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Year 2015, Volume: 14 Issue: 1, 1 - 12, 05.01.2015

Tuncay Oral Sevgi Özgüngör

Abstract

The aim of this study is to examine the role of identity status in predicting achievement goal orientation during the adolescence period. The participants were 467 students (281 female 60,2%, 186 male 39,8%) attending public high schools in Denizli Centrum in 2010-2011 academic year. In the study, identity statuses were measured with Extended Objective Measure of Ego Identity Status, which was adapted to Turkish by Oskay (1998) and achievement goal orientation was measured with Achievement Goal Orientation Scale, adapted by Akın (2006) to Turkish. Multiple linear regression analysis used to investigate the predictive role of identity statuses for achievement goal orientation indicated that the more mature identity statuses were predictive of learning goal orientation, while less developed identity statuses were related to performance avoidance goal orientation. However, moratorium identity status was related to both learning goal orientation and performance goal orientations.  

Keywords

Identity status achievement goal orientation adolescent

References

  • Abu‐Rayya, H.M. (2006). Ethnic identity, ego identity, and psychological well‐being among mixed‐ethnic Arab‐European adolescents in Israel. British Journal of Developmental Psychology, 24(4), 669-679.
  • Akın, A. (2006). Başarı amaç oryantasyonları ile biliş ötesi farkındalık, ebeveyn tutumları ve algılanan akademik başarı arasındaki ilişkilerin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Sakarya Üniversitesi, Sosyal Bilimler Enstitüsü, Sakarya.
  • Ames, C. (1992). Classrooms: goals, structures and student motivation. Journal of Educational Psychology, 84(3), 261-271.
  • Ames, C., & Archer, J. (1988). Achievement in the classroom: student learning strategies and motivational processes, Journal of Educational Psychology, 80, 260–267.
  • Arı, R. (2006). Gelişim ve öğrenme. (3. Baