Modern Research and Studies in Educational Sciences V

MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Editor Cansu FİLİK İŞÇEN Lyon 2025 MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Editor Cansu FİLİK İŞÇEN Lyon 2025 Modern Research and Studies in Educational Sciences V Editor • Prof. Dr. Cansu FİLİK İŞÇEN • Orcid: 0000-0001-5463-8825 Cover Design • Motion Graphics Book Layout • Motion Graphics First Published • October 2025, Lyon e-ISBN: 978-2-38236-915-9 DOI: 10.5281/zenodo.17371135 copyright © 2025 by Livre de Lyon All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the Publisher. The author or authors of the relevant section are responsible for any copyright infringement that may occur due to the images and graphics used in the book. The editor or publisher does not assume responsibility in this regard. Publisher • Livre de Lyon Address • 37 rue marietton, 69009, Lyon France website • http://www.livredelyon.com e-mail • [email protected] I PREFACE Education is evolving and gaining new dimensions every day. This book, which comprises chapters on topics such as foreign language education, educational sciences, and artificial intelligence, presents studies that reflect the changing expectations of individuals from society and of society from individuals. Prepared with the contributions of expert academics from various universities, this book aims to make a valuable contribution to the field. I would like to extend my sincere thanks to the chapter authors for their scientific contributions, and to Livre De Lyon Publishing and the typesetting team for their support in bringing this book to publication. Editör Prof. Dr. Cansu FİLİK İŞÇEN Eskişehir Osmangazi University October, 2025. III CONTENTS PREFACE I CHAPTER I. CHALLENGES OF TEACHING SPEAKING TO ENGLISH LANGUAGE LEARNERS IN TURKIYE 1   MonirehAZİMZADEHYİĞİT&NİLÜFER AYBİRDİTANRIVERDİ CHAPTER II. THE EFFECT OF TEACHER CANDIDATES’ PROGRAM LITERACY AND COMPETENCIES ON THEIR LESSON PLANNING SKILLS: STRUCTURAL EQUATION MODELING 17 SerhatSÜRAL CHAPTER III. THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON ACHIEVEMENT-ORIENTED MOTIVATION 35   EceAVINÇ&BahadırKAYA&FatihDOĞAN CHAPTER IV. VIOLENCE AGAINST WOMEN: A QUALITATIVE ANALYSIS 89   ŞenolSEZER&HalisBACAKSIZ CHAPTER V. IF CHATGPT ASKS QUESTIONS: COMPARATIVE ANALYSIS OF TURKISH TEACHER CANDIDATES AND CHATGPT’S TEXT-BASED QUESTIONS ACCORDING TO THE REVISED BLOOM’S TAXONOMY 115   VafaSAVAŞKAN&NurşahÖZER CHALLENGES OF TEACHING SPEAKING TO ENGLISH LANGUAGE . . .   7 use of stress and intonation, which means that speakers need to apply rising or falling tones on specific syllables, words, or sentences in order to convey emphasis clearly (Ercan, 2018). The absence of systematic pronunciation instruction in many classrooms exacerbates the problem, leaving students underprepared for authentic exchanges. Yağız (2018) examined EFL teachers’ perceptions and classroom practices related to pronunciation and found that, although teachers in Türkiye display high confidence in their knowledge of English pronunciation, they often lack adequate pedagogical expertise in the subject, and their instructional practices remain largely restricted to segmental teaching and transcription-based tasks. As a result, limited phonological training and insufficient feedback combine to reduce learners’ confidence and communicative clarity. A further obstacle lies in the lack of exposure to English beyond the classroom. Turkish university students frequently report that a profound lack of opportunities to use English beyond the classroom emerges as a primary obstacle to their language development. Çelik and Bayraktar Çepni (2020) found that learners perceive the absence of authentic communicative opportunities as the foremost barrier to improving their speaking proficiency. Consistent with this, Tümen-Akyıldız et al. (2021) emphasizes that in Türkiye, English learners seldom encounter the target language in daily life, thereby severely limiting their exposure. Furthermore, Özmat and Şenemoğlu (2021) observe that many secondary school students do not dedicate time to practicing English beyond formal instruction, which consequently hinders the cultivation of fluency and confidence. Together, these findings underscore the enduring challenge posed by insufficient out-of-class exposure to English in Türkiye, significantly impeding learners’ communicative competence. Motivational orientations also play a decisive role in shaping learners’ willingness to communicate. According to Dörnyei (1994), self-confidence within the framework of motivation includes elements such as self-efficacy, language anxiety, causal attributions, and learners’ perceptions of L2 competence. He defines self-confidence as the individual’s belief in their ability to achieve outcomes, accomplish goals, or demonstrate competence in performing tasks, which constitutes a central aspect of self-concept. Therefore, linguistic selfconfidence can be viewed as directly associated with self-efficacy. In Türkiye, many learners are primarily motivated by exam success or career prospects rather than by a desire to use English as a tool for communication (Saka & Merç, 2021). Such extrinsic orientation leads to strategic learning behaviors— 8   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V memorizing vocabulary or grammar rules—rather than active engagement in speaking tasks. In contrast, when students view English as a medium for authentic interaction, their willingness to communicate increases markedly (Öz, Demirezen, & Pourfeiz, 2015). These patterns indicate that shifting learners’ motivation from exam-oriented outcomes toward communicative goals is critical for oral proficiency. Finally, inequalities in socioeconomic and institutional contexts create further disparities in speaking development. Learners in urban private schools often benefit from smaller class sizes, extracurricular language clubs, and access to technology, while those in rural or underfunded schools have fewer opportunities for oral practice (Asmalı, 2020). These disparities widen the proficiency gap and highlight how broader contextual factors intersect with individual and affective challenges to limit students’ oral development. 6. Policy-Level and Structural Challenges in Fostering Speaking Skill in the Turkish EFL Context Beyond individual learner and teacher challenges, systemic and institutional conditions profoundly shape how speaking is taught and learned in Türkiye. One of the most influential factors is the nature of national examinations, which prioritize grammar, vocabulary, and reading comprehension while excluding oral proficiency. Since assessment strongly influences teaching priorities, the absence of speaking components in these high-stakes tests creates a washback effect that pushes schools to allocate limited time and resources to skills that are measured (Aydın & Şahin, 2024). This confirms that assessment systems act as gatekeepers, determining which skills receive consistent instructional attention. Institutional disparities further contribute to uneven speaking outcomes. Private schools and universities in urban centers often have smaller class sizes, better technological infrastructure, and more access to extracurricular activities such as debate clubs or conversation hours. In contrast, rural schools frequently struggle with overcrowded classrooms, inadequate facilities, and limited exposure to authentic English input (Asmalı, 2020). Such disparities highlight how educational opportunities are unequally distributed, reinforcing gaps in oral proficiency across regions. Although the Ministry of National Education’s 2018 curriculum reform underscored the importance of communicative competence, policy implementation has remained inconsistent. Teachers often report insufficient CHALLENGES OF TEACHING SPEAKING TO ENGLISH LANGUAGE . . .   9 guidance, lack of resources, and limited professional development opportunities to translate policy into practice (MoNE, 2018; Hart & Aydınlı, 2023). Traditional teacher-centered practices persist in many classrooms, partly because systemic monitoring mechanisms are not strong enough to ensure that communicative objectives are consistently applied (Köksoy & Deniz, 2025). This indicates that policy reforms require stronger institutional support mechanisms if they are to shift entrenched pedagogical traditions. Higher education institutions also face parallel systemic barriers. While English-medium instruction (EMI) programs are growing in number, many undergraduates arrive with limited oral proficiency and find it difficult to participate in seminars, presentations, and group projects. Universities often lack structured support to address these gaps, leaving students to struggle with communicative demands that surpass their prior training (Uztosun & Kök, 2024). Here, the growth of EMI serves as a litmus test, exposing the persistent misalignment between secondary outcomes and higher education requirements. Finally, the professional development landscape remains insufficiently aligned with communicative goals. Training sessions for teachers often emphasize exam preparation and curriculum compliance rather than practical methods for enhancing speaking instruction. Without sustained institutional investment in speaking-oriented teacher training and systemic reforms to integrate speaking into assessment, the gap between curricular aspirations and classroom realities is likely to remain. This demonstrates that systemic reform must extend to teacher development if communicative competence is to become a sustained classroom priority. 7. Pedagogical Recommendations and Solutions Improving the teaching of speaking in Türkiye requires both pedagogical adjustments at the classroom level and structural changes at the institutional level. At the classroom level, teachers can integrate principles of Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) to create conditions where learners actively use English in meaningful interaction. Task-based speaking activities such as simulations, debates, interviews, and collaborative problem-solving tasks provide students with opportunities to practice oral skills in contexts that resemble real-life communication (Ellis, 2003; Richards, 2008). This approach ensures that learners engage with language as a tool for authentic communication rather than as an abstract system of rules. 10   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V The use of authentic materials represents another effective strategy for enhancing oral competence. Short films, podcasts, social media content, and advertisements expose learners to diverse accents and discourse types while increasing their motivation to participate (Thornbury, 2005). Teachers can also employ project-based learning, encouraging students to design podcasts, digital stories, or presentations, which foster extended speaking practice and promote peer collaboration (Tatlı et al., 2022). Such practices broaden students’ exposure to language and cultivate more sustainable speaking habits. Technology integration provides additional pathways for oral development. Recent research highlights the positive impact of tools such as automated speech recognition (ASR), AI chatbots, and online discussion platforms on learners’ fluency, pronunciation, and willingness to communicate (Fathi, Rahimi, & Derakhshan, 2024; Du & Daniel, 2024). Teachers can integrate these tools to provide learners with frequent, low-stakes oral practice and individualized feedback, bridging the gap between classroom instruction and authentic use. Collaboration and peer interaction are equally essential for fostering communicative competence. Pair and group work encourage learners to negotiate meaning and co-construct discourse, creating a supportive environment that reduces speaking anxiety (Dörnyei & Murphey, 2003). Strategies such as normalizing mistakes, using reflective journals, and facilitating peer feedback can also strengthen self-awareness and confidence. These collaborative dynamics position students as active participants in their own learning, which enhances both engagement and resilience. Assessment practices must also evolve alongside pedagogy to support speaking as a central skill. Oral presentations, interviews, portfolios, and selfassessment instruments can be systematically incorporated to highlight the importance of speaking and to provide students with constructive feedback (Dinçer & Gezegin, 2024). Process-oriented assessment methods, including detailed rubrics, encourage learners to monitor their progress while guiding teachers in targeted support (Çelik & Sur, 2025). Shifting assessment toward oral performance ensures that speaking is not treated as peripheral but as an essential learning outcome. Finally, sustainable improvement requires systemic and institutional support. Policymakers should embed speaking into national exams to ensure it is prioritized alongside other skills, while institutions need to provide sustained professional development for teachers on topics such as pronunciation pedagogy, interactive task design, and technology integration. Schools and CHALLENGES OF TEACHING SPEAKING TO ENGLISH LANGUAGE . . .   11 universities can also enrich learning environments by offering extracurricular opportunities such as English corners, debate clubs, or language exchange programs. Such combined efforts can gradually reposition speaking as a central and systematically supported skill within the Turkish EFL context. 8. Conclusion This chapter has explored the multifaceted challenges of teaching speaking in the Turkish EFL context, situating them within both theoretical perspectives and classroom realities. Speaking is not only the most complex of the language skills, requiring the orchestration of accuracy, fluency, and interactional competence, but it is also the skill most neglected in exam-driven systems. Although curriculum reforms have emphasized communicative goals, teachers continue to face structural and pedagogical constraints, students grapple with affective and linguistic barriers, and institutions often fall short in aligning policy with practice. Taken together, these findings reveal a persistent gap between educational ideals and actual outcomes. The analysis has shown that teachers’ challenges stem largely from systemic pressures and limited support. Large class sizes, scarce resources, exam-driven instruction, and insufficient professional development restrict their ability to prioritize speaking. At the same time, students grapple with anxiety, pronunciation issues, lack of exposure, and unequal access to opportunities. Institutions, for their part, reinforce these difficulties through assessment systems that exclude oral skills and through uneven resource distribution. This interplay demonstrates that speaking is constrained by a network of interconnected obstacles rather than by isolated factors. To address these issues, the chapter recommended a combination of classroom innovation and systemic reform. Communicative and task-based pedagogies, authentic materials, and technology integration can enrich learners’ oral practice. Peer collaboration, reflective practices, and supportive classroom climates can help overcome anxiety and foster confidence. Equally important are institutional reforms, including professional development for teachers and the integration of speaking into assessment systems, which can ensure that oral communication receives sustained attention. Ultimately, enhancing the teaching of speaking in Türkiye requires collaborative efforts across multiple levels of the education system. When teachers, policymakers, and institutions align their practices toward communicative goals, speaking can move from being a marginalized skill to 12   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V a central focus of language education. Such progress would not only improve learners’ classroom performance but also better equip them for academic, professional, and intercultural communication in a globalized world. References Altunel, İ. (2021). Insights into EFL learners’ willingness to communicate in online English classes during the Covid-19 pandemic: A case study from Turkey. Language and Technology, 3(1), 13-20. 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THE EFFECT OF TEACHER CANDIDATES’ PROGRAM LITERACY . . .   23 3. FINDINGS This section systematically presents the findings obtained in line with the sub-problems of the research. The findings are supported by statistical outputs obtained within the scope of Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). The analyses performed for each sub-problem are presented in detail through tables and figures, and the findings are interpreted. Scale Abbreviations and Sub-Dimensions: * LPCS: Lesson Planning Competence Scale → Sub-dimensions: LPCS-T (Theoretical), LPCS-A (Applied) * EPOLS: Educational Program Literacy Scale → Subdimensions: EPOLS-PO (Program Reading), EPOLS-PY (Program Writing) * CTCS: Collective Teacher Competency Scale → Subdimensions: CTCS-TS (Teaching Strategies), CTCS-SD (Student Discipline) 3.1.ConfirmatoryFactorAnalysis(CFA)Findings Figure 1. CFA Model (Sub-dimension Level) CFA was conducted at the sub-dimension level for the three scales used in the study (LPCS, LPCS, CTCS); factor loadings, error variances, and global fit indices were evaluated. 24   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Table 3. DFA Fit Indices (by Subdimensions) Scale Subdimensions (relevant scale) χ²/df CFI TLI RMSEA SRMR Lesson Planning Competency Scale Theoretical (LPCS), Applied (LPCS) 2.65 .95 .94 .068 .054 Educational Program Literacy Scale Program Reading (LPCS), Program Writing (LPCS) 2.12 .96 .95 .062 .049 Collective Teacher Competency Scale Teaching Strategies (CTCS), Student Discipline (CTCS) 2.04 .96 .95 .072 .051 χ²/df values below 3, CFI/TLI values at the .95 level, and SRMR below .08 are good fit indicators. RMSEA values ranging between .05 and .08 indicate acceptable fit. According to DFA results, the sub-dimension structures of all three scales were confirmed in a manner consistent with the model. Furthermore, standardized loadings above .50 in all subscales indicate convergent validity, while correlations between subscales below .85 support discriminant validity. The reliability coefficients of the scales are also at levels of α ≥ .85, CR ≥ .80, and AVE ≥ .50, meeting the threshold values recommended in the literature. The use of robust estimation methods in DFA has increased the robustness of the results against violations of the normality assumption. The high level of fit indices indicates that the measurement models of the scales used in the study are not only statistically but also theoretically consistent and valid. 3.2.TheEffectofProgramLiteracySubdimensionsonLessonPlanning The first sub - problem of the study evaluated the question, “Do program literacy sub-dimensions (LPCS-PO, LPCS-PY) directly affect the theoretical and practical dimensions of lesson planning?” THE EFFECT OF TEACHER CANDIDATES’ PROGRAM LITERACY . . .   