Dubai, UAE and safe return back your home. We hope that IETC, ITEC, ITICAM & IDEC-2016 will be meetings you will pleasantly remember. I hope we will meet again at IETC, ITEC, ITICAM & IDEC-2017 at Harvard University, USA.
Thank you...
Prof. Dr. Aytekin ISMAN General Coordinator & Founder of IETC, ITEC, ITICAM & IDEC Editor in Chief of TŐJÉT, TOJNED, TOJCAM & TOJDEL
February, 04 2016
Table o f Coiiteuts
21st Centiuy Skills In Tlie Teaching Of Foreigii Languages At Primaiy Alid Secondaiy Schools 1 Mário CRUZ, Edité ORANGE
A Comparative Analysis Of Emoticon Functions Alid Fonus In First And Second Language... 13 Hilal BOZOGLAN, Dtiygu GOK
A Comparision Between Solar And Wind Energy According То Different Locations... 21 Mine SERTSÖZ
A Critical OverView Of The Contribution Of Television То Construction Of "Modem Female Identity" As A Tool Fór Creating A Visual Culture: A Tv Program Of Competing Women: 'iste Bénim Stilim' (Here Is My Style) As An Exemplaiy Case... 31 Nevin ALGÜL
A New Approach fór Teaching Accounting Based On Technology...32 Adalmiro PEREIRA
A Research on Self-Efficacy and Futnre Expectations of Students in Vocational High Schools ... 35 Ara PESEN
A Special Study Modulé On Leaming Entrapment Neuropathies: Akdeniz University Medical School Model... 45 Liitfiye BÍKEM SÜZEN, Nilüfer BALCI, Can CEVÍKOL, Erői GÜRPINAR, Ferah KIZ1LAY A Study Of Malaysián Students Adaptation Froni A Dependent Learning Environnient То An Independent Leaming Enviromnent... 50 Jane Jeevamoney DA VIES
Accountability in Local Public Administration: A Case Study... 55 Sandrina TEIXEIRA, Amália SILVA, Maria Jósé Angélico GONGALVES
Afik Ve Uzaktan Ogrenme Sistemlerinde Veri Görsellejtinne... 64 SinanAYDIN
Adoption And Implementation Of Information And Communication Technology Intő Geography Teaching: A Systematic Review... 65 Filomena FAIELLA, Antonina PLUT1NO, Maria RICCIARDI
Afganistan’da Sosyal Medya Araflannda Facebook Etkisi...73 Aytekin Í$MAN, Fraidun ANlQ
Akademik Kariyerin Sosyal Hayat Üzenne Etkileri: Ogretim Üyesi Görüsleri... 82 YusnfTOLA, SinanAYDIN
An Analysis Of Vocabulaiy Teaching In Turkish Courses hl Tenns Of Creative Language Acquisition... 83 Gözde GÜZEL, Tiilay SARAR KUZU
An Assessment Of Epitaphs Of Ottoman Éra ín Tenns Of Philology And Meaning . Edip YILMAZ
.91
An Exploration Of Arab Students Opinions On Higher Education System In Románia...102 Sorin IONESCU, Florin DÁNÁLACHE, Iuliana GRECU
XXIV
An Investigation O f The Relationship Between 4th Graders' Attention Control Level And
Difficulty Level In Reading... 108 Ara PESEN, Mehtap SARAQOGLU, Накал QETÍN
An Outlook O f Self-Reproduction Process Of Capitalism Over Semiology Democracy. Lgbti.
Violence То Women. Children's Rights. Fed: Janet Yellen... 109 Nevin ALGÜL
Analysis O f Mobile Leaming From User Perspective Within Distance Leaming: Case Of
Gediz University...110 Ibrahim GÜRLER, Metin Farkan DÜNDAR
Assessment O f Usage Effíciency O f Information Technologies In Educational Institutions...111 Behcet ÖZNACAR
Bakteri Kavrannnm Ögretmen Adaylan Tarafmdan Algilanma Düzeyi: Yüzüncü Y il Universitesi Ö m egi... 123 Sinan Í$LER, A li KELE§
Beden Egitimi Ögretmen Adaylarmm Bilgi Ve íletisim Teknolojileri (Bit)’E Yönelik Tutumlan Ile Bilgisayar Ders Basanlaii Arasmdaki Ilijki (Batman Universitesi Ö m egi)... 124 Enes ÍSIKGÖZ
Bilfen Leaming Awareness Scale High School Fönn Validity-Reliability And Standardization Study...130 Mustafa Otrar, A.Nilgim Canel
Bilgisayar Ve Ögretim Teknolojileri (Böte) Ögretmen Adaylamun Ergonomiye Yönelik
Görüjlerinin íncelenmesi... 146 írfan SÍMNEK
Biomedical Vocational Development Trainings And Teacher: Turkish Anned Forces Sample.... 147 Fuat INCE
Cavit Orhan Ttttengil’s Contributions То The Field O f Comimmication Studies... 148 E lifK üfükD U R U R
Cineina And Geography: A Theoretical - Practical Model (From Film То Lesson) Fór Leaming Geography... 153 Antonina PLUTINO, Filomena FAIELLA, Mariagrazia IULIANO
Comic Strip And Science Coninnuiication Scicom Narratives... 163 Aqtiiles NEGRETE
Comparative Study On The Engageinent O f Students With Autisin Towards Leaming Through Tlie Use Of Mobile Technology Based Visual Schedule... 172 Nurdalilah M ohd RANi, Siti Humaira RAMLI, Rafeah LEGINO, Mustaffa Halabi Haji
AZAHARI, M uhamad Faints KAMARUZAMAN
Conceptions Of Leaming In Accoimtmg...179 А лл е ESKOLA
Considerations On Communication Education Realised Via Open And Distance
Education At Higher Education System hí Turkey...187 Berrin ÖZKANAL, A ydm Ziya OZGUR
XXV
Constructing Knowledge Societies. Public Coiimiunication O f Science (Pcs) As A Cultural Practice O f The Scientific Community In M exico...188 Rosalba NAMÍHÍRA
Cumculum-Based Measurement In Mathematics As An Intervention: A Meta-Analysis... 189 Cara WÍLLÍAMS
Design O f Open Coiitent Social Leaming That Increases Leaming Efficiency And Engagement Based On Open Pedagogy...190 Benneaser JOHN, Jayakum ar JAYARAJ, Thavavel MURUGESAN, M uthukum ar ARUMUGAM, Poorna K J
Detail In Architecture: Between A lt And CTaft.
