Browsing by Author "Yegen, Berrak C."

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    An overview of the post-graduate physiology education in Turkey
    (DEOMED PUBL, ISTANBUL, 2017-01-01) Bor-Kucukatay, Melek; Sahiner, Melike; Yegen, Berrak C.
    A questionnaire was prepared to determine the current situation, characteristics, main problems and solution proposals of post-graduate physiology education in Turkey. The questionnaire was answered by 40\% of the physiology departments with post-graduate programs. The results of the questionnaire demonstrate that 31\% of master students and 45\% of PhD students have academic positions. Most of the post-graduate physiology students are employed in the ``academic staff training program{''} (62\% of master and 59\% of PhD students). Post-graduate physiology students were mainly composed of biologists (25\%) and medical doctors (21\%). All or the majority (81\%) of postgraduate students have completed their education within the legal periods. We have observed that post-graduate physiology students do not sufficiently benefit from the national and international student exchange programs, scholarships and do not participate in academic activities. Publication rates of the post-graduate thesis in national and international journals are also below the anticipated level. The general problems faced in providing post-graduate physiology education are insufficiency of available academic positions, scholarships, number of academic staff, inadequate financial support in producing qualified research as well as lack of infrastructure. The results of the questionnaire demonstrate that comprehensive studies with broad participation are necessary in order to improve post-graduate education in our country.
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    Relationship Between Motivational Orientations, Metacognitive Adaptations and Academic Successes of Doctorate Students
    (DEOMED PUBL, ISTANBUL, 2018-01-01) Gayef, Albena; Gulpinar, Mehmet Ali; Bakirci, Nadi; Yegen, Berrak C.
    Motivational orientations and metacognitive adaptations displayed in difficult situations are the two major factors that affect the academic success of students. The aim of this study is to examine relationship between motivational orientations, metacognitive adaptations and academic successes of doctorate students attending to Health Sciences Institute. In this study conducted on 139 students The Modified Archer's Health Professions Motivation Survey, The Positive Metacognitions and Positive Meta-Emotions Questionnaire and performance evaluation forms were used. In the study where metacognitive adaptation levels of doctorate students were found high, their self-confidence levels in extinguishing perseverative thoughts and emotions were found to be significantly different in comparison to their levels of goal orientations towards performance, academic alienation and their use of superficial learning strategies. Their self-confidence levels in interpreting own emotions as cues, restraining from immediate reaction and mind setting for problem solving, establishing flexible and feasible hierarchy of goals were also found to be significantly different in comparison to their levels of academic alienation, use of metacognitive learning strategies, and internal control (p<0.05). It was also observed that academic success of the students at course and thesis stages were found to be significantly different as compared to their level of metacognitive learning strategies, self-confidence levels for setting flexible/feasible hierarchy of goals (p<0.05).