Altay Eren
Biographic Data
| ID | 6508124 |
|---|---|
| NAME | Altay Eren |
| GIVEN NAMES | Altay |
| FAMILY NAME | Eren |
| SIGNATURE | EREN A |
| AFFILIATIONS | Bolu Abant İzzet Baysal University |
| ORCID | 0000-0001-8964-2082 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Exploring the impact of enhancing student-oriented language mindset and perceived instrumentality in EFL teaching practicum
Enhancing the ability of English as a Foreign Language (EFL) prospective teachers to apply theoretical knowledge gained in teacher education to teaching practices is crucial. Previous research underscores the need to investigate factors influencing this application. However, none has explored the roles of student-oriented incremental language mindset and perceived instrumentality in applying theoretical knowledge to teaching practices. Working wi…
Perceived instrumentality of early childhood education
Adopting an integrative grounded theory approach, this study aimed to uncover parents’ perceptions of instrumentality regarding early childhood education within the scope of their children’s academic skills, social-emotional development, and occupational aspirations. A total of 32 parents, each with at least one child enrolled in a preschool for no less than one year, were recruited from a large city in the Central Anatolia Region of Turkey throu…
When the Confounding Effect of Optimism Meets the Collider Effect of Motivation
Previous studies clearly indicate the importance of exploring factors that influence teachers'/prospective teachers' moral stances on teaching-related ethical concerns. However, none of these studies have specifically examined the moral motives of teachers/prospective teachers based on the activation of their moral regulation systems in personal, interpersonal, and social settings, while considering both the collider effect of motivation strength…
Pre-service teachers’ achievement goal orientations, teacher identity, and sense of personal responsibility
Pre-service teachers’ professional commitment, sense of efficacy, and perceptions of unethical teacher behaviours
Pre-service teachers’ teaching-specific hopes and their motivational forces
Pre-service teachers' ethical stances on unethical professional behaviors
Unidirectional cycles of boredom, boredom coping strategies, and engagement among prospective teachers
Uncovering the links between prospective teachers’ personal responsibility, academic optimism, hope, and emotions about teaching
Prospective teachers’ future time perspective and professional plans about teaching
Factors influencing teaching choice, professional plans about teaching, and future time perspective
Factors influencing teaching choice, professional plans about teaching, and future time perspective
Pre-service teachers' ethical stances on unethical professional behaviors
Prospective teachers’ future time perspective and professional plans about teaching
Unidirectional cycles of boredom, boredom coping strategies, and engagement among prospective teachers
Uncovering the links between prospective teachers’ personal responsibility, academic optimism, hope, and emotions about teaching
Factors influencing teaching choice, professional plans about teaching, and future time perspective
Prospective teachers’ future time perspective and professional plans about teaching
Uncovering the links between prospective teachers’ personal responsibility, academic optimism, hope, and emotions about teaching
Unidirectional cycles of boredom, boredom coping strategies, and engagement among prospective teachers
Pre-service teachers' ethical stances on unethical professional behaviors
Pre-service teachers’ teaching-specific hopes and their motivational forces
Pre-service teachers’ professional commitment, sense of efficacy, and perceptions of unethical teacher behaviours
Pre-service teachers’ achievement goal orientations, teacher identity, and sense of personal responsibility
When the Confounding Effect of Optimism Meets the Collider Effect of Motivation
Previous studies clearly indicate the importance of exploring factors that influence teachers'/prospective teachers' moral stances on teaching-related ethical concerns. However, none of these studies have specifically examined the moral motives of teachers/prospective teachers based on the activation of their moral regulation systems in personal, interpersonal, and social settings, while considering both the collider effect of motivation strength…
Perceived instrumentality of early childhood education
Adopting an integrative grounded theory approach, this study aimed to uncover parents’ perceptions of instrumentality regarding early childhood education within the scope of their children’s academic skills, social-emotional development, and occupational aspirations. A total of 32 parents, each with at least one child enrolled in a preschool for no less than one year, were recruited from a large city in the Central Anatolia Region of Turkey throu…
Exploring the impact of enhancing student-oriented language mindset and perceived instrumentality in EFL teaching practicum
Enhancing the ability of English as a Foreign Language (EFL) prospective teachers to apply theoretical knowledge gained in teacher education to teaching practices is crucial. Previous research underscores the need to investigate factors influencing this application. However, none has explored the roles of student-oriented incremental language mindset and perceived instrumentality in applying theoretical knowledge to teaching practices. Working wi…
Psychology (10 works) · Social Psychology (10 works) · Social Psychology (6 works) · Education, Achievement, and Giftedness (4 works) · Pedagogy (4 works) · Sociology (4 works) · Structural equation modeling (4 works) · Motivation and Self-Concept in Sports (3 works) · Optimism (3 works) · Psychological and Temporal Perspectives Research (3 works)