Juraj DULENC1N
.200
Development O f Project-Based Blended Eleaming Courseware Model Fór Enhancing Teachers' let Slcills In 21st Century... 205 Narong SOMPONG, Nattaphon RÁMPÁI, Yaowaluk PIPA TJUMROENKUL
Discussing The New Audience In Turkey In The Example O f University Youth: An Area
Study... 211 Adetn YILMAZ
Distance Education In Work Life:The Case O f Turkey... 222 EJifYuksel OKTAY
Düsük Ucretle I59Í Cali^tnan Is Yerlerine Karji Hareketin Kullandigi C éviim lei Uygulamalar .. 242 permin TAG KALAFATOGLU
Effect O f Education То Society Cidture In The Digital A ge... 251 Ziya $AHÍN, Nergiiг B U L U T SE R ÍN
Effective Approaches То English Language Teaching: Focus On Listening And Speaking
Comprehension... 258 K atim AC H ÍBAT
Effectiveness O f Behavioral Strategies Training (Bst) Fór Mothers bi Reducing Anxiety
And Conduct Problems O f Children With Attention Deficit Hyperactivity Disorder(Adhd)...259 Z a b a AZEMNIA, Shahrbanoo GHAHARI
Effectiveness O f The Computer And Internet Literacy Project In Public High Schools
O f Tarlac Province, Philippines...264 A m o ld R . LORENZO
Effects O f Dynamic Geometry Software Integrated Workshops On Mathematics
Teachers- B e lie fs... 265 Ü m itK U L
Efficiency O f Mátrix Protocol (Mp) O11 Relapse Prevention And Improvement O f Quality Life bi Methamphetamine Abusers(90 Days Follow U p )... 269 Siam ak GHASEMNEJAD, Shahrbanoo GHAHARI
Egitiin Kununlannda Egitenin ^agdajliginin Sorgulanmasi... 279 Erői BU LU T
XXVI
Egitirnin Sosyokültürel Temelleri... 282 A li Riza ABA Y
Eko-Okullarda Ve Klasik-Okullarda S.Smif Ogrencilerinin Cevreye Yönelik Tutuinlaiinin
Cinsiyete Göre Karjilajtmlmasi...283 Sönmez GÍRGÍN, Fa ima ER
Enchanciiig Students’ Vocabulaiy Knowledge In Thai Studies Through Lexicographical
Process... 284 Kasidit W ATCHARAPHAN
English And Demotivating Factors... 293 M arat G ÖLGELÍ
Environmental Attitudes And Awareness O f Turkish, Libyan And Northern Cyprus Umversity Students On Water... 294
$erife GÜNDÜZ, Fidan ASLANOVA
Eurimages Membership And Turkish Cinerna ítfa n H ID IRO G LU
.303
Evaluating Competitiveness Using Fuzzy Analytic Hierarchy Process: A Case Study O f Port Enteiprises hí Turkey... 308 Ednan A YVAZ, M ehm et ÖZBILGÍN, Fatma K Ö § A YDIN
Evaluation O f Language And Speech Materials Fór Language And Speech Disorders: A Study O f Meta-Synthesis... 315 Serkan DINQER, Özgiil A K IN §ENKAL
Evaluation O f Opinions And Thoughts O f Social Services Associate Degree Program Students On Internship Applications: Anadolu University Open Education Faculty Sam ple...321 Abdurrahman Ilhan ORAL
Evidence-Based Mental-Health Promotion Fór University Students — A Way O f Preventing
Drop-Out... 322 Klára TARKÓ, László Lajos LIPPAI, Zsuzsanna BENKŐ
Examination O f Perception O f Commumcation Skills O f The Secondaiy School Teachers In Tenns O f Vanous V anables... 330 Songül $AH ÍN
Examination O f Social Media Usage In Teacher-Parent Commumcation: Whatsapp Example 344 Nesrin ÖZDENER, Öznur TANR1VERDÍ, Nagihan D Ö NM EZ
Fen Bilgisi Ogretmen Adaylarmm Magdaue Modeline Dayali Dijital Oyun Tasaruni
Etkhilikleri... 352 Gülfah ULUAY, Ale\> D O G A N
Findings O f Social Gender Inequality bt Counseling Process... 353 A zize Nilgiin CANEL, Denizhan (jE TÍN
XXVII
Geleneksel Haber Organizasyonlan Ve Dijital Gazetecilik: ‘Tlie Guardian’ Gazetesi Ornegi... 363 Bénin KALSIN
Generic Assessnient Rubrics Fór Computer Programúikig Courses... 373 Aida MUSTAPHA, Nooi Azah SAMSUDÍN, Nureize ARBAÍY, Rozlini MOHAMED, Isredza Rahmi HAMÍD
Giinümüzde Televizyon Haberleiinde ídeoloji... 374 Ahm et ESKÍCUMALI, Se\’al ÜKSEL
Hz. Peygamber’m Hadisleriiide Temsil Ve Tejbihleriu Bír Egitim Metodu Olarak Kullauilmasi. 382 A rifG E Z E R
ífade Özgürlügü Perspektifmden Medya Özgürltígü Ve Sinirlan...389 Cengi: G ÜL
Impact O f Opeu And Distance Leaming On Agriculture Education...397 Gomathi VELU, Santhi PERÍYASAM Y~DevagiPERÍYASAM Y
Implementing Open Source Platform Fór Education Quality Enhancement In Primaiy Education:
Indonesia Experience... 398 Marsudi Wahyii KISWORO
Importance Of Practical Lessons Fór Stűdénts O f Teclmical And Engineering... 405 A. RAMÍREZ-LÓPEZ, D. F. MUNOZ-NEGRON, S. ROMERO-HERNANDEZ
Im provklg N os U nderstandm g T hrough H istory O f Science Instruction: C ontextualized
Explicit And Reflective Approach... 418 Nuri BALTA, Seliw GÜVERCIN
Institution Exams Held Within The Scope O f Anadolu University Exaruination Sei^ ices Analysis O f General Ability Questions... 426 Betűi HACIKÖYLÜ
Institutional Strengthenmg Initiative: Using Faculty And Its Professional Development As
