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An investigation of factors related to collaborative problem-solving skills with mediation models

Yıl 2023, Cilt: 10 Sayı: Special Issue, 97 - 115, 27.12.2023

Özge Arıcı Ömer Kutlu

https://doi.org/10.21449/ijate.1349918

Öz

This study investigated the factors that are directly and indirectly related to collaborative problem-solving skills of students in Türkiye with multiple and multilevel mediation models, according to PISA 2015 results. The PISA 2015 Türkiye sample consisted of 5895 students. After missing data assignment and outlier analysis, the analyses were performed over the data set of 5882 students. In this study, whether the variables of valuing teamwork and valuing relationships show a mediation effect was tested with the Bootstrap method through multiple mediation models constructed with the dependent variable of collaborative problem-solving and the independent variables of school belonging and disciplinary climate. Our analyses revealed that the mediator variables had significant effects between school belonging and collaborative problem-solving. Similarly, the mediation effect between the disciplinary climate and the collaborative problem-solving was also significant. Multilevel mediation models constructed with the independent variables of students’ behavior hindering learning and extracurricular creative activities were analyzed with the multilevel structural equation modeling. The findings indicated that the variables of valuing relationships and valuing teamwork did not have a significant mediation effect between extracurricular creative activities and collaborative problem-solving scores. Similarly, it was found that the mediation effect between the students’ behavior hindering learning and collaborative problem-solving scores was not significant. In light of all these findings, it is recommended that school practices be strengthened to improve students' sense of belonging to school and a positive disciplinary climate, to develop students' collaborative problem-solving skills, and to improve attitudes towards collaboration.

Anahtar Kelimeler

Mediation effect Multiple Mediation Model Multilevel Mediation Model PISA Collaborative problem solving

