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Türkiyede Lise Öğrencilerinin Başarısını Etkileyen Faktörler

Year 2016, Volume: 16 Issue: 3, 541 - 554, 01.07.2016

Abstract

This paper analyses the success of high school students in Denizli/Turkey who aim to access the quantitative departments of universities such as department of mathematics etc. Depending on the relevant literature, the dependent variable is the student scores in the university access exam, while the explanatory variables collection of the characteristics of the student, their family, and the school. For this research, the space was 1793 students. Our final sample size is 944 questionnaires that fulfilled the requirements of a scientific study. Some key explanatory variables are used one by one to estimate the students’ success. Subsequently, the different success models were estimated using multiple explanatory variables covering aspects of the student, their family, their school, and their environment. The results confirm that supportive education, income, parents’ educational level, and the family’s social and cultural status positively influence a student’s success. School specific factors are usually not significant. Each part of the education system can apply the results from this study to reorganize the structure of syllabuses of the courses and to understand better family and school related factors’ effect on the students’ success

References

  • Adli, R., Louichi, A. and Tamouh, N., (2010), “The Sibling Size Impact on the Educational Achievement in France,” Education Economics, 18 (3), pp. 331-348 Ahnert, L., Pinquart, M. and Lamb, M. E., (2006),
  • “Security of Children’s Relationship with non-parental Care Providers: A Meta-Analysis,” Child Development, 74, pp. 664-679
  • Akerheilm, K., (1995), Does Class Size Matter? Evidence from the National Longitudinal Survey of Youth,” Economics of Education Review, 14 (3), pp. 229-241.
  • Altınkurt, Y. (2008) Öğrenci Devamsızlıklarının Nedenleri ve Devamsızlığın Akademik Başarıya Olan Etkisi, Dumlupınar Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20, pp. 129-142
  • Armor D., Conroy P., Oseguera, Cox M, King N., (1976), “Analysis of the School Preferred Reading Program in Selected Los Angeles Minority Schools,” The Rand Corporation, Santa Monica.
  • Averett, S. L. and McLennan, M. C., (2004), “Exploring the Effect of Class Size on Student Achievement: What Have We Learned over the Past Two Decades?” Working Paper.
  • Beiker, R. F.and Anscheck, K. R., (1973), Estimating Educational Production Functions for Rural High Schools: Some Findings, American Journal of Agricultural Economics, 55, pp. 515-19.
  • Blatchford, P. and Mortimore, P., (1994), “The Issue of Class Size for Young Children in Schools: What Can We Learn from the Research?” Oxford Review of Education, 20 (4), pp. 411-428
  • Boardman, A. E. O., Davis, A. and Sanday, P. R., (1977), “A Simultaneous Equations Model of the Educational Process”, Journal of Public Economics, 7, pp. 23-49.
  • Chakborty, K.and Poggio, J. (2006), “Efficiency and Equity in School Funding: A Case Study for Kansas Education Economics”, American Economic Review, 14 (2), pp. 181–196
  • Coleman, J, S. Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D. and York, R. L., (1966), Equality of Educational Opportunity, U.S. Government Printing Office, Washington DC.
  • Committee of Vice-Chancellors and Principals, Report of the Steering Committee for Efficiency Studies in Universities (Chairman A. Jarran), March 1985.
  • Conger R. D., Wallace L. E., Sun Y., Simons R. L., McLoyd V. C. and Brody G., (2002), “Economic Pressure in African American Families: A Replication and Extension of the Family Stress Model”, Developmental Psychology, 38, pp. 179–193.