A Lynchpni... 427 Kulsoom JAFFER
Integrating Computer-Assisted Language Leaming in Saudi scliools: A Change M odel... 428 Marilyn Leask, Saleh Alresheed
Integration Betiveen Applications. Reál Life Experience... 429 Mutassim A WADALLAH
Integration O f Technology-Based Resources In Aduit Leaming And Teaching C'ontexts:
A Literature Review... 430 Seda KHADIM ALLY
Interactive Leaming By Using Augmented Reality Technology: The Development O f Electronic Publication Course Fór Education In Tliailand... 439 Paitoon SRIFA
Intercreativity And Smooc. The Importance O f The Collective Intelligence In The ECO European Project... 443 Sara Osuna ACEDO, Lucia Camarero CANO
XXVIII
Investigation O f Anger Expression Styles Of The Secondaiy School Students Through Pictiire
Drawing Method...453
Müge Yukay YÜKSEL, Hacer YALQINTAS, Beyza ÖZOGLU, F en t GÜNE$ Investigation Of Mobile Assesment Environment Design Studies... 464
Melih KARASU, Tank KI$LA, JaleÍP E K K-12 Teacliers' Perceptions O f Barriers And Benefts In Technology U sage... 471
Carol TODD, Lin B. CARVER Kamu Hizmetlerinin Elektronik Oitamda Simurnu: E-Devlet Projesinin Halkla Ilifkilei Modellen íle Incelenniesi... 479
Aytekin Í$MAN, Se\’al ÜKSEL “Kitabi-Dsds-Qorqud"’ Dastanmm Müxtslif Xarici Dilisre Tsrcümssi... 487
Zemfira ísaxan qizi ABBASOVA Kuramsal Dergicilik Baglanunda: Sakarya Ticaret Ve Sanayi Odasi Ile Bolu Ticaret Ve Sanayi Odasi Dergilerinin Karjilaftirilmasi...490
Mustafa ÖZTUNG Leaming Analytics... Hker KAYABAS Measuring Tlie Impact Of Student Diversity On Perfonnance With Classroom Response Systems... Stephan SCHMUCKER, Sönke HASELER Mekki ve Medeni Ayetlerin Egitim Acisindan Degerleudirilmesi... Muhammed Aydin Meslek Yüksekokulu ínsaat Böliiniü Ögrencilerinin Egitim Sistemi Hakkmdaki Göriislet Billent KOPARAN, Sinan AYD IN Metaforik Algilamalar: 'Biyoloji' Kavraininin Íncelenmesi... A li KF.I FS Mobile Leaming Adoption by Language Instmctors in Taibah University... Sabah Sadiq Hussain BAKHSH Model Mediated Higher Education C otuse... László HORVÁTH Modeling Behavior O f Students In E-Leaming Courses On The Basis Of Use Interactive Animations... Martin M AGDIN New Trends In Massive Open Online Courses... Bakét Kip KA YABA$, Cengiz Hakan A YDIN Okul Öncesi Ogretmenlerinin Oz Güven Ve Mesleki Tutumlari: Bartin Ili Ornegi Sezar KARACA On The Use O f Eulclid Dynageo In Geometry Lectures At The Higli Schools Or Universities.... 563
Engin CAN xxix 556 557 ...497
...505
...513
...517
518
544
55^
Online Leaming Is A Process. Nőt F inesse...567 Riad S. A ISA M I
Opitiions And Recommendations About The Interaction Improvernents O f Environniental Education And Teclmology...574 Emete GERQEL, Fidan ASLANOVA
Ortaögretirn Din Kültiim Ve Ahlak Bilgisi Dersinin Ortűk Program Acismdan Incelenmesi...581 A h m e tESK lC U M A U , Nurullah AYD ENÍZ
Ortaögretirn Ögrencileriniu Medya Okuryazarligi Düzeyleri...582 A hm et E SK lC U M AU , Zümra K Ü ^ Ü K
Ögrenci Aile Okul LT9geninde Sosyal Aglarm Ve Sosyal Sennayenin Ö nem i... 590 Siimeyye Beyza ABA Y
Ögretmen Adaylannm Metabilissel Farkindaliklarmda Problem Cözmeye Yönelik tnanf Ve Tutumlannm Etkisi... 591 Fatih BA$, M elyem ÖZTURAN SAGIRLI, M ehm et BEKDEMÍR
Ögretmen Adaylannm Metabilissel Farkindaliklarinda Problem Cözmeye Yönelik Ínan9 Ve Tutumlannm Etkisi... 593 Fatih BA$, M elyem ÖZTURAN SAGIRLI, M ehm et BEKDEMÍR
Özei Hastanelerde Iletisim Sonmlan: (Kocaeli Ili Ö m egi)... 595 Aytekin 1$MAN, Ezgi VERSAN
Practice-Based In Service Teacher Training hl Health Promotion And Mentái Health Promotion On The Basis O f Antonovsky’s Theory...596 Zsuzsanna BENKŐ
Predictors O f Student Preferences Fór Blended Leaming: An Empirical Investigation...602 Gheorghe MILTTARU, Anca-Alexandra PURCAREA, Olivia-Doina NEGOTTA
Processes ofth e School Management. Usage o f Information Technologies in Adolescents and Aggression Relation... 608 Emete GERQEL
Production Processes O f E-Leaming Materials By Using Interactive Displays... 618 Salih GÜMÜ$, A yfer BEYLÍK
Psycho-Social And Educational Aspects O f Development O f Financial Literacy In Adults...619 Jaroslav VETESKA
Pupils' Mathematical Self-Concept In The Begiiming O f The Sixth Grade... 623 Pa,vi VALLI, Pdivi PERKKILA, Raine V A L II
Serdivan Ikesindeki Kyk Ögrencileri Ve Personel Arasmdaki Iletisim Sorunlan...631 Aytekin Í$MAN, Neslihan AK SA R I
Significance O f Experiment In The Teacliing Process — Application O f Potentiometric Experiment As Example... 632 Renato TOMAS, Roko VLADUSIC
xxx
Simyadan Modem Kimya Bilimmé Geciji Saglayan Temel Faktörler...633 Yagar GENEL
