Completed Master Thesis

Thesis Title Student name Program Thesis Supervisor(s) Year
Women Entrepreneurs’ Learning Experiences in Securing Microcredit and Establishing a Business  

Microcredit programs, which are seen as a solution to eliminating poverty in theworld in addition to the economic liberation of women, have become widespread incountries. There are studies that show that these programs have positive effects onwomen and support women's empowerment, as well as studies claiming the opposite.Considering the studies conducted in this field, there is no study examining theexperiences of women entrepreneurs throughout the whole process from theperspective of adult education. The aim of this qualitative research is to examine thelearning experiences of women who received training from KOSGEB. Then, openedtheir workplaces with credit support. Semi-structured interviews were carried outwith women entrepreneurs from Lüleburgaz who started their own businesses withcredit support from KOSGEB. The results of the study shows that participants foundthe entrepreneurship training provided by KOSGEB very efficient. There weredifferences regarding the duration of the training as the participants attended trainingat different time periods and institutions. Most participants stated that they had a lotof trouble in the process of renting the shop and making expenses before receivingthe loan. The fact that KOSGEB gives the loan after the establishment of theenterprises and the intensive inspections and paperwork carried out in this processchallenged the participants. All participants stated that their lives improved positivelyafter starting their own businesses. 11 of the 12 participants stated that they did notregret applying for a KOSGEB credit despite the difficulties they experienced duringthe process. Keywords: Microcredit programs, women entrepreneurs, adult learning.
Deniz İrem ERGÜNEY Educational Sciences Özlem Ünlühisarcıklı 2021
A Longitudinal Examination of Self-Efficacy in the Transition to Motherhood

Previous research consistently revealed that self-efficacy (SE) in the parenting role is critical for parenting skills and child adjustment (Jones & Prinz, 2005). The present study investigated the predictors of SE in the transition to motherhood in a sample of 113 first-time expectant mothers who were at the last trimester of their pregnancy. One hundred of them participated to the follow-up assessment at 4 months postpartum. Participating mothers reported their SE beliefs in the parenting role and depressive symptoms through questionnaires both prenatally and postnatally. Information about their perceived social support and pregnancy-specific distress in the prenatal period and infant characteristics (sex and temperament) was also obtained through self-report. The findings showed that prenatal efficacy expectations were predicted by depressive symptoms, pregnancy-specific distress and social support, specifically support from family. Likewise, social support and SE beliefs during pregnancy as well as depressive symptoms postpartum uniquely predicted postnatal maternal efficacy beliefs while infant sex and temperament did not significantly contribute to this outcome. Furthermore, the sense of SE increased from pregnancy to the postnatal period and pre-post changes in depressive symptoms predicted this increase in maternal SE. Infant temperament did not moderate the relation between depressive symptoms and parenting self-efficacy in the postnatal period. Overall, the results point out the importance of mood and social support in shaping SE beliefs of primiparous mothers. Theoretical and practical implications of the findings are discussed in the context of psychological counseling in detail.
Sedanur SORGUN Guidance and Psychological Counseling Nihal Yeniad, Bengü Börkan 2021
A preliminary adaptation of the Minnesota Counseling Inventory

Füsun AKDAĞ Guidance and Psychological Counseling Güler (Okman) Fişek 1979
English language background and academic success: a survey of the first year students at Boğaziçi University

Sylvia MOSTİÇYAN Guidance and Psychological Counseling Güler (Okman) Fişek 1979
Boyutsal tercihler ve kavram öğrenme : ilkokul ana sınıfı öğrencileri üzerinde bir araştırma

Ayşe Ilgaz CARDEN Educational Sciences 1978
The congruency between ideal and typical teacher concepts and its relation to the academic achievement and educational satisfaction of senior high school students.

Teacher characteristics and behavior traits have been of great importance to researchers studying the teacher-student interrelationship. Characteristics that would make a teacher "good" have been the major concern of teacher training programs. The relation between good teaching and student success achievement has been studied extensively. The present study too investigated the definition of an "ideal" teacher. The criterion used for this definition was the students' concept of their ideal teacher. The "ideal" teacher concept was then compared to the perception of the "typical" teacher concept of the students. The way subjects perceived their "ideal' and 'typical" teacher was determined by their ratings of a list of adjectives. This list was previously gathered by another group of students who described "ideal" and "typical" teacher. The study proceeded in several steps. First of all, the congruency between "ideal" and "typical" teacher concepts for the following groups were determined: "high achievers", "low achievers", "educationally satisfied".
Fatma Şeyma GENÇEL Guidance and Psychological Counseling Judith Ener 1978
The effect of training for creativity on the divergent thinking abilities of a sample of Turkish ninth graders.

This research was designed (1) to test the effectiveness of a short period of creativity training on the divergent thinking abilities of a sample of Turkish ninth graders, (2) to investigate sex differences in divergent thinking abilities, and (3) to study teacher perceptions of divergent thinking abilities. The experimental group (n-20) was exposed to a training program for one hour per week for two consecutive weeks using Osborn's brainstorming technique and reloted principles. The control group (n.17) also carried out non-acad2mic activities for the same amount of time. A pre-and posttest design was employed to assess t~e effectiveness of the creativity training. The Torrance Tests of Creative Thinking- Verbal forms A and B were used. The tests were scored for the three divergent thinking abilities of fluency, flexibility and originallty. A 2 x 2 (treatment by sex) analysis of covariance was used to analyze the data. The class teacher was asked to nominate students for the three divergent thinking abilities. Teacher nominations for these abilities were correlated with the pretest scores of both cl asses. The following findings were obtained: (1) A short period of creativity training had a significant effect in increasing the three divergent thinking ability scores,of the experimental group. (2) Sex did not have a significant effect on the divergent thinking ability scores. (3) The correlations between teacher nominations and the three divergent thinking ability scores were low. The effects of training for creativity were discussed in terms of their relevance for the Turkish culture, and the feasibility of the integration of such training into the guidance periods in the high schools was considered. The lack of sex differences in divergent thinking was discussed in the context of cross-cultural findings. In relation to the results obtained on th~ teacher nominations, issues of identification of creative students and encouragement of creative abilities in students were discussed.
Nükhet DOĞAN SANDWITH Guidance and Psychological Counseling Güler (Okman) Fişek 1978