| An overview of student teachers academic intrinsic motivation | MELİS ARZU UYULGAN,NALAN AKKUZU GÜVEN | 7–32 |
| Metacognition: As a predictor of one's academic locus of control | SERHAT ARSLAN,AHMET AKIN | 33–39 |
| Metacognition: As a predictor of one's academic locus of control | Ahmet AKIN, Serhat ARSLAN | 33–39 |
| The Importance of rural, township, and urban life in the interaction between social and emotional learning and social behaviors | TARIK TOTAN,Zümra ÖZYEŞİL,M. Engin DENİZ,Fatma KIYAR | 41–52 |
| Eflections of a multicultural counseling course: A qualitative Study with counseling students and | Dilek Yelda KAĞNICI | 53–62 |
| The predictors of success in Turkish high school placement exams: Exam prep courses, perfectionism, parental attitudes and test anxiety | Gülşah BAŞOL,ENGİN ZABUN | 63–87 |
| Organizational cynicism, school culture, and academic achievement: The study of structural equation modeling | ENGİN KARADAĞ,GÖKHAN KILIÇOĞLU,DERYA YILMAZ | 89–113 |
| The relationship between perceived organizational support and organizational cynicism of research assistants | GAMZE KASALAK,Mualla AKSU BİLGİN | 115–133 |
| An ınvestigation of the relationship between the fear of receiving negative criticism and of taking academic risk through canonical correlation analysis | Bayram ÇETİN,MUSTAFA İLHAN,Ferhat YILMAZ | 135–158 |
| Cross-cultural equivalency of the california critical thinking disposition inventory | GÖKHAN İSKİFOĞLU | 159–178 |
| Relationships between thinking styles and behaviors fostering creativity: An exploratory study for the mediating role of certain demographic traits | Ayhan DİKİC | 179–201 |
| Curriculum fidelity and factors affecting fidelity in the turkish context | T.Nilay BÜMEN,ESRA ÇAKAR ÖZKAN,G. DERYA YILDIZ | 203–228 |
| Examining teachers trait, state and cursive handwriting anxiety |