Kaynakça

  • Adelabu, D.D. (2007). Time perspective and school membership as correlates to academic achievement among African American adolescents. Adolescence, 42(167), 525-538.
  • Akyüz, G., & Pala, N.M. (2010). The effect of student and class characteristics on mathematics literacy and problem solving in PISA 2003. İlköğretim Online, 9(2), 668 678. https://www.ilkogretim online.org/fulltext/218 1596890524.pdf?1619615302
  • Anderman, E.M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology,94(4), 795 809. https://doi.org/10.1037/0022 0663.94.4.795
  • Aşkar, P., & Olkun, S. (2005). PISA 2003 sonuçları açısından okullarda bilgi ve iletişim teknolojileri kullanımı. Eurasian Journal of Educational Research (EJER), 19, 15-34.
  • Baron, R.M., & Kenny, D.A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
  • Begde, Z. (2015). Öğretmen ve ebeveyn tutumlarının okul öncesi dönem çocuklarının problem çözme becerilerine etkisinin incelenmesi [Investigating the effect of teacher and parent attitudes on preschool children's problem solving skills] [Unpublished master’s thesis]. Karabük Üniversitesi, Karabük, Türkiye.
  • Birbiri, D. (2014). PISA 2003 ve PISA 2012 sınav sonuçlarının problem çözme becerilerine yönelik değişkenlerinin Türkiye açısından incelenmesi [Examination of variables related to problem solving skills in PISA 2003 and PISA 2012 results in terms of Turkey] [Unpublished master’s thesis]. Atatürk Üniversitesi, Erzurum, Türkiye.
  • Booker, K.C. (2004). Exploring school belonging and academic achievement in African American adolescent. Curriculum and Teaching Dialogue, 6(2), 131-143.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (7. Baskı). Pegem Akademi.
  • Charles, R., & Lester, F. (1982). Teaching problem solving: What, why & how. Dale Seymour Publicatios.
  • Çilingir, E. (2015). Gerçekçi matematik eğitimi yaklaşımının ilkokul öğrencilerinin görsel matematik okuryazarlığı düzeyine ve problem çözme becerilerine etkisi [The effect of realistic mathematics education approach on primary school students' visual mathematics literacy level and problem solving skills] [Unpublished master’s thesis]. Çukurova Üniversitesi, Adana, Türkiye.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LİSREL uygulamaları. Pegem Akademi.
  • Doğan, S. (2017). Okul yönetimi. Celal Tayyar Uğurlu (Ed.). Okul kültürü ve iklimi (s. 92-119). Anı Yayıncılık.
  • Ebret, A. (2015). Etkinlik temelli matematik öğretiminin 3. sınıf öğrencilerinin problem çözme becerilerine ve matematiğe ilişkin tutumlarına etkisi [The effect of activity-based mathematics teaching on 3rd grade students' problem solving skills and attitudes towards mathematics] [Unpublished master’s thesis]. Necmettin Erbakan Üniversitesi, Konya, Türkiye.
  • Erden, M. (1998). Öğretmenlik mesleğine giriş. Alkım Yayınları.
  • Field, A. (2009). Discovering statistics using SPSS (3rd Edition). Sage Publication.
  • Goodenow, C., & Grady, K.E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62 (1), 60 71. https://doi.org/10.1080/00220973.1993.9943831
  • Hayes, A.F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
  • Heck, R.H., & Thomas, S.L. (2015). An introduction to multilevel modeling techniques (Third edition). Routledge.
  • Hoyle, R.H., & Kenny, D.A. (1999). Sample size, reliability and tests of statistical mediation. In R. Hoyle (Ed.), Statistical strategies for small sample research (pp. 195-222). Sage.
  • İleritürk, D., Ercoşkun, N.Ç., & Kıncal, R.Y. (2017). Farklı ülkelerin PISA 2012 problem çözme becerileri sonuçlarının karşılaştırılması. Akademik Sosyal Araştırmalar Dergisi, 5(43), 406-422. http://dx.doi.org/10.16992/ASOS.12023
  • Jose, P.E. (2013). Doing statistical mediation & moderation. Guilford Publicatios.
  • Kalaycı, Ş. (2009). SPSS uygulamalı çok değişkenli istatistik teknikleri (4. Baskı). Asil Yayın Dağıtım.
  • Koçoğlu, A. (2017). Fen bilimleri ve matematik öğretmenlerinin özerklik desteğinin ortaokul öğrencilerinin eleştirel düşünme eğilimi ve problem çözme becerileri algısına katkısının incelenmesi [Examining the contribution of science and mathematics teachers' autonomy support to middle school students' critical thinking disposition and problem-solving skills perception] [Unpublished master’s thesis]. Mersin Üniversitesi, Mersin, Türkiye.
  • Konu, M. (2017). Yaşam temelli probleme dayalı öğretim uygulamalarının öğrencilerin biyoloji dersindeki başarılarına, tutumlarına, motivasyonlarına ve problem çözme becerilerine etkisi etkisi [The effect of life-based problem-based teaching practices on students' achievement, attitudes, motivation and problem-solving skills in biology course] [Unpublished doctoral thesis]. Atatürk Üniversitesi, Erzurum, Türkiye.
  • Kurbal, M.S. (2015). 6. sınıf zekâ oyunları dersi öğrencilerinin problem çözme stratejilerinin ve akıl yürütme becerilerinin incelenmesi [Unpublished master’s thesis]. Middle East Technical University, Ankara, Türkiye.