Siyasal íletijim Alanmda Iletijiru Yönetimi: Ak Parti O m egi... 634 Aytekin Í$MAN, Sevcan BESÍK C Í
Smart Development And Educational Technology In Rínál Areas: Lessons From Two Case
Study R egions... 640 M ichael STEINER, Johannes M O SSBÖ CK
Social Intelligence O f Teachers And C'oping With Demanding Situations hí Teaching Practice... 645 M iroslav FRANKOVSKY, Zuzana BIRKNEROVÁ, Lucia ZBIHLEJOVÁ, Anna LELKOVÁ
Somé Charactenstics O f E-Learning Materials In Secondary Tecknical Education In Slovenia.... 652 Damijcm STEFANC, M ojea K orac SEB ART, Jasna M AZG O N
Sosyal Medya Kanallarmin Satui Alma Davrarujina Etkisi: Wilbur Scliram Ve Iletijim
M odellen... 660 Aytekin ͧMAN, Gizem A L T U N
Strategic Approach То Commumcation In Television Programs And Senes: Personal Development Specialists. Nlp. New Age Astrologists. Spmtual Opmion Leaders And An Example O f
A Tv Senes: Kiralik Ajk (Hued Partner)... 670 Nevin ALGÜL
Strategic Management Context The Balanced Scorecard Model-Based Perfonnance
Management System In Higher Education Institutious...671 Hakki GÖKBEL, Hason Kia dat GÜLE$, Kazmi KARABOGA, Tagba $ENER
Student Perception O f Technology Use hl Maritime Education... 680 Cheah P haik K IN
Students' Perception O f Computer Assisted Instruction In Hong Kong Higher Education... 685 Hon Keung YAU, Sin Yi CHONG
Students Understanding O f Mathematics Using From Prototypical Examples: Analyze hl
Linear Algebra... 703 Sinan AYDIN, Ya§ar A K K A N
Study On Developing The Assistmg Program Fór Customized Housmg Design Fór The Elderly. 706 JunuH E O , Jae Н ее CHUNG, Jong K IM
Syllabus or Silly-Bus?A Suggested Teclmology. EQ And Perfonnance-Based Non-Native
ÉLT EFL Teacher Training Syllabus (TTS)... 714 H idayet TU NCAY
Teacher Education Through let. Moocs: N ew Leaming Enviromnents...727 Alberto FO RNASARI
Teaching And Leaming Accounting In An hmovative Business Simulation: Portuguese Case Study...733 Heléna COSTA OLIVEIRA, M am iéi SÁ, Teresa BARROS, Vánia ARAN TES
Teaching And Leaming Advanced Calculus Using Ilié W eb...739 Marta G. C A L IG A R Is'Georgina B. RODR1GUEZ, Lorena F. LAUGERO, Jósé E. VALENTINI
XXXI
Teaching Arabic In Turkey - Problenis And Solutions... 745 Rcimazan Ö ZM EN
Technology In Education... 749 D ilek Ü NLÜ
Teknolojinin Dogru Kullanuni Ve Siber Zorbalik Egitim Programi... 753 Ugur ÖNER, Seva D E M ÍR Ö Z
The Achievement And Satisfaction O f Undergraduate Students O f Phranalchon Rajabhat University Through Multimedia Leaming On Environmental And Natural Resources Management...756 Hattaya N ETAYARAK S
The Applicability O f " Peer Teaching " Techniques In Foreign Language Teachhig...760 A yfer Q O LAK
Tlie Application O f Smart Devices In Teaching Students With Special N eed s...761 H üseyin GÖKSU, Tolgay KARANFILLER, K anul YU RTK AN
The Development O f Online Mobile Classroom Usitig Power Generated From Solar C e lls ... 766 Sunchai PA TTANASITH
The Impact o f an Augmented Reality System in Teaching Machine Dynamic Course fór
Eugmeering Students...771 A li ALM U SAW I, A dhraa Al.RESH EID I, M aisaa Al.JAD EED I, A dbulrahm an ALSAADI, Halima A l.R IY A M I
The Impact O f Entrepreneurship Courses In Universities On The Student's Entrepreneurship A b ility...774 Ulku B lL D ÍR iC Í
The Impact O f Teacher Talking Time On The Effectiveness O f English Language T eaching 775 Wafaa A L H E JA IL I
The Importance O f N ew Media In The Organisation O f International Sculpture Symposiums:
Tlie Case O f Istanbul Kartal International Sculpture Symposium... 776 Canan ZÖNGÜR
The Information And Communication Technology Leaming Package Fór Enhance Graduated Students’ 21st CenUiry Skills... 782 N attaphon RÁ M P Á I
The Lea's B ox Project As A Pratical Implementation O f Educational Data Mining Algorithms... 786 Lenka FIRTO VA
The Reevaluate Statistical Results O f Aproach About Pedagogy O f Anatolian In Parents, Lived In One Anatolian City Using Artificial Neural NetWork And Multivariate Regression
Analysis...790 Esm a UZUNHISARCIKLI, Vési le §ENOL, Erhan KAVU NCU O G LU , Raziye P E K $E N AKQA, Fevziye CETINKAYA
The Relationship Between Students’ Readiness Fór E-Leaming And Their Achievement In
Flipped Classroom ... 802 Abdullah Yasm GÜNDÜZ, B üket A K K O YU N LU
XXXII
The Role O f Social Media Iu Education Administration With The Heads O f Departments At The Yarmouk University Jordán...803 M uneera A L -SH U R M A N
The U se O f Kinect In Teaching And Leaming Environment...804 Hakan YÜKSEL
The U se O f Leaming Objects In Teaching Linear Algebra...
