WoS İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14627/6
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Article Pre-Service Physical Education Teachers' Teacher Identity Scale (PPET-TI): Adaptation Study to Turkish Culture(Hacettepe University, 2026) Sonmez, Huseyin Ozan; Asci, Fevziye Hulya; Mirzeoglu, Ayse Dilsad; Asci, HülyaIn Turkey, the lack of measures for assessing the teacher identity of pre-service physical education teachers remains a significant challenge. Developing quantitative instruments grounded in a robust theoretical framework is crucial, as such tools would not only advance research in this field but also contribute to improving the quality of physical education teacher education. This study aims to test the reliability and validity of the Pre-service Physical Education Teachers' Teacher Identity Scale (PPET-TI) to Turkish pre-service physical education teachers. The PPET-TI is a 7-point Likert-type scale comprising 17 items and three subscales: self-definitions, teaching goals, and professional responsibilities. Two hundred fifty pre-service physical education teachers (96 females and 154 males; (x) over bar (age) = 21.25 +/- 2.36) voluntarily participated in the study. Confirmatory Factor Analysis (CFA) and Exploratory Structural Equation Modeling (ESEM) were conducted to evaluate the construct validity. The results of the CFA indicated that S-B chi(2)/df 1.90, CFI 0.95, TLI 0.94, RMSEA 0.06, and SRMR 0.05. The results of the ESEM indicated that S-B chi(2)/df 2.79, CFI 0.98, TLI 0.97, RMSEA 0.08, and SRMR 0.03. The item factor loadings ranged from 0.58 to 0.97 in the CFA and ranged from 0.45 to 0.82 in the ESEM. The findings indicated that the scale exhibited both discriminant and convergent validity, with CR and Cronbach's alpha being strong. An evaluation of the fit indices, item factor loadings, and inter-item relationships revealed that the CFA results were more consistent with the original structure of the scale. Based on all the findings, it can be concluded that the Turkish version of the scale is suitable for assessing the teacher identities of pre-service physical education teachers.Article Nonviolent Communication in Lifelong Education(Hacettepe Univ, 2023) Baban, Ece; Erdinc, Ece Dogan; Doğan, Ece; Doğan Erdinç, EceIn today's world, the increase of othering and xenophobia with acts of violence, along with the changes that consume resources due to climate changes such as wars, irregular migration movements, famine and thirst, are an important necessity for understanding nonviolent communication and its application in the field of lifelong education. This requirement brought the problem of "adult education" to the agenda and accelerated the studies on the lifelong learning approach. In addition, key messages developed by UNESCO and the European Commission defined the characteristics that the lifelong learning approach should have. Within the scope of the study, the concept of nonviolent communication explained, and the "Make a Gesture Your Opponent" campaign, which includes nonviolent communication training for Turkey Football Federation first league teams, examined. Within the scope of the study, the "Make a Gesture to Your Opponent" campaign was determined as a case study. Accordingly, the official website of the campaign was examined. As a result of the analysis carried out in line with the key messages, the nonviolent communication approach that the "Make a Gesture Your Opponent" project wanted to instill in its participants shows how important education is in all areas of life.Article Opinions of Students in the Field of Health on Distance Education During the Covid-19 Pandemic: a Cross-Sectional Study(Galenos Publ House, 2024) Kaya, Gizem; Karaca, Anita; Beji, Nezihe KizilkayaObjective: It is important to determine the opinions and preferences of students about distance education as its use is becoming more and more prevalent because of the Coronavirus disease-19 (COVID-19) pandemic. It was aimed to determine the opinions of students in the field of health about distance education during the COVID-19 pandemic. Methods: This was a cross-sectional, descriptive study which was conducted at the Faculty of Health Sciences of a foundation university in stanbul. The data were obtained from 476 students who were studying at the Faculty of Health Sciences of a university between June and July 2021, using a Student Information Form and Student Opinions on Distance Education Survey. Results: When asked their opinions on distance education, most described that face-to-face education was more useful than distance education (65.1%) and that having practical lessons with distance education negatively affected their learning (61.1%). Conversely, most of the students expressed that they could listen to the parts of the lessons they did not understand again (93.1%), could listen to the lessons they missed (90.3%), and that distance education provided them with the convenience of taking lessons wherever internet access was available (76.7%). Conclusion: The results indicated that students did not have considerable problems during distance education, they benefited from the advantages of distance education and were generally satisfied with it. In relation to the problems experienced during the pandemic, we recommend to take measures especially for applied lessons, to continue to benefit from the advantages of distance education by combining it with formal education in appropriate lessons, and to make necessary improvements by evaluating the opinions of students on a departmental basis.Article Citation - WoS: 3Obesity Risk Factors in Turkish Preschool Children: a Cross-Sectional Study(Cukurova Univ, Fac Medicine, 2022) Ozkaya, Sebnem Ozgen; Ozkaya, Volkan; Garipagaoglu, MuazzezPurpose: The present study aims to identify the potential risk factors - pre and post-pregnancy, children's, parental, and environmental factors - concerning obesity in Turkish preschool children.Materials and Methods: The cross-sectional study was conducted with 538 children aged 3-5 and their mothers in 25 private and public kindergartens using a face-to-face survey. Demographic, anthropometric, nutrition, sleep, and physical activity information during pregnancy, infancy, and preschool periods were evaluated. Two-day food records and anthropometric measurements of the children were collected.Results: The prevalence of overweight and obesity in preschool children was found to be 27.0%. Among the 28 potential risk factors examined, pre-pregnancy obesity (odds ratios (OR):1.108, confidence interval (CI): 1.042-1.179), post-pregnancy obesity (OR:4.350, CI: 2.053-9.217), caffeine intake >200 mg/day during pregnancy (OR:1.588, CI:1.031-2.446), father with obesity (OR: 1.089, CI: 1.027-1.155), enrolling a private rather than a public kindergarten (OR: 2.093, CI:1.298-3.376), fast eating (OR:3.355, CI: 1.175-9.583 min), short lunch duration (OR:0.966, CI:0.934-0.998), daily sleep of <10 hours (OR:2.522, 1.439-4.421), and finally screen time of >2 hours/day (OR:1.560, CI:1.012-2.405) were found to be significantly correlated with obesity in preschool children.Conclusion: Parental obesity, caffeine intake during pregnancy, eating speed, daily sleep, and screen time were determined as obesity risk factors in Turkish preschool children. Identifying maternal and child risk factors in early childhood, regulating lifestyle and obesogenic environment can be protective against obesity.