  • Kutlu, Ö., Kula-Kartal, S., & Şimşek, T. (2017). Identifying the relationships between perseverance, openness to problem solving, and academic success in PISA 2012 Turkey. Journal of Educational Sciences Research, 7(1), 263 274. https://dergipark.org.tr/tr/download/article-file/698144
  • Kutlu, Ö., & Kula-Kartal, S. (2018). The prominent student competences of the 21st century education and the transformation of classroom assessment. International Journal of Progressive Education, 14(6), 69-82. https://doi.org/10.29329/ijpe.2018.179.6
  • Marzano, R.J., & Heflebower, T. (2012). Teaching and assessing 21st century skills. Marzano Research.
  • McKenna, J. (Sep 14, 2017). Collaborative problem solving in the classroom. https://robomatter.com/blog-collaborative-problem-solving/
  • Millsap, R. E. (2007). Structural equation modeling made difficult. Personality and Individual Differences, 42(5), 875-881. https://doi.org/10.1016/j.paid.2006.09.021
  • Morgeson, F.P., Reider, M.H., & Campion, M.A. (2005). Selecting individuals in team settings: The importance of social skills, personality characteristics, and teamwork knowledge. Personnel Psychology, 58(3), 583-611. https://doi.org/10.1111/j.1744-6570.2005.655.x
  • Muthén, L.K., & Muthén, B.O. (1998-2010). Mplus user’s guide (Sixth Edition). Muthén & Muthén.
  • OECD. (2017a). PISA 2015 assessment and analytical framework: science, reading, mathematic, financial literacy and collaborative problem solving (Revised Edition). PISA, OECD Publishing.
  • OECD. (2017b). PISA 2015 technical report. PISA, OECD Publishing.
  • OECD. (2017c). PISA 2015 results (Volume V): Collaborative problem solving. PISA, OECD Publishing.
  • OECD. (2017d). PISA 2015 results (Volume III): Students’ well-being. PISA, OECD Publishing.
  • OECD. (2017e). Policies and practises for succesful schools (Volume II). PISA, OECD Publishing.
  • Örs-Özdil, S. (2017). Tekli ve çoklu aracılık modellerinde aracı değişken etkisinin bk, sobel, bootstrap yöntemleriyle karşılaştırılması (PISA 2012 matematik okuryazarlığı) (Tez No. 468272) [Doktora tezi, Ankara Üniversitesi]. Ankara Üniversitesi Akademik Arşiv Sistemi. https://dspace.ankara.edu.tr/xmlui/bitstream/handle/20.500.12575/73424/468272.pdf?sequence=1&isAllowed=y
  • Pala, N.M. (2008). PISA 2003 sonuçlarına göre öğrenci ve sınıf özelliklerinin matematik okuryazarlığına ve problem çözmeye etkisi [Yüksek lisans tezi, Balıkesir Üniversitesi]. https://hdl.handle.net/20.500.12462/1679
  • Pham, T.V. (2017). The performance of Multilevel Structural Equation Modeling (MSEM) in comparison to Multilevel Modeling (MLM) in multilevel mediation analysis with non-normal data [Doctoral dissertation, University of South Florida]. University of South Florida Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/7077
  • Preacher, K.J., & Hayes, A.F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments & Computers, (36)4, 717-731.
  • Preacher, K.J., & Hayes, A.F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891. https://doi.org/10.3758/BRM.40.3.879
  • Preacher, K.J., Zyphur, M.J., & Zhang, Z. (2010). A general multilevel SEM framework for assessing multilevel mediation. Psychological Methods, 15(3), 209-233. https://doi.org/10.1037/a0020141
  • Preacher, K.J., Zyphur, M.J., & Zhang, Z. (2011). Alternative methods for assessing mediation in multilevel data: The advantages of multilevel SEM. Structural Equation Modeling, 18(2),161-182. https://doi.org/10.1080/10705511.2011.557329
  • Roeser, R.W., Midgley, C. & Urdan, T.C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422. https://doi.org/10.1037/0022-0663.88.3.408
  • Sarı, M. & Özgök, A. (2014). Ortaokul öğrencilerinde okula aidiyet duygusu ve empatik sınıf atmosferi algısı. Gaziantep University Journal of Social Sciences, 13(2), 479-492. https://doi.org/10.21547/jss.256833
  • Sarı, M. (2013). Sense of school belonging among high school students. Anadolu University Journal of Social Sciences, 13(1), 147-160.
  • Sertkaya, V. (2016). The relationship between student and teacher related factors and students’ problem solving skill throughout Turkey and across school types: PISA 2012 analysis (Publication No. 10128159) [Master’s Thesis, Bilkent University]. Bilkent University Institutional Repository. http://hdl.handle.net/11693/32473
  • Tabachnick, B. & Fidell, L. (2013). Using multivariate statistics (5th Edition). Allyn & Bacon/Pearson Education.
  • Tofighi, D. & Thoemmes, F. (2014). Single-level and multilevel mediation analysis. Journal of Early Adolescence, 34(1), 93-119. https://doi.org/10.1177/0272431613511331
  • Yayan, B. (2010). Altıncı sınıf Türk öğrencilerinin problem çözme becerilerini etkileyen öğrenci ve öğretmen özellikleri [Student and teacher characteristics affecting sixth grade Turkish students' problem-solving skills] [Unpublished doctoral thesis]. Middle East Technical University, Ankara, Türkiye.
  • Zhao, X., Lynch, J. G. & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37, 197- 210.

