International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Volume 19 Issue 6 (December 2023)

Issue Information

Issue Information

pp. i - vi   |  DOI: 10.29329/ijpe.2023.615



Original Articles

The Analysis of the Relationship between Humor Styles of Counselor Candidates and Their Skills of Coping Through Humor and Problem-Solving

Muhammet Ü. Öztabak

pp. 1 - 19   |  DOI: 10.29329/ijpe.2023.615.1


The aim of this research is to analyze the relationship between the humor styles of counselor candidates and their skills of coping through humor and problem-solving. Relational screening model, which is one of the quantitative research methods, was used in the research. The sample of the research consists of 232 students studying in the Guidance and Counseling program at foundation universities in Istanbul. The sample of the study was obtained by convenience sampling, one of the methods of non-random sampling methods. The data of the research was collected with the Personal Information Form, Humor Styles Questionnaire, Coping Humor Scale and Problem-Solving Inventory. The obtained data were analyzed through SPSS 21.0 program using t-test, ANOVA and Pearson product-moment correlation analysis techniques. It is seen that counselor candidates show coping behavior through humor in case of any problem. Counselor candidates mostly use affiliative humor style, followed by self-enhancing, self-defeating and aggressive humor styles, respectively. According to the data of the research, there is a low level, negative and insignificant relationship between humor styles and problem-solving; a moderate, positive and significant relationship between humor styles and coping through humor; and a low, negative and significant relationship between coping through humor and problem-solving.

Keywords: Coping Through Humor, Humor, Humor Styles, Problem-Solving, Psychological Counselor

Latent Transition Modeling for Categorical Latent Variables: An Application Using Longitudinal Resilience Data

Derya Akbaş & Ni̇lüfer Kahraman

pp. 20 - 32   |  DOI: 10.29329/ijpe.2023.615.2


This study aims to illustrate how the latent transition modeling might be applied to identify qualitative change patterns in longitudinal assessment settings. Using the data collected on three measurement occasions, we examine whether and to what extent resilience latent class memberships of pre-service teachers changed over time. First, latent class models are tested for all time points separately, revealing that a 4-class model is the best fitting model (Resilience, Competence, Maladaptation, and Vulnerability). Next, latent transition model alternatives are tested, leading to the conclusion that the transition model with stationary probabilities provides the best fit. The results show that individuals with the statuses of Vulnerability and Competence have the highest probabilities of maintaining the same status compared to others and that the highest transition probabilities occur from the status of Resilience to Competence and from Maladaptation to Vulnerability. These findings suggest that individuals with sufficient coping skills might have the status of Resilience and move toward Competence, while those lacking coping skills might have the status of Maladaptation and move toward Vulnerability with the absence or decrease of adversity. A discussion is provided highlighting the usefulness of the latent transition modeling when it is suspected that latent class memberships of subjects could be sensitive to change over time.

Keywords: Assessment, Categorical Latent Variable, Latent Transition Analysis, Longitudinal

How does Students with and without Disabilities Perceive Student–Teacher Relationship in Inclusive Elementary Classrooms?

Aysegul Sukran Oz

pp. 34 - 49   |  DOI: 10.29329/ijpe.2023.615.3


This investigation aims to examine the differences in perceived Student–Teacher Relationship (STR) among students with mild intellectual disabilities (SMID), low academic achievement (SLAA) and high academic (SHAA) achievement in Turkish inclusive elementary classrooms. Student participants were interviewed to complete a scale. Teacher participants completed teacher demographic information, student and classroom information forms. The findings indicate that except students’ gender, teachers and students demographic characteristics do not affect the students’ perceptions of the STR. Girls appear to be more satisfied in STRs than boys. SMID and SLAA are less satisfied in STRs than high achieving group. The satisfaction levels of the child participants in the emotional, informational and closeness dimensions of the STR were significantly different for SMID. The results demonstrate that the participants’ ratings of closeness significantly differ from the emotional and informational support dimensions.

Keywords: Student–teacher Relationship, Inclusive Classroom, Intellectual Disability, Academic Achievement, Student Perception

Effects of 5E Integrated STEM Based Activities on Middle School Students’ Attitudes Towards Science, Science Anxiety and Perceptions of STEM Fields

Merve Deveci Bozkurt, Nihat Altınöz & Metin Açıkyıldız

pp. 50 - 65   |  DOI: 10.29329/ijpe.2023.615.4


The purpose of this study was to investigate the effects of using 5E integrated Science Technology Engineering Mathematics (STEM) based activities on 6th grades students’ attitudes towards science, their science anxiety and their perceptions of STEM fields. Mixed research method was used for this purpose. The study was conducted with 28 6th grade students who live in Gaziantep city of Turkey. “Matter and Heat” science topic was taught using the 5E integrated STEM based activities. Questionnaires to test students’ attitudes towards science, their science anxiety, and their perceptions of STEM fields were used as pre and post-tests before and after the implementation of the activities. While effect size difference (r score) and non-parametric Wilcoxon signed rank test were used for the quantitative data analyses, the qualitative data from the semi-constructed interviews were analyzed using thematic analysis. Before the implementation of the activities, female students’ attitude levels were higher and their anxiety levels were lower than males. The results showed that the 5E integrated STEM-based activities had a positive effect on increasing students’ attitudes towards science while decreasing their science anxiety. Although the effect on students’ perceptions of individual STEM fields was relatively small, these activities positively increased their perceptions of each STEM field. The participants also found the activities very enjoyable, fun and like doing.

Keywords: STEM Based Activities, Attitude Towards Science, Science Anxiety

Teachers’ Experiences of the Potential of Flipped Classrooms: A Research Study of Dance Movements Including Students with Different Educational Needs

Balli Lelinge

pp. 66 - 82   |  DOI: 10.29329/ijpe.2023.615.5


The pedagogical approach in the flipped classroom (FC) reverses traditional in-class lectures by delivering content instructions outside the classroom followed by practice as homework. Although several studies develop the FC model in science, technology, engineering, mathematics (STEM), and Higher Education or High School, few educational studies for inclusive education at primary school levels are conducted. From a teachers’ perspective, this small-scale research project explored the potential of the FC approach in one Swedish primary school (n=25), including ten students with different educational needs. This study aims to investigate how FC contributes to students’ ability to discern and perform choreographed dance movements to music in Physical Education and Health (PEH) according to the teachers’ views. The data collection contained teachers’ PowerPoint presentations of two dance lessons for colleagues, pre-and post-meeting, and three delayed post-interviews with four teachers. Descriptive and content analysis methods were used to analyse the data. The results provide evidence for a potential advantage that the FC supports a general structure of inclusive education. However, there is a risk that students with different educational needs spend moretime out of school hours to reach the same level as other students, which requires further investigation.

Keywords: Flipped Classroom, Inclusive Learning, Teachers’ Perspectives, Primary School Level

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