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    Investigation of academic achievement, self-efficacy and psychological resilience of sixth grade students starting primary school at different ages
    (Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2021) Oktay, Ayla; Dogan, Handan; Özcan, Zeynep Cigdem; Dönmez, Özlem; Özdemir, Hamdi
    The aim of this study is to investigate the academic success, self-efficacy and psychological resilience of sixth-grade students who started primary school in different age groups and who were followed up longitudinally. The study group of this research consisted of a total of 485 students, 73 of whom were longitudinally trained in the sixth grade, on the Anatolian side of Istanbul. In order to collect quantitative data of the research, Child and Young Psychological Resilience Scale, Self-Efficacy Scale for Children, Mathematics Performance Test, and Turkish Performance Test were used. Qualitative data were collected through sentence Completion Form created by the researchers. Kruskal Wallis H Test was performed in order to analyse whether independent variables differed according to age, while the students' first class memories were investigated by the content analysis, and the data were categorized and divided into themes. Results showed that the academic achievements, self-efficacy and psychological resilience of both the students who were followed up longitudinally and those of the whole study group did not differ significantly in terms of the age of starting primary school. According to the qualitative findings of the students' memories of the day they started primary school, it was observed that the students who started primary school at a young age used more negative expressions about their first days at school. The results obtained are discussed within the framework of the related literature.
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    A Longitudinal Study of Early Math Skills, Reading Comprehension and Mathematical Problem Solving
    (PEGEM AKAD YAYINCILIK EGITIM DANISMANLIK HIZMETLERI TIC LTD STI, 2018) Ozcan, Zeynep Cigdem; Dogan, Handan
    Mathematical problem solving is regarded as the one of the important cognitive activities. Children are introduced with mathematical word problems that require reading and understanding in the first grade. Students have trouble with word problems in every level of education. For this reason, it is important to find the reasons for this issue in the first year of primary school. The purpose of this study is to find the relationship between mathematical problem solving with early math skills and reading comprehension. Specifically, the aim of this study is to determine which of these variables are most powerful in predicting mathematical problem solving performance. The panel research method as a type of longitudinal study was used in this study. The sample of this study consists of 185 first grades (66-84 month) students from a public elementary school in Istanbul. The measurement instruments are Bracken Basic Concept Scale: Expressive, reading comprehension questions and mathematics problem-solving questions. The final model implies that early math skills have direct effects on reading comprehension (beta=.34) and mathematical problem solving (beta=.45). Reading comprehension has a direct effect on mathematical problem solving (beta=.27). However, this effect is smaller than the effect of early math skills.