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

Volume 20 Issue 1 (February 2024)

Issue Information

Issue Information

pp. i - vi   |  DOI: 10.29329/ijpe.2024.646



Original Articles

Predictors of Post-Traumatic Stress Disorder in Adolescents: Loneliness and Self-Compassion

Çiğdem Sesli & Ali Çekiç

pp. 1 - 12   |  DOI: 10.29329/ijpe.2024.646.1


This study investigated the associations between adolescents' self-compassion, loneliness, and post-traumatic stress levels. The study also revealed the predictive role of self-compassion and loneliness on post-traumatic stress. Additionally, post-traumatic stress levels in adolescents were compared by gender, exposure to or witnessing trauma, and whether the individuals previously sought psychological assistance. Adopting a correlational design, the study population included adolescents aged 14-18 living in Türkiye. On the other hand, the study group consisted of 351 adolescents who were reached through simple random sampling. The participants lived in various parts of Türkiye and were exposed to or witnessed traumatic experiences. They responded to the scales online. Posttraumatic Stress Disorder Checklist for DSM-5, Self-compassion Scale for Adolescents, UCLA Loneliness Scale and Demographic Survey Form were used as data collection tools. The significance level was .05. The study concluded that higher levels of self-compassion indicate lower post-traumatic stress. Additionally, lower levels of loneliness indicate higher levels of post-traumatic stress. Self-compassion and loneliness significantly predicted post-traumatic stress in adolescents. The findings suggested that females had significantly higher levels of post-traumatic stress. Lastly, it was concluded that adolescents who sought psychological assistance and had exposure to trauma had significantly higher levels of post-traumatic stress.

Keywords: Adolescence, Posttraumatic Stress, Self-compassion, Loneliness.

The Effect of 5E-FCM Practices on Achievement, Motivation, and Autonomous Learning and Students' Opinions

Filiz Tuba Dikkartın Övez & Mihrap Baygeldi

pp. 13 - 30   |  DOI: 10.29329/ijpe.2024.646.2


This study aimed to determine the effect of 5E-Based Flipped Classroom Model (5E-FCM) applications on students' achievement, motivation, and autonomous learning in teaching 6th-grade multiplication with fractions and to determine students' opinions about the applications. The study was based on the embedded design, which is one of the mixed method designs. The study group consisted of 60 sixth-grade students using the convenience sampling method, one of the non-random sampling methods. As data collection tools, the Achievement Test, Motivation Scale, Autonomous Learning Scale, and semi-structured interview form were used. The data obtained were evaluated using t-tests for related and unrelated samples, and descriptive statistics for frequency, percentage, and mean values. As a result of the 5E-FCM teaching applications carried out in the study, it was determined that the post-test achievement mean scores and autonomous learning mean scores were significant in favor of the experimental group; the motivation levels of the experimental group students towards the course after the application were at a high level and increased significantly. Content analysis of students' opinions on 5E-FCM applications revealed that students expressed positive opinions that they had their own learning opportunities in the process and reinforced the subject.

Keywords: 5E-FCM, achievement, autonomous learning, motivation, mathematics teaching

The Effects of Electronic Monitoring in the University Workplace: Bangladeshi Academics' Perceptions of Work Performance Monitoring

Rohaya Mohd Nor & Md Shakil Mannan

pp. 31 - 47   |  DOI: 10.29329/ijpe.2024.646.3


Technology applications play an important role in promoting progressive education in the higher education sector, where student-centered and holistic development approaches are essential. In this context, electronic monitoring can meet the needs of education authorities, institutions, and university administrators while also aiding academics and students. This study explores the consequences of electronic monitoring from the perspective of Bangladeshi academics working in private universities. It investigates the extent to which electronic monitoring is utilized to monitor job performance and academics' perceptions of using the application. Guided by the panopticon model, we designed a qualitative research approach and employed case study and interview methods to obtain data. Two private universities were involved in data collection. The results revealed that most academics saw the value of electronic monitoring as an alternative to traditional means of surveillance. Furthermore, academics' positive attitudes toward such practice were influenced by their level of awareness being electronically monitored using technological means with features that could provide them with control over work performance and the available support mechanisms. Some highlighted benefits are safety, productivity, cost-effectiveness, potentially unlawful or unethical conduct monitoring, and workplace accountability and obligation. Despite little concern about privacy issues regarding the widespread use of electronic monitoring, most academics opposed using CCTV cameras in classroom teaching. The study revealed that academics' thoughts on electronic monitoring, which are linked to specific government directives, can be heavily influenced by external forces, and how flexible the monitoring environment can play a role in minimizing resistance and improving policy adherence. This study has important practical implications for education authorities, academic administrators, and educators.

Keywords: Electronic Monitoring, Academics, Panopticon, Bangladesh, Education

The Advisory Program: A Space for Nurturing Student-Teacher Relationships to Strengthen Student Advocacy in a Progressive Secondary School

Mollie Gambone

pp. 48 - 62   |  DOI: 10.29329/ijpe.2024.646.4


Student motivation and engagement are linked to the quality of relationships they have with adults at school. An advisory program is one site for developing warm, caring relationships between students and teachers. Effective advisory programs have two-fold benefits: they enhance students’ feelings of belonging and build teachers’ ability to understand their professional role beyond that of curriculum instruction. Teachers with explicit professional expectations to develop relationships with students and provide social and emotional support are more effective across multiple domains. The purpose of this qualitative, ethnographic case study was to understand how the structure of an established advisory program in a small, secondary school serves as a space to support teachers, as advisors, in building relationships with their advisees to provide them with academic, social, and emotional guidance. Interviews with advisors and administrators point to the advisory program as a central structure for cultivating trust-based relationships. Within this structure advisors and administrators collaborate to enhance student success in achieving goals through advocacy. Findings indicate that advisors feel supported within this structure to navigate their expanded role, build strong relationships with their students, and advocate for their advisees’ needs. They point to key functions of the advisory program structure, including the meeting system and administrative support, as factors that enable them to grow strong relationships with their students to nurture self-advocacy.

Keywords: Teacher–Student Relationships, Teacher Roles, Teacher Support, Trust, Advocacy, Advisory Program, Engagement, School Belonging, Secondary Teachers

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