  • Correa, H., (1993), “An Economic Analysis of Class Size and Achievement in Education, Education Economics,” 1 (2), pp. 129-135
  • Cumbow, K. W. (2014), “Motivation and Resiliency among Native American Students: Factors Impacting Successful Native American High School Students”, Unpublished Phd Thesis, University of South Dakota, US
  • Çiftçi, C. and Çağlar, A. (2014) “The Effect of SocioEconomic Characteristics of Parents on Student Achievement: Is Poverty Destiny?”, International Journal of Human Sciences, 11 (2), pp. 155-176
  • Davidson M. and Bangs, J. (2013), “PISA: Questions from a Teacher’s Perspective” (video file), Retrieved from http://www.youtube.com/ watch?v=uf12x1QqUK0#t=14
  • Davis-Kean P. E., (2005), “The Influence of Parent Education and Family Income on Child Achievement: The Indirect Role of Parental Expectations and the Home Environment,“ Journal of Family Psychology, 19, pp. 294–304.
  • Dayıoğlu, M., Kırdar, M. G. and Tansel, A. (2009), “Impact of Sibship Size, Birth Order and Sex Composition on School Enrolment in Urban Turkey,”Oxford Bulletin of Economics and Statistics, 71, pp. 399-426.
  • Dearing E., McCartney K. and Taylor B. A., (2001), “Change in Family Income Matters more for Children with Less,” Child Development, 72:1779–1793
  • Dinçer, M. A. and Uysal, G. (2009), “Determinants of Student Achievement in Turkey” http://ideas.repec. org/p/bae/wpaper/002.html
  • Duncan G. J., Brooks-Gunn J. and Klebanov P. K., (1994), “Economic Deprivation and Early Childhood Development,” Child Development, 65, pp. 296–318.
  • Feldman, R., and Eidelman, A. I., (2009), “Biological and Environmental Initial Conditions Shape the Trajectories Cognitive and Social-Emotional Development Across the First Five Years of Life,” Developmental Science, 12, pp. 194-200.
  • Finn, J. D. and Achilles, C. M., (1990), “Answers and Questions about class size: A Statewide Experiment,” American Educational Research Journal, 27 (3), pp. 557-77.
  • Güneş, S., Görmüş, Ş., Yeşilyurt, F., Tuzcu, G. (2012), “ÖSYS Başarısını Etkileyen Faktörlerin Analizi”, Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11, pp.1308-2922
  • Hanushek E. A., (1971), “Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro-Data,” American Economic Review, 61 (2), pp. 280-288.
  • Hanushek, E. A., (1979), “Conceptual and Empirical Issues in the Estimation of Educational Production Functions,” Journal of Human Resources, 14(3), pp. 351-88.
  • Hanushek, E. A., (1986), “The Economics of Schooling: Production And Efficiency in Public Schools,” Journal of Economic Literature, 24 (3), pp. 1141-1177.
  • Haveman, R. and Wolfe, B., (1995), “The Determinants of Children’s Attainments: A Review of Methods and Findings,” Journal of Economic Literature, 33 (4), pp. 1829-1878
  • Heck, R.H. (2009), “Teacher Effectiveness and Student Achievement. Investigating a Multilevel Cross-Classified Model”, Journal of Education Administration, 7 (22), pp. 227-249
  • Higgins J.C., (1989), “Performance Measurement in Universities Europea,” Journal of Perational Research, 38, pp. 358-368.
  • http://www.rand.org/education/projects/ measuring-teacher-effectiveness/teachers-matter. html
  • Jensen, E., (2009), “Teaching with Poverty in Mind: What Being Poor Does to Kids’ Brains and What Schools Can Do About It”.
  • Kalender, I. and Berberoglu, G. (2009), “An Assessment of Factors Related to Science Achievement of Turkish Students”, International Journal of Science Education, 31(10), 1379-1394.
  • Kang, C., (2007), “Does Money Matter? The Effect of Private Educational Expenditures on Academic Performance”, Departmental Working Papers wp0704, National University of Singapore, Department of Economics.
  • Karweit, N. and Slavin, R. E. (1981) “Measurement and Modelling Choices in Studies of Time and Learning”, American Educational Research Journal, 18(2), pp. 157-171.