M arta G. CAUGAIUS, M aria Elena SCHIVO, M a tía Rosa ROM ITI, Máriás M EN C H ISE Toplumsal Cinsiyet Rollerinin Tv Reklám!anyla Yeniden Ü retihnesi...
A ytekin Í$M AN, Ay$e PEKER
Türk Yüksekögretiminde Uzaktan Ögretime íliskin Mali Mevzuat: Uygnlania Ve De gerlendinne...
Canatay H A C IK Ö YLÜ
Tiirkce Ve Sinif Ögretmeni Adaylarunn Degerler Egitiminin Etkililigine Ilijkin Görüfler:
A li F uatA R IC I, M ustafa BA$ARAN, H ikm et D EG EQ
Türkiye Televizyonlannda Yetiskin Egitim Programlannin N iteligi...
A ytekin Í$M AN, Gökhan K U ZU C A N LI
Tvvitter As A Means And Fönn O f Conminnication...
H .H ale K U N U C E N
Two Different Metliods Usage In Multi-Digit Numbers Subtraction With Borrowing And
Snccess R esults... 851 Engin C A N
Uluslararasi Haber Ajanslarmda Arap Bahan’nm Haber A tia lizi...855 Nur$en M A Z IC I
Universities And Globalization Processes. The Stndy "Young Universe" B y The Generational Observatory O f Tlie University O f Bari Aldo M o ro ...881 Giovanna D a MOLIN, A lberto F O R N A SA R I
Unpdating O f Programúmig Lessons Fór Students O f Computer Engineering... 886 A. Ram irez-LÓ PEZ, D. F. M unoz-NEGRON, S. Rom ero-H ERN AN D EZ
U se O f Interactive White Board Fór E•Leaming: An Innovative Better B y Far Idea...891 Telia, AD EYINKA
Use O f Technology In The Application Kitchetis O f Vocational Education Schools...910 Murin D O G A N
Using Software Adarns Fór Understanding Kinematics And Mechanical In
Engineering C ourses... 915 Ramirez-LÓPEZ, M unoz-N E G R O N
Using Touchscreen Technology То Suppoit Basic Numeracy Leaming Process Fór High
Functioning Children With A u tisn i... 919 M uham ad F a in ts KAM ARUZAM AN, H a trin n i M d NOR, M ustaffa H alabi H aji A Z A H A R I
xxxiii
809
814
828
834
835
836
Evideuce-Based M ental-Health Promotiou Fór In iv e r sity Students - A W ay O f Pieveuting Drop-O ut
K lára TARKÓ
tarkó @jgypk.szte. hu
László Lajos LIPPA1
lippail@ jgypkszte.hu
Zsuzsanna BENKÖ
benko@ jgypkszte.hu
ABSTRACT
Our paper reports on the results and consequences o f an empirical mentái health research fulfilled among 1618 university students at the University o f Szeged, Hungary. Results indicated that 46,8% o f students could be considered as mentally healthy, 42,1% o f them were vulnerable and 11,1% were endangered. Among their generál resistance resources (GRR) fór eoping in mentally demanding situations fínancial status was a definite negative factor, while mildly positive resources included fiiends, family, Im iig enviroimient, health status, leaming and work. Tlie lack of GRRs leads to becommg mentally endangered, which in tűm inhibits the mobilisation o f existmg resources. There is a strong need fór student-targeted mentái health promotiou actions, programmes, projects and education imtiated in lnglier education.
ENTRODUCTION
Tlie Physical and mentái health status of the Hungárián population is ratlier unfavourable. Promotiou o f health culture and creation o f a hfestyle that strengtliens physical and mentái health as well are o f lngh pnonty in tenns o f nnprovmg the situation. The basic prerequisite o f community level mtervention is to cliaracterise the aetual mentái health status o f the tamet population. Empirical data provide a good starting point fór the creation of community progranunes and settmg out the prionties.
Tlie promotiou and improvement o f mentái healtli and subjective well-bemg is a veiy miportant part o f European Union Health Policy (European Pact fór Mentái Health and Well-being, 2008). This is based on the recognition o f mentái health being nőt only an mdividual value, bút an individual and community' resource as well that is мету important in tenns o f EU 's social and economic success. In accordance with this, the low level o f mentái health raises nőt only mdividual problems bút humán nghts, social, econonnc and public health issues as well we have to address on Union and member State level alsó (European Pact fór Mentái Health and Well-being, 2008).