25 Table 4. Direct Effect of LPCS Sub-Dimensions on LPCS-K (Theoretical) and LPCS-U (Applied) Path (independent → dependent) Coefficient (β) Std. Error t p LPCS-PO → LPCS-T .24 .06 4.00 .000 * LPCS-PY → LPCS-T .29 .07 4.14 .000 * Path (independent → dependent) Coefficient (β) Std. Error t p LPCS-PO → LPCS-A .26 .06 4.33 .000 * LPCS-PY → LPCS-A .31 .07 4.43 .000 * *p<.05 significant The findings reported in this table not only demonstrate the statistical significance of the coefficients but also reveal what the effect sizes mean from a theoretical perspective. The β coefficients obtained indicate moderate and positive effects (≈.30 moderate, ≈.50 high effect). The fact that LPCS-PY is stronger on both LPCS-T and LPCS-A indicates that the ability to restructure/ rewrite program information contributes more to the alignment of lesson plans in terms of objectives, content, process, and evaluation. Standardized R² values (LPCS-T: .21; LPCS-A: .25) indicate the model’s meaningful explanatory power. 3.3. The Effect of Teacher Competency Sub-Dimensions on Lesson Planning Within this sub-problem, the effects of CTCS-TS and CTCS-SD on the sub-dimensions of LPCS were evaluated. Table 5. Direct Effect of CTCS Subdimensions on LPCS-T (Theoretical) and LPCS-A(Applied) Path (independent → dependent) Coefficient (β) Std. Error t p CTCS-TS → LPCS-T .22 .05 4.40 .000 * CTCS-SD → LPCS-T .18 .05 3.60 .000 * Path (independent → dependent) Coefficient (β) Std. Error t p CTCS-TS → LPCS-A .19 .05 3.80 .000 * CTCS-SD → LPCS-A .23 .06 3.83 .000 * *p<.05 significant Collective competence in teaching strategies has a meaningful and positive effect on theoretical planning (β = .22), while student discipline has a relatively stronger effect on applied planning (β = .23). According to Cohen’s 26   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V criteria (β≈.10 small, β≈.30 medium, β≈.50 large), these coefficients fall within the small-medium range, indicating a practically meaningful contribution. Partial explained variances (ΔR²) show that even when LPCS dimensions are controlled, CTCS-TS provides an additional explanatory power of .04 on LPCST, and CTCS-SD provides an additional explanatory power of .05 on LPCS-A. The risk of multicollinearity is low (VIF < 3.0, tolerance > .30). Analyses were conducted using MLR (robust), thereby making standard errors robust against possible multivariate normality deviations. The fact that the standardized residuals remain within the range |z| ≤ 2.0 and the measurement indices (MI) are < 10 does not indicate a local fit problem or additional covariance requirement in the model. Reliability and validity indicators support convergent validity with α ≥ .85, CR ≥ .80, and AVE ≥ .50 in the subscales, while HTMT < .85 and Fornell– Larcker criteria confirm discriminant validity. In conclusion, the teaching strategies component of collective efficacy permeates theoretical planning more, while the student discipline component permeates practice more; this differentiation is consistent with theoretical expectations and literature. 3.3.1.MediatingEffect(Sub-DimensionLevel) The bootstrap (5,000) method was used in the mediation analysis; 95% confidence intervals were reported for indirect effects. Table 6. LPCS → CTCS → LPCS Indirect Effects (Sub-Dimensions) Path (independent → mediator → dependent) Direct Effect (β) Indirect Effect (β) Total Effect (β) GA 95% LPCS-PO → CTCS-TS → LPCS-T .20*** .08** .28*** [.17 – .38] LPCS-PO → CTCS-TS → LPCS-A .22** .04 .26*** [.15 – .35] LPCS-PY → CTCS-SD → LPCS-T .23*** .07 .30*** [.19 – .40] LPCS-PY → CTCS-SD → LPCS-A .25*** .11 .36*** [.24 – .46] The fact that the confidence intervals do not include zero indicates that the indirect effects are significant. Furthermore, the narrowness of the confidence intervals obtained using the bootstrap method confirms the stability of the estimations. In particular, the path LPCS-PY → CTCS-SD → LPCS-A is stronger than the other paths in terms of indirect effect size (.11). This result reveals that program writing proficiency has a concrete reflection in practice through classroom management and discipline. Looking at the total effects (β = .28–.36), levels that can be evaluated as moderate (≈ .30) to high (≈ .50) THE EFFECT OF TEACHER CANDIDATES’ PROGRAM LITERACY . . .   27 according to Cohen’s criteria were obtained. Furthermore, considering the explanatory power of the mediation model (R² values of .27 for LPCS-T and .31 for LPCS-A), it is understood that the relationships between the subdimensions are not limited to direct effects only, but are also significantly strengthened through indirect pathways. This is consistent with the theoretical expectations proposed in the literature and explains in detail how the relationship between teacher candidates’ program literacy and lesson planning skills is structured through collective teacher competencies. 3.4.DifferentiationAccordingtoDemographicVariables(Multi-Group SEM) In multigroup SEM, invariance was evaluated sequentially (configural→metric→scalar→strict). Invariance decisions were made based on the criteria ΔCFI ≤ .010 and ΔRMSEA ≤ .015. Table 7. Multi-Group SEM – Invariance and Summary Fit Group Stage χ²/df CFI RMSEA Decision Note Gender Configural/Metric/ Scalar/Strict 2.30 .95 .064 Provided LPCS-PY → LPCS-A is stronger in women Class (2nd/3rd) Configural/Metric/ Scalar/Strict 2.25 .94 .061 Provided In the 3rd grade, CTCSTS → LPCS-T is stronger Department Configural/Metric/ Scalar/Strict 2.41 .93 .067 Partially In mathematics, LPCSPO → LPCS-T is higher In the multi-group SEM analysis, each of the configural, metric, scalar, and strict stages was evaluated according to the criteria ΔCFI ≤ .010 and ΔRMSEA ≤ .015 and was largely met. This indicates that the scales-maintained measurement invariance across gender, grade level, and subject area groups, meaning that the structural model carried the same conceptual meaning across different groups. However, strict invariance was partially achieved at the subject area level, revealing that the LPCS-PO → LPCS-T path was particularly strong among mathematics teacher candidates. The fact that the LPCS-PY → LPCS-A path is more dominant among female teacher candidates and the CTCS-TS → 28   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V LPCS-T path is more dominant among third-year students indicates that groupbased differences are particularly prominent in certain subdimensions. These differences correspond to small-to-medium effect sizes according to Cohen’s (1988) classification, but they are not large enough to undermine the overall fit of the model. Therefore, the model can be used with confidence in intergroup comparisons. The different paths observed in post-hoc analyses indicate that program literacy and perceptions of teacher competence have more pronounced effects on lesson planning competence in some groups. These findings show that demographic factors can shape the strength of structural relationships but do not undermine the theoretical integrity of the model.    In the multi-group SEM analysis, each of the configural, metric, scalar, and strict stages was evaluated according to the criteria ΔCFI ≤ .010 and ΔRMSEA ≤ .015 and was largely met. This indicates that the scales-maintained measurement invariance across gender, grade level, and subject area groups, meaning that the structural model carried the same conceptual meaning across different groups. However, strict invariance was partially achieved at the subject area level, revealing that the LPCS-PO → LPCS-T path was particularly strong among mathematics teacher candidates. The fact that the LPCSPY → LPCS-A path is more dominant among female teacher candidates and the CTCS-TS → LPCS-T path is more dominant among third-year students indicates that group-based differences are particularly prominent in certain subdimensions. These differences correspond to small-to-medium effect sizes according to Cohen's (1988) classification, but they are not large enough to undermine the overall fit of the model. Therefore, the model can be used with confidence in intergroup comparisons. The different paths observed in post-hoc analyses indicate that program literacy and perceptions of teacher competence have more pronounced effects on lesson planning competence in some groups. These findings show that demographic factors can shape the strength of structural relationships but do not undermine the theoretical integrity of the model. Figure 2. Structural Model (Sub-dimension Level) Figure 2 shows the paths extending from the LPCS subdimensions (PO, PY) to the CTCS subdimensions (TS, SD) and LPCS sub-dimensions (T, A) and the standardized β coefficients. The R² values for the model (LPCS-T, LPCS-A) are consistent with the relevant tables. The diagram visually highlights the location of indirect Figure 2. Structural Model (Sub-dimension Level) Figure 2 shows the paths extending from the LPCS sub-dimensions (PO, PY) to the CTCS subdimensions (TS, SD) and LPCS sub-dimensions (T, A) and the standardized β coefficients. The R² values for the model (LPCS-T, LPCS-A) are consistent with the relevant tables. The diagram visually highlights the location of indirect effects. The β coefficients in the figure are evaluated according to Cohen’s (1988) effect size criteria: ≈.10 indicates a small effect, ≈ .30 indicates a medium effect, and ≈ .50 indicates a large effect. As seen, the paths LPCS-PY → LPCS-A (.31) and LPCS-PY → CTCS-SD (.37) exhibit relatively stronger values. This finding indicates that the program writing dimension affects lesson planning competence through both direct and indirect paths. The R² values reported in the model (.27 for LPCS-T, .31 for LPCS-A) provide theoretically meaningful explanatory power. Furthermore, the fact that the RMSEA (.05–.08), CFI/TLI (≥ .95), and SRMR (≤ .08) values fall within good fit ranges supports the validity and reliability of the model. The THE EFFECT OF TEACHER CANDIDATES’ PROGRAM LITERACY . . .   29 diagram visually illustrates how direct and indirect pathways work together; in particular, it shows that mediating relationships (LPCS → CTCS → LPCS) activate different mechanisms in lesson planning. 4. DISCUSSION, CONCLUSION and RECOMMENDATIONS When the findings of the study are evaluated holistically, it is seen that teacher candidates’ program literacy levels affect their lesson planning competencies both directly and indirectly; in particular, the program writing dimension plays a decisive role in this process. Collective teacher competencies provided meaningful contributions to both theoretical and practical planning and strengthened the effects of program literacy through a mediating mechanism. The high fit indices reported in the DFA and SEM analyses supported the measurement and structural validity of the model, while the R² values showed that lesson planning competencies could be explained to a significant extent. Furthermore, multigroup SEM results revealed that demographic variables such as gender, grade level, and field of study did not disrupt the overall functioning of the model but could differentiate the intensity of effects in specific subdimensions. These findings strongly confirm that teacher candidates’ program literacy and perceptions of collective teacher competence play a central role in the process of developing effective lesson plans. The results obtained are consistent with similar studies in literature. For example, Çetinkaya’s (2019) study examining teacher candidates’ program literacy levels emphasized that not only the ability to recognize program information but also the ability to restructure it is decisive in the teaching process. Similarly, research conducted by Karagülle (2021) revealed that the level of understanding the applicability of the program is directly reflected in candidates’ lesson planning processes. Similar trends are seen in studies focusing on teacher competencies. The findings of Tschannen-Moran and Hoy (2001) regarding collective competence perception support that the teaching strategies and classroom discipline dimensions observed in this study make meaningful contributions to lesson plan quality. Furthermore, Steiner’s (2004) emphasis on the structural dimensions of education shows that the perception of collective efficacy is strengthened not only through individual but also group dynamics. Similarly, Niemelä and Tirri’s (2018) findings on teachers’ program integration knowledge also coincide with the perception of collective efficacy. Additionally, common findings from different studies are noteworthy at this point. For example, Aslan (2018) found that planning skills are particularly 30   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V decisive in transferring program literacy to lesson planning among teacher candidates. The validity and reliability findings of the Program Literacy Scale developed by Yıldırım (2019) support the use of this measurement tool in this research. Yıldız (2019) showed that integrating teacher competencies with program knowledge improves the quality of lesson plans. Bolat (2017) reported that the scale’s fit indices and factor structure provide a strong conceptual framework for literacy dimensions. Nsibande and Modiba (2012) highlighted the difficulties teachers experience in translating program literacy into classroom practices, while Niemelä and Tirri (2018) emphasized that program integration knowledge is critical in teachers’ program design and transformation processes. The literature on lesson planning also supports these findings. Palumbo (2018) states that effective lesson plans are not limited to content knowledge; teachers’ pedagogical competencies and their level of understanding of the curriculum enrich this process. Süğümlü’s (2020) study on teacher candidates’ program literacy also revealed that the writing and implementation dimensions of the program are particularly decisive on applied lesson planning skills. In this regard, the results obtained in our study appear consistent with the findings reached in the literature with different samples and contexts. In particular, the strong impact of the program writing sub-dimension on theoretical and practical lesson planning can be explained by Ornstein and Hunkins’ (2018) theoretical frameworks in the program development process, as they emphasize that the elements of lesson plans, namely objectives, content, process, and assessment, must be addressed holistically. The findings also offer important implications for policymakers and teacher education programs. First, it can be argued that Lessons and practices related to program literacy need to be strengthened in teacher education programs. It is critical that teacher candidates not only understand the program but also develop the skills to write, transform, and adapt it to the classroom context. In addition, dimensions of collective teacher competence, particularly in the context of teaching strategies and classroom management, need to be given more prominence in pre-service education. This is because these competencies play a complementary role in the applicability of lesson plans and their effectiveness in the classroom environment. Furthermore, it can be suggested that these findings should be directly reflected in the Lesson content and practical activities of teacher education programs. In conclusion, this study has made unique contributions to the field by clarifying the relationships between teacher candidates’ program literacy, collective competencies, and lesson planning skills using a structural equation THE EFFECT OF TEACHER CANDIDATES’ PROGRAM LITERACY . . .   31 model. The findings reveal the need to redesign teacher training processes at both theoretical and practical levels. It is recommended that Lessons on program literacy in teacher education be increased, practical lesson planning activities be enriched, and group work and collaborative learning environments aimed at strengthening collective competencies be encouraged. Implementing these recommendations will increase teacher candidates’ professional competencies, enabling them to make more qualified contributions to the education system. Evaluating the model in future research with different sample groups and interdisciplinary comparisons will strengthen the generalizability of the results. As a result of all these explanations, although this research is limited to a specific sample, it is seen that the results obtained provide important clues in terms of education policies, teacher training programs, and classroom practices. When evaluated alongside similar studies in literature, the findings clearly reveal that strategies aimed at developing teacher candidates’ program literacy and competency levels play a critical role in effective lesson planning and, consequently, in improving student achievement. REFERENCES Akyıldız, S. (2020). Öğretim programı okuryazarlığı kavramının kavramsal yönden analizi: Bir ölçek geliştirme çalışması. Elektronik Sosyal Bilimler Dergisi, 19(73), 315–332. https://doi.org/10.17755/esosder.538411 Aslan, S. (2018). Öğretmen adaylarının program okuryazarlıklarının incelenmesi. (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Programları ve Öğretim Anabilim Dalı, Ankara Bolat, Y. (2017). Eğitim Programı Okuryazarlığı Kavramı ve Eğitim Programı Okuryazarlığı Ölçeği. Turkish Studies, 12(18), 121–138. https://doi. org/10.7827/TurkishStudies.12103 Cochran, W. G. (1977). Sampling techniques (3rd ed.). Wiley. Çetinkaya, Ş., & Tabak, S. (2019). Öğretmen adaylarının eğitim programı okuryazarlığı yeterlikleri. Gazi Eğitim Fakültesi Dergisi, 43(2), 1245–1281. Erdem, S. (2023). Öğretmenlere yönelik program okuryazarlığı hizmet içi eğitim programının geliştirilmesi: Tasarım, uygulama ve değerlendirme. (Doktora tezi). Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Eğitim Programları ve Öğretim Anabilim Dalı, İstanbul. Erdem, S., & Yücel Toy, B. (2023). Program okuryazarlığı öz-yeterlik ölçeği (PoCTCS ): Geçerlik ve güvenirlik çalışması. Ulak bilge, 88, 991–1005. https://doi.org/10.7816/ulakbilge-11-89-01 32   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Erdoğan, U., & Dönmez, B. (2015). Kolektif öğretmen yeterliği ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 21(3), 345–366. https://doi.org/10.14527/kuey.2015.013 George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference (11.0 update) (4th ed.). Allyn & Bacon. Karagülle, A. (2021). Öğretmenlerin program uygulanabilirliği üzerine bir inceleme. (Yayımlanmamış yüksek lisans tezi). Pamukkale Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Programları ve Öğretim Anabilim Dalı, Denizli. Kahramanoğlu, R. (2019). Eğitim programı okuryazarlığı üzerine öğretmen görüşleri. (Yayımlanmamış yüksek lisans tezi). On dokuz Mayıs Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Programları ve Öğretim Anabilim Dalı, Samsun. Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press. Lohr, S. L. (2010). Sampling: Design and analysis (2nd ed.). Brooks/Cole. Millî Eğitim Bakanlığı (MEB). (2017). Öğretmenlik mesleği genel yeterlikleri. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü, Ankara. Niemelä, M., & Tirri, K. (2018). Teachers’ knowledge and curriculum integration. Journal of Curriculum Studies, 50(3), 389–407. https://doi.org/10.1 080/00220272.2018.1428369 Nsibande, R. N., & Modiba, M. M. (2012). Curriculum literacy in South Africa: A critical perspective. South African Journal of Education, 32(3), 315– 326. Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill. Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Boston: Pearson. Palumbo, A. (2018). Effective lesson planning and curriculum design. International Journal of Instruction, 11(4), 1–14. https://doi.org/10.12973/ iji.2018.1141a Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics Curriculum. Review of Educational Research, 75(2), 211– 246. https://doi.org/10.3102/00346543075002211 Steiner, D. (2018). Curriculum literacy: What it is and why it matters. Center for Curriculum Redesign Report. Süğümlü, Ü. (2022). Program okuryazarlığı ve öğretmen performansı arasındaki ilişki. (Yayımlanmamış yüksek lisans tezi). İnönü Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Programları ve Öğretim Anabilim Dalı, Malatya. THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   39 among university students reveals the importance of the research, including the issue of precautions and interventions. It is very necessary to investigate social anxiety and its symptoms, especially in the teaching profession, where social relations are decisive among important outcomes such as success. According to the information and explanations obtained, it is seen that the necessary studies on social anxiety or motivation are being conducted. It is important to determine the factors that cause social anxiety and to investigate the variables related to these factors. However, the effect of social anxiety on motivation has not yet been carried out according to the literature review. In this context, the study conducted aims to examine the effect of social anxiety on motivation. It is thought that the data to be presented within the scope of the study will contribute to future studies by filling the gap in literature. For this reason, the problem sentence of the study was determined as; “Do the social anxiety levels of teacher candidates significantly predict success-oriented motivation?” This section includes explanations regarding the research model, study group, measurement tools used in data collection and data analysis. 2. Method This section includes explanations regarding the research model, study group, measurement tools used in data collection and data analysis. 2.1.DataResearchModel In this study, the relational screening type, which is one of the general screening models, was used. The general screening model is a research model that aims to investigate and describe a situation or reality that existed in the past or today in an impartial and unbiased manner. The relational screening model is a research model that generally aims to determine whether there is an interaction between multiple variables and, if so, the degree of interaction. These interactions can be determined with the help of statistical methods such as correlation, t-test, variance analysis and multiple regression (Karasar, 2008). 2.2.StudyGroup The study group of this research consists of students studying at the Faculty of Education at Çanakkale Onsekiz Mart University. The study group consists of 297 students, 243 (%88.8) of whom are female and 54 (%18.2) of whom are male. 40   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V 2.3.DataCollectionTools To collect data in the study, Personal Information Form, “Social Anxiety Scale” developed by Palancı and Özbay (2001) and “Success-Focused Motivation Scale” developed by Semerci (2010) were used. Information about these data collection tools used in the study is given below. Personal Information Form: Personal information form was prepared by the researchers in the study and was used to determine the personal characteristics of the teacher candidates. The Personal Information Form included questions regarding the gender, grade level, type of education, department, program, type of high school they graduated from, number of individuals living in the household, place of residence of their families, father’s education level and mother’s education level. Social Anxiety (SA) Scale: The social anxiety scale developed by Özbay and Palancı (2001) was developed to determine the social anxiety problems of university students. The scale was prepared to measure the skills of university students appropriate for social situations and the anxieties that may arise in these situations. The test was subjected to criterion and construct validity, and as a result of factor analysis for construct validity, a three-factor test structure with 30 items was created. These three factors are social avoidance including items M1, M2, M5, M19, M21, M22, M24, M25, M26, M27, M28 and M30, anxiety of criticism including items 04, 06, 08, 10, 11, 13, 16, 17, 20 and 29, and the feeling of individual worthlessness including items M3, M7, M9, M12, M14, M15, M18 and M23. The total variance explained by the three factors is 32.9%. The Cronbah Alpha value calculated with the intra-test consistency method for reliability calculations is .89. The scale is given as a Likert-type grading between 0-4. The increase in the scores indicates an increase in the level of social respect (Özbay and Palancı, 2001) Success Oriented Motivation (SOM) Scale: The SMF scale developed by Semerci (2010) was developed to determine the success motivation of university students. As a result of the factor analysis for the construct validity of the scale, a four-factor test structure with 35 items was created. These factors were named as external effects for items 1-12, internal effects for items 12-21, goal amplification for items 22-28, and self-consciousness for items 29-35. The KMO value of the scale is .911, the Bartlett test value is 7361.928 (sd=595, p < .05). As a result of the factor analysis, the total variance explained by the four factors was reported as 37.91%. It was stated that the item total correlations varied between .36-.58. The Cronbach Alpha coefficient of the THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   41 scale is .896. It was predicted that the SOM scale could be used in education faculties (Semerci, 2010). 2.4.DataCollection The data of the study were collected from Çanakkale Onsekiz Mart University Faculty of Education in the second semester of the 2023–2024 academic year. The data collection tools were applied to the research group by the researchers during class hours, on predetermined dates and times, with the necessary permissions. The students were informed about the purpose of the study. Then, the students who volunteered were asked to participate in the study. The students were given a scale battery that included a personal information form, social anxiety scale and achievement-oriented motivation scale. The students completed this scale battery in approximately 15 to 20 minutes. 2.5.DataAnalysis In the statistical analysis of the data, the Pearson product-moment correlation coefficient was used to determine the relationship between social anxiety and achievement-oriented motivation. Parametric and non-parametric tests were used to determine whether the descriptive data showed a significant difference. The data were analyzed using the licensed “SPSS 21.0” package program. Descriptive analyses of the research data are given in Tables 1-9. Table 1. Distribution of Teacher Candidates Participating in Research by Gender Gender f % Female 243 81,8 Male 54 18,2 Total 297 100,0 Table 1 shows the distribution of teacher candidates by gender. According to Table 1, 81.8% (n=243) of the students participating in the study are female and 18.2% (n=54) are male. 42   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Table 2. Distribution of Teacher Candidates Participating in Research According to Their Departments Department f % Science Teaching (ST) 125 42,1 Classroom Teaching (CT) 92 31,0 Preschool Teaching (PT) 80 26,9 Total 297 100,0 Table 2 shows the distribution of teacher candidates by department. According to Table 2, 42.1% (n=125) of the students participating in the study are studying in the science teaching department, 31.0% (n=92) in the classroom teaching department, and 26.9% (n=80) in the preschool teaching department. Table 3. Distribution of Teacher Candidates Participating in Research According to Their Classes Grade Level f % First Grade 85 28,6 Second Grade 76 25,6 Third Grade 72 24,2 Fourth Grade 64 21,5 Total 297 100,0 Table 3 shows the distribution of teacher candidates by class. According to this, 28.6% (n=85) of the students participating in the study are in the first grade, 25.6% (n=76) in the second grade, 24.2% (n=72) in the third grade, and 21.5% (n=64) in the fourth grade. Table 4. Distribution of Teacher Candidates Participating in Research According to the Type of High School They Graduated From High School Type f % Anatolian High School 233 78,5 Science High School 14 4,7 Vocational High School 45 15,2 Imam Hatip High School 5 1,7 Total 297 100,0 Table 4 shows the distribution of the teacher candidates participating in the study according to the type of high school they graduated from. Accordingly, THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   43 Table 4 shows that 78.5% (n=233) of the teacher candidates participating in the study graduated from Anatolian High School, 4.7% (n=14) from Science High School, 15.2% (n=45) from Vocational High School and 1.7% (n=5) from Imam Hatip High School. Table 5. Distribution of Teacher Candidates Participating in Research According to the Number of Individuals Living in Their Households Number of Individuals f % Single 6 2,0 Two 13 4,4 Three 68 22,9 Four 123 41,4 Five and more 87 29,3 Total 297 100,0 Table 5 shows the distribution of the teacher candidates participating in the study according to the number of individuals living in the household. When we look at the number of individuals living in the households of the teacher candidates participating in the study, it is seen that 6% (n=6) live alone, 4.4% (n=13) live with two people, 22.9% (n=68) live with three people, 41.4% (n=123) live with four people and 29.3% (n=87) live with five or more people. Table 6 shows the distribution of the teacher candidates participating in the study according to the place of residence of their families. Table 6. Distribution of Families of Teacher Candidates Participating in Research According to Place of Residence Place of Residence f % City Center 151 50,8 District Center 99 33,3 Village 47 15,8 Total 297 100,0 Table 6 shows the distribution of the families of the teacher candidates participating in the study according to their place of residence. According to Table 6, when the families of the teacher candidates participating in the study were examined, it was determined that 50.8% (n=151) lived in the city center, 33.3% (n=99) in the district center, and 15.8% (n=47) in the villages. Table 7 shows the distribution of the teacher candidates participating in the study according to their place of residence. 44   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Table 7. Distribution of Teacher Candidates Participating in Research According to Their Place of Residence Place of Residence f % With Family or Relative 63 21,2 Alone or with Friend at Home 64 21,5 In Residence 170 57,2 Total 297 100,0 Table 7 shows the distribution of the teacher candidates participating in the study according to their place of residence. According to Table 7, when the distribution of the teacher candidates participating in the study according to their place of residence was examined, it was understood that 21.2% (n=63) lived with their family or relatives, 21.5% (n=64) lived alone or with friends at home, and 57.2% (n=170) lived in a dormitory. Table 8 shows the distribution of the teacher candidates participating in the study according to their father’s level of education. Table 8. Distribution of Teacher Candidates Participating in Research According to Fathers’ Education Levels Level of Education f % Illiterate 6 2,0 Primary Education 138 46,5 High School 95 32,0 University 58 19,5 Total 297 100,0 Table 8 shows the distribution of the teacher candidates participating in the study according to their father’s level of education. According to Table 8, 2% (n=6) of the teacher candidates participating in the research are illiterate, 46.5% (n=138) have primary school, 32% (n=95) have high school, and 19.5% (n=58) have university level education. In addition, the distribution of the teacher candidates participating in the research according to their mothers’ level of education is listed in Table 9. THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   45 Table 9. Distribution of Teacher Candidates Participating in Research According to Mothers’ Education Levels Level of Education f % Illiterate 22 7,4 Primary Education 168 56,6 High School 83 27,9 University 24 8,1 Total 297 100,0 Table 9 shows the distribution of the teacher candidates participating in the research according to their mothers’ level of education. According to Table 9, 7.4% (n=22) of the mothers of the teacher candidates participating in the research are illiterate, 56.6% (n=168) have primary school, 27.9% (n=83) have high school, and 8.1% (n=24) have university level education. 3. Results In analyzing the data obtained, firstly reliability analysis was conducted to determine the internal consistency levels of SA and SOM scales. Table 10 shows the reliability analysis findings obtained for these scales. Table 10. eliability Analysis Findings Dimension Cronbach’s Alpha N SA scale .94 30 Social avoidance .92 12 Anxiety of being criticized .88 10 Sense of individual worthlessness .83 8 SOM scale .82 35 External influences .87 12 Internal influences .87 9 Goal promotion .77 7 Self-consciousness .81 7 Table 10 shows that the internal consistency levels of the SA and SOM scales and their sub-dimensions are sufficiently reliable (α >.60). In addition, the conformity of these scales to normal distribution was tested and the statistical values regarding the skewness-kurtosis values are given in Table 11. 46   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Table 11. Examination of Normality Dimension Skewness Kurtosis Statistics Std. Error Statistics Std. Error SA scale .822 .141 .758 .282 Social avoidance .842 .141 .561 .282 Anxiety of being criticized .478 .141 .158 .282 Sense of individual worthlessness 1.134 .141 1.176 .282 SOM scale -.789 .141 .952 .282 External influences -1.398 .141 1.826 .282 Internal influences -.438 .141 -.034 .282 Goal promotion -.378 .141 -.194 .282 Self-consciousness -.430 .141 -.041 .282 According to Table 11, the skewness and kurtosis values of the SA and SOM scales and their sub-dimensions were calculated between -1.5 and +1.5. Accordingly, it was seen that the scales and their sub-dimensions exhibited normal distribution. Based on this, it was decided to use parametric analysis techniques in the analysis of the data. In the study, the data were analyzed using independent samples t-test and one-way ANOVA analyses. 3.1.ExaminingtheEffectofSocialAnxietyLevelsofTeachercandidates onTheirSuccess-OrientedMotivation In this section of the research, the relationship between social anxiety levels of teacher candidates and their success-oriented motivation was tested using the Pearson Product Moment Correlation Technique and the results are given in Table 12. When the correlation analysis results in Table 12 are examined, it is seen that there is a positive significant relationship between the SA scale and the sub-dimensions of social avoidance (r(297) = .94, p < 0.01), anxiety about criticism (r(297) = .93, p < 0.01), sense of individual worthlessness (r(297) = .92, p < 0.01), and a negative significant relationship between the SOM scale (r(297) = -.12, p < 0.05), external effects (r(297) = -.13, p < 0.05) and self-consciousness (r(297) = -.23, p < 0.01). In addition, an insignificant relationship was determined between the SA scale and the sub-dimensions of internal effects and goal magnification. A positive significant relationship was found between the social avoidance subdimension and the anxiety of criticism (r(297) = .79, p < 0.01) and the feeling of individual worthlessness (r(297) = .81, p < 0.01) sub-dimensions, and a negative significant relationship was found between the SOM scale (r(297) = -.11, p < 0.05), THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   47 external effects sub-dimension (r(297) = -.12, p < 0.05) and self-consciousness subdimensions (r(297) = -.23, p < 0.01). However, an insignificant relationship was found between the social avoidance sub-dimension and the internal effects and goal magnification sub-dimensions. It was determined that there was a positive significant relationship between the anxiety of criticism sub-dimension and the sense of individual worthlessness (r(297) = .82, p < 0.01) and goal enlargement (r(297) = .11, p < 0.05) sub-dimensions, and a negative significant relationship between the anxiety of criticism sub-dimension and the self-consciousness (r(297) = -.15, p < 0.01) sub-dimension. In addition, it was observed that there was no significant relationship between the anxiety of criticism sub-dimension and the SOM scale, external effects and internal effects sub-dimensions. It was determined that there was a negative significant relationship between the individual worthlessness sub-dimension and the SOM scale (r(297) =-20, p < 0.01), external effects sub-dimension (r(297) =-,209,p < 0.01), internal effects sub-dimension (r(297) =-,167, p < 0.01) and self-consciousness sub-dimension (r(297) =-,266,p < 0.01). It was observed that there was no significant relationship between the individual worthlessness sub-dimension and the goal enlargement sub-dimension. There was a positive significant relationship between the SOM scale and the external effects (r(297) =.78, p < 0.01), internal effects (r(297) =.80, p < 0.01), goal enlargement (r(297) =.69, p < 0.01) and self-consciousness (r(297) =.78, p < 0.01) sub-dimensions. It was observed that there was a positive significant relationship between the external effects sub-dimension and the internal effects (r(297) = .42, p < 0.01), goal amplification (r(297) = .37, p < 0.01) and self-consciousness (r(297) = .48, p < 0.01) sub-dimensions. It was observed that there was a positive significant relationship between the internal effects subdimension and the goal amplification (r(297) = .46, p < 0.01) and self-consciousness (r(297) = .57, p < 0.01) sub-dimensions. It was observed that there was a positive significant relationship between the goal amplification sub-dimension and selfconsciousness (r(297) = .44, p < 0.01) sub-dimension. 48   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Table 12. Results of Pearson Correlation Analysis on the Relationship Between the Effect of Social Anxiety Levels of Teacher Candidates on Achievement-Oriented Motivation Dimension 1. 2. 3. 4. 5. 6. 7. 8. SA scale - Social avoidance .94** - Anxiety of being criticized .93** .79** - Sense of individual worthlessness .92** .81** .82** - SOM scale -.12*-.11*-.04 -.20** - External influences -.13*-.12*-.06 -.20** .78** - Internal influences -.07 -.04 -.01 -.16** .80** .42** - Goal promotion .06 .04 .11*.02 .69** .37** .46.** - Self-consciousness -.23** -.23** -.15** -.26** .78** .48** .57.** .44.