  • Koc, M., Avsaroglu, S. and Sezer, A., (2002), “Üniversite Öğrencilerinin Akademik Başarıları ile Problem Alanları Arasındaki İlişki,” Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11, pp. 483–497.
  • Lavy, V. and Kohtaro H. (2008), “Do Students Care About School Quality? Determinants of Dropout Behavior in Developing Countries”, Journal of Human Capital, 1 (2), pp. 69-105
  • Link, Mulligan, R. A., (1991), “Socio-Economic Background and College Enrolment,” American Sociological Review, 16, pp. 188-196.
  • Maylor, U., Glass, K., Issa, T, Kuyok, K. A., Minty, S. Rose, Anthea. Ross, Alistair, Tanner, E., Finch, S., Low, N., Taylor, E., Tipping, S., Purdon,, (2010), “Impact of Supplementary Schools on Pupils’ Attainment: An Investigation into what Factors Contribute to Educational Improvements,” London: DSCF.
  • McLoyd V. C., (1989), “Socialization and Development in a Changing Economy: The Effects of Paternal Job and Income Loss on Children,” American Psychologist, 44, pp. 293–302.
  • Murnane R. J., (1975), “Impact of School on the Learning of Inner City Children,” Ballinger, Cambridge. Murnane R. J., Phillips B., (1981), “What Do Effective Teachers of Inner-City Children Have in Common?” Social Science Research, 10(1), pp. 83-100.
  • Nagin D. S. and Tremblay R. E., (2001), “Parental and Early Childhood Predictors of Persistent Physical Aggression in Boys from Kindergarten to High School,” Archives of General Psychiatry, 58, pp. 389–394.
  • Özer H. and Demir K., (2009), “Öğrenci Seçme Sınavına Hazırlanan Öğrencilerin BaĢarılarını Etkileyen Faktörlerin Belirlenmesi: Oltu Anadolu Lisesi Öğrencileri İçin Bir Uygulama”, Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11 (1), pp. 261-274.
  • Petra E. T. and Wolpin, K. I., (2003), “On The Specification and Estimation of The Production Function for Cognitive Achievement,” Economic Journal, Royal Economic Society, 113 (485), 3-33
  • RAND Report (2012), “Teachers Matter: Understanding Teachers’ Impact on Student Achievement”, Saudino, K. J., (2005), “Behavioral Genetics and Child Temperament,” Journal of Developmental and Behavioral Pediatrics, 26 (3), pp. 214-223
  • Shapson, S. M., Wright, E. N., Eason, G. and Fitzgerald, J., (1980), “An Experimental Study of the Effects of Class Size,” American Educational Research Journal, 17(2), pp. 141-152.
  • Smith, J. R., Brooks-Gunn, J. and Klebanov, P.K., (1997), “Consequences of Living in Poverty for Young Children’s Cognitive and Verbal Ability and Early School Achievement,” in Consequences of Growing up Poor, editors Duncan, G. J. Brooks-Gunn, J. Russell Sage Foundation, New York.
  • Stipek, D., (1998), “Motivations to Learn: From Theory to Practice,” Allyn and Bacon, Massachusetts.
  • Tansel, A. and Bircan, F., (2006), “Demand for Education in Turkey: A Tobit Analysis of Private Tutoring Expenditures in Turkey,” Economics of Education Review, 25, pp. 303-313.
  • Tansel, A., (2002), “Determinants of Schooling Attainment for Boys and Girls in Turkey”, Economics of Education Review, 21, pp. 455-470.
  • Tansel, A., (2013), “Supplemantary Education in Turkey: Recent Developments and Future Prospects,” Koç University-TUSIAD Economic Research Forum Working Paper Series, Working Paper 1319.
  • Yaylalı, M., Kızıltan, A., Oktay, E., Doğan, E. M., Özer, H., Naralan, A., Özen, Ü., Özçomak, M. S., Akan, Y., Aktürk, E., (2006), “Üniversite Gençliğinin Gelir-Harcama Kalıpları Araştırması,” Atatürk Üniversitesi, Yayın No: 957, Erzurum
  • Yesilyurt, M. E. (2008), “Eğitim Sektöründe Etkinlik ve Mekansal İlişkiler-Girdi Tıkanıklığı, Aylak Girdi ve Gizli İşsizlik”, İktisat, İşletme ve Finans, 23 (263), pp. 53-69.
  • Yesilyurt, M. E., Basturk R., Yesilyurt F. and Kara I., (2014), “The Effect of Technological Devices on Student’s Academic Success”, Journal of Internet Applications and Management, 5 (1), pp. 39-47