To define the concept o f mentái health we started írom the WHO approach. Aecording to the World Health Qrganisation mentái health is nőt only the lack of mentái and psychologieal disorders bút it can be considered the State of subjective well-being in which every mdividual can reeognise the inherent possibilities and соре with the natural stress situations o f life, can w:ork in a productive and froitful way and play an active part m hisher own community’s life (WHO, 2010).
As an antecedent o f the above definition, the Hungárián Ferenc Szakács uses important key words in tenns of our tlnnkmg. He States, th a t...healthy (nonnal) is the person. w'ho is capable o f independent life, who accepts the roles arising ttom his/her life situation, peiform s a work suffíeient fór his/hei- capabihties, and in the meantime (therefore nőt at last) is capable to please and lives his/her life together with other people in accordance with community and social purposes.” (Szakács, 1994, pp. 29.).
Mentái health is the most sensitive indieator o f psychologieal normality, the eapacity fór life pleasures, meaning the individual feels safe and well in the world and in h ish e r “own skm' , is at peace with his/her envuoimient (objective and subjective environrnent) and with himherself, and has a feeling o f comfort. He/she is able to utilize the sources o f pleasure offered by life and is capable to fight fór reaching these. This pervades h ish er life skills, the organising o f h ish er lifestyle and the planning o f h ish er future.
On the basis o f its experiences in mentái health promotion and psychotherapy, our research group attempted to empirically define and validate three categories o f psychologieal status (Lippai and Erdei, 2014). The starting point o f our research wras the fact that the psychologieal status o f an mdividual is largely cliaracterised by the experienee o f different scale difficulties, complaints during the adaptation to everyday challenges (cf.
Generahsed Adaptation Syndrome - Selye, 1965; transactionalist approach to stress - Lazarus, 1991).
www.iet-c.net | www.ite-c.net | www.id-ec.net | www.iticam.net 322
We have created a short Mentái Health Status Questionnaiie and vahdated it on a representative saniple o f 1839 people from a middle-size Hungárián town called Hódmezővásárhely (Lippai and Erdei, 2014., Benkő et. al.
2013). Validation included comparmg our data to national psychological hfe quality measurements worked out by Hungarostudy research (Kopp and Kovács, 2006). These measurements included elements like a) self- evaluation of subjective psychological well-bemg, positive life quality and mentái health; b) low-spuit, depression, negative emotional States; c) hopelessness; d) lack o f life goal and positive emotions; e) vitai exhaustion aceoinpanying stress; f) feelrng o f subjective competence m solvmg diffieult tasks and g) sense of coherence helping to соре with everyday stress situations.
By compaiuig our data to data obtained along all the above dimensions o f psychological hfe quality we found, that results o f m entally healthy people were significantly more favourable than that o f the vulnerable and the endangered group (Lippai and Erdei, 2014). Let us now see how can these three categories be characterised.
M entally healthy people were characterised as those possessing appropriate self-power, self-evaluation. When they get to strongly stressfiil - loaded by emotional trauma and relationship confhcts - hfe situations, they are able to react in a structured way and actively соре with ehallenges. Their own resources are enough to fiilfil eveiyday aetivities they are alsó capable of controlling negative feelings and tensions resulting from stress sihiations. Adaptation problems can occur in this group alsó, bút relatively rarely and on a temporary basis.
hí case o f people in the vulnerable group we can assume considerably different reactions in stress situations. The índividuaTs response to actual stress situations is less active and can be characterised with parrying the problems and difficulties. hl the background there is mostly the devaluation o f oneself or liis/her environment (self- evaluation problems). h l case o f the vulnerable person there are exphcit adaptation disorders, typically in the főim o f somé pronounced coniplamts or tnany smaller — bút by and large with a signifícant effect — difficulties.
That is why to be able to face problems and to handle everyday stress sihiations more effectively he/she has to change. in a way like acquinng a növel apphcation o f his/her existing resources.
Ilié person characterised as endangered can nőt effectively handle everyday stress situations, emotional traumas, social confhcts and relationship difficulties, he/she is paralysed when confronted with a problem (serious decision dilemma). His/her existing extemal and mtemal resources are nőt enough fór coping with the ehallenges o f everyday hfe. The severe adaptation disorders appear in the fönn o f serious complaints. That is why an extemal help is needed in leaming new ways o f coping, confhct management techniques and get support m their adaptation.
In case o f all three groups fó r the sake o f ejfective intervention there is a need to set different mentái health promotion targets and apply different methods. That is why the recognition o f these three groups and their empirical characterisation is an important step in the preparation o f community level health promotion intervention (Benkő, 2009).
THE STIDY Research aiin
We ainied at researching mentái health among university students in Szeged. Infomiation referring to mentái health is especially important in case o f the university student population as this is the area where student related health promotion needs the most improvement.
Research tool
The research tool was an assisted structured questionnaire mteiview administered by well-prepared interview'ers.
The research was carried out witlun the framework o f grant TAMOP-6.1.5-14-2015-0004 - One step towards our health - The complex health prom otion programme o f County Csongrád. Our questionnaire contamed 10 socio- demographic questions and 8 topic-related questions in the following composition:
1. socio-demographic questions: gender, age, piacé of living, university faculty, major, terrn, education level of father and mother, financial status and academic perfomiance.
2. Indicators o f mentái health status.
3. Resources playing a role in the development o f mentái health. social integration, social support, culture m the wider sense among others.
