| A Model Proposal for Solving Problems Encountered in Performance Tasks | Melek Gülşah ŞAHİN, Nagihan BOZTUNÇ ÖZTÜRK | 593–610 |
| A Mixture Partial Credit Analysis of Math Anxiety | Allan S. COHEN, İbrahim Burak ÖLMEZ | 611–630 |
| Turkish Adaptation of the Family Adaptability and Cohesion Scale IV | Turgut TURKDOGAN, Erdinc DURU, Murat BALKİS | 631–644 |
| The Effect of Teaching quality and teaching practices on PISA 2012 Mathematics Achievement of Turkish Students | Safiye BİLİCAN DEMİR | 645–658 |
| The Teacher Academic Buoyancy Scale: Is it possible to keep TABS on students' academic buoyancy? | Diarmuid VERRIER, Lisa REIDY, Scott JOHNSON | 659–667 |
| The Teacher Academic Buoyancy Scale: Is it possible to keep TABS on students' academic buoyancy? | Diarmuid VERRİER, Scott JOHNSON, Lisa REİDY | 659–667 |
| Gaining a Better Understanding of General Mattering Scale: An Application of Classical Test Theory and Item Response Theory | Halil Ibrahim SARİ, Mehmet Akif KARAMAN | 668–681 |
| Automating Simulation Research for Item Response Theory using R | Allan S. COHEN, Youn-Jeng CHOI, Sunbok LEE | 682–700 |
| Using the Fuzzy Logic in Assessing the Programming Performance of Students | Nihan ARSLAN NAMLI, Ozan ŞENKAL | 701–712 |
| Using a Transactional Model and Thematic Analysis to Evaluate a Minority Male Student Success Initiative to Improve Participants’ Campus Experience and Retention | Kathryn TODD BLISS, Richard MENSAH, Alexis RODERS, Falynn THOMPSON, Kelly D. BRADLEY | 713–730 |
| The Relationship between Preservice Teachers’ Attitudes towards Statistics and Their ResearchAnxiety | Adnan TAŞGIN, Yasemin KAYA | 731–739 |
| Facebook as a Peer-Assessment Platform: A Case Study in Art Teacher Education Context | Süleyman Nihat ŞAD, Yasemin ERSÖZ | 740–753 |
| Interpersonal Emotion Regulation Scale (IERS): Adaptation and Psychometric Properties in a Turkish Sample | Reyhan ARSLAN, Meltem ASLAN GÖRDESLİ, Ferah ÇEKİCİ, Zeynep AYDIN SÜNBÜL, Asude MALKOÇ | 754–762 |