FACTORS AFFECTING SUCCESS OF HIGH SCHOOL STUDENTS IN TURKEY

Year 2016, Volume: 16 Issue: 3, 541 - 554, 01.07.2016

Abstract

Bu çalışma Denizli/Türkiye’de Matematik Bölümü
gibi sayısal alanlarda üniversiteye girmeyi
amaçlayan lise öğrencilerinin başarılarını analiz
etmektedir. İlgili literature dayalı olarak, baımsız
değişkenler öğrencinin, ailesinin ve okulun
karakteristiklerinden oluşurken bağımlı değişken
öğrencinin üniversite giriş sınavındaki almış olduğu
puandır. Bu çalışmada ana kitle 1793 öğrencidir.
Nihai örneklem ise 944 anket olup bilimsel bir
çalışmanın gereklerini karşılamaktadır. Bazı kritik
bağımsız değişkenler öğrenci başarısını tahmin
etmek için tek tek kullanılmıştır. Daha sonra farklı
başarı modelleri öğrenci, öğrencinin ailesi, okul
ve çevresine ait birden fazla değişken kullanılarak
tahmin edilmiştir. Sonuçlar destekleyici eğitim,
gelir, ebeveynlerin eğitim durumu ve ailenin sosyal
ve kültürel statüsünün öğrenci başarısı olumlu
etkilediğini doğrulamıştır. Okula ait değişkenler
genellikle anlamlı çıkmamıştır. Eğitim sisteminin
bütün parçası sonuçları derslerin müfredatlarını
tekrar organize etmek ve öğrenci başarısı üzerindeki
aile ve okulla ilişkili faktörlerin en uygun olanlarını
belirlemek için kullanabilirler.

