Browsing by Author "Velioglu, Ilayda"

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Citation Count: 0
Children's questions and teachers' responses about COVID-19 in Türkiye and the US
(Public Library Science, 2024) Unlutabak, Burcu; Trujillo Hernandez, Graciela; Velioglu, Ilayda; Menendez, David; Rosengren, Karl S.
Question-asking is a crucial tool for acquiring information about unseen entities, such as viruses; thus, examining children's questions within the context of COVID-19 is particularly important for understanding children's learning about the coronavirus. The study examined 3-12-year-old children's questions and teachers' responses about the COVID-19 pandemic in T & uuml;rkiye, a non-Western developing context, and the United States, a Western cultural context. A total of 119 teachers from T & uuml;rkiye and 95 teachers from the US participated in the study. Teachers completed an online survey consisting of a demographic form and a questionnaire asking them to report three questions about COVID-19 asked by children in their classrooms and their responses to these questions. We analyzed children's questions and teachers' responses for their type and content and examined demographic factors associated with children's questions and teachers' responses. Consistent with the literature, children from T & uuml;rkiye asked fewer explanation-seeking (i.e., why/how) questions than children from the United States. Children asked questions about viruses and precautions. Teachers responded to children's questions realistically in both countries. The findings have important implications for how children gain knowledge from teachers when discussing health, disease, and virus topics in two countries.
Citation Count: 5
Examining children's questions and parents' responses about COVID-19 pandemic in Turkey
(Springer, 2022) Unlutabak, Burcu; Velioglu, Ilayda
COVID-19 pandemic has had a significant impact on both adults' and children's everyday lives. Conversations about biological processes such as viruses, illness, and health have started to occur more frequently in daily interactions. Although there are many guidelines for parents about how to talk to their children about the coronavirus, only a few studies have examined what children are curious about the coronavirus and how they make sense of the changes in their everyday lives. This study addresses this need by examining children's questions and parents' responses about the COVID-19 Pandemic in the Turkish sociocultural context. Using an online survey, we asked 184 parents of 3- to 12-year-olds to report their children's questions about coronavirus and their answers to these questions. We analyzed children's questions and parents' responses using qualitative and quantitative analyses (Menendez et al., 2021). Children's questions were mainly about the nature of the virus (34%), followed by lifestyle changes (20%). Older children were more likely to ask about school/work and less likely to ask about lifestyle changes than younger children. Parents responded to children's questions by providing realistic explanations (48%) and reassurance (20%). Only 18% of children's questions were explanation-seeking why and how questions. Parents were more likely to provide explanations if children's questions were explanation-seeking. Family activities such as playing games and cooking were the most common coping strategies reported by parents (69.2%). The findings have important implications for children's learning about the coronavirus and how adults can support children's learning and help them develop coping strategies in different sociocultural contexts.
Citation Count: 0
Validation of the moral foundations questionnaire-2 in the Turkish context: exploring its relationship with moral behavior
(Springer, 2024) Doğruyol, Burak; Yılmaz, Onurcan; Bayrak, Fatih; Acem, Ensar; Isler, Ozan; Yilmaz, Onurcan
Despite the considerable attention it has received, Moral Foundations Theory (MFT) remains open to criticisms regarding failure to conceptualize the moral domain. MFT was revised in response to these criticisms, along with its measurement tool, the Moral Foundations Questionnaire (MFQ-2). However, the validity of this revised theoretical structure and its explanatory power relative to existing alternatives, such as Morality as Cooperation Theory (MAC), has not yet been independently tested. Here we first validated MFT's revised six-factor structure using the MFQ-2 in a large quasi-representative sample (N = 1099) from a predominantly Muslim country (i.e., T & uuml;rkiye) and then explored the relationship of these six factors with incentivized measures of moral behavior as well as different psychological variables. Our tests revealed excellent fit values for the six-factor structure proposed by the MFQ-2, which explained more of the variance in criterion variables compared to the MAC Questionnaire (MAC-Q). However, MAC-Q performed better in predicting actual moral behavior (e.g., generosity and cooperation) compared with MFQ-2. Taken together, these findings indicate that, at least for the time being, MFQ-2 and the structure of the moral foundations proposed by MFT can be used to conceptualize the moral domain, but its relatively weak relationship to actual moral behavior limits its insights.