Data were processed by SPSS20 statistical programme.
www.iet-c.net | www.ite-c.net | www.id-ec.net | www.iticam.net 323
Research Sample
The sample consisted o f the students studying at the Universily o f Szeged. The University o f Szeged is the biggest serviee-provider in the Southem-Great Plains Region o f Hungary It has 12 faeulties and more than 20 000 students study here at the moment. 1618 students were asked during tlie research, arnong which 1565 students provided suitable answers fór settrng up the three categories o f mentái health. 464 students came from Coimty Csongrád. where the university is located (29,1%) and 1129 students (70,9%) came from all over the coimtry. Students o f 10 faeulties could have been reached. The profilé o f four faeulties include teacher training alsó (see in italic). Evaluable amount of responses came from the Faculty o f Medicine (FM - 37%), Faculty of Health Sciences and Social Care (FHSSC - 25,9%), Juhász Gyula Faculty o f Education(JGYFE - 20,6%), the Faculty ofNatural Sciences and Informatics(FNSI - 13,4%) and the Faculty o f Dentistry (FD - 1,9%). The rest o f the students came from the Faculty> o f Árts (FA - 0,3), Faculty of Economics (FE - 0,2%), Faculty of Phaimacology (FP - 0,2%), Faculty o f Law (FL - 0,2%), and the Faculty o f Music(FM - 0,1%).
25,5% o f respondents were male and 74,5% were female. We have created age-groups according to psyeliologieal categories. 94,3% were between 18 and 25 (adolescence), 5,5% were between 26 and 45 (young aduit), 2,0% were between 46 and 65 years (age o f uplceep). Nőne o f the respondents were above 66 years, which is the age o f decline.
FLNDLNGS
M entái health status indicators of students at the University of Szeged
When analysing our data, the following student distribution among the developed three categories o f mentái health was found (Figure 1.)
Figure 1. - Mentái health status o f the student sample at the University o f Szeged (N=1565)
Our results show, that 46,8% o f students could be considered as mentally healthy, 42,1% o f them were vulnerable and 11,1% were endangered.
We have studied the observed categories along socio-demographic variables. Figure 2. shows the differences by gender.
www.iet-c.net | www.ite-c.net | www.id-ec.net | www.iticam.net 324
F igure 2. Mentái healtli status o f the student sample (N=1553) by genders
0% 20% 40% 60% 80% 100%
ma le
ferrale
66,2% 29,2% 4,6?
-
40,2% 46,4% 13,3%
i mentally healthy Ivulnerable «endangered
We ean see, that 66,20% o f maié respondents could be eonsidered mentally healthy, while only 40,20% o f female respondents belonged to the same category. 29,20% o f male respondents were in the vulnerable and 4,60% o f them were in the endangered group, compared to the eorresponding 46,40% and 13,30% o f female respondents. It ean be stated, that data referring to female respondents were considerably unfavourable than those referring to male respondents.
Age-group differences are sliown on Figure 3. When creating the age-group categories, we have used the classifieation o f the Hungarostudy researehes (Kopp and Kovács, 2006).
Figure 3. Mentái health status o f the student sample (N=1557) by age group s
0% 20% 40% 60% 80% 100%
18-25 years, adolescence
26-45 years, young aduit
46-65years, upkeep
46,9% 42,4% 10,8%
44,7% 40,0% 15,3%
75,0% 0,(1% 7 5,0%
i rnertally healthy «vulnerable ■endangered
It is clearly visible that almost half o f the adolescent (18-25 years) and the young aduit (26-45 years) group (46,90% and 44,70%) belonged to the mentally healthy category. Their respective ranking in terrns o f
\nhierabihty was 42,40% and 40.00%. fór endangerment it was 10,8% and 15,30%. There were only 4 respondents above the age o f 46 years that is why a statistical statement can nőt be provided. To somé up, by age the proportion o f the mentally healthy' was decreasing, while the proportion o f those becoming vulnerable and endangered was increasing.
www.iet-c.net | www.ite-c.net | www.id-ec.net | www.iticam.net 325
Data was alsó processed accordmg to the university faculty students belong to. As it was already indicated, only 5 faculties provided statistieally enough number o f students to our research, so results should be treated with this restriction in mind (Figure 4 ).
Figure 4. Mentái liealth status o f the student sample (N=1558) by umversityr faculties
0 % 7 0 % 4 0 % 6 0 % 8 0 % 1 0 0 %
FL ■ a a . a * 6 € ,7 Я K i t
F M 1 5 0 ,7 % 3 8 .6 % ■ 1 0 7%
FA ■ 8 0 .0 % 2 0 ,0 % 0 ,( i *
-|
FHSSC. ■ 4 0 ,0 % 4 6 , 6 4 1 3 ,5 %
FD ■ 3 8 .7 % 4 8 ,4 % 1 2 ,9 %
FE I 1 3
-|
FE I 2 5 ,0 % 7 5 ,0 % o ,í
FP ■ 2 5 ,0 % 5 0 ,C% 2 5 .0 %
IG VFE ■ 5 1 ,2 % 3 9 ,6 % 3 .2 %
-|
FNSI I 4 4 ,7 % 4 4 ,7 % 10.7 %
-1
f m o. A 1 0 0 ,0 % o .( ИБ
■ m e n ta lly h e a lt h y ■ v u ln e r a o le ■ e n d a n g e r e d
C'onipared to the complete sample results o f the subsamples o f the Juhász Gyula Faculty o f Education and the Faeulty o f Medicine show sliglitly more favourable tendencies. At the Faculty o f Education 51,2% o f the subsample were mentally healthy, 39,6% were vulnerable and 9,2% were endangered. In case of the Medical Faculty the proportion o f those mentally healthy were 50,70%, 38,6% were vulnerable and 10,7% were endangered.
The distnbution o f students m the 3 mentái liealth categones at the Faculty o f Natural Sciences and Informatics were as follows: 44,7% mentally healthy, 44,7% vulnerable and 10,7% endangered.
