E Helin Yaban
Biographic Data
| ID | 5854318 |
|---|---|
| NAME | E Helin Yaban |
| GIVEN NAMES | E Helin |
| FAMILY NAME | Yaban |
| SIGNATURE | YABAN E H |
| AFFILIATIONS | FernUniversität in Hagen |
| ORCID | 0000-0002-8074-3028 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The gender-specific inter-role conflict and academic well-being in distance education
Distance education offers learners the flexibility to choose when, where, and how they study, enabling them to pursue academic goals alongside work, family, and other responsibilities. Yet, this flexibility often requires greater self-regulation. Bidirectional inter-role conflicts—such as those between university and family or university and work—can undermine academic well-being in this context. Developmental regulation processes, including meta…
Outcome focus up against process focus in academic engagement of distance education students
Students in distance education face high demands for self-regulation, within which goal focus can play varying roles. The current study examined the (in)congruence between outcome and process-focused goals, and whether the nature and degree of this (in)congruence are associated with academic engagement in distance higher education, considering the moderating role of the relative centrality of the academic domain (RCA). The sample consisted of 132…
Developmental regulation processes and age-related motivation of distance education students
The rise of technological advancements and the pandemic have made distance education increasingly prevalent, demanding high levels of self-regulation. This research addresses the integration of three core developmental regulation models of lifespan development and the motivators proposed by self-determination theory. Although regulation models are widely used in organizational contexts, their application in education is limited. Action regulation…
The intergenerational similarity of social value orientations in adolescents and emerging adults
The current study examined the intergenerational similarity of middle adolescents’ and emerging adults’ social value orientations (SVO) using different variable-centered and person-centered approaches and whether perceived parental autonomy support and conditional regard would play a role in similarity. The sample consisted of 218 middle adolescents (ages 14–15, eighth and ninth grades) and 219 emerging adults (ages 19–25, attending university) a…
The antecedents of social value orientation among Turkish adolescents and emerging adults
The current correlational study examined the individual (self-regulation) and social (self-construal, parental practices) antecedents of social value orientations (SVO) among middle adolescents and emerging adults. The sample consisted of randomly selected 218 middle adolescents (ages 14-15) and 219 emerging adults (ages 19-25) and their parents in a metropolitan area of Ankara, Turkey. The results revealed that emerging adults have more prosocia…
The antecedents of social value orientation among Turkish adolescents and emerging adults
The current correlational study examined the individual (self-regulation) and social (self-construal, parental practices) antecedents of social value orientations (SVO) among middle adolescents and emerging adults. The sample consisted of randomly selected 218 middle adolescents (ages 14-15) and 219 emerging adults (ages 19-25) and their parents in a metropolitan area of Ankara, Turkey. The results revealed that emerging adults have more prosocia…
The antecedents of social value orientation among Turkish adolescents and emerging adults
The current correlational study examined the individual (self-regulation) and social (self-construal, parental practices) antecedents of social value orientations (SVO) among middle adolescents and emerging adults. The sample consisted of randomly selected 218 middle adolescents (ages 14-15) and 219 emerging adults (ages 19-25) and their parents in a metropolitan area of Ankara, Turkey. The results revealed that emerging adults have more prosocia…
The intergenerational similarity of social value orientations in adolescents and emerging adults
The current study examined the intergenerational similarity of middle adolescents’ and emerging adults’ social value orientations (SVO) using different variable-centered and person-centered approaches and whether perceived parental autonomy support and conditional regard would play a role in similarity. The sample consisted of 218 middle adolescents (ages 14–15, eighth and ninth grades) and 219 emerging adults (ages 19–25, attending university) a…
The gender-specific inter-role conflict and academic well-being in distance education
Distance education offers learners the flexibility to choose when, where, and how they study, enabling them to pursue academic goals alongside work, family, and other responsibilities. Yet, this flexibility often requires greater self-regulation. Bidirectional inter-role conflicts—such as those between university and family or university and work—can undermine academic well-being in this context. Developmental regulation processes, including meta…
Outcome focus up against process focus in academic engagement of distance education students
Students in distance education face high demands for self-regulation, within which goal focus can play varying roles. The current study examined the (in)congruence between outcome and process-focused goals, and whether the nature and degree of this (in)congruence are associated with academic engagement in distance higher education, considering the moderating role of the relative centrality of the academic domain (RCA). The sample consisted of 132…
Developmental regulation processes and age-related motivation of distance education students
The rise of technological advancements and the pandemic have made distance education increasingly prevalent, demanding high levels of self-regulation. This research addresses the integration of three core developmental regulation models of lifespan development and the motivators proposed by self-determination theory. Although regulation models are widely used in organizational contexts, their application in education is limited. Action regulation…
Psychology (5 works) · Developmental psychology (4 works) · Social Psychology (3 works) · Autonomy (2 works) · Cultural Differences and Values (2 works) · Mathematics education (2 works) · Motivation and Self-Concept in Sports (2 works) · Prosocial behavior (2 works) · Social Psychology (2 works) · Child and Adolescent Psychosocial and Emotional Development (1 work)