An investigation of factors related to collaborative problem-solving skills with mediation models

Yıl 2023, Cilt: 10 Sayı: Special Issue, 97 - 115, 27.12.2023

Özge Arıcı Ömer Kutlu

https://doi.org/10.21449/ijate.1349918

Öz

This study investigated the factors that are directly and indirectly related to collaborative problem-solving skills of students in Türkiye with multiple and multilevel mediation models, according to PISA 2015 results. The PISA 2015 Türkiye sample consisted of 5895 students. After missing data assignment and outlier analysis, the analyses were performed over the data set of 5882 students. In this study, whether the variables of valuing teamwork and valuing relationships show a mediation effect was tested with the Bootstrap method through multiple mediation models constructed with the dependent variable of collaborative problem-solving and the independent variables of school belonging and disciplinary climate. Our analyses revealed that the mediator variables had significant effects between school belonging and collaborative problem-solving. Similarly, the mediation effect between the disciplinary climate and the collaborative problem-solving was also significant. Multilevel mediation models constructed with the independent variables of students’ behavior hindering learning and extracurricular creative activities were analyzed with the multilevel structural equation modeling. The findings indicated that the variables of valuing relationships and valuing teamwork did not have a significant mediation effect between extracurricular creative activities and collaborative problem-solving scores. Similarly, it was found that the mediation effect between the students’ behavior hindering learning and collaborative problem-solving scores was not significant. In light of all these findings, it is recommended that school practices be strengthened to improve students' sense of belonging to school and a positive disciplinary climate, to develop students' collaborative problem-solving skills, and to improve attitudes towards collaboration.

Anahtar Kelimeler

Mediation effect Multiple Mediation Model Multilevel Mediation Model PISA Collaborative problem solving