References

  • Adli, R., Louichi, A. and Tamouh, N., (2010), “The Sibling Size Impact on the Educational Achievement in France,” Education Economics, 18 (3), pp. 331-348 Ahnert, L., Pinquart, M. and Lamb, M. E., (2006),
  • “Security of Children’s Relationship with non-parental Care Providers: A Meta-Analysis,” Child Development, 74, pp. 664-679
  • Akerheilm, K., (1995), Does Class Size Matter? Evidence from the National Longitudinal Survey of Youth,” Economics of Education Review, 14 (3), pp. 229-241.
  • Altınkurt, Y. (2008) Öğrenci Devamsızlıklarının Nedenleri ve Devamsızlığın Akademik Başarıya Olan Etkisi, Dumlupınar Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20, pp. 129-142
  • Armor D., Conroy P., Oseguera, Cox M, King N., (1976), “Analysis of the School Preferred Reading Program in Selected Los Angeles Minority Schools,” The Rand Corporation, Santa Monica.
  • Averett, S. L. and McLennan, M. C., (2004), “Exploring the Effect of Class Size on Student Achievement: What Have We Learned over the Past Two Decades?” Working Paper.
  • Beiker, R. F.and Anscheck, K. R., (1973), Estimating Educational Production Functions for Rural High Schools: Some Findings, American Journal of Agricultural Economics, 55, pp. 515-19.
  • Blatchford, P. and Mortimore, P., (1994), “The Issue of Class Size for Young Children in Schools: What Can We Learn from the Research?” Oxford Review of Education, 20 (4), pp. 411-428
  • Boardman, A. E. O., Davis, A. and Sanday, P. R., (1977), “A Simultaneous Equations Model of the Educational Process”, Journal of Public Economics, 7, pp. 23-49.
  • Chakborty, K.and Poggio, J. (2006), “Efficiency and Equity in School Funding: A Case Study for Kansas Education Economics”, American Economic Review, 14 (2), pp. 181–196
  • Coleman, J, S. Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D. and York, R. L., (1966), Equality of Educational Opportunity, U.S. Government Printing Office, Washington DC.
  • Committee of Vice-Chancellors and Principals, Report of the Steering Committee for Efficiency Studies in Universities (Chairman A. Jarran), March 1985.
  • Conger R. D., Wallace L. E., Sun Y., Simons R. L., McLoyd V. C. and Brody G., (2002), “Economic Pressure in African American Families: A Replication and Extension of the Family Stress Model”, Developmental Psychology, 38, pp. 179–193.
  • Correa, H., (1993), “An Economic Analysis of Class Size and Achievement in Education, Education Economics,” 1 (2), pp. 129-135
  • Cumbow, K. W. (2014), “Motivation and Resiliency among Native American Students: Factors Impacting Successful Native American High School Students”, Unpublished Phd Thesis, University of South Dakota, US
  • Çiftçi, C. and Çağlar, A. (2014) “The Effect of SocioEconomic Characteristics of Parents on Student Achievement: Is Poverty Destiny?”, International Journal of Human Sciences, 11 (2), pp. 155-176
  • Davidson M. and Bangs, J. (2013), “PISA: Questions from a Teacher’s Perspective” (video file), Retrieved from http://www.youtube.com/ watch?v=uf12x1QqUK0#t=14
  • Davis-Kean P. E., (2005), “The Influence of Parent Education and Family Income on Child Achievement: The Indirect Role of Parental Expectations and the Home Environment,“ Journal of Family Psychology, 19, pp. 294–304.
  • Dayıoğlu, M., Kırdar, M. G. and Tansel, A. (2009), “Impact of Sibship Size, Birth Order and Sex Composition on School Enrolment in Urban Turkey,”Oxford Bulletin of Economics and Statistics, 71, pp. 399-426.
  • Dearing E., McCartney K. and Taylor B. A., (2001), “Change in Family Income Matters more for Children with Less,” Child Development, 72:1779–1793
  • Dinçer, M. A. and Uysal, G. (2009), “Determinants of Student Achievement in Turkey” http://ideas.repec. org/p/bae/wpaper/002.html
  • Duncan G. J., Brooks-Gunn J. and Klebanov P. K., (1994), “Economic Deprivation and Early Childhood Development,” Child Development, 65, pp. 296–318.
  • Feldman, R., and Eidelman, A. I., (2009), “Biological and Environmental Initial Conditions Shape the Trajectories Cognitive and Social-Emotional Development Across the First Five Years of Life,” Developmental Science, 12, pp. 194-200.
  • Finn, J. D. and Achilles, C. M., (1990), “Answers and Questions about class size: A Statewide Experiment,” American Educational Research Journal, 27 (3), pp. 557-77.
  • Güneş, S., Görmüş, Ş., Yeşilyurt, F., Tuzcu, G. (2012), “ÖSYS Başarısını Etkileyen Faktörlerin Analizi”, Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11, pp.1308-2922
  • Hanushek E. A., (1971), “Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro-Data,” American Economic Review, 61 (2), pp. 280-288.
  • Hanushek, E. A., (1979), “Conceptual and Empirical Issues in the Estimation of Educational Production Functions,” Journal of Human Resources, 14(3), pp. 351-88.
  • Hanushek, E. A., (1986), “The Economics of Schooling: Production And Efficiency in Public Schools,” Journal of Economic Literature, 24 (3), pp. 1141-1177.
  • Haveman, R. and Wolfe, B., (1995), “The Determinants of Children’s Attainments: A Review of Methods and Findings,” Journal of Economic Literature, 33 (4), pp. 1829-1878
