Dergiler / Participatory Educational Research

Dear Authors Unfortunately, it has been announced by ERIC that the indexing process has been paused for two years as of Volume 10, Issue 2, on the grounds that the number of articles published in our journal has increased since the year we started to index in ERIC. 17 March 2023 Distinguished Authors, Please be informed again herein that PER is indexed by ERIC. ERIC announced last February that it had updated its policy for the indexed journals within its scope. In this context, it was also announced that should an increase of noticeable sort occurs pertaining to the number of articles published by the said journals considering the first day of their admission to ERIC, they would be monitored closely and the indexing process might be paused for two years- if deemed necessary. Please click here to access the disclosure in question published by ERIC. To this end, we would like to declare that the number of articles to be published in each issue as of March 2023 has been limited to 15 in order to avoid any problems to be caused in this direction. Thank you for your understanding and cooperation. UPDATE: PER General Guidelines and User Templates updated. PER is an open access journal that publishes high-quality articles, in English. All articles published in PER will be peer-reviewed. PER will be published six times a year (one volume per year), in January, March, May, July, September and November starting from 2022. Articles that do not comply with the Per’s rules, without using PER’s template, whose similarity is above 15%, which handle a single dependent variable and are longer than necessary will not be evaluated..

2022 · Cilt: 9 - Sayı: 3

MakaleYazarSayfa
Structural Equation Modelling Analysis of the Relationships Among University Students' Online Self-Regulation Skills, Satisfaction and Perceived LearningYakup YILMAZ1–22
Examining University Students’ Online Privacy Literacy Levels on Social Networking SitesSinan KAYA, Deniz YAMAN23–45
Students' Knowledge Sharing Behaviours and Sense of Online Learning Community in Online Learning EnvironmentsCavit ERDOĞMUŞ, Recep ÇAKIR, Özgen KORKMAZ46–61
State of prediction of the critical thinking dispositions of primary school teacher candidates through their self-efficacy for STEM practicesSümeyye AYDIN GÜRLER62–81
The Moderator Role of Gender and Socioeconomic Status in the Relationship Between Metacognitive Skills and Reading Scoresİlhan KOYUNCU, Metin BULUS, Tahsin FIRAT82–97
The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading SuccessPakize URFALI DADANDI, İbrahim DADANDI98–110
The Effects of Immersive Virtual Reality Environments on Students' Academic Achievement: A Meta-analytical and Meta-thematic StudyMuhterem AKGÜN, Bünyamin ATICI111–131
School Principals' Opinions on Data-based School Management: A Case StudyÖmer ÖZ, Gökhan ARASTAMAN132–147
The Relationship Between Secondary School Teachers’ Perception of Organizational Justice and School ClimateMustafa KEMER, Soner POLAT148–165
Knowledge management for effective and ethical management of public schools: Perspectives from South AfricaNorma ROMM, Bongani NKAMBULE166–179
Mapping the Trend of Humor Studies in Educational Arena: A Text-analytic ApproachFatih ERDOĞDU180–206
Children's Rights in The Perspective of Primary School Teachers in The Period COVID-19 EpidemicBehiye DAĞDEVİREN ERTAŞ, Onur BATMAZ, Ahmet KILIÇ207–225
The Effect of Animation-Based Worked Examples Supported with Augmented Reality on the Academic Achievement, Attitude and Motivation of Students towards Learning ProgrammingHakan CEVAHİR, Muzaffer ÖZDEMİR, Meltem Huri BATURAY226–247
STEM Education Effect on Inquiry Perception and Engineering KnowledgeEmine KUTLU, Hasan BAKIRCI, Yilmaz KARA248–262
Investigation of the correlation between science teachers’ level of use of the education information network and their level of use of technologyFigen DURKAYA, Gizem LOKUMCU263–280
Establishing authorial presence by the exclusive-we: a functional approach to self-mentions in engineering research articlesAyça SOLSUN, Erdem AKBAŞ281–295
Academic Self Efficacy and Dispositional Hope as Predictors of Academic Procrastination: The Mediating Effect of Academic Intrinsic MotivationKayhan BOZGÜN, Kemal BAYTEMİR296–314
Lesson study and 21st-century skills: Pre-service Teachers Reason, Produce and ShareSabahattin YEŞİLÇINAR, Ahmet AYKAN315–329
The PBL vs. Digital Mind Maps Integrated PBL: Choosing Between the two with a view to Enhance Learners’ Critical ThinkingNurkhairo HİDAYATİ, Siti ZUBAİDAH, Sri AMNAH330–343
Are Dissertations Trustworthy Enough? The case of Turkish Ph.D. Dissertations on Social Studies EducationÖnder ERYILMAZ344–361
Development and use of a rubric to assess undergraduates’ problem solutions in PhysicsAysel KOCAKÜLAH362–382
The Analysis of the Efficiency of Digital Education Platforms Based on Various VariablesElif Büşra YAZICI, Mehmet Arif ÖZERBAŞ383–402
The Relationship between School Administrators’ Leadership Traits and Learning Schools: A Meta-Analysis StudyMüslim ALANOĞLU, Songül KARABATAK403–427
Disadvantages and solutions of a model in asylum seeker education: Temporary education centers (TECs)Duran MAVİ428–444
Understanding the definite integral with the help of Riemann sumsÖzkan ERGENE, Ahmet Şükrü ÖZDEMİR445–465