Kaynakça

  • Adelabu, D.D. (2007). Time perspective and school membership as correlates to academic achievement among African American adolescents. Adolescence, 42(167), 525-538.
  • Akyüz, G., & Pala, N.M. (2010). The effect of student and class characteristics on mathematics literacy and problem solving in PISA 2003. İlköğretim Online, 9(2), 668 678. https://www.ilkogretim online.org/fulltext/218 1596890524.pdf?1619615302
  • Anderman, E.M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology,94(4), 795 809. https://doi.org/10.1037/0022 0663.94.4.795
  • Aşkar, P., & Olkun, S. (2005). PISA 2003 sonuçları açısından okullarda bilgi ve iletişim teknolojileri kullanımı. Eurasian Journal of Educational Research (EJER), 19, 15-34.
  • Baron, R.M., & Kenny, D.A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
  • Begde, Z. (2015). Öğretmen ve ebeveyn tutumlarının okul öncesi dönem çocuklarının problem çözme becerilerine etkisinin incelenmesi [Investigating the effect of teacher and parent attitudes on preschool children's problem solving skills] [Unpublished master’s thesis]. Karabük Üniversitesi, Karabük, Türkiye.
  • Birbiri, D. (2014). PISA 2003 ve PISA 2012 sınav sonuçlarının problem çözme becerilerine yönelik değişkenlerinin Türkiye açısından incelenmesi [Examination of variables related to problem solving skills in PISA 2003 and PISA 2012 results in terms of Turkey] [Unpublished master’s thesis]. Atatürk Üniversitesi, Erzurum, Türkiye.
  • Booker, K.C. (2004). Exploring school belonging and academic achievement in African American adolescent. Curriculum and Teaching Dialogue, 6(2), 131-143.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (7. Baskı). Pegem Akademi.
  • Charles, R., & Lester, F. (1982). Teaching problem solving: What, why & how. Dale Seymour Publicatios.
  • Çilingir, E. (2015). Gerçekçi matematik eğitimi yaklaşımının ilkokul öğrencilerinin görsel matematik okuryazarlığı düzeyine ve problem çözme becerilerine etkisi [The effect of realistic mathematics education approach on primary school students' visual mathematics literacy level and problem solving skills] [Unpublished master’s thesis]. Çukurova Üniversitesi, Adana, Türkiye.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LİSREL uygulamaları. Pegem Akademi.
  • Doğan, S. (2017). Okul yönetimi. Celal Tayyar Uğurlu (Ed.). Okul kültürü ve iklimi (s. 92-119). Anı Yayıncılık.
  • Ebret, A. (2015). Etkinlik temelli matematik öğretiminin 3. sınıf öğrencilerinin problem çözme becerilerine ve matematiğe ilişkin tutumlarına etkisi [The effect of activity-based mathematics teaching on 3rd grade students' problem solving skills and attitudes towards mathematics] [Unpublished master’s thesis]. Necmettin Erbakan Üniversitesi, Konya, Türkiye.
  • Erden, M. (1998). Öğretmenlik mesleğine giriş. Alkım Yayınları.
  • Field, A. (2009). Discovering statistics using SPSS (3rd Edition). Sage Publication.
  • Goodenow, C., & Grady, K.E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62 (1), 60 71. https://doi.org/10.1080/00220973.1993.9943831
  • Hayes, A.F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
  • Heck, R.H., & Thomas, S.L. (2015). An introduction to multilevel modeling techniques (Third edition). Routledge.
  • Hoyle, R.H., & Kenny, D.A. (1999). Sample size, reliability and tests of statistical mediation. In R. Hoyle (Ed.), Statistical strategies for small sample research (pp. 195-222). Sage.
  • İleritürk, D., Ercoşkun, N.Ç., & Kıncal, R.Y. (2017). Farklı ülkelerin PISA 2012 problem çözme becerileri sonuçlarının karşılaştırılması. Akademik Sosyal Araştırmalar Dergisi, 5(43), 406-422. http://dx.doi.org/10.16992/ASOS.12023
  • Jose, P.E. (2013). Doing statistical mediation & moderation. Guilford Publicatios.
  • Kalaycı, Ş. (2009). SPSS uygulamalı çok değişkenli istatistik teknikleri (4. Baskı). Asil Yayın Dağıtım.
  • Koçoğlu, A. (2017). Fen bilimleri ve matematik öğretmenlerinin özerklik desteğinin ortaokul öğrencilerinin eleştirel düşünme eğilimi ve problem çözme becerileri algısına katkısının incelenmesi [Examining the contribution of science and mathematics teachers' autonomy support to middle school students' critical thinking disposition and problem-solving skills perception] [Unpublished master’s thesis]. Mersin Üniversitesi, Mersin, Türkiye.
  • Konu, M. (2017). Yaşam temelli probleme dayalı öğretim uygulamalarının öğrencilerin biyoloji dersindeki başarılarına, tutumlarına, motivasyonlarına ve problem çözme becerilerine etkisi etkisi [The effect of life-based problem-based teaching practices on students' achievement, attitudes, motivation and problem-solving skills in biology course] [Unpublished doctoral thesis]. Atatürk Üniversitesi, Erzurum, Türkiye.
  • Kurbal, M.S. (2015). 6. sınıf zekâ oyunları dersi öğrencilerinin problem çözme stratejilerinin ve akıl yürütme becerilerinin incelenmesi [Unpublished master’s thesis]. Middle East Technical University, Ankara, Türkiye.
  • Kutlu, Ö., Kula-Kartal, S., & Şimşek, T. (2017). Identifying the relationships between perseverance, openness to problem solving, and academic success in PISA 2012 Turkey. Journal of Educational Sciences Research, 7(1), 263 274. https://dergipark.org.tr/tr/download/article-file/698144