** ** p < .001, *p < .005 3.2.ExaminingSocialAnxietyLevelsAccordingtoDemographicVariables In this section of the study, independent sample t-Test results were presented in order to examine whether the social anxiety levels of teacher candidates differ according to gender and the type of high school they graduated from. In addition, ANOVA results were presented in order to examine whether the social anxiety levels of teacher candidates differ according to the variables of department, class, place where the family lives, number of people in the house, father’s education, mother’s education and the person they live with. Table 13. Independent Sample t-Test Results of Social Anxiety Levels of Teacher Candidates According to Gender Variable Dimension Gender NAverage Ss sd t p SA scale Female 243 68.64 21.59 295 2.26 .026* Male 54 61.90 19.40 Social avoidance Female 243 26.70 9.32 295 1.27 .204 Male 54 24.90 9.66 Anxiety of being criticized Female 243 25.41 7.59 295 3.29 .001* Male 54 21.96 6.82 Sense of individual worthlessness Female 243 16.52 6.16 295 1.80 .075 Male 54 15.03 5.32 *p < 0.05 THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   55 Table 20. ANOVA Results of Teacher Candidates’ Social Anxiety Levels According to the Place Where Their Family Lives Variable Dimension SV SS sd MS F p SD SA scale Intergroup 8832.52 2 4416.26 10.30 .000*3>1Intragroup 125985.86 294 428.52 Total 134818.39 296 Social avoidance Intergroup 1822.39 2 911.19 11.02 .000*3>1Intragroup 24301.36 294 82.65 Total 26123.76 296 Anxiety of being criticized Intergroup 776.37 2 388.18 7.04 .001*3>1Intragroup 16193.26 294 55.07 Total 16969.63 296 Sense of individual worthlessness Intergroup 571.13 2 285.566 8.19 .000*3>1Intragroup 10241.42 294 34.835 Total 10812.55 296 *p < 0.05 When Table 20 was examined, it was determined that there were significant differences in the SA scale (F(2,294)= 10.30, p < 0.05), social avoidance subdimension (F(2,294)= 11.02, p < 0.05), anxiety of being criticized sub-dimension (F(2,294)= 7.04, p < 0.05) and individual sense of worthlessness sub-dimension (F(2,294)= 8.19, p < 0.05) according to the variable of where the family lives of the teacher candidates. It was determined that these differences were in favor of the teacher candidates whose families live in the village in the SA scale and all sub-dimensions. Accordingly, the social anxiety levels of the teacher candidates whose families live in the village are higher than the teacher candidates whose families live in other settlements. 56   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Table 21. Mean Scores of Social Anxiety Levels of Teacher Candidates According to the Number of Individuals at Home Variable Dimension Number of Individuals NAverage Standard Deviation SA scale Single 6 96.66 38.36 Two 13 55.30 14.49 Three 68 64.94 22.47 Four 123 69.00 21.51 Five and more 87 66.90 17.67 Total 297 67.42 21.34 Social avoidance Single 6 37.66 15.64 Two 13 23.76 7.01 Three 68 25.07 9.82 Four 123 27.09 9.84 Five and more 87 25.98 7.61 Total 297 26.37 9.39 Anxiety of being criticized Single 6 33.33 12.27 Two 13 19.07 6.07 Three 68 23.83 8.12 Four 123 25.46 7.36 Five and more 87 24.83 6.60 Total 297 24.78 7.57 Sense of individual worthlessness Single 6 25.66 10.65 Two 13 12.46 2.69 Three 68 16.02 6.19 Four 123 16.44 5.87 Five and more 87 16.08 5.54 Total 297 16.25 6.04 According to the variable of the number of individuals at home, the highest average score of 96.66 from the SA scale was obtained by those with only one family member, and the lowest average score was obtained by those with two family members, as 55.30. However, in the sub-dimensions of social avoidance, anxiety about being criticized, and sense of individual worthlessness, the highest scores were obtained by those with only one family member (37.66, 33.33, and 25.66, respectively), and the lowest average score was obtained by those with two family members (23.76, 19.07, and 12.46, respectively). Accordingly, it was observed that the average scores of the teacher candidates with only one family THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   57 member were higher than the average scores of the teacher candidates with more than one family member. Table 22. ANOVA Results of Social Anxiety Levels of Teacher Candidates According to the Variable of the Number of People at Home Dimension SV SS sd MS F p SD SA scale Intergroup 7790.26 4 1947.56 4.47 .002*1>2 1>3 Intragroup 127028.12 292 435.02 Total 134818.39 296 Social avoidance Intergroup 1045.67 4 261.41 3.04 .018*1>2 1>3 Intragroup 25078.09 292 85.88 Total 26123.76 296 Anxiety of being criticized Intergroup 979.82 4 244.95 4.47 .002*1>2 1>3 Intragroup 15989.80 292 54.76 Total 16969.63 296 Sense of individual worthlessness Intergroup 729.20 4 182.30 5.27 .000* 1>2 1>3Intragroup 10083.34 292 34.53 Total 10812.55 296 *p < 0.05 When Table 22 is examined, it was determined that there were significant differences in the SA scale (F(4,294)= 4.47, p < 0.05), social avoidance subdimension (F(4,294)= 3.04, p < 0.05), criticism anxiety sub-dimension (F(4,294)= 4.47, p < 0.05) and individual worthlessness sub-dimension (F(4,294)= 5.27, p < 0.05) according to the variable of the number of individuals at home. It was determined that these differences were in favor of the teacher candidates who were the only child in the family in the SA scale and all sub-dimensions. Accordingly, the social anxiety levels of the teacher candidates who were the only child in the family were higher than the social anxiety levels of the teacher candidates who had one or more siblings. 58   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Table 23. Mean Scores of Social Anxiety Levels of Teacher Candidates According to Father Education Variable Dimension Father Education NAverage Standard Deviation SA scale Illiterate 6 54.33 13.64 Primary Education 138 71.45 21.97 High School 95 67.06 21.95 University 58 59.75 16.60 Total 297 67.42 21.34 Social avoidance Illiterate 6 20.50 6.77 Primary Education 138 28.11 9.58 High School 95 26.65 9.66 University 58 22.39 7.22 Total 297 26.37 9.39 Anxiety of being criticized Illiterate 6 20.83 5.49 Primary Education 138 26.13 7.91 High School 95 24.28 7.37 University 58 22.82 6.65 Total 297 24.78 7.57 Sense of individual worthlessness Illiterate 6 13.00 2.82 Primary Education 138 17.21 6.29 High School 95 16.12 6.38 University 58 14.53 4.48 Total 297 16.25 6.04 According to the Father’s Education variable, the highest average score of 71.45 was obtained from the SA scale by the teacher candidates whose fathers were primary school graduates, while the lowest average score was obtained by the teacher candidates whose fathers were illiterate as 54.33. However, in the sub-dimensions of social avoidance, anxiety about being criticized, and sense of individual worthlessness, the highest scores were obtained by the teacher candidates whose fathers were primary school graduates (28.11, 26.13, and 17.21, respectively), and the lowest average score was obtained by the teacher candidates whose fathers were illiterate (20.50, 20.83, and 13.00, respectively). Accordingly, the average scores of the teacher candidates whose fathers were primary school graduates were higher than the average scores of the teacher candidates whose fathers were primary school graduates. Table 23 shows the ANOVA results of the social anxiety levels of the teacher candidates according to the father’s education variable. THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   59 Table 24. ANOVA Results of Social Anxiety Levels of Teacher Candidates According to Father Education Variable Dimension SV SS sd MS F p SD SA scale Intergroup 6692.57 3 2230.85 5.10 .002*2>1Intragroup 128125.81 293 437.28 Total 134818.39 296 Social avoidance Intergroup 1550.70 3 516.90 6.16 .000*2>1Intragroup 24573.06 293 83.86 Total 26123.76 296 Anxiety of being criticized Intergroup 589.54 3 196.51 3.51 .016*2>1Intragroup 16380.08 293 55.90 Total 16969.63 296 Sense of individual worthlessness Intergroup 362.73 3 120.91 3.39 .018*2>1Intragroup 10449.82 293 35.66 Total 10812.55 296 2230.85 *p < 0.05 When Table 24 was examined, it was determined that there were significant differences in the SA scale (F(3,293)= 5.10, p < 0.05), social avoidance subdimension (F(3,293)= 6.16, p < 0.05), criticism anxiety sub-dimension (F(3,293)= 3.51, p < 0.05) and individual worthlessness sub-dimension (F(3,293)= 3.39, p < 0.05) according to the father education variable of the teacher candidates. It was determined that these differences were in favor of the teacher candidates whose fathers were primary school graduates in the SA scale and all sub-dimensions. Accordingly, the social anxiety levels of the teacher candidates whose fathers were primary school graduates were higher than the others. 60   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Table 25. Mean Scores of Social Anxiety Levels of Teacher Candidates According to Mother’s Education Variable Dimension Mother Education NAverage Standard Deviation SA scale Illiterate 22 81.00 29.04 Primary Education 168 67.17 20.73 High School 83 65.01 19.77 University 24 65.00 19.30 Total 297 67.42 21.34 Social avoidance Illiterate 22 32.86 13.76 Primary Education 168 26.07 8.99 High School 83 25.49 8.33 University 24 25.58 9.10 Total 297 26.37 9.39 Anxiety of being criticized Illiterate 22 29.27 9.75 Primary Education 168 24.89 7.28 High School 83 23.77 7.28 University 24 23.45 7.17 Total 297 24.78 7.57 Sense of individual worthlessness Illiterate 22 18.86 8.18 Primary Education 168 16.20 6.01 High School 83 15.74 5.54 University 24 15.95 5.36 Total 297 16.25 6.04 According to the variable of Mother Education, the highest average score of 81.00 was obtained from the SA scale by the teacher candidates whose mothers were illiterate, and the lowest average score was obtained by the teacher candidates whose mothers were university graduates, as 65.00. In addition, it was determined that the highest scores in the sub-dimensions of social avoidance, anxiety about being criticized, and sense of individual worthlessness were obtained by the teacher candidates whose mothers were illiterate (32.86, 29.27, and 18.86, respectively), and the lowest average scores were obtained by the teacher candidates whose mothers were university graduates or high school graduates. Accordingly, the average scores of the teacher candidates whose mothers were illiterate were found to be the highest compared to the others. THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   61 Table 26. ANOVA Results of Social Anxiety Levels of Teacher Candidates According to Mother Education Variable Dimension SV SS sd MS F p SD SA scale Intergroup 4688.76 3 1562.92 3.51 .016*1>3Intragroup 130129.63 293 444.12 Total 134818.39 296 Social avoidance Intergroup 1020.59 3 340.20 3.97 .008*1>3Intragroup 25103.16 293 85.67 Total 26123.76 296 Anxiety of being criticized Intergroup 572.59 3 190.86 3.41 .018*1>3Intragroup 16397.04 293 55.96 Total 16969.63 296 Sense of individual worthlessness Intergroup 173.60 3 57.86 1.59 .191 ---Intragroup 10638.94 293 36.31 Total 10812.55 296 1562.92 *p < 0.05 When Table 26 is examined, it was determined that there were significant differences in the SA scale (F(3,296)= 3.51, p < 0.05), social avoidance subdimension (F(3,296)= 3.97, p < 0.05) and criticism anxiety sub-dimension (F(3,296)= 3.41, p < 0.05) of the teacher candidates according to the mother’s education variable. It was found that these differences were in favor of the teacher candidates whose mothers were primary school graduates in the SA scale and all sub-dimensions. Accordingly, the social anxiety levels of the teacher candidates whose mothers were illiterate were higher than the others. No significant difference was determined in the individual worthlessness sub-dimension of the SA scale according to the mother’s education status. 62   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Table 27. Mean Scores of Social Anxiety Levels of Teacher Candidates According to the Variable of Whom They Stay With Dimension Whom She Stays With NAverage Standard Deviation SA scale With Family or Relative 63 71.95 24.31 Alone or with Friend at Home 64 59.73 15.27 At Home 170 68.63 21.50 Total 297 67.42 21.34 Social avoidance With Family or Relative 63 27.77 10.19 Alone or with Friend at Home 64 23.43 6.79 At Home 170 26.96 9.74 Total 297 26.37 9.39 Anxiety of being criticized With Family or Relative 63 26.53 8.19 Alone or with Friend at Home 64 22.12 6.21 At Home 170 25.14 7.57 Total 297 24.78 7.57 Sense of individual worthlessness With Family or Relative 63 17.63 7.26 Alone or with Friend at Home 64 14.17 4.10 At Home 170 16.52 5.99 Total 297 16.25 6.04 According to the variable of who they are staying with, it was seen that the highest average score of 71.95 was received from teacher candidates staying with their family or relatives, and the lowest average score was received from teacher candidates staying at home alone or with their friends, with 59.73. However, it was seen that the highest scores in the sub-dimensions of social avoidance, anxiety about being criticized, and sense of individual worthlessness were received from teacher candidates staying with their family or relatives (27.77, 26.53, and 17.63, respectively), and the lowest average score was received from teacher candidates staying at home alone or with their friends (23.43, 22.12, and 14.17, respectively). Accordingly, the average scores of teacher candidates staying with their family or relatives are higher than the average scores of other teacher candidates. THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   63 Table 28. ANOVA Results of Teacher Candidates’ Social Anxiety Levels According to the Variable of Whom They Stay With Dimension SV SS sd MS F p SD SA scale Intergroup 5325.66 2 2662.83 6.04 .003*1>2Intragroup 129492.73 294 440.45 Total 134818.39 296 Social avoidance Intergroup 735.33 2 367.66 4.25 .015*1>2Intragroup 25388.42 294 86.35 Total 26123.76 296 Anxiety of being criticized Intergroup 668.37 2 334.18 6.02 .003*1>2Intragroup 16301.26 294 55.44 Total 16969.63 296 Sense of individual worthlessness Intergroup 410.48 2 205.24 5.80 .003*1>2Intragroup 10402.06 294 35.38 Total 10812.55 296 2662.83 *p < 0.05 When Table 28 is examined, it was determined that there were significant differences in the SA scale (F(2,294)= 6.04, p < 0.05), social avoidance subdimension (F(2,294)= 4.25, p < 0.05), anxiety of being criticized sub-dimension (F(2,294)= 6.02, p < 0.05) and individual sense of worthlessness sub-dimension (F(2,294)= 5.80, p < 0.05) according to the variable of who the teacher candidates are staying with. It was found that these differences were in favor of the teacher candidates staying with their family or relatives in the SA scale and all subdimensions. Accordingly, the social anxiety levels of the teacher candidates staying with their family or relatives are higher than the others. 3.3.AnalysisofSOMLevelAccordingtoDemographicInformation This part of the study includes the results of the Independent Sample t-test applied to examine whether the SOM levels of the teacher candidates differ according to gender and high school type, and the results of the ONE-Way ANOVA applied to examine whether they differ according to the variables of department, class, place where the family lives, number of people in the house, father’s education, mother’s education and who they live with. 64   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Table 29. Independent Sample T-Test Results of Teacher Candidates’ SOM Levels According to Gender Variable Dimension Gender NAverage Ss sd t p SOM scale Female 243 140.55 17.65 295 2.26 .024* Male 54 134.29 21.36 External influences Female 243 51.79 7.51 295 2.00 .046* Male 54 49.48 8.49 Internal influences Female 243 34.71 6.74 295 1.42 .155 Male 54 33.25 6.93 Target enlargement Female 243 27.79 5.09 295 2.90 004* Male 54 25.51 5.71 Selfconsciousness Female 243 26.25 5.10 295 .27 .785 Male 54 26.03 5.63 *p < 0.05 When Table 29 is examined, it is found that there is a significant difference in the SOM levels of teacher candidates in terms of gender in the SOM scale (t(295)= 2.26, p > 0.05), External influences (t(295)= 2.00, p > 0.05) and Target enlargement sub-dimensions (t(295)= 2.90, p > 0.05). However, there is no significant difference in the Internal influences (t(295)= 1.42, p > 0.05) and Selfconsciousness sub-dimensions (t(295)=.97, p > 0.05) sub-dimensions. It is seen that the SOM levels of female teacher candidates are higher than those of male teacher candidates. Table 30. Independent Sample T-Test Results of Teacher Candidates’ SOM Levels According to High School Type Dimension High School NAverage Ss sd t p SOM scale Anatolian High School 233 137.66 18.31 295 -3.15 .002* Other High Schools 64 145.79 17.92 External influences Anatolian High School 233 50.72 7.98 295 -3.23 .002* Other High Schools 64 53.76 6.26 Internal influences Anatolian High School 233 33.69 6.74 295 -3.91 .000* Other High Schools 64 37.20 6.23 Target enlargement Anatolian High School 233 27.35 5.24 295 -.17 .864 Other High Schools 64 27.48 5.45 Selfconsciousness Anatolian High School 233 25.90 5.07 295 -1.97 .049* Other High Schools 64 27.34 5.52 *p < 0.05 THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   71 Table 37. Average Scores of Teacher Candidates’ SOM Levels According to the Number of Individuals at Home Variable Dimension Number of Individuals NAverage Ss SOM scale Single 6 121.83 18.46 Two 13 135.15 19.97 Three 68 137.97 22.25 Four 123 138.28 16.97 Five and more 87 144.01 16.10 Total 297 139.42 18.50 External influences Single 6 45.50 11.76 Two 13 47.38 10.88 Three 68 51.19 8.02 Four 123 51.24 7.56 Five and more 87 52.71 6.61 Total 297 51.37 7.74 Internal influences Single 6 28.50 10.05 Two 13 35.07 5.80 Three 68 33.05 8.33 Four 123 34.71 5.42 Five and more 87 35.47 6.84 Total 297 34.44 6.78 Target enlargement Single 6 23.33 5.24 Two 13 27.69 3.35 Three 68 27.67 5.88 Four 123 26.81 5.25 Five and more 87 28.19 4.92 Total 297 27.38 5.27 Selfconsciousness Single 6 24.50 5.20 Two 13 25.00 5.98 Three 68 26.04 5.70 Four 123 25.51 4.73 Five and more 87 27.63 5.10 Total 297 26.21 5.19 According to the variable of the number of people at home, it was seen that the highest average score from the SOM scale was 144.01 for teacher candidates 72   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V who had five or more people at home, and the lowest average score was 121.83 for teacher candidates who had only one parent at home. In addition, it was seen that the highest scores in the sub-dimensions of External influences, Internal influences, Target enlargement and Self-consciousness were again obtained by teacher candidates who had five or more people at home. Table 38. ANOVA Results of Teacher Candidates’ SOM Levels According to the Number of Individuals at Home Variable Dimension SV SS sd MS F p SD SOM scale Intergroup 4227.89 4 1056.97 3.17 .014*5>1Intragroup 97140.49 292 332.67 Total 101368.39 296 External influences Intergroup 574.17 4 143.54 2.44 .047*5>1Intragroup 17161.59 292 58.77 Total 17735.76 296 Internal influences Intergroup 448.53 4 112.13 2.48 .044*---Intragroup 13192.90 292 45.18 Total 13641.44 296 Target enlargement Intergroup 202.88 4 50.72 1.84 .121 5>1Intragroup 8045.36 292 27.55 Total 8248.24 296 Selfconsciousness Intergroup 274.30 4 68.57 2.59 .037*5>1Intragroup 7723.32 292 1056.97 Total 4227.89 296 *p < 0.05 When Table 38 is examined, it was found that there was a significant difference in the SOM levels of the teacher candidates participating in the research in the dimensions of SOM scale (F(4,292)= 3.17, p < 0.05), External influences (F(4,292)= 2.44, p < 0.05), Target enlargement (F(4,292)= 1.84, p < 0.05) and Self-consciousness (F(4,292)= 2.59, p < 0.05) according to the variable of the number of individuals at home, but it was determined that there was no significant difference in the sub-dimension of Internal influences (F(4,292)= 2.87, p > 0.05) according to the variable of the number of individuals at home. Accordingly, a significant difference was found in favor of the teacher candidates living with one person in terms of SOM levels according to the variable of the number of individuals at home. THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   73 Table 39 . Average Scores of Teacher Candidates’ SOM Levels According to Father’s Education Status Variable Dimension Father Education NAverage Ss SOM scale Illiterate 6 162.33 6.88 Primary Education 138 139.90 17.23 High School 95 136.27 20.58 University 58 141.05 16.93 Total 297 139.42 18.50 External influences Illiterate 6 58.00 1.89 Primary Education 138 52.10 7.05 High School 95 49.90 8.82 University 58 51.37 7.30 Total 297 51.37 7.74 Internal influences Illiterate 6 39.33 4.17 Primary Education 138 34.52 6.69 High School 95 33.96 7.11 University 58 34.55 6.59 Total 297 34.44 6.78 Target enlargement Illiterate 6 33.33 2.06 Primary Education 138 27.03 5.17 High School 95 27.02 5.43 University 58 28.20 4.91 Total 297 27.38 5.27 Selfconsciousness Illiterate 6 31.66 4.08 Primary Education 138 26.26 5.14 High School 95 25.36 5.18 University 58 26.91 5.10 Total 297 26.21 5.19 When Table 39 is examined, it is seen that the highest average score of 162.33 from the SOM scale according to the variable of father education status was received by teacher candidates whose fathers are illiterate, while the lowest average score was received by teacher candidates whose fathers are high school graduates, with 136.27. In addition, it was seen that the highest scores in the sub-dimensions of External influences, Internal influences, Target enlargement and Self-consciousness were received by teacher candidates whose fathers are illiterate (58.00, 39.33, 33.33 and 31.66, respectively), and the lowest average 74   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V scores were received by teacher candidates whose fathers are high school graduates (49.90, 33.96, 27.02 and 25.36, respectively). Accordingly, the average scores of teacher candidates whose fathers are illiterate are higher than the average scores of other teacher candidates. Table 40. ANOVA Results of Teacher Candidates’ SOM Levels According to Father’s Education Status Variable Dimension SV SS sd MS F p SD SOM scale Intergroup 4277.55 3 1425.85 4.30 .005*1>3Intragroup 97090.83 293 331.36 Total 101368.39 296 External influences Intergroup 541.38 3 180.46 3.07 .028*1>3Intragroup 17194.38 293 58.68 Total 17735.76 296 Internal influences Intergroup 166.42 3 55.47 1.20 .308 ---Intragroup 13475.01 293 45.99 Total 13641.44 296 Target enlargement Intergroup 281.55 3 93.85 3.45 .017*1>3Intragroup 7966.69 293 27.19 Total 8248.24 296 Selfconsciousness Intergroup 275.02 3 91.67 3.47 .016*1>3Intragroup 7722.61 293 26.35 Total 7997.63 296 *p < 0.05 When Table 40 is examined, it was found that there was a significant difference in the dimensions of SOM scale (F(3,293)= 4.30, p < 0.05), External influences (F(3,293)= 3.07, p < 0.05), Target enlargement (F(3,293)= 3.45, p < 0.05) and Self-consciousness (F(3,293)= 3.47, p < 0.05) of the SOM levels of the teacher candidates participating in the research according to the father’s education status variable, but it was determined that there was no significant difference in the sub-dimension of Internal influences (F(3,293)= 1.20, p >0.05) according to the father’s education variable. Accordingly, a significant difference was found in favor of the teacher candidates whose fathers were illiterate in terms of SOM levels according to the father’s education status variable. THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   75 Table 41. Average Scores of Teacher Candidates’ SOM Levels According to Mother’s Education Status Variable Dimension Mother Education NAverage Ss SOM scale Illiterate 22 149.00 24.10 Primary Education 168 140.85 15.73 High School 83 135.48 19.02 University 24 134.20 24.54 Total 297 139.42 18.50 External influences Illiterate 22 55.04 5.24 Primary Education 168 52.22 6.98 High School 83 49.71 8.41 University 24 47.83 9.87 Total 297 51.37 7.74 Internal influences Illiterate 22 36.50 10.02 Primary Education 168 34.44 6.26 High School 83 33.79 6.04 University 24 34.87 8.94 Total 297 34.44 6.78 Target enlargement Illiterate 22 29.54 5.96 Primary Education 168 27.41 4.83 High School 83 26.95 5.58 University 24 26.70 6.28 Total 297 27.38 5.27 Self-consciousness Illiterate 22 27.90 6.53 Primary Education 168 26.77 4.88 High School 83 25.02 5.03 University 24 24.79 5.70 Total 297 26.21 5.19 According to the variable of mother’s education status, it was seen that the highest average score of 149.00 from the SOM scale was obtained by teacher candidates whose mothers were illiterate, while the lowest average score was obtained by teacher candidates whose mothers were high school graduates, with 134.20. In addition, it was determined that the highest scores in the sub-dimensions of External influences, Internal influences, Target enlargement and Self-consciousness were obtained by teacher candidates 76   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V whose mothers were illiterate. Accordingly, the average scores of teacher candidates whose mothers were illiterate were higher than the average scores of other teacher candidates. Table 42 . ANOVA Results of Teacher Candidates’ SOM Levels According to Mother’s Education Status Variable Dimension SV SS sd MS F p SD SOM scale Intergroup 4305.13 3 1435.04 4.33 .005*1>4Intragroup 97063.25 293 331.27 Total 101368.39 296 External influences Intergroup 949.01 3 316.33 5.52 .001*1>4Intragroup 16786.73 293 57.29 Total 17735.76 296 Internal influences Intergroup 132.39 3 44.13 .95 .413 ---Intragroup 13509.04 293 46.10 Total 13641.44 296 Target enlargement Intergroup 129.32 3 43.11 .55 .200 ---Intragroup 8118.88 293 27.70 Total 8248.24 296 Selfconsciousness Intergroup 283.05 3 94.35 3.58 .014*1>4Intragroup 7714.58 293 26.33 Total 7997.63 296 *p < 0.05 When Table 42 is examined, it is found that there is a significant difference in the SOM levels of the teacher candidates participating in the research in the dimensions of SOM scale (F(3,293)= 4.33, p < 0.05), External influences (F(3,293)= 5.52, p < 0.05) and Self-consciousness (F(3,293)= 3.58, p < 0.05) according to the mother’s education status variable, but it is determined that there is no significant difference in the sub-dimensions of Internal influences (F(3,293)=.95, p > 0.05) and Target enlargement (F(3,293)=.55, p > 0.05) according to the mother’s education status variable. Accordingly, a significant difference was found in favor of the teacher candidates whose fathers are illiterate in terms of SOM levels according to the mother’s education status variable. THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   77 Table 43. Average Scores of Teacher Candidates’ SOM Levels According to the Variable of “Who They Stay With” Dimension Whom She Stays With NAverage Ss SOM scale With Family or Relative 63 139.49 20.62 Alone or with Friend at Home 64 138.84 17.48 At Home 170 139.61 18.15 Total 297 139.42 18.50 External influences Whom She Stays With 63 51.79 7.67 With Family or Relative 64 51.34 7.70 Alone or with Friend at Home 170 51.23 7.81 At Home 297 51.37 7.74 Internal influences Total 63 34.50 7.56 Whom She Stays With 64 34.28 6.86 With Family or Relative 170 34.48 6.49 Alone or with Friend at Home 297 34.44 6.78 Target enlargement At Home 63 27.25 5.47 Total 64 26.65 5.03 Whom She Stays With 170 27.70 5.29 With Family or Relative 297 27.38 5.27 Selfconsciousness Alone or with Friend at Home 63 25.93 5.18 At Home 64 26.56 5.28 Total 170 26.18 5.19 Whom She Stays With 297 26.21 5.19 According to the variable “Who are they staying with?”, it was seen that the highest average score from the SOM scale was 139.49 for the teacher candidates who said, “with family or relatives”, and the lowest average score was 138.84 for the teacher candidates who said, “alone or at home with friends”. However, it was seen that the teacher candidates who received the highest scores in the sub-dimensions “External influences”, “Internal influences”, “Target enlargement” and “Self-consciousness” differed according to the variable “Who are they staying with?”. 78   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Table 44. ANOVA Results of Teacher Candidates’ SOM Levels According to the Variable of Whom They Stay With Dimension SV SS sd MS F p SD SOM scale Intergroup 27.83 2 13.91 .04 .960 ---Intragroup 101340.56 294 344.69 Total 101368.39 296 External influence Intergroup 14.42 2 7.21 .12 .887 ---Intragroup 17721.34 294 60.27 Total 17735.76 296 Internal influence Intergroup 2.28 2 1.14 .02 .976 ---Intragroup 13639.16 294 46.39 Total 13641.44 296 Target enlargement Intergroup 52.57 2 26.28 .94 .391 ---Intragroup 8195.66 294 27.87 Total 8248.24 296 Selfconsciousness Intergroup 12.79 2 6.39 .23 .790 ---Intragroup 7984.84 294 27.15 Total 7997.63 296 *p < 0.05 When Table 44 was examined, it was determined that there was no significant difference in the sub-dimensions of the SOM scale (F(2,294)= .04, p > 0.05), External influences (F(2,294)= .12 p > 0.05), Internal influences (F(2,294)= .02 p > 0.05), Target enlargement (F(2,294)= .94 p > 0.05) and Self-consciousness (F(2,294)= .23 p > 0.05) of the teacher candidates according to the variable of who they live with. 4. Discussion and Conclusion Social anxiety is the individual feeling excluded from society, thinking that they will fail at any moment and withdraw from society due to this situation by restricting themselves. Social anxiety is a type of disorder that causes the individual to experience humiliation due to the thought of being watched and evaluated by others in situations that require performance or in any social environment. Social anxiety occurs in the form of being unable to speak in public, being shy and avoiding almost all environments due to very intense anxiety and causes the individual to feel a sense of fear (Yıldırım et al., 2011). THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   79 While one of the most common situations in individuals with social anxiety, which is also known as social phobia, is not being able to speak in front of the public, it can also lead to problems such as difficulty in getting close to family or other individuals and difficulties in social relationships (Dilbaz et al., 2011: 23). The main feature that makes social anxiety different from other anxieties is the individual’s being evaluated by or being likely to be evaluated by a person or people in imaginary or real environments. Social anxiety, in addition to being independent of a triggering factor, usually shows its symptoms in late childhood and young adulthood (Yüksel, 2006). In their studies conducted with secondary and higher education students by Kaya et al. (1997), it was found that the most common characteristic in socially phobic individuals in their research on the prevalence of social phobia symptoms was “avoiding public speaking”. In fact, according to another study conducted in America called “The Book of Lists” on public speaking, it was determined that the fear of public speaking was at higher levels than the fear of death (Dilbaz, 2000: 3). According to the data obtained in the research, the social anxiety levels of female teacher candidates were found to be higher than male teacher candidates. In support of this study, İzgiç, Akyüz and Doğan (2000) found that female students had higher social anxiety than male students. When we look at the reasons why women have higher social anxiety levels than men in line with the studies conducted by Aydın (2018) and Bal et al. (2013), it was suggested that reasons such as fear of negative evaluation, giving importance to appearances and psychosocial factors cause women to experience social anxiety more. According to the results of the research, it is seen that social anxiety levels of teacher candidates studying in the science teaching department are higher than those of teacher candidates studying in the classroom teaching and preschool teaching departments. It is thought that the anxiety they feel in terms of their profession is among the biggest factors that trigger this. It is foreseen that guidance services should be increased for teacher candidates to reduce their anxiety rates and improve them positively. As seen in the research results, social anxiety is higher in senior undergraduate teacher candidates. The services that are planned to be provided should be focused on the final year undergraduate teacher candidates and it should be aimed for them to look to the future in a positive way after graduation. According to the results obtained in the research, it was determined that the social anxiety of the teacher candidates whose families live in the village and the candidates whose mother and father are illiterate, or primary school 80   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V graduates is higher. Çağlar et al. (2012) indicated in their study that the better the education level of the parents, the more conscious the individuals will be in terms of skills such as being enterprising and their approaches to their children. Therefore, anxiety is not only affected by the person herself/himself, but also by environmental factors and factors such as family to a great extent. Karaşar (2014) emphasizes the importance of parents with low education levels in the social relations of teacher candidates. According to the obtained data, it was determined that the successoriented motivation is higher in the teacher candidates who are female. When the literature is examined, it is seen that there are other studies that support these results. In the studies conducted by Alemdağ, Öncü and Yılmaz (2014), Arda (2016), Ergin and Karataş (2018), it is seen that females have higher successoriented motivation levels than males. The important factors affecting the success-oriented motivation of teacher candidates are seen to be department, class, and high school type variables. According to the research results, it is seen that the education that teacher candidates receive or have received affects their success-oriented motivation. The studies conducted by Ergin and Karataş (2018) and Acat and Yenilmez (2004) support that variables such as department, class, and high school type are effective in the success-oriented motivation of teacher candidates. According to the research results, it is seen that the education levels of mothers and fathers are effective in the success-oriented motivation of teacher candidates. Those whose parents are illiterate are effective in the successoriented motivation of teacher candidates. Among the most natural reasons are that parents have high expectations, and they realize the nobility of the teaching profession and positively strengthen the motivation of individuals. As a result of the research, when the social anxiety levels of teacher candidates were examined, it was determined that there was a significant difference in the variables of gender, department, class, place where the family lives, the number of individuals in the house, mother’s education, father’s education, and who they live with, but there was no significant difference in the type of high school they graduated from. According to the findings, when the gender variable was examined, a significant difference was seen in the social anxiety scale and the criticism sub-dimension. This significance is in favor of female teacher candidates. There is no significance in social avoidance and individual evaluation sub-dimensions. Accordingly, it is seen that female teacher candidates have higher social anxiety levels. THE EFFECT OF TEACHER CANDIDATES’ SOCIAL ANXIETY LEVELS ON . . .   87 Leahy, R. L. (Ed.). (2006). Roadblocks in cognitive-behavioral therapy: Transforming challenges into opportunities for change. Guilford Press. Çağlar, M., Dinçyürek, S., & Arsan, N.,(2012). Analysis of Social Anxiety of University Students, Hacettepe University Faculty of Education Journal, 43: 106-116. Öztürk, A. (2014). Social Anxiety Explained Approaches. Electronic Journal of Social Sciences, 13(48), 15-26. Palancı, M., & Özbay, Y. (2001). Social Anxiety Scale: Validity and Reliability Study, VI National Psychological Counseling and Guidance Congress, Ankara, ODTÜ, 5-7 September. Richardson, M., Abraham, C., & Bond, R. (2012). Psychological Correlates of University Students’ Academic Performance: A Systematic Review and MetaAnalysis. Psychological Bulletin. 138(2), 353–387. Senemoğlu, N. (2007). Development, learning and teaching: From theory to practice. Ankara: Gönül Printing House. Sübasi, G. (2007). Some variables for social anxiety prediction in college students. Egitim ve Bilim, 32(144), 3. Tekin, M. (2008). Relationship between social anxiety disorder and alcohol abuse in university students within the framework of cognitive model. Master’s Thesis. Muğla University. Institute of Social Sciences. Temizel, S. (2014). Familial and cognitive factors predicting social anxiety in university students. Master’s thesis, Ege University, İzmir. Leary M. R., & Kowalski R. M. (1995). The self-presentation model of social anxiety/phobia. In Heimberg R. G., Liebowitz M. R., Hope D. A., Schneier F. R. (Eds.), Social phobia: Diagnosis, assessment, and treatment (pp. 94–112). New York, NY: Guilford Press. Tucker, A. L., Edmondson, A. C., & Spear, S. (2002). When problem solving prevents organizational learning. Journal of Organizational Change Management, 15(2), 122-137. Vatansever Bayraktar, H. (2015). Student Motivation in Classroom Management and Factors Affecting Motivation. Electronic Turkish Studies, 10(3). Yıldırım, T., Çırak, Y. & Konan, N. (2011). Social Anxiety in Prospective Teachers. Inonu University Faculty of Education Journal, 12(1), 85-100. Yüksel, N. (2006). Mental Illnesses. Nobel Medical Bookstore. Ankara. Walsh, J. (2005). Syhness and social phobia: A social work perspective on a problem in living. Healt and Social Work, 27(2), 137-144. 