  • Heck, R.H. (2009), “Teacher Effectiveness and Student Achievement. Investigating a Multilevel Cross-Classified Model”, Journal of Education Administration, 7 (22), pp. 227-249
  • Higgins J.C., (1989), “Performance Measurement in Universities Europea,” Journal of Perational Research, 38, pp. 358-368.
  • http://www.rand.org/education/projects/ measuring-teacher-effectiveness/teachers-matter. html
  • Jensen, E., (2009), “Teaching with Poverty in Mind: What Being Poor Does to Kids’ Brains and What Schools Can Do About It”.
  • Kalender, I. and Berberoglu, G. (2009), “An Assessment of Factors Related to Science Achievement of Turkish Students”, International Journal of Science Education, 31(10), 1379-1394.
  • Kang, C., (2007), “Does Money Matter? The Effect of Private Educational Expenditures on Academic Performance”, Departmental Working Papers wp0704, National University of Singapore, Department of Economics.
  • Karweit, N. and Slavin, R. E. (1981) “Measurement and Modelling Choices in Studies of Time and Learning”, American Educational Research Journal, 18(2), pp. 157-171.
  • Koc, M., Avsaroglu, S. and Sezer, A., (2002), “Üniversite Öğrencilerinin Akademik Başarıları ile Problem Alanları Arasındaki İlişki,” Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11, pp. 483–497.
  • Lavy, V. and Kohtaro H. (2008), “Do Students Care About School Quality? Determinants of Dropout Behavior in Developing Countries”, Journal of Human Capital, 1 (2), pp. 69-105
  • Link, Mulligan, R. A., (1991), “Socio-Economic Background and College Enrolment,” American Sociological Review, 16, pp. 188-196.
  • Maylor, U., Glass, K., Issa, T, Kuyok, K. A., Minty, S. Rose, Anthea. Ross, Alistair, Tanner, E., Finch, S., Low, N., Taylor, E., Tipping, S., Purdon,, (2010), “Impact of Supplementary Schools on Pupils’ Attainment: An Investigation into what Factors Contribute to Educational Improvements,” London: DSCF.
  • McLoyd V. C., (1989), “Socialization and Development in a Changing Economy: The Effects of Paternal Job and Income Loss on Children,” American Psychologist, 44, pp. 293–302.
  • Murnane R. J., (1975), “Impact of School on the Learning of Inner City Children,” Ballinger, Cambridge. Murnane R. J., Phillips B., (1981), “What Do Effective Teachers of Inner-City Children Have in Common?” Social Science Research, 10(1), pp. 83-100.
  • Nagin D. S. and Tremblay R. E., (2001), “Parental and Early Childhood Predictors of Persistent Physical Aggression in Boys from Kindergarten to High School,” Archives of General Psychiatry, 58, pp. 389–394.
  • Özer H. and Demir K., (2009), “Öğrenci Seçme Sınavına Hazırlanan Öğrencilerin BaĢarılarını Etkileyen Faktörlerin Belirlenmesi: Oltu Anadolu Lisesi Öğrencileri İçin Bir Uygulama”, Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11 (1), pp. 261-274.
  • Petra E. T. and Wolpin, K. I., (2003), “On The Specification and Estimation of The Production Function for Cognitive Achievement,” Economic Journal, Royal Economic Society, 113 (485), 3-33
  • RAND Report (2012), “Teachers Matter: Understanding Teachers’ Impact on Student Achievement”, Saudino, K. J., (2005), “Behavioral Genetics and Child Temperament,” Journal of Developmental and Behavioral Pediatrics, 26 (3), pp. 214-223
  • Shapson, S. M., Wright, E. N., Eason, G. and Fitzgerald, J., (1980), “An Experimental Study of the Effects of Class Size,” American Educational Research Journal, 17(2), pp. 141-152.
  • Smith, J. R., Brooks-Gunn, J. and Klebanov, P.K., (1997), “Consequences of Living in Poverty for Young Children’s Cognitive and Verbal Ability and Early School Achievement,” in Consequences of Growing up Poor, editors Duncan, G. J. Brooks-Gunn, J. Russell Sage Foundation, New York.
  • Stipek, D., (1998), “Motivations to Learn: From Theory to Practice,” Allyn and Bacon, Massachusetts.
  • Tansel, A. and Bircan, F., (2006), “Demand for Education in Turkey: A Tobit Analysis of Private Tutoring Expenditures in Turkey,” Economics of Education Review, 25, pp. 303-313.
  • Tansel, A., (2002), “Determinants of Schooling Attainment for Boys and Girls in Turkey”, Economics of Education Review, 21, pp. 455-470.
  • Tansel, A., (2013), “Supplemantary Education in Turkey: Recent Developments and Future Prospects,” Koç University-TUSIAD Economic Research Forum Working Paper Series, Working Paper 1319.
  • Yaylalı, M., Kızıltan, A., Oktay, E., Doğan, E. M., Özer, H., Naralan, A., Özen, Ü., Özçomak, M. S., Akan, Y., Aktürk, E., (2006), “Üniversite Gençliğinin Gelir-Harcama Kalıpları Araştırması,” Atatürk Üniversitesi, Yayın No: 957, Erzurum
  • Yesilyurt, M. E. (2008), “Eğitim Sektöründe Etkinlik ve Mekansal İlişkiler-Girdi Tıkanıklığı, Aylak Girdi ve Gizli İşsizlik”, İktisat, İşletme ve Finans, 23 (263), pp. 53-69.
  • Yesilyurt, M. E., Basturk R., Yesilyurt F. and Kara I., (2014), “The Effect of Technological Devices on Student’s Academic Success”, Journal of Internet Applications and Management, 5 (1), pp. 39-47
There are 55 citations in total.

