With this study, it is aimed at examining the effect of the gender and developmental phases on the aggression tendencies of the Turkish students. In this context, the meta-analysis of the studies existing in the liter...With this study, it is aimed at examining the effect of the gender and developmental phases on the aggression tendencies of the Turkish students. In this context, the meta-analysis of the studies existing in the literature and covering the Turkish students has been conducted. The examined researches to be included in the analysis have been identified in accordance with certain criteria. As criteria, the following conditions have been sought： inclusion of the studies published between 2004 and 2015, inclusion of child, adolescent, and young adult students in the sample, giving the validity and reliability studies of the measuring tools, the studies being obtained from sources of the published theses and articles; and in the data, the arithmetic mean, standard deviation, and sample size being given. In the research, gender has been found effective on the general aggression scores, at significant level （EDavg = .280, p 〈 .01）, and against males at medium level. The general aggression scores from the moderator variables have been found to have a medium level of effect （EDavg = .402, p 〈 .01） on the childhood period, and to have the greatest effect against males.展开更多
Two groups of students are studied by means of questionnaires as to their attitudes toward English teachers, the English learning process, the English language,and English assignments respectively. The major research ...Two groups of students are studied by means of questionnaires as to their attitudes toward English teachers, the English learning process, the English language,and English assignments respectively. The major research questions posed are: 1. Are there any significant differences between the five variables of the two groups of students? 2. Are there any correlations between each of the five variables of the two groups? 3. Does language or learning attitude correspond with the students' reading ability? The resulting statistics indicated that there are both positive and negative correlations between all of the five variables of the two groups.There are significant differences between the two groups in the two key variables (reading comprehension). The female students have a more positive attitude towards the English language than the male students, while the male students have a more positive attitude toward the English learning process than the female students. Language or learning attitude corresponds with the students' reading ability.展开更多
文摘With this study, it is aimed at examining the effect of the gender and developmental phases on the aggression tendencies of the Turkish students. In this context, the meta-analysis of the studies existing in the literature and covering the Turkish students has been conducted. The examined researches to be included in the analysis have been identified in accordance with certain criteria. As criteria, the following conditions have been sought： inclusion of the studies published between 2004 and 2015, inclusion of child, adolescent, and young adult students in the sample, giving the validity and reliability studies of the measuring tools, the studies being obtained from sources of the published theses and articles; and in the data, the arithmetic mean, standard deviation, and sample size being given. In the research, gender has been found effective on the general aggression scores, at significant level （EDavg = .280, p 〈 .01）, and against males at medium level. The general aggression scores from the moderator variables have been found to have a medium level of effect （EDavg = .402, p 〈 .01） on the childhood period, and to have the greatest effect against males.
文摘Two groups of students are studied by means of questionnaires as to their attitudes toward English teachers, the English learning process, the English language,and English assignments respectively. The major research questions posed are: 1. Are there any significant differences between the five variables of the two groups of students? 2. Are there any correlations between each of the five variables of the two groups? 3. Does language or learning attitude correspond with the students' reading ability? The resulting statistics indicated that there are both positive and negative correlations between all of the five variables of the two groups.There are significant differences between the two groups in the two key variables (reading comprehension). The female students have a more positive attitude towards the English language than the male students, while the male students have a more positive attitude toward the English learning process than the female students. Language or learning attitude corresponds with the students' reading ability.
