Coşkun Erdağ
Biographic Data
| ID | 8236633 |
|---|---|
| NAME | Coşkun Erdağ |
| GIVEN NAMES | Coşkun |
| FAMILY NAME | Erdağ |
| SIGNATURE | ERDAĞ C |
| AFFILIATIONS | Aksaray University |
| ORCID | 0000-0002-6173-6340 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Academic Optimism Profiles and Teachers' Conceptions of Assessment in a High‐Stakes System
This study examined how primary teachers' school culture, conceptualised as Academic Optimism (AO), relates to teachers' conceptions of assessment in Türkiye, where Assessment for Learning is promoted within an enduring testing culture. Using a cross‐sectional survey of 558 primary teachers, we validated measurement models for AO and Teachers' Conceptions of Assessment and then conducted latent profile analysis (LPA) on AO factor scores (collecti…
The dynamics of personal accountability within the context of teacher self-regulation profiles
A growing body of research highlights the crucial role of self-regulated learning (SRL) strategies in enhancing teaching effectiveness and promoting continuous professional growth. Teachers’ ability to plan, monitor, and evaluate their own learning processes has been linked to improved instructional quality and adaptability. While prior studies have explored the effects of accountability on teacher motivation and pedagogical practices, limited ev…
Do Turkish teachers feel personal accountability the same way? Measurement invariance and latent mean comparisons across gender, tenure, teacher branches and school grades
Purpose The primary purpose of this study is to test the measurement invariance and the latent mean differences of the personal accountability measure (PAM) constructs. Design/methodology/approach Obtained through the Turkish version of the PAM from a random sample of 453 teachers working in elementary and secondary schools in Aksaray province, data were analyzed using multigroup confirmatory factor analysis (CFA) to test the measurement invarian…
No prominent works on this page.
Do Turkish teachers feel personal accountability the same way? Measurement invariance and latent mean comparisons across gender, tenure, teacher branches and school grades
Purpose The primary purpose of this study is to test the measurement invariance and the latent mean differences of the personal accountability measure (PAM) constructs. Design/methodology/approach Obtained through the Turkish version of the PAM from a random sample of 453 teachers working in elementary and secondary schools in Aksaray province, data were analyzed using multigroup confirmatory factor analysis (CFA) to test the measurement invarian…
Academic Optimism Profiles and Teachers' Conceptions of Assessment in a High‐Stakes System
This study examined how primary teachers' school culture, conceptualised as Academic Optimism (AO), relates to teachers' conceptions of assessment in Türkiye, where Assessment for Learning is promoted within an enduring testing culture. Using a cross‐sectional survey of 558 primary teachers, we validated measurement models for AO and Teachers' Conceptions of Assessment and then conducted latent profile analysis (LPA) on AO factor scores (collecti…
The dynamics of personal accountability within the context of teacher self-regulation profiles
A growing body of research highlights the crucial role of self-regulated learning (SRL) strategies in enhancing teaching effectiveness and promoting continuous professional growth. Teachers’ ability to plan, monitor, and evaluate their own learning processes has been linked to improved instructional quality and adaptability. While prior studies have explored the effects of accountability on teacher motivation and pedagogical practices, limited ev…
Accountability (3 works) · Confirmatory factor analysis (2 works) · Structural equation modeling (2 works) · Teacher Education and Leadership Studies (2 works) · Academic achievement (1 work) · Context (archaeology (1 work) · Context effect (1 work) · Dynamics (music (1 work) · Early Childhood Education and Development (1 work) · Educational assessment (1 work)