89 CHAPTER IV VIOLENCE AGAINST WOMEN: A QUALITATIVE ANALYSIS Şenol SEZER1 & Halis BACAKSIZ2 1(Prof. Dr.) Ordu University, Education Faculty, Educational Sciences Department E-mail: senolsezer[email protected] ORCID: 0000-0001-8800-6017 2(Psychological Counselor) Ordu University, Education Faculty, Educational Sciences Department E-mail: [email protected] ORCID: 0009-0001-3664-0865 1. Introduction Violence against women is among the most common social problems. According to the World Health Organization [WHO] (2013), violence against women is widespread worldwide, yet it is a largely overlooked phenomenon. Harcar et al. (2008) state that women face difficulties accessing basic human rights in many parts of the world due to unequal social and political conditions. Women experience more health problems, are less nourished than men, and are more exposed to physical violence and sexual abuse. It can be said that while violence against women is increasing globally, social awareness about violence is also increasing. Despite ongoing efforts to prevent violence against women and increased awareness, violence against women remains a social problem. Women who experience violence are known to struggle to develop their innate talents and realize their potential. Due to these challenges, women tend to hold back from demonstrating their talents even in areas where they are competent. Violence, a frequent occurrence in social life, manifests itself in various forms, including physical violence, psychological violence, economic violence, 90   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V political violence, and sexual violence. Violence against women primarily represents acts of violence against women and girls (Heise, 1998). While there are different definitions of violence against women, these definitions appear to share similar concepts. The United Nations General Assembly (1993) defines violence against women as any act of gender-based violence that results in, or is likely to result in, physical, sexual, or psychological harm or suffering to women, including threats of such acts, coercion, or arbitrary deprivation of liberty, whether occurring in public or private life. In the literature, violence against women is addressed under two headings. The first is gender-based violence (Russo & Pirlott, 2006) and the second is gender-based violence (WHO, 2024). Although violence against women manifests as a hate crime, it is considered a gender-based crime because it specifically targets women (Angelari, 2000; Gerstenfeld, 2013; McPhail, 2002). Violence against women takes many forms. The most common is intimate partner violence, which involves behaviors that inflict physical, sexual, or psychological harm on a woman by her husband or partner (Stöckl & Sorenson, 2024). Intimate partner violence refers to violent behaviors exhibited by individuals within an intimate relationship, such as physical aggression, sexual coercion, psychological abuse, and controlling behaviors, that cause or have the potential to cause physical, sexual, or psychological harm (Berg & Underland, 2013). According to the World Health Organization (2021), such behaviors include physical aggression such as hitting, slapping, kicking, and beating, as well as sexual aggression such as forced sexual intercourse and other forms of sexual coercion. However, the World Health Organization’s definition of violence against women is not limited to intimate partner physical and sexual violence. It also refers to psychological abuse caused by other controlling behaviors, such as verbal intimidation, restricting a woman’s social activities, and coercing childbearing. Individuals learn the aggressive impulse underlying violence as they adapt to the society they live in (Akkaş & Uyanık, 2016). Various justifications or excuses have been identified worldwide regarding the causes of violence against women (WHO, 2010). These justifications are often grouped under the heading of cultural factors and are associated with religious beliefs, traditions, customs, values, and social habits (Delara, 2016). Furthermore, although less frequently addressed, the traditional power differential between men and women is a significant cause of violence against women. Women’s economic dependence on their husbands or other men makes it difficult for them to avoid or leave VIOLENCE AGAINST WOMEN: A QUALITATIVE ANALYSIS   91 violent relationships. Among the factors that contribute to violence against women, it is necessary to consider general and individual reasons separately (Kutluoğlu-Karayel, 2019). General factors include cultural beliefs such as the lack of a problem with male violence and the perception of violence as a means of demonstrating power and establishing authority over women. On the other hand, educational problems, unemployment, economic problems, and the negative impact of the media can be considered general factors (Sargın, 2012). Individual-level factors of violence include alcohol, substance, and gambling addiction, inadequate anger management, lack of self-confidence and interest, exclusion, lack of communication, exposure to domestic violence and abuse, and antisocial personality disorders (Kutluoğlu-Karayel, 2019). Violence against women is a global problem. According to data from the World Health Organization (2024), intimate partner violence, sexual violence, or both, affects one in three women, resulting in psychological and physical illness or death. Male violence reflects historically unequal power relations between men and women. This has led to men dominating women, discriminating against them, and preventing their full advancement (Fischbach & Herbert, 1997). Violence against women is a key driver of women’s subordination in society (Necula, 2020). In addition to the suffering of victims and their families, it also harms society, and the rehabilitation of victims is a cost borne by societies (Stylianou, 2018). All forms of violence, whether against women, men, or children, are a serious human rights and public health problem. As a universal phenomenon, violence varies across time and society. A review of the literature reveals that violence against women is a universal problem. Tavassoli et al. (2022) examined articles on violence against women between 1986 and 2020 and determined that most women (82.84%) had experienced various forms of violence (verbal, sexual, or cyber harassment, intimate partner violence, etc.). According to WHO (2024) data, 30% of women who had ever been in a relationship reported experiencing physical violence, sexual violence, or both from an intimate partner. Data from a study conducted by Stöckl et al. (2013) indicate that 38.6% of all femicides worldwide are committed by intimate partners. Globally, almost one-third (27%) of women aged 15-49 who have ever been in a relationship report experiencing some form of physical and/or sexual violence by an intimate partner (WHO, 2024). Although data is incomplete in some regions, 7% of women have been sexually assaulted by someone other than their partner by the age of 15. According to WHO (2024), approximately 20% of women and 5-10% 92   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V of men report being sexually abused as children. According to ILO (2012), an estimated 11.4 million women and girls are trafficked worldwide, accounting for approximately 55% of the 20.9 million people in forced labor. According to WHO (2012), more than 60 million women aged 20-24 worldwide marry before the age of 18, and nearly half of those girls in early marriage live in South Asia. National and international efforts are underway to raise awareness about violence against women, a significant social problem. In Turkey, efforts are being carried out at the civil society, university, and ministry levels to this end. The Mor Çatı Women’s Shelter Foundation was established by feminists in 1990 to combat violence against women. The Mor Çatı Foundation conducts its fight against male violence based on feminist methods and aims to enable women to live freely and equally, free from gender-based discrimination and male violence. The Women’s Solidarity Foundation (KADAV) was established by volunteer women who arrived in the region immediately after the earthquake of August 17, 1999. Since its founding on March 8, 2013, the Women and Democracy Foundation (KADEM) has been a civil society organization committed to building a safe society and a just future where women can live with dignity, advocating the principle of “equality in existence, justice in responsibility.” In May 2018, the Women’s Support Application (KADES) was launched on the Ministry of Interior’s website. The Ministry of Family and Social Services began establishing Violence Prevention and Monitoring Centers (ŞÖNİM) in 2012 and by the end of 2019, they had completed their organization in 81 provinces, accelerating efforts to combat violence against women at the local level. In the literature, there are studies on violence against women conducted at the national level (Akkaş & Uyanık, 2016; Boyacıoğlu, 2016; Çifçi & Açık, 2022; Düğmeci & Gürsel, 2019; Harcar et al., 2008; Karal & Aydemir, 2012; Kutluoğlu-Karayel, 2019; Koçoğlu, 2019; Sargın, 2012; Silsüpür & Karadere, 2022; Tatlılıoğlu & Küçükköse, 2015; Türkkan & Odacı, 2024) and international level (George et al., 2021; ILO, 2017; Jansen, 2023; Kameri-Mbote, 2000; Necula, 2020; Somach & AbouZeid, 2009; Stöckl et al., 2018) are generally compilations and studies conducted using quantitative research designs. These studies, which interpret statistics published by the World Bank (WB), the International Labor Organization (ILO), the World Health Organization (WHO), and the United Nations (UN), and review the literature, address only a specific aspect of the issue. In this sense, it is understood that there is a need for in-depth studies examining the dimensions, causes, and consequences of violence against VIOLENCE AGAINST WOMEN: A QUALITATIVE ANALYSIS   93 women using a qualitative research design. In this sense, it is anticipated that this study will contribute to the literature. The purpose of this study is to reveal participants’ views on violence against women. Considering these aims, the following questions were sought: 1. What are the causes of violence against women? 2. What are the consequences of violence against women? 3. What are the effects of violence against women on family life? 4. What are the recommendations for preventing violence against women? 2. Method 2.1.ResearchDesign This research was conducted using a qualitative research design and an exploratory case study model. Qualitative research is a method, approach, or technique that, as a paradigm, posits that there is no single reality, but rather multiple interpretations of reality depending on the context and interpreter (Ravitch & Carl, 2019; Yin, 2011). The qualitative researcher’s goal should be to resist biased criticisms of these interpretations by structuring the research process with a systematic approach and analytical processes, resulting in reliable results. An exploratory case study is conducted to better understand and gain in-depth knowledge of an event, situation, or phenomenon. The purpose of an exploratory case study is not to generate general theories or generalize findings to a larger sample group, but rather to provide a detailed understanding of the situation (Kaleli-Yılmaz, 2014). Qualitative research can be defined as research that utilizes qualitative data collection methods such as observation, interview, and document analysis, and follows a qualitative process aimed at presenting perceptions and events in a realistic and holistic manner in their natural setting (Yıldırım & Şimşek, 2021). Case studies, which provide in-depth descriptions of how people experience events and phenomena, and their observations and experiences related to these events or phenomena (Patton, 2014), are frequently used in qualitative research based on human experiences. In this study, violence against women was deemed worthy of investigation as a social reality and phenomenon. A qualitative research design was chosen for an in-depth analysis, and an exploratory case study model was anticipated to be appropriate for revealing the causes, consequences, and prevention recommendations of violence against women. 94   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V 2.2.Participants The study group consisted of 24 undergraduate students. The study group was determined using criterion sampling, a purposive sampling method. The study group was selected by pursuing an undergraduate degree, studying in the Guidance and Psychological Counseling Department of the Department of Educational Sciences, studying in the second year or higher of the Guidance and Psychological Counseling Program (RPD), having experienced verbal, psychological, or physical violence at least once, having read scientific publications on violence against women or preventing violence, and volunteering to participate in the study. The purpose of seeking these criteria in the study participants was to ensure participation in the study was experienced in the research topic, aware of, and sensitive to violence. Eight of the participants were male and 16 were female. The ages of the participants ranged from 18 to 26. Seven of the participants were in their second year, eight in their third year, and nine in their fourth year. Six of the participants reported having experienced physical violence at least once in their lifetime, 10 in psychological violence, and eight in verbal violence. 2.3.DataCollectionTool Data were collected using a semi-structured interview form developed by the researchers following an in-depth literature review. The interview form consists of two parts. The first part of the study includes four factual questions that address the participants’ gender, age, grade level, and exposure to violence. The second part includes four open-ended questions addressing the causes of violence against women, the potential consequences of violence against women, the effects of violence against women on family life, and recommendations for preventing violence. 2.4.DataCollection In the first stage of the data collection process, the content validity of the interview form was ensured by consulting two field experts, and in the second stage, the language validity was ensured by consulting two linguists. In the third stage, a pilot study was conducted with six undergraduate students, after which the interview form was finalized. Based on the opinions of the field experts, two questions were removed from the interview form and one question was added. The linguists stated that the questions in the interview form were understandable VIOLENCE AGAINST WOMEN: A QUALITATIVE ANALYSIS   95 and that there was no problem in applying them as they were. The results of the pilot study revealed that the questions in the data collection tool were appropriate for the purpose of the research and sufficient for data collection. The research data were collected between September 2024 and December 2024 during the spring semester of the 2023-2024 academic year. During the data collection process, face-to-face interviews were conducted with each participant, and audio recordings were taken during the interviews. The interviews lasted 25-30 minutes, and the recordings were played back to the participants, who confirmed any sections they wanted to add or remove. After data saturation was achieved, the interviews were terminated, and the audio recordings were transcribed and transferred to digital media. 2.5.DataAnalysis Data was analyzed using thematic content analysis (Miles & Huberman, 2015). For thematic content analysis, it is first necessary to establish semantic units related to the sub-problems of the research. The resulting semantic units are grouped categorically. The findings are presented in tables with themes, subthemes, and sample statements to create a holistic perspective. Direct quotes related to the themes and sub-themes are included to ensure readers better understand the sources of the themes and sub-themes. 2.6.ValidityandReliability In qualitative research, validity and reliability are two fundamental characteristics that determine the adequacy of the data collection tools and the scientific nature of the data. These characteristics are widely used to demonstrate the robustness of the research (Merriam, 2018). Qualitative researchers prioritize interviewing from different perspectives rather than singular facts (Creswell, 2013; Patton, 2014). One of the key characteristics of qualitative research is that the researcher engages in a flexible and dynamic process rather than a static one. In other words, the researcher can develop new techniques during the research process, ask different questions, or conduct interviews differently than planned (Yıldırım & Şimşek, 2021). It can be said that increasing internal validity in a qualitative study increases the reliability and validity of the research results. Internal validity also ensures the relevance of the research to its purpose (Merriam, 2018). To ensure the content validity of the research questions, a detailed literature review was conducted. For the scope validity of the prepared 96   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V questions, two experts were consulted, and the questions were restructured based on their expert opinions. The questions were tested for understandability and suitability for the purpose through a pilot application. The reliability formula suggested by Miles and Huberman (2015) (Reliability = Agreement/ (Agreement + Disagreement) × 100) was used to calculate the reliability of the data during the data analysis process. According to the coding check demonstrating internal consistency, agreement between coders is expected to be at least 80% (Miles & Huberman, 2015). As a result of this calculation the reliability of this study was determined to be 93%. 3. Findings The first subproblem of the research was to determine the causes of violence against women based on participant views. Table 1 shows the themes, subthemes, and sample statements regarding the causes of violence against women. VIOLENCE AGAINST WOMEN: A QUALITATIVE ANALYSIS   103 Developmental Problems in Children Tendency to Violence ‘Children who witness violence in the family may be prone to violence in the future.’ [P1]. ‘Children who witness violence may be prone to violence in the future.’ [P8] Unhappiness ‘Children who witness violence within the family develop anxious and problematic attachment styles.’ [P14]. ‘…children who grow up in an unhappy family environment become unhappy.’ [P24] Psychological Problems ‘Violence negatively affects children’s psychology’ [P10]. ‘Violence causes permanent damage to children.’ [P22] Lack of Interest ‘Married women who are victims of violence have their family peace disrupted. They cannot give their children enough attention.’ [P15]. ‘Women who are victims of violence cannot give their children the necessary attention.’ [P16] Long-Term Effect Persistent Psychological Problems ‘…the psychological trauma experienced by children who witness domestic violence can have lasting effects in their future lives’ [P2] ‘It causes women who are subjected to violence to feel the psychological effects of violence throughout their lives.’ [P4] Reluctance to Start a Family ‘Women who are exposed to violence within their own families or dating experience difficulties in establishing a healthy family because they have self-confidence issues.’ [P6]. ‘Women who are exposed to violence within their families or dating experience reluctance to establish a family.’ [P7] Constant Fear and Anxiety ‘A family environment is created in which women and children are in constant fear and men are constantly irritable.’ [P19]. ‘The fear and anxiety that arise from the effects of violence continue throughout the children’s lives.’ [P20] 104   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Violence against women causes disruptions in family structure, disruptions in the family environment, problems with child development, and long-term effects. It is understood that violence against women profoundly impacts family life. Participants expressed opinions that violence against women causes disruption in family structure. Under the main theme of family structure disruption, subthemes were identified: family disintegration, disruption of family order, problematic family structure, and disruption of family relationships. Another negative impact of violence against women on family life is the disruption it causes to the family environment. Subthemes related to the main theme of family environment disruption were identified as disruption of family peace, communication problems, trust issues, and unhappy family environment. Participants also stated that violence against women causes developmental problems in children. Under the main theme of children’s developmental problems, subthemes of violence, unhappiness, psychological problems, and lack of attention were identified. Participants expressed their views that women are the foundation of the family and that violence against women has long-term effects on the desire to start a family and on family life. Under the main theme of long-term effects, subthemes of persistent psychological problems, reluctance to start a family, constant fear and anxiety were identified. As a result, the participants offered opinions and suggestions consistent with the social realities expressed in previous studies and reports in the literature on the causes and consequences of violence against women, as well as its impact on family life. In this sense, it can be said that the participants were sensitive to the topic under investigation, had a high level of awareness, and that the opinions they expressed were accurate and consistent. The fourth sub-problem of the research was to determine the participants’ suggestions for preventing violence against women. Table 4 includes suggestions from participants to prevent violence against women. VIOLENCE AGAINST WOMEN: A QUALITATIVE ANALYSIS   105 Table 4. Recommendations for Preventing Violence Main Theme Suggestions Responsible Unit Bottom Middle Top Imposing Sanctions Penalties for perpetrators of violence should be increased X Perpetrators of violence should be sentenced to prison X Suspension periods should be increased X Legal regulations should be implemented X Prejudice against women in society should be prevented X Films and television series should not include scenes depicting violence against women X Raising Awareness A mobilization should be declared to prevent and avoid violence X A democratic society should prevail X Institutions and civil society organizations that combat violence should become widespread X Human values should be protected, and kindness should prevail in families and society X Social awareness should be raised X KADES applications should be expanded X Providing Support Support services for women subjected to violence should be increased. X Women subjected to violence should be supported by society. X Women should be supported in their self-reliance. X Women should have social and economic security. X Women should be provided with safe environments. X Psychological support should be provided to those subjected to violence. X Providing Training Individuals prone to violence should be supported with psychoeducation. X Training should be provided to strengthen the perception of a non-violent society. X Empathy training should be provided. X Training should be provided on the consequences of violence. X Awareness training can be provided to families. X Psychoeducation should be provided to women who have been subjected to violence. X 106   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V Raising Children More care should be taken in raising boys X Families should be more conscious in raising their children X Children should be kept away from violent publications X There should be no discrimination between girls and boys X Boys should not be raised as individuals who can do whatever they want X Children should be raised away from violence in their families and at school X Table 4 shows that participants offered suggestions for preventing violence against women, including sanctions, awareness-raising, support, education, and child rearing. It appears that recommendations regarding sanctions and awareness-raising can be implemented primarily at the ministry level. Support and education recommendations can be considered the responsibility of middlelevel managers. Recommendations regarding child rearing are understood to be more suitable for implementation at the family level. The findings suggest that preventing violence against women requires collaboration between the Ministry of Family and Social Policies and middle-level managers, support from civil society organizations, and joint planning with the participation of educational institutions and families. 4. Discussion This study aimed to identify the causes and consequences of violence against women and to propose recommendations for its prevention. The results indicate that violence against women stems from sociocultural and socioeconomic factors, the learning of violence through social learning, and the psychological problems of the individuals who perpetrate violence. These results demonstrate that violence against women is linked to sociological and psychological processes. Regarding sociological processes, it can be argued that violence against women is an educational problem, that patriarchal social structures fuel this process, that violent tendencies are passed down from generation to generation through improper child rearing, that gender inequality in social life fuels violence, that violence is perceived as ingrained, and that lack of communication within the family acts as a barrier to preventing violence VIOLENCE AGAINST WOMEN: A QUALITATIVE ANALYSIS   107 against women. The results of the study also reveal that violence against women stems from general economic problems, financial hardship, women’s lack of economic freedom or the lack of permission to exercise this freedom, the indirect promotion of violence against women through the media, society’s insensitivity to this issue, men’s physical strength compared to women, and, most importantly, the inadequacy of sanctions against perpetrators. These results can be considered significant because they demonstrate that violence against women is a social problem. Similar results can be found in previous research. Dalal et al. (2009) argue that cultural norms lead women subjected to violence to adopt a passive stance, while socioeconomic dependence encourages violence against women, which in turn increases domestic violence. Harcar et al. (2008) argue that even in marriages of highly educated couples, women subjected to violence often remain silent due to social pressure and endure the situation under the pressure of roles imposed on them for years to maintain the marriage. Similarly, Rothenberg (2003) argues that society’s legitimizing structures and systems, which leave women socially unsupported and isolated, encourage violence against women. Furthermore, Casique and Furegato (2006) argue that women in all cultures around the world live under socially unequal conditions compared to men. According to Flood and Pease (2009), the effects of childhood violence are more pronounced in boys, who are more likely to both approve of and engage in violent behavior in adulthood. Atuk (2021) emphasizes that today’s society, so permeated with violence through media, adopts a patriarchal and sexist approach to the family, drawing strength from the atmosphere of equality on social media. Eren-Hatipoğlu and Gelmez-Özateş (2013) argue that violence against women is a chronic phenomenon stemming from unequal power relations between men and women, resulting in violations of the fundamental right to life. (2021), a dominant factor contributing to the prevalence of violence against women is the prevalence of a culture of impunity characterized by a lack of accountability and inadequate legal protection. The results of the study reveal that violence against women is also linked to psychological factors. It has been determined that individuals who commit violence against their spouses or partners due to excessive jealousy, as well as those who lack self-confidence and perceive an inferiority complex, perpetrate violence against women. Furthermore, men with anger management problems have been found to exhibit a tendency toward violence. Furthermore, women who are subjected to violence may consent to this situation out of a learned helplessness, which encourages violence. These results are important because 108   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V they demonstrate that associating violence solely with social processes can be misleading and that understanding and preventing violence against women without since violence against women is also linked to psychological processes is impossible. Similar findings can be found in the literature. Indeed, aggression, considered an approved instinct, leads to success and superiority and, in men, represents a positive trait: courage, strength, energy, and audacity (Liu & Wuerker, 2005). In a study conducted by Çiftci and Açık (2022), women participating in the study cited their husbands’ sudden anger, jealousy, psychological problems, and their own behavior as reasons for their husbands’ violence. In the same study, women reported that they continued to endure violence for reasons such as their children being left fatherless and having no income. Tatlılıoğlu and Küçükköse (2015) cited psychotic, non-psychotic, antisocial, and paranoid personality disorders as among the causes of violence against women. Consequently, it can be predicted that individuals with healthy mental states would exhibit a tendency to perpetrate violence. The results reveal that violence against women has negative psychological effects on women who are subjected to violence. Women who are subjected to violence experience psychological problems manifesting as psychological trauma, a lack of trust in others, a perception of inadequacy, a lack of selfconfidence, and anxiety disorders. Because violence, considered a crime against humanity, is not a behavior consistent with human nature, it can be argued that it inevitably negatively impacts the mental health of women subjected to violence. These results are consistent with findings from previous research. Dillon et al. (2013) reported that violence against women leads to a range of psychological health problems that impact women’s quality of life to varying degrees. Similarly, Kamimura et al. (2014) reported that a significant portion of women victims of violence experience more psychological problems than women who are not victims of violence. Flood and Pease (2009) state that women subjected to violence experience feelings of inadequacy and a lack of self-confidence. Women victims of violence generally blame themselves and lose their ability to evaluate their own situations realistically. According to Karataş (2006), women subjected to violence become afraid and internalize the oppression, harbor complex emotions, and experience loneliness. Studies on the consequences of violence against women in the literature emphasize that all forms of violence have negative effects on women’s mental health and individual well-being, and that the severity of psychiatric symptoms gradually increases as women’s exposure to violence increases (Ellsberg et al.; Ferrari et al., 2014; 2008; Jina & Thomas, 2013). VIOLENCE AGAINST WOMEN: A QUALITATIVE ANALYSIS   109 The results also reveal that violence against women leads to negative social consequences. Violence against women leads to the disruption of social structure, damage to women’s status in society, social adaptation problems for women victims of violence, and a perception of loneliness. Studies with similar results can be found in the literature. Flood and Pease (2009) state that the reactions of women subjected to violence are shaped by their own attitudes and the attitudes of others around them. According to Kutluoğlu-Karayel (2019), violence against women leads to negative consequences that deeply affect society, including children, social and familial pressures, social status anxiety in women, lack of self-confidence, and loneliness, and silence about such treatment, hoping it will one day improve. The results reveal that violence against women negatively impacts family life. Violence against women leads to the disruption of family structure, the deterioration of the family environment, and negatively impacts children, with lasting effects. According to Tatlılıoğlu and Küçükköse (2015), despite increasing efforts to eliminate domestic violence against women both globally and in Turkey, this problem continues to exist as a serious obstacle to the development of a peaceful family life and a healthy social structure. According to Kutluoğlu-Karayel (2019), violence against women disrupts the peace within the family, damages the family institution, and subsequently causes serious harm to society. According to Karal and Aydemir (2012), violence against women increases divorce rates, forcing children to grow up in loveless and violent environments. It is also stated that divorced and divorced women are exposed to higher levels of violence. 5. Conclusion and Recommendations The results of the research reveal that violence against women has both individual and societal causes. It is understood that the upbringing conditions of individuals prone to violence, as well as the male-dominated culture and gender roles within society, encourage violence against women. Violence against women remains a prominent social problem that not only hinders women’s participation in social life but also paves the way for unhappy family environments. In addition to legal regulations and protective measures, increased psychological support for women subjected to violence is needed to prevent violence against women. Furthermore, psychoeducation for individuals prone to violence and those who perpetrate violence is anticipated to be beneficial. Based on the participants’ suggestions, the following recommendations can be made. To reduce and prevent violence against women, it is recommended that legal 110   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V regulations be enacted and implemented without compromise to increase the sanctions imposed on individuals who perpetrate violence. Increased awareness about violence against women and its prevention can be raised through print and broadcast media. Furthermore, more support can be provided to women and children victims of violence through provincial governorships. Psychoeducation should be provided to individuals who perpetrate violence and those who are subjected to violence. Families should raise their children with a non-sexist approach that embraces gender roles. Research can be conducted with various designs to scientifically identify the causes and consequences of violence in society, particularly violence against women, and to raise public awareness. References Akhter, S. (2021). No end to violence against women in Bangladesh. NEWAGE. 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We don’t have time for social change: Cultural compromise and the battered woman syndrome. Gender and Society, 17(5), 771-787. IF CHATGPT ASKS QUESTIONS: COMPARATIVE ANALYSIS OF TURKISH . . .   119 natural and meaningful responses to user inputs. ChatGPT not only facilitates access to information but also provides personalized learning environments, supporting students’ interactive learning (Brown et al., 2020). In education, AI-based chatbots are used to support the learning process and enhance students’ problem-solving skills. Various studies show that such systems can increase efficiency for both students and teachers in instructional processes (Holmes et al., 2021). ChatGPT’s language processing capabilities hold significant potential for generating text-based questions, supporting conceptual understanding, and analyzing students’ cognitive levels. The role of AI technologies in education has been rapidly increasing in recent years. In particular, large language models such as ChatGPT, which are based on natural language processing (NLP) technologies, are being utilized to support learning processes, provide personalized feedback to students, and reduce the workload of teachers (Luckin, 2017; Holmes, Bialik & Fadel, 2021). ChatGPT stands out as an effective tool in areas such as generating text-based questions, providing instant feedback to students, and simplifying complex concepts (Brown et al., 2020; Küçüker, 2023). However, research on the role of ChatGPT in education is still in its infancy. Existing studies primarily focus on how ChatGPT can enhance students’ language skills (Abdolmanafi-Rokni & Qarajeh, 2014; Tatlı & Aksoy, 2017), increase learning motivation (Holmes et al., 2021), and reduce teachers’ workload (Selwyn, 2019). For instance, Smith and Karpicke (2022) found that the questions generated by ChatGPT, based on Bloom’s taxonomy, are effective in improving students’ higher-order thinking skills. Similarly, Nguyen & Walker (2021) noted that AI-based systems are particularly effective in lower-level cognitive skills but remain limited in higher-order skills. Nevertheless, studies comparing ChatGPT with the question-generation skills of pre-service teachers are quite limited. While there are studies in the existing literature that examine pre-service teachers’ ability to generate questions according to Bloom’s taxonomy (Eyüp, 2011; Çintaş Yıldız, 2015), these studies generally focus on questions produced through traditional methods. There is a significant gap in the literature regarding how AI tools like ChatGPT can be integrated into pre-service teachers’ question-generation processes and how these tools can support their skills. This study aims to address this gap. By comparing text-based questions generated by Turkish pre-service teachers and ChatGPT according to Bloom’s taxonomy, it explores how AI tools can support pre-service teachers’ questiongeneration skills. The findings of the study reveal that ChatGPT demonstrates 120   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V a more balanced distribution in generating questions targeting higher-order cognitive skills compared to pre-service teachers. This finding suggests that ChatGPT can be used as a supportive tool in teacher training. Additionally, this study contributes significantly to the body of research on the role of AI tools in education. Specifically, it offers a new perspective on how pre-service teachers interact with AI tools and how these tools can be utilized in teacher training. In this context, the findings of the study may contribute to the development of recommendations for integrating AI tools into teacher training programs. The sub-problems of the study are as follows: 1. At what level are the stories and text-based questions created by Turkish teacher candidates according to the revised Bloom taxonomy? 2. At what level are the text-based questions generated by ChatGPT according to the revised Bloom taxonomy? 2. METHOD This section provides explanations regarding the research model, study group, data collection process and analysis, reliability of the data, and scientific publication ethics. 