Details

Other ID JA75ZC72PM
Journal Section Research Article
Authors

Ensar Yeşilyurt This is me

Doğan Say This is me

Publication Date July 1, 2016
Published in Issue Year 2016 Volume: 16 Issue: 3

Cite

APA Yeşilyurt, E., & Say, D. (2016). Türkiyede Lise Öğrencilerinin Başarısını Etkileyen Faktörler. Ege Academic Review, 16(3), 541-554.
AMA Yeşilyurt E, Say D. Türkiyede Lise Öğrencilerinin Başarısını Etkileyen Faktörler. ear. July 2016;16(3):541-554.
Chicago Yeşilyurt, Ensar, and Doğan Say. “Türkiyede Lise Öğrencilerinin Başarısını Etkileyen Faktörler”. Ege Academic Review 16, no. 3 (July 2016): 541-54.
EndNote Yeşilyurt E, Say D (July 1, 2016) Türkiyede Lise Öğrencilerinin Başarısını Etkileyen Faktörler. Ege Academic Review 16 3 541–554.
IEEE E. Yeşilyurt and D. Say, “Türkiyede Lise Öğrencilerinin Başarısını Etkileyen Faktörler”, ear, vol. 16, no. 3, pp. 541–554, 2016.
ISNAD Yeşilyurt, Ensar - Say, Doğan. “Türkiyede Lise Öğrencilerinin Başarısını Etkileyen Faktörler”. Ege Academic Review 16/3 (July 2016), 541-554.
JAMA Yeşilyurt E, Say D. Türkiyede Lise Öğrencilerinin Başarısını Etkileyen Faktörler. ear. 2016;16:541–554.
MLA Yeşilyurt, Ensar and Doğan Say. “Türkiyede Lise Öğrencilerinin Başarısını Etkileyen Faktörler”. Ege Academic Review, vol. 16, no. 3, 2016, pp. 541-54.
Vancouver Yeşilyurt E, Say D. Türkiyede Lise Öğrencilerinin Başarısını Etkileyen Faktörler. ear. 2016;16(3):541-54.