Less favourable results were obtained in case o f the Faculty o f Health Sciences and Socal Care and fór the Faculty o f Dentistry. Fór both faculties the ratio o f the mentally healthy were lower (FHSSC — 40,00%, FD — 38,70%), and the proportion o f the vulnerable (FHSSC - 46,60%, FD - 48,4%), as well as o f the endangered group (FHSSC - 13,50%, FD - 12,90%) was lugher.
Resources of students a t the E'niversity of Szeged
It is widely accepted in health promotion, mentái health promotion literature, that the strength and nurnber o f General Resistanee Resources (GRR) and their subjective Sense o f Coherence define the success o f coping with stressors. General resistance Resources are those biological, matériái and psychosocial factors which make it easier fór individuals, groups and sub-societies to observe their hfe as consistent, structured and comprehendible (Antonovsky, 1987). Typical examples o f GRRs are money, knowledge, experience, self-esteem, health- conscious behaviour devotion, social support, cultural Capital mtelhgence, traditions, hfe-plulosophy etc. The higher a person is on the continuum o f resources, the more probable it is to obtain life experience that supports a strong sense of coherence. The lower is one positioned on such a continuum, the more likely it is to obtain experiences that support a weak sense o f coherence.
www.iet-c.net | www.ite-c.net | www.id-ec.net | www.iticam.net 326
On the basis o f subjective sensmg, the following GRRs were stiidied ainong the students o f the Unrversity of Szeged:
1. Social relationships - Family.
2. Social relationships — Friends 3. Financial status
4. Health status 5. Leam ing and work 6. Em ironm ent
We have generated a GRR index fór all domains with the minimum value o f -2 and the maximum value o f +1.
Figure 5. shows the distribution of GRRs in the whole sample.
Figure 5. GRRs o f the student sample at the Umversity o f Szeged
It is visible, that finaneial needs were evidently nőt satisfied. Mildly positive resourees ineluded friends, family, li\ing environment. health status, leaming and work. An aggregate GRR index was alsó generated out o f the six separate domains (AggregateGRR), the minimum value o f which was -12, the maximum value was +6. Tliis aggregate value was in the positive rangé, though nőt very strong.
Let us observe the gender differences in the development o f GRRs (Figure 6 ).
Figure 6. GRRs o f the student sample at the University o f Szeged, by genders
■ mais afenule
Female students were in a vrsibly worse position conceming the aggregate GRR value (1,55). Compared to the male respondents, they had a slight advantage only in case of family, friends and the environment.
www.iet-c.net | www.ite-c.net | www.id-ec.net | www.iticam.net 327
When analysed by age, young adults, that is those between the age o f 26 and 45 years had the least aggregate GRR value (1,40).
Let us сошраге the GRRs along the 3 groups of mentái health (Figure 7.).
Figiire 7. Mean of mentái health groups along GRRs
■ M entally healthy ■ Vulnerable ■ Endangered
There seems to be a clear relationship between GRRs and mentái health status. In ease of each GRR dornains, the mentally healthy group possessed Ihe highest set o f resources, followed by the vulnerable ones, and the least resource belonged to the endangered group.
Student expectations
It was an important question wlietlier students would like to récéivé support in a hard life situation or in case o f a crucial decision. 96,7% o f all respondents indicated they would. So students needed and were willing to récéivé expert help. The expressed need was greater in case o f female respondents (97,8%), while male respondents indicated yes’ in 93,3%. Analysed by age groups, adolescents, that is those between the age o f 18 and 25 years needed help the most (96,8%).
CONCLUSIONS
On the basis o f our researeh it can be stated, that the ob served university students possessed low level or resources and the ratio o f those in the vulnerable and in the endangered groups were liigh. That is why there is a need within the higher education system fór processes, progranunes and projects aiding social integration and social relationships, as well as focusing on estabhshing the relevant prerequisites. The laclc o f resources leads to becoming mentally endangered, being mentally endangered would in tűm prevent the individual front niobilizing existing resources.
References
Antonovsky, A. (1987). Unraveling the mystery o f health: H owpeople manage stress and stay well. The Jossey- Bass social and behavioral Science series and the Jossey-Bass health series. San Francisco, CA, US:
Jossey-Bass.
Benkő Zsuzsanna (2009). Egészségfejlesztés. Mozaik Kiadó, Szeged.
Benkő, Zs., Tarkó, K., Lippai, L., Erdei, K_ and Mátó, V. (2013). General Resistance Resources serving mentái health promotion in a Hungárián town m 2012. EUROPEAN JOURNAL OF PUBLIC HEALTH 23:(1) p. 240. (2013)
European Pact fór Mentái Health and Well-being (2008). Downloaded: 24. 01. 2016.:
http://ec.europa.eu/health/ph_determinants/life_style/mental/docs/pact_en.pdf
Kopp, M., and Kovács, M.E. (szerk., 2006). A magyar népesség életminősége az ezredfordulón. Budapest:
Semmelweis Kiadó
Lazarus, R_S. (1991). Emotion and adaptation. New York - Oxford: Oxford University Press
Lippai, L. and Erdei, K. (2014). Lelki egészségfejlesztő programok előkészítése városi szinten — a hódmezővásárhelyi lelki egészségfelmérés elemzésének tanulságai. M entálhigiéné és Pszichoszomatika, 75(4), (pp. 351-371.)
Selye, J. (1965). Életünk és a stressz. Budapest: Akadémiai Kiadó
www.iet-c.net | www.ite-c.net | www.id-ec.net | www.iticam.net 328
Szakács, F. (1994, szerk.). Patopszichológiai vadernecum. Budapest: Nemzeti Tankönyvkiadó
WHO (2010). M entaI health: Strengthening our response. F act sheet № 220. Downloaded: 19. 02. 2014.
kttp://www-who.iiit'linediacentre/factsheets/fs220/en/
www.iet-c.net | www.ite-c.net | www.id-ec.net | www.iticam.net 329
