| İlköğretim II. kademe öğrencileri için okul tükenmişliği ölçeği: Geçerlik ve güvenirlik çalışması | Ayşe AYPAY | 511–527 |
| Goal orientations, locus of control and academic achievement in prospective teachers: An individual differences perspective | MUSTAFA BULUŞ | 529–546 |
| The effects of school bonds, discipline techniques in school and victimization on delinquency of high school students | HALİME ÜNAL REŞİTOĞLU,Şafak Cem ÇUKUR | 547–570 |
| Kimlik işlevleri ölçeği: Türkçe geçerlik ve güvenirliği | İlkay DEMİR | 571–586 |
| Investigation of starting romantic intimacy in emerging adulthood in terms of self-esteem, gender and gender roles | ALİ ERYILMAZ,Hasan ATAK | 587–600 |
| Psikodrama teknikleri kullanılarak yapılan grup uygulamasının ergenlerin çatışma çözme becerilerine etkisinin incelenmesi | Zeynep KARATAŞ | 601–614 |
| The effect of gender on organizational commitment of teachers: A meta analytic analysis | AYHAN AYDIN,Yılmaz SARIER,Şengül UYSAL | 615–633 |
| The views of new teachers at private teaching institutions about working conditions | KÜRŞAD YILMAZ,YAHYA ALTINKURT | 635–650 |
| A comparative evaluation of Pisa 2003–2006 results in reading literacy skills: An example of top-five OECD countries and Turkey | AYHAN AYDIN,COŞKUN ERDAĞ,Nuray TAŞ | 651–673 |
| The difference and relationship between the SSEE and UEE-1 scores of anatolian vocational high schools | Mustafa BAHAR | 675–690 |
| Developing a writing anxiety scale and examining writing anxiety based on various variables | İSMAİL KARAKAYA,Hakan ÜLPER | 691–707 |
| A mathematical approach in evaluating biotechnology attitude scale: Rough set data analysis | SERKAN NARLI,Olcay SİNAN | 709–726 |
| Confirmatory factor analysis of the Educators’ attitudes toward educational research scale | Ali Mehmet ÖZTÜRK | 727–748 |