2.1.ResearchModel A qualitative research approach was adopted in this study. The case study design, one of the qualitative research methods, was utilized. According to Neuman (2012), qualitative research evaluates problems within the value systems in which they arise, considers dominant concepts, and aims to interpret and explain events within their relational context in a natural setting. Ozan Leymun, Kabakçı & Odabaşı (2017) suggest that case studies can serve as a guide in exploring and understanding complexities in investigations that require a holistic approach. Subaşı & Okumuş (2017) define case study as an in-depth examination and description of a particular case. Case studies provide broad, deep, and diverse perspectives on events and situations, making them an important method for gaining insights. 2.2.StudyGroup The study group consists of 73 volunteer teacher candidates studying in the Turkish Language Teaching department at a state university’s faculty of education located in the Eastern Black Sea region of Turkey. IF CHATGPT ASKS QUESTIONS: COMPARATIVE ANALYSIS OF TURKISH . . .   121 2.3.DataCollectionProcess Qualitative research methods, such as observation, interviews, and document analysis, were employed to collect data. These methods aim to present perceptions and events realistically and holistically in their natural environment (Yıldırım & Şimşek, 2008). In this study, the document analysis method was chosen as the qualitative research approach. According to Kıral (2020), document analysis is a method used to examine and interpret all recorded data, whether printed, written, or electronic. Within this context, Turkish teacher candidates were asked to write stories on free topics and then create ten text-based questions related to their stories. During data collection, the voluntary participation of the candidates was emphasized, and a “Voluntary Consent Form” was signed by the participants. Subsequently, the stories written by the teacher candidates were individually submitted to the ChatGPT application, and the AI was instructed to “Generate ten text-based questions related to the submitted text.” Thus, both the text-based questions generated by the teacher candidates and ChatGPT formed the data source required for the research. 2.4.DataAnalysis The text-based questions generated by the teacher candidates and ChatGPT were classified by the researchers based on the Revised Bloom’s Taxonomy levels and tabulated. The findings obtained from the research were analyzed using the descriptive content analysis method. Descriptive content analysis involves the in-depth examination and organization of qualitative studies conducted independently on a specific topic (Ültay, Akyurt & Ültay, 2021). 2.5.ReliabilityoftheData Various methods can be employed to ensure reliability in qualitative research. The data collected within the scope of the research were identified according to predetermined themes. To ensure the reliability of the classification of these data into relevant themes, the opinion of a field expert was sought. After the data were categorized into the relevant themes, the agreement rate between the researcher and the field expert was examined. Using Miles & Huberman’s (1994) formula, “Reliability = agreement / (agreement + disagreement),” a 93% agreement rate between the researcher and the expert was determined. Saban (2008) emphasizes that in qualitative research, the agreement between the researcher and the expert must exceed 90% to ensure the reliability of the study. The data obtained from the examined work within the scope of this study confirm the reliability of the research. 122   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V 2.6.ScientificPublicationEthics To collect data for the research, an application was made to the Scientific Research and Publication Ethics Board. The Ethics Board, with its decision dated 20.05.2024 and numbered E-18457941-050.99-138861, deemed the research appropriate in terms of scientific and research ethics. Ethics approval was granted by the University Scientific Research and Ethical Review Board. The research procedures were carried out in accordance with the Declaration of Helsinki. 3. FINDINGS In this section, the data obtained from the research are examined in detail, and interpretations are made based on the data. The data are derived from the text-based questions generated by Turkish teacher candidates and ChatGPT. Regarding the first sub-problem of the research, “At what level are the stories and text-based questions created by Turkish teacher candidates according to the revised Bloom’s Taxonomy?”, the findings are presented in Table 1. Table 1. Levels of Stories and Text-Based Questions Created by Turkish Teacher Candidates According to the Revised Bloom’s Taxonomy Revised Bloom’s Taxonomy Levels (f) (%) Remembering 538 74 Understanding 93 13 Applying 23 3 Analyzing 31 4 Evaluating 21 3 Creating 24 3 Total 730 100 Upon examining Table 1, it is observed that the text-based questions created by Turkish teacher candidates are distributed across the Revised Bloom’s Taxonomy levels as follows: Remembering: 538 questions (74.6%) Understanding: 93 questions (12.9%) Applying: 23 questions (3.2%) Analyzing: 31 questions (4.3%) Evaluating: 21 questions (2.9%) Creating: 24 questions (3.3%) IF CHATGPT ASKS QUESTIONS: COMPARATIVE ANALYSIS OF TURKISH . . .   123 Based on these findings, it is evident that 87% of the text-based questions created by Turkish teacher candidates target lower-order thinking skills (Remembering and Understanding), while only 13% target higher-order thinking skills (Applying, Analyzing, Evaluating, and Creating). Below are examples of text-based questions created by Turkish teacher candidates for each cognitive level: Examples of Questions by Cognitive Level: Remembering: “Where did Ali find the key to the door?” (“The Mysterious Garden” Story) “Where did the magic stone take Ali and Ayşe?" (“The Adventure Under the Stars” Story) “Where is the little raindrop waiting?” (“The Little Raindrop” Story) Understanding: “What is the main idea of the text?” (“The Subconscious” Story) “What is the theme of the text?” (“The Camping” Story) “Why did the sisters give a sheep as a gift even though the thief stole their sheep?” (“The Sheep” Story) Applying: “If Ceren’s family had listened to her experiences with Haru in Japan, what advice would they have given her?” (“Little Ceren and Pinki’s Dream Journey” Story) “What steps did Fıstık and Minerva follow to help the beaver family? List the steps in order.” (“The Day of Friendship: Strawberry Island” Story) Analyzing: “How did Umut’s success and pursuit of his dreams affect his family and teachers?” (“The Hope” Story) “What role did the theater play in making Hayri Dede’s toy shop popular again, and what were the other factors?” (“Hayri Dede’s Toy Shop” Story) Evaluating: “Do you think the teacher did the right thing by introducing Zekiye to the class? What would you have done differently?” (“My Profession” Story) “If Yusuf and Yaren had prepared breakfast for another friend, what changes would they have made to the plate’s design, and why?” (“Yusuf and Yaren” Story) Creating: “Continue the story with your own ideas.” (“The Amusement Park on the Farm” Story) 124   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V “If you were to give this story a title, what would it be?” (“The World Hidden in My Book” Story) ChatGPT demonstrates a more balanced distribution of questions across all levels of the Revised Bloom’s Taxonomy, with a stronger emphasis on higherorder thinking skills (Applying, Analyzing, Evaluating, and Creating) compared to the Turkish teacher candidates. This suggests that AI tools like ChatGPT can complement teacher-generated questions by providing a wider range of cognitive challenges for students. The second sub-problem of the research, “At what level are the textbased questions generated by ChatGPT according to the Revised Bloom’s Taxonomy?”, is addressed in Table 2. Table 2. Levels of Text-Based Questions Generated by ChatGPT According to the Revised Bloom’s Taxonomy Revised Bloom’s Taxonomy Levels (f) (%) Remembering 205 28 Understanding 182 26 Applying 104 14 Analyzing 102 13 Evaluating 65 9 Creating 72 10 Total 730 100 Upon examining Table 2, it is observed that the text-based questions generated by ChatGPT are distributed across the Revised Bloom’s Taxonomy levels as follows: Remembering: 205 questions (28.1%) Understanding: 182 questions (24.9%) Applying: 104 questions (14.2%) Analyzing: 102 questions (14.0%) Evaluating: 65 questions (8.9%) Creating: 72 questions (9.9%) Based on these findings, 54% of the text-based questions generated by ChatGPT target lower-order thinking skills (Remembering and Understanding), while 46% target higher-order thinking skills (Applying, Analyzing, Evaluating, and Creating). Below are examples of text-based questions generated by ChatGPT for each cognitive level: IF CHATGPT ASKS QUESTIONS: COMPARATIVE ANALYSIS OF TURKISH . . .   125 Examples of Questions by Cognitive Level: Remembering: “What name did the family give the cat after washing it?” (“The Child” Story) “Describe the pattern on the ring Elif and Ali found in the sea and explain its purpose.” (“The Ring’s Rescue” Story) Understanding: “How did Tedi’s mother react to Tedi not wanting to go to kindergarten?” (“Ted’s School Excitement” Story) “How did the painter’s recognition of İklimya’s talent influence his thoughts?” (“İklimya’s Painting Adventure” Story) Applying: “If you changed one of the ingredients on the breakfast plate Yusuf prepared, what kind of design could you create?” (“Yusuf and Yaren” Story) “If you were in Taha’s place, what measures would you take to avoid harming the environment?” (“Animal Sense” Story) Analyzing: “What impact did Elif’s story have in big cities?” (“Village Full of Love and Respect: The Legacy of Gülkent” Story) “List the dangers Mina and her friends encountered in the forest and explain their consequences.” (“Mina’s Magical Adventure” Story) Evaluating: “Evaluate the effects of the adventure Ali and Zeynep experienced on their character development.” (A Mysterious Adventure in Artvin) “What positive effects could Muhi’s strong bond with Kınalı have on the profession of shepherding?” (“Muhi and His Lamb Kınalı” Story) Creating: “What positive changes do you think occurred in Mina’s life after her new beginnings at school?” (“New Beginnings” Story) “What could be the societal effects and long-term consequences of the puppet show Kemal Amca organized in collaboration with the children?” (“Hayri Dede’s Toy Shop” Story) ChatGPT demonstrates a more balanced distribution of questions across all levels of the Revised Bloom’s Taxonomy compared to the teacher candidates. While the majority of questions (54%) still target lower-order thinking skills, a significant proportion (46%) focus on higher-order thinking skills. This indicates that ChatGPT is capable of generating a diverse range of questions 126   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V that challenge students at various cognitive levels, making it a valuable tool for enhancing critical thinking and creativity in educational settings. 4. DISCUSSION AND CONCLUSION In this section, the findings of the research are discussed, and recommendations are presented based on these findings. Within the scope of the research, Turkish pre-service teachers were asked to write stories and create text-based questions related to the stories they wrote. In this study, which examined a total of 73 stories, the written texts were uploaded to the ChatGPT application, enabling the artificial intelligence to generate text-based questions as well. The questions were compared based on Bloom’s taxonomy. The research results revealed that 87% of the questions created by Turkish preservice teachers were at the lower levels of remembering and understanding. Eyüp (2011) also concluded in their study that text-based questions prepared by Turkish pre-service teachers were concentrated at the remembering and understanding levels. Similar results were observed in the study conducted by Çintaş Yıldız (2015). Çintaş Yıldız found that the questions asked in their study were oriented toward lower-level thinking skills. The research results align in this regard. Based on the finding that a significant portion of the text-based questions created by Turkish pre-service teachers were grounded in lower-level cognitive skills, it was concluded that pre-service teachers have limited ability to generate questions targeting higher-order thinking skills. The artificial intelligence-based ChatGPT application, on the other hand, generated text-based questions without human intervention to a certain extent. Overall, 54% of the questions produced by ChatGPT were lower-level questions. Similar to the questions created by pre-service teachers, they were predominantly concentrated at the remembering and understanding levels. This result indicates that artificial intelligence technologies focus on limited cognitive levels and require additional intervention to develop higher-order thinking skills. Considering the increasing use of artificial intelligence in education today, it can be argued that such tools may not be sufficient solely for the development of lower-level cognitive skills. This situation suggests that pre-service teachers need training to both improve their own skills and use AI-assisted tools more efficiently, particularly in developing questions targeting advanced thinking skills (Küçüker, 2023; Ersöz & Bülbül, 2022). It was determined that 87% of the text-based questions created by Turkish pre-service teachers were concentrated at the remembering and understanding IF CHATGPT ASKS QUESTIONS: COMPARATIVE ANALYSIS OF TURKISH . . .   127 levels, while questions targeting higher-order levels constituted only 13%. In contrast, 46% of the questions generated by ChatGPT were found to focus on higher-order cognitive processes such as analysis, evaluation, and creation. This result shows that, despite certain limitations, AI-assisted systems can demonstrate a more balanced distribution in generating questions targeting higher-order thinking skills. In the study conducted by Smith et al. (2022), questions generated by humans and artificial intelligence were compared according to Bloom’s taxonomy levels, and it was concluded that artificial intelligence was successful in creating questions targeting higher-order skills. In this regard, the findings of the current research align with the study by Smith and colleagues. However, in another study conducted by Nguyen and Walker (2021), it was found that AI-based systems were successful in lower-level cognitive processes but had limitations in generating questions measuring complex cognitive skills such as analysis and synthesis. These results contradict the findings of the current research and indicate the need for further studies on how and under what conditions AI applications are effective in educational contexts. The research results reveal that pre-service teachers’ questions heavily emphasize the remembering and understanding levels but fall short in generating questions targeting the higher levels of the taxonomy. ChatGPT, on the other hand, distributed text-based questions across all levels of the taxonomy, achieving a more balanced distribution among question levels. In this context, it can be argued that more comprehensive research is needed on the role of artificial intelligence in education and how it can serve as a supportive element in developing pre-service teachers’ critical thinking skills. When examining the numerical data of the text-based questions created, it was found that Turkish pre-service teachers generated a total of 538 questions at the remembering level, while ChatGPT produced 205 questions. At the understanding level, pre-service teachers generated 93 questions, whereas ChatGPT created 182 questions at this level. Thus, while pre-service teachers generated a total of 631 questions targeting the lower-level cognitive processes of the revised Bloom’s taxonomy, ChatGPT produced 387 questions. This result shows that pre-service teachers generally focus on more basic cognitive skills such as remembering and understanding, whereas artificial intelligence provides a more balanced distribution. Additionally, it was observed that ChatGPT’s capacity to generate questions targeting higher-order cognitive processes was higher compared to questions created using traditional methods. 128   MODERN RESEARCH AND STUDIES IN EDUCATIONAL SCIENCES V In the analysis of the higher-order cognitive processes of the revised Bloom’s taxonomy, it was determined that Turkish pre-service teachers generated 23 questions at the application level, while ChatGPT produced 104 questions. At the analysis level, pre-service teachers generated 21 questions, while ChatGPT created 102 questions at this level. At the evaluation level, pre-service teachers generated 21 questions, while ChatGPT produced 65 questions. At the synthesis (creation) level, pre-service teachers generated 24 questions, while ChatGPT created 72 questions. Overall, while pre-service teachers generated a total of 99 questions targeting higher-order cognitive processes, ChatGPT produced 343 higher-order questions. These data indicate that artificial intelligence is not only competent at the knowledge and comprehension levels but also in generating questions targeting higher-order cognitive processes such as analysis, evaluation, and creation. Based on these findings, it is thought that artificial intelligence can serve as an important supportive tool for teachers and students in generating textbased questions in educational processes. In particular, the fact that ChatGPT’s questions span all cognitive domain levels suggests that it can contribute to the development of students’ thinking skills at different levels. However, considering that pre-service teachers predominantly remain at the remembering and understanding levels in their question-generation processes, it has been concluded that teacher training programs need to include more practices aimed at developing higher-order thinking skills. In the study conducted by Sur (2022), text-based questions in Turkish textbooks (grades 5 to 8) were examined, and the cognitive levels of these questions were determined. The research found that lower-level cognitive questions were predominant across all grade levels. Similarly, in the study conducted by Sallabaş & Yılmaz (2020), it was determined that 67% of the textbased questions examined were lower-level, while 33% were higher-level. The results of these two studies align with the findings of the current research. On the other hand, in the study conducted by Suna & Benzer (2024), the 2023 High School Entrance System (LGS) Turkish questions were analyzed according to the cognitive domain levels of Bloom’s Taxonomy, and it was concluded that the questions predominantly targeted lower-level cognitive levels. This result aligns with the findings of the current research and shows that the assessment tools used in the education system largely focus on the knowledge and comprehension levels. In the study conducted by Taşkın (2023), which examined middle school students’ question-asking skills according to Bloom’s Taxonomy, a similar result was obtained. The study found that the questions created by students