  • Kutlu, Ö., & Kula-Kartal, S. (2018). The prominent student competences of the 21st century education and the transformation of classroom assessment. International Journal of Progressive Education, 14(6), 69-82. https://doi.org/10.29329/ijpe.2018.179.6
  • Marzano, R.J., & Heflebower, T. (2012). Teaching and assessing 21st century skills. Marzano Research.
  • McKenna, J. (Sep 14, 2017). Collaborative problem solving in the classroom. https://robomatter.com/blog-collaborative-problem-solving/
  • Millsap, R. E. (2007). Structural equation modeling made difficult. Personality and Individual Differences, 42(5), 875-881. https://doi.org/10.1016/j.paid.2006.09.021
  • Morgeson, F.P., Reider, M.H., & Campion, M.A. (2005). Selecting individuals in team settings: The importance of social skills, personality characteristics, and teamwork knowledge. Personnel Psychology, 58(3), 583-611. https://doi.org/10.1111/j.1744-6570.2005.655.x
  • Muthén, L.K., & Muthén, B.O. (1998-2010). Mplus user’s guide (Sixth Edition). Muthén & Muthén.
  • OECD. (2017a). PISA 2015 assessment and analytical framework: science, reading, mathematic, financial literacy and collaborative problem solving (Revised Edition). PISA, OECD Publishing.
  • OECD. (2017b). PISA 2015 technical report. PISA, OECD Publishing.
  • OECD. (2017c). PISA 2015 results (Volume V): Collaborative problem solving. PISA, OECD Publishing.
  • OECD. (2017d). PISA 2015 results (Volume III): Students’ well-being. PISA, OECD Publishing.
  • OECD. (2017e). Policies and practises for succesful schools (Volume II). PISA, OECD Publishing.
  • Örs-Özdil, S. (2017). Tekli ve çoklu aracılık modellerinde aracı değişken etkisinin bk, sobel, bootstrap yöntemleriyle karşılaştırılması (PISA 2012 matematik okuryazarlığı) (Tez No. 468272) [Doktora tezi, Ankara Üniversitesi]. Ankara Üniversitesi Akademik Arşiv Sistemi. https://dspace.ankara.edu.tr/xmlui/bitstream/handle/20.500.12575/73424/468272.pdf?sequence=1&isAllowed=y
  • Pala, N.M. (2008). PISA 2003 sonuçlarına göre öğrenci ve sınıf özelliklerinin matematik okuryazarlığına ve problem çözmeye etkisi [Yüksek lisans tezi, Balıkesir Üniversitesi]. https://hdl.handle.net/20.500.12462/1679
  • Pham, T.V. (2017). The performance of Multilevel Structural Equation Modeling (MSEM) in comparison to Multilevel Modeling (MLM) in multilevel mediation analysis with non-normal data [Doctoral dissertation, University of South Florida]. University of South Florida Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/7077
  • Preacher, K.J., & Hayes, A.F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments & Computers, (36)4, 717-731.
  • Preacher, K.J., & Hayes, A.F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891. https://doi.org/10.3758/BRM.40.3.879
  • Preacher, K.J., Zyphur, M.J., & Zhang, Z. (2010). A general multilevel SEM framework for assessing multilevel mediation. Psychological Methods, 15(3), 209-233. https://doi.org/10.1037/a0020141
  • Preacher, K.J., Zyphur, M.J., & Zhang, Z. (2011). Alternative methods for assessing mediation in multilevel data: The advantages of multilevel SEM. Structural Equation Modeling, 18(2),161-182. https://doi.org/10.1080/10705511.2011.557329
  • Roeser, R.W., Midgley, C. & Urdan, T.C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422. https://doi.org/10.1037/0022-0663.88.3.408
  • Sarı, M. & Özgök, A. (2014). Ortaokul öğrencilerinde okula aidiyet duygusu ve empatik sınıf atmosferi algısı. Gaziantep University Journal of Social Sciences, 13(2), 479-492. https://doi.org/10.21547/jss.256833
  • Sarı, M. (2013). Sense of school belonging among high school students. Anadolu University Journal of Social Sciences, 13(1), 147-160.
  • Sertkaya, V. (2016). The relationship between student and teacher related factors and students’ problem solving skill throughout Turkey and across school types: PISA 2012 analysis (Publication No. 10128159) [Master’s Thesis, Bilkent University]. Bilkent University Institutional Repository. http://hdl.handle.net/11693/32473
  • Tabachnick, B. & Fidell, L. (2013). Using multivariate statistics (5th Edition). Allyn & Bacon/Pearson Education.
  • Tofighi, D. & Thoemmes, F. (2014). Single-level and multilevel mediation analysis. Journal of Early Adolescence, 34(1), 93-119. https://doi.org/10.1177/0272431613511331
  • Yayan, B. (2010). Altıncı sınıf Türk öğrencilerinin problem çözme becerilerini etkileyen öğrenci ve öğretmen özellikleri [Student and teacher characteristics affecting sixth grade Turkish students' problem-solving skills] [Unpublished doctoral thesis]. Middle East Technical University, Ankara, Türkiye.
  • Zhao, X., Lynch, J. G. & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37, 197- 210.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Ulusal ve Uluslararası Başarı Karşılaştırmaları
Bölüm Special Issue 2023
Yazarlar

Özge Arıcı 0000-0003-0182-6739

Ömer Kutlu 0000-0003-4364-5629

Yayımlanma Tarihi 27 Aralık 2023
Gönderilme Tarihi 25 Ağustos 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: Special Issue

Kaynak Göster

APA Arıcı, Ö., & Kutlu, Ö. (2023). An investigation of factors related to collaborative problem-solving skills with mediation models. International Journal of Assessment Tools in Education, 10(Special Issue), 97-115. https://doi.org/10.21449/ijate.1349918

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