Münevver Başman

The rapid evolution of digital technologies has significantly transformed educational methodologies, particularly in open and distance learning environments. Employing a quantitative, cross-sectional design, the study applies Latent Profile Analysis (LPA) to data collected from 1,045 students enrolled in the open education faculty at Anadolu University, Turkiye. This study investigates the latent profiles of open and distance learners in terms of their learning strategies, focusing on deep and surface learning approaches, and their perceptions of technology acceptance and barriers. Utilizing Latent Profile Analysis (LPA), the research identifies three distinct learner profiles: preservers, prudents, and pioneers. These profiles are characterized by varying levels of intrinsic technology barriers and technology acceptance. The findings reveal significant differences in deep and surface learning strategies among these profiles, with pioneers exhibiting higher technology adoption and deep learning engagement, while preservers show greater resistance to technology and a tendency toward surface learning. The study underscores the importance of understanding these profiles to design adaptive digital learning environments that cater to diverse learner needs. It also highlights the role of psychological, motivational, and contextual factors in shaping technology adoption and learning behaviors. Practical implications include the development of targeted interventions, such as user-friendly platforms for preservers and advanced tools for pioneers, to enhance technology acceptance and promote deep learning strategies. The study enriches digital learning ecosystem discourse by applying Diffusion of Innovations Theory and highlighting the need for personalized, inclusive experiences in open and distance learning.

Correction on: Başman M (2026) Associations between test anxiety and academic achievement in distance education: avoidance-and overcontrol-related process and the moderating role of exam format preference. Front. Psychol. 17:1865966. doi: 10.3389/fpsyg.2026.1865966.There was a mistake in Figure 2 as published. In the Author's Proof, the arrow was correctly directed from APER to GPA. However, while preparing a higher-resolution version of Figure 2 The original version of this article has been updated.

Introduction: The increased use of distance education has heightened the importance of understanding the self-regulatory correlates of student academic success. Although test anxiety has generally been associated with lower academic achievement, the behavioral and dispositional variables statistically linking these constructs remain insufficiently understood, particularly in digitally mediated learning environments. Grounded in Situated Expectancy-Value Theory and Self-Regulated Learning theory, this study examined the direct and indirect associations between test anxiety and cumulative GPA through academic procrastination and academic perfectionism and investigated whether these indirect associations differed according to students’ self-reported exam format preference. Methods: A cross-sectional correlational design was employed with 928 students enrolled in distance education programs. Structural equation modeling was first used to assess the measurement model and estimate the hypothesized mediation model. Subsequently, Conditional Process Analysis (PROCESS Model 58) was employed to test the hypothesized moderated mediation model. Results: Academic procrastination and academic perfectionism partially mediated the association between test anxiety and cumulative GPA. Furthermore, exam format preference significantly moderated the indirect association through academic procrastination, although the effect was small. Specifically, the negative association between academic procrastination and GPA was weaker among students who preferred constructed-response formats than among those who preferred multiple-choice formats. In contrast, the indirect association through academic perfectionism did not vary by exam format preference. Discussion: These findings extend the literature by integrating emotional, self-regulatory, and individual-difference variables within a unified framework. They highlight the roles of academic procrastination and academic perfectionism in the association between test anxiety and academic achievement and suggest that exam format preference may modestly shape the procrastination-related pathway. Overall, the findings provide a more comprehensive understanding of academic achievement in distance education.

In this study, the Multicultural Sensitivity Scale was adapted to Turkish culture by examining its psychometric properties among pre-service teachers. The research was conducted with data obtained from 610 pre-service teachers, 81 of which were used for linguistic equivalence, 392 for CFA and reliability analysis, and 137 for criterion validity. Firstly, the scale items were translated into Turkish by experts and back-translated. They were sent to the scale developers, and adjustments were made based on the feedback. In order to statistically determine the linguistic equivalence of the scale, the relationship between the original form and the Turkish form was examined and high relationships were found between the dimensions and total scores. In order to determine the construct validity of the Turkish form, the factor loadings and fit indices were examined as a result of the second order CFA. According to the CFA results, it was seen that the two-dimensional structure of the scale was preserved and the fit indices were at an acceptable level. When the Cronbach's Alpha and Composite reliability coefficients were examined to determine the reliability of the scale, it was seen that they were at sufficient levels. As a result, the scale can be used in pre-services as a valid and reliable tool in Turkish culture.

