| Problematic Technology Use Scale for Young Children (PTUS-YC): Validity and Reliability Study | Ahmet Sami KONCA, Önder BALTACI, Ömer Faruk AKBULUT | 267–289 |
| The Methodological Quality of Experimental STEM Education Articles Published in Scholarly Journals from 2014 to 2020 | Ramazan AVCU, Seher AVCU | 290–318 |
| An Analysis of Differential Bundle Functioning in Multidimensional Tests Using the SIBTEST Procedure | Didem ÖZDOĞAN, Hülya KELECİOĞLU | 319–336 |
| Investigation of affective traits affecting mathematics achievement by SEM and MARS methods | Çağla KUDDAR, Sevda ÇETİN | 337–356 |
| Turkish preschool children's representations of friendship: Story completion method adaptation study | İmray NUR, Yaşare AKTAŞ ARNAS | 357–375 |
| Towards an Online Self-Assessment for Informed Study Decisions–A Mixed-Methods Validation Study | Laurie DELNOİJ, Jose P. W. JANSSEN, Kim J. H. DİRKX, Rob L. MARTENS | 376–396 |
| Comparison of Normality Tests in Terms of Sample Sizes under Different Skewness and Kurtosis Coefficients | Süleyman DEMİR | 397–409 |
| Estimation of the Academic Performance of Students in Distance Education Using Data Mining Methods | Resul BÜTÜNER, M. Hanefi CALP | 410–429 |
| Adaptation of the Children's Perceived Academic Self-Efficacy Scale: Validity and Reliability Study | Neslihan Tuğçe ÖZYETER, Ömer KUTLU | 430–450 |
| Adaptation of the Children's Perceived Academic Self-Efficacy Scale: Validity and Reliability Study | Neslihan Tuğçe ÖZYETER, Ömer KUTLU | 430–450 |
| Teachers’ perceived skills, challenges and attitudes towards distance education: A validity and reliability study | Derya ÇOBANOĞLU AKTAN, Begüm ÖZTEMÜR | 451–469 |
| Reliability of Ratings of Multidimensional Fluency Scale with Many-Facet Rasch Model | Çiğdem AKIN ARIKAN, Pınar KANIK UYSAL, Huzeyfe BİLGE, Kasım YILDIRIM | 470–491 |
| Investigating the Impact of Rater Training on Rater Errors in the Process of Assessing Writing Skill | Mehmet ŞATA, İsmail KARAKAYA | 492–514 |
| Comparison of Inter-Rater Reliability Techniques in Performance-Based Assessment | Sinem ARSLAN MANCAR, Hamide Deniz GÜLLEROĞLU | 515–533 |
| How many response categories are sufficient for Likert type scales? An empirical study based on the Item Response Theory | Eren Can AYBEK, Cetin TORAMAN | 534–547 |