Browsing by Author "Karadag, Engin"

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Acculturation Strategies of International Higher Education Students in Türkiye: the Role of Social Support, Cultural Capital, Self-Esteem, General Trust, and General Self-Efficacy
(Springer, 2025) Ergin-Kocaturk, Hatice; Tekel, Esra; Su, Ahmet; Kocaturk, Metin; Karadag, Engin
Understanding the factors influencing acculturation strategies among international students cannot be overstated, as successful adaptation is crucial for academic success and overall well-being. Although extensive research has explored these dynamics in various contexts, a notable gap remains in the literature on international students in T & uuml;rkiye. This study aimed to investigate the effects of social support, cultural and economic capital, self-esteem, general trust, and general self-efficacy on the acculturation strategies of international higher-education students in T & uuml;rkiye. Utilizing data from 3,554 international students, various scales and questionnaires were employed, including the Acculturation Strategies Scale, Cultural Capital Questionnaire, Economic Capital Questionnaire, Self-Esteem Scale, General Confidence Scale, General Self-Efficacy Scale, and Social Support Questionnaire. The collected data were analyzed using correlation and multiple regression analyses. The results revealed significant relationships between the examined factors and acculturation strategies adopted by international students. These findings highlight the crucial roles of social support, cultural capital, and psychological attributes in shaping how international students adapt to new cultural environments. The implications of these results underscore the importance of targeted support programs to enhance international students' acculturation experiences and overall well-being in T & uuml;rkiye's higher education context.
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The Effect of Educational Leadership on Students' Achievement: a Cross-Cultural Meta-Analysis Research on Studies Between 2006 and 2024
(Sage Publications Ltd, 2025) Karadag, Engin; Sertel, Gulsum
This meta-analysis combined various leadership approaches to examine the relationship between educational leadership and student achievement. The literature review encompassed 348 independent research articles/dissertations, with a sample group of 3,659,268 study subjects. Analyses conducted using a random-effects model revealed that educational leadership had a medium-level effect on student achievement. The impact of educational leadership on student achievement was found to be more substantial in collectivist cultures (e.g. Asia) than in individualistic cultures (e.g. the USA). Among the leadership theories, instructional leadership and leadership practices demonstrated the most significant effects. The influence of educational leadership on student achievement varies according to geographical continent, national cultural background, school level, and academic achievement. As anticipated, the impact of educational leadership practices on student achievement diminished over time during exceptional circumstances such as the COVID-19 pandemic. Given the observed effect of educational leadership on student achievement, future research should investigate the influence of leadership on other school components and stakeholders.
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Exploring the Potential of Virtual Reality for Motor Skills Training in Children With Special Educational Needs: Perspectives From Experts From Five Countries
(Springer, 2025) Karadag, Engin; Aydogmus, Murat; Simsek, Irfan; Ciftci, S. Koza; Karkali, Katerina; Goumas, Efthymios; Bellas, Lidia Esther Godoy
Virtual reality (VR) has emerged as a promising tool for enhancing motor skill training in children with special educational needs (SEN). This qualitative case study explored the perspectives and experiences of experts regarding the integration of VR technology into motor skill training for children with SEN. This study investigated VR's perceived benefits, challenges, and adaptability of VR in supporting motor skill development in diverse educational and therapeutic settings. Semi-structured interviews were conducted with 20 purposively sampled experts including special education teachers and occupational therapists. A thematic analysis of the interview data revealed several key themes, including the potential of VR to provide engaging, personalized, and repetitive practice opportunities; the challenges of cost, accessibility, and teacher training; and the need for adaptability to accommodate various types of SEN. The participants emphasized the importance of collaboration between educators, therapists, and technology developers in creating effective VR interventions. These findings suggest that, while VR offers unique advantages for motor skill training, its successful implementation requires careful consideration of individual needs, resource availability, and professional development.
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How Did Turkish Higher Education Respond To Emergency Distance Education in the Covid-19 Pandemic? Acceptance and Use by Turkish Academics
(Routledge Journals, Taylor & Francis Ltd, 2025) Ciftci, S. Koza; Karadag, Engin; Ergin-Kocaturk, Hatice
The COVID-19 pandemic necessitated a rapid transition to online education, presenting adaptation challenges for faculty members unfamiliar with distance education methodologies. Certain institutions have demonstrated greater efficacy owing to prior experience in this domain. This study investigates faculty acceptance and utilisation of mandatory distance education employing the UTAUT2 model, with age and gender as moderating variables, analysed through structural equation modelling. Data from 3631 participants were collected using a 25-item scale encompassing seven subdimensions: performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, habit and price value. The research assessed the impact of these dimensions on behavioural intention and usage, with gender moderating several relationships, while age did not exhibit a significant moderating effect. The findings, consistent with the extant literature, suggest that training and experience in distance education could enhance acceptance and utilisation among faculty members.
