| Longitudinal Examination of Procrastination and Anxiety, and Their Relation to Self-Efficacy for Self- Regulated Learning: Latent Growth Curve Modeling | Sündüs YERDELEN,Adam MCCAFFREY,Robert M KLASSEN | 5–22 |
| Factors Affecting the Identification of Research Problems in Educational Administration Studies | Mikail YALÇIN,FATİH BEKTAŞ,ÖZGE ÖZTEKİN BAYIR,ENGİN KARADAĞ | 23–52 |
| Reflections on High School Students' Graphing Skills and Their Conceptual Understanding of Drawing Chemistry Graphs | Nejla GÜLTEPE | 53–81 |
| Reflections on High School Students' Graphing Skills and Their Conceptual Understanding of Drawing Chemistry Graphs | Nejla GÜLTEPE | 53–81 |
| The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability | Seray OLÇAY GÜL | 83–107 |
| Modal Representations and their Role in the Learning Process: A Theoretical and Pragmatic Analysis | Murat GÜNEL,Funda HASANÇEBİ YEŞİLDAĞ | 109–126 |
| Scrutinizing Practicum for a More Powerful Teacher Education: A Longitudinal Study with Pre-service Teachers | HANDE SERDAR TÜLÜCE,Sevdeğer ÇEÇEN | 127–151 |
| The Effect of Sample Size on Parametric and Nonparametric Factor Analytical Methods* | ÖMÜR KAYA KALKAN,HÜLYA KELECİOĞLU | 153–171 |
| Peer Relations and Peer Deviance as Predictors of Reactive and Proactive Aggression among High School Girls | ASLI UZ BAŞ,FATMA SELDA ÖZ SOYSAL | 173–186 |
| Coping Styles, Social Support, Relational Self- Construal, and Resilience in Predicting Students' Adjustment to University Life | Enes RAHAT,TAHSİN İLHAN | 187–208 |
| Coping Styles, Social Support, Relational Self- Construal, and Resilience in Predicting Students' Adjustment to University Life | Tahsin İLHAN, Enes RAHAT | 187–208 |
| Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism | Fatma BESLER,ONUR KURT | 209–230 |