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Erken dönem yoksunluk: aile değişkeninin geç dönem yoksunluğu yordama değeri üzerine bir gözden geçirme
No full text[Abstract Not Available
Hamiltonian structure of multi component integrable systems
Full text linkIn this work we have generalized the super KdV equation into a multicomponent super KdV equation. It is shown that the system is bi-super Hamiltonian. The third super Hamiltonian in the multicomponent super KdV hierarchy is obtained and the corresponding first and second members of evolution equations are given
Investigating the Relationships Between University Students’ Epistemological Beliefs and Learning Approaches: A Path Analysis Study
No full textThe purpose of this study was to investigate the relationships between epistemological beliefs and learning approaches of uni versity students. The mediator effect of gender was also tested. A theoretical model was created, and considering the litera ture personality types’ effects on learning approaches were kept under control. A total of 244 university students studying in 26 different departments of a university in Turkey participated in the study. Data collection tools were Epistemological Beliefs Scale (attaining knowledge, nurture vs. nature, absolute and single reality, and epistemic confliction), Learning Approaches Scale (deep approach and surface approach), and Personality Types Scale (type A and type B personality). It was hypothesized that sophisticated epistemological beliefs positively predict deep approach and naive epistemological beliefs positively predict sur face approach. In addition, it is predicted that the model will differ for males and females. Path analysis method was used to test the models. Results showed that in attaining knowledge and epistemic confliction dimensions sophisticated epistemologi cal beliefs positively predict deep approach. In absolute and single reality, nurture versus nature, and epistemic confliction dimensions naive epistemological beliefs positively predict surface approach. The moderator effect of gender was not signifi cant in the overall model. The results of the research indicate that epistemological beliefs and learning approaches are inter related structures