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Impact of Culture Shock, Acculturation Approaches, and Sociocultural Adaptation on Perceived Proficiency in Turkish and English Among International Students in Turkey
(Elsevier, 2025) Tekel, Esra; Ergin-Kocaturk, Hatice; Su, Ahmet; Kocaturk, Metin; Caner, Mustafa; Karadag, Engin
The primary objective of this study was to investigate the influence of culture shock, acculturation strategies, and sociocultural adjustment on the perceived Turkish and English language proficiency of international students in Turkey. Data were collected from 3554 international students in Turkey whose native language was neither Turkish nor English, using the "Culture Shock Questionnaire", "Acculturation Measurement", and "Sociocultural Adjustment Scale". Data were analyzed using correlation and hierarchical multiple regression analyses. The results revealed that the perceived Turkish and English language proficiencies of international students in Turkey were moderate. Language proficiency, personal interests, and social participation factors of sociocultural adjustment and acculturation strategies, such as assimilation and integration, have a positive impact on perceived Turkish language proficiency. On the other hand, the interpersonal stress factor of culture shock and assimilation and integration aspects of the acculturation strategies were found to be the most critical determinants of perceived English language proficiency. Additionally, language proficiency, personal interests, and social participation factors of sociocultural adjustment and acculturation strategies, such as separation and assimilation, had positive effects, whereas the language proficiency factor of sociocultural adjustment and assimilation acculturation strategies had negative effects. The findings of this study indicate that acculturation strategies and sociocultural adjustment play a crucial role in the development of perceived target language proficiency.
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ulturally Responsive Teaching in Higher Education: The Effects of Academics' Personality and Personal Meaning Profiles on Culturally Responsive Teaching Self-Efficacy.
(Sage Publications inc, 2025) Gumus, Nesrin; Karadag, Engin; Ergin-Kocaturk, Hatice
In this study, we aimed to examine the factors affecting the culturally responsive teaching competencies of academics and tested whether the personality traits and personal meaning profiles of the academics had significant effects on culturally responsive teaching self-efficacy. Data were obtained from 1,883 academics by using the Culturally Responsive Teaching Self-Efficacy Scale, Ten-Item Personality Inventory and Personal Meaning Profile Scale - Short Form. Correlation, regression and structural equation modelling analyses were run to analyse the data. We found that culturally responsive teaching self-efficacy is low. In terms of personal meaning profiles, 'openness to experience', 'agreeableness' personality traits and 'self-transcendence' and 'fair treatment' had a significant effect on culturally responsive teaching self-efficacy while 'religion' and 'self-acceptance' were found to have no effect. Based on the findings, we made various suggestions for academics to participate in training on culture-sensitive teaching pedagogy to be more sensitive to different cultures. El objetivo de este estudio es explorar los factores que influyen en las competencias pedag & oacute;gicas culturalmente receptivas del profesorado, y comprobar si los rasgos de personalidad y los perfiles de significado personal ejercen un efecto significativo sobre la autoeficacia de la ense & ntilde;anza culturalmente receptiva. Se obtuvieron datos de 1,883 acad & eacute;micos mediante la Escala de Autoeficacia de Ense & ntilde;anza Culturalmente Receptiva, el Inventario de Personalidad de 10 & iacute;tems y la Escala breve de Perfil de Significado Personal. Para analizar los datos, se llevaron a cabo an & aacute;lisis de correlaciones, de regresi & oacute;n y de modelo de ecuaciones estructurales. Los resultados revelan que la autoeficacia de la ense & ntilde;anza culturalmente receptiva es baja. Por lo que respecta a los perfiles de significado personal, los rasgos de personalidad 'apertura a la experiencia' y 'amabilidad', y 'autotrascendencia' y 'trato justo', ten & iacute;an un efecto significativo en la autoeficacia de la ense & ntilde;anza culturalmente receptiva, mientras que 'religi & oacute;n' y 'autoaceptaci & oacute;n' no ten & iacute;an ning & uacute;n efecto. A la luz de los resultados obtenidos, formulamos varias sugerencias orientadas a la participaci & oacute;n del profesorado en cursos de formaci & oacute;n sobre una pedagog & iacute;a culturalmente receptiva para mejorar su sensibilidad hacia las distintas culturas.