As of February 2023, SUJE will no longer consider manuscripts that are not directly related to educational sciences, As of July 26, 2023, SUJE will only evaluate articles written in English. The similarity rate obtained as a result of the similarity checks should not exceed 20% in order to initiate the peer review process. -------------------------------------------------------------------------------- SUJE plans to publish two thematic special issues in 2023 and 2024 in order to contribute to the scientific literature in our country and international literature in the field of educational sciences and teacher training. In 2023, the theme of the first special issue is "Disaster Education and Education in Disaster Regions". Candidate article submissions for this special issue will be accepted until the end of October 2023 and will be published in December 2023. The second theme of our special issue to be published in 2024 is "Artificial Intelligence Tools and Education". For this special issue, submissions will be accepted until the end of January 2024. This issue will be published in April 2024. When submitting, our authors should indicate which special issue they are applying for in the "Note to the Editor" section. Sincerely.
2022 · Cilt: 12 - Sayı: 3
| Makale | Yazar | Sayfa |
|---|
| Matematiğe Yönelik Tutum ile Matematik Kaygısı Arasındaki İlişkinin Meta-Analizi: Türkiye Örneği | Mehmet Ertürk GEÇİCİ, Hakan BAYIRLI | 498–521 |
| Mediating Role of Coronavirus Anxiety in the Relationship between Intolerance of Uncertainty and Suicide Probability during COVID-19 Pandemic | Şehide KELEK, Merve SAYIKOĞLU UÇAR, Nur Hilal YILDIRIM, Betül DÜŞÜNCELİ | 522–544 |
| Research Trends and Features of Robotics Studies in Educational Technology and STEM Education: Data Mining on ERIC Samples | Emre ÇAM | 545–572 |
| Mobil Destekli Okumanın İngilizce Öğrenenlerin Kelime Bilgisi Gelişimi Üzerindeki Etkilerinin Araştırılması | Mohammadreza VALİZADEH | 573–590 |
| The Relationship between Academic Motivation Types and Learning Styles of Pre-service EFL Teachers | Derya UYSAL | 591–611 |
| Turkish Adaptation of the Situated Academic Writing Self-Efficacy Scale: Validity and Reliability Study | Seda TÜFEKÇİBAŞI, Mustafa ŞAHİN | 612–628 |
| Metaphors Related to Out of School Learning | Esra Betül KÖLEMEN, Ayşe Güler KÜÇÜKTURAN | 629–645 |
| Sürdürülebilir Kalkınma Bağlamında Çevresel Farkındalık: Ölçek Geliştirme ve Güvenirlik Çalışması | Elif ATABEK-YİĞİT, Fatime BALKAN KIYICI | 646–665 |
| Üst Dil Farkındalığı & Dilbilimsel Uzatım İlişkisi, Türkçe Öğreticilerine Notlar | Seda DEMİR, Alpaslan OKUR | 666–694 |
| ÖĞRETMENLERİN BİLGİ VE TEKNOLOJİ KULLANIMLARININ İŞ TATMİNİNE ETKİSİ: BİR SAHA ÇALIŞMASI | Ömer ÖZİŞLİ, Hakkı BAĞCI | 695–711 |
| Bireysel Yaratıcılık Ölçeği Türk Kültürüne Uyarlanması, Geçerlik ve Güvenirlik Çalışması | Nuh Osman YILDIZ, Zülbiye KAÇAY, Fikret SOYER | 712–729 |
| Student Opinions on the Assessment and Evaluation Applications Performed During the Covid 19 Pandemic in Higher Education | Yurdagül GÜNAL, Zehra BİROL, Ebru ÜNAY | 730–747 |
| The Relationship of Lifelong Learning Competencies with Learning Approaches and Self-Efficacy | Fatma ÇETİN, Zeynep DEMİRTAŞ | 748–768 |
| A Discourse Analysis of Formal Links Used in English Texts in National High School Entrance Exams | Lale Gökçe GENÇ, Cihat ATAR | 769–787 |
| Özel Gereksinimli Çocuğu Olan Ebeveynlerin Bilişsel-Davranışsal Kaçınma, Fonksiyonel Olmayan Tutum ve Umutsuzluk Düzeyleri Arasındaki İlişkinin İncelenmesi | Yusuf Oktay ATILGAN, Murat İSKENDER | 788–812 |
| Examination of 21st-Century Skills in Early Childhood in Terms of Different Variables | Suat KOL, Hilal İlknur TUNÇELİ | 813–832 |