This study aims to develop measurement tools (a scale and a checklist) that can measure teachers' perceptions of test and item analysis competence and to determine teachers' perceptions of competence in this area. A total of 1091 teachers working in public schools participated in this study, which is a survey model. In the scale development phase, 393 teachers’ data were used for EFA, 306 teachers’ data for CFA, and 92 teachers’ data for test-retest analysis. According to the findings, it was seen that the scale had a single-factor structure with 22 items. It was found that the one-dimensional structure of the scale was confirmed by examining the values of the fit indexes with confirmatory factor analysis. When the reliability coefficients were examined, it was seen that the Cronbach alpha value and test-retest analysis values were .968 and .975, respectively. In addition, it is stated that the scale is valid and reliable since it provides measurement invariance according to gender. The final form of the scale and the checklist developed by researchers about test and item analysis competency was applied to 300 teachers and an attempt was made to determine teachers' perceptions of test and item analysis competence. As a result, it was concluded that teachers had deficiencies in test and item statistics and that they were particularly inadequate in subjects requiring advanced statistics. Keywords: teacher competencies, test and item analysis, scale development

Toksik erkeklik; erkeklerin baskınlığını, kadınların değersizleştirilmesini, homofobiyi, şiddeti teşvik eden, tutucu erkek özellikleridir. Toplumun erkeklere yüklediği davranış kalıplarını ve erkeklerin bu davranış kalıplarına uygun hareket etmeye çabalarken kendilerine ve çevrelerine verdikleri zararların tümü şeklinde tanımlanabilir. Bu araştırmanın amacı erkeklerde toksik erkekliği değerlendirecek geçerli ve güvenilir bir ölçme aracı geliştirmektir. Araştırmanın çalışma grubu, 18 yaş ve üzeri 407 erkekten oluşmaktadır. Çalışmanın ilk aşaması olan Açımlayıcı Faktör Analizinde (AFA) 299, ikinci aşaması olan ölçüt geçerliğinde ise ilk aşamadan bağımsız 108 erkeğin verisi kullanılmıştır. Açımlayıcı faktör analiziyle ölçme aracının üç alt boyut (Baskınlık, Güç, Kırılganlık) ve 32 maddeden oluştuğu sonucuna ulaşılmış ve üç faktörlü ölçeğin toplam varyansı %48.93 açıkladığı görülmüştür. Ölçek için iç tutarlık katsayıları incelenmiş ve toplam ölçeğin Cronbach Alfa iç tutarlılık katsayısı .95 olarak bulunmuştur. Ölçek son haline getirildikten sonra geçerlik çalışması için Toplumsal Cinsiyet Rolleri Tutum Ölçeğinden yararlanılmıştır. Elde edilen veriler incelendiğinde geliştirilen Toksik Erkeklik Ölçeği ile Toplumsal Cinsiyet Rolleri Tutum Ölçeği arasında yüksek düzeyde, pozitif ve anlamlı bir ilişki olduğu görülmüştür. Bulgular Toksik Erkeklik Ölçeğinin geçerli ve güvenilir bir ölçme aracı olduğuna işaret etmektedir.

This study aims to find out whether the achievement motives model, constructed by attitudes towards competition, motivation to master tasks, and fear of failure scales, has measurement invariance in the PISA 2018 student questionnaire concerning gender and school type in Turkey sample, containing 6442 students. According to the results, the model's fit levels with the data were within acceptable levels across gender groups and school-type groups. Then, the measurement invariance across gender and school type was tested by multigroup confirmatory factor analysis including a sequence of tests of four nested hierarchical models which are configural, metric, scalar, and strict invariance. The fit indices of models and the differences of indice values between models were examined to decide whether measurement invariance is established. It is found that the full measurement invariance is met according to gender and school type since the values of the indices for each invariance step are acceptable values. It means that it will be appropriate and meaningful to compare the students based on the scores obtained from the measurement tool within the framework of the achievement motives model.

To ensure the validity of the tests is to check that all items have similar results across different groups of individuals. However, differential item functioning (DIF) occurs when the results of individuals with equal ability levels from different groups differ from each other on the same test item. Based on Item Response Theory and Classic Test Theory, there are some methods, with different advantages and limitations to identify items that show DIF. This study aims to compare the performances of five methods for detecting DIF. The efficacies of Mantel-Haenszel (MH), Logistic Regression (LR), Crossing simultaneous item bias test (CSIBTEST), Lord's chi-square (LORD), and Raju's area measure (RAJU) methods are examined considering conditions of the sample size, DIF ratio, and test length. In this study, to compare the detection methods, power and Type I error rates are evaluated using a simulation study with 100 replications conducted for each condition. Results show that LR and MH have the lowest Type I error and the highest power rate in detecting uniform DIF. In addition, CSIBTEST has a similar power rate to MH and LR. Under DIF conditions, sample size, DIF ratio, test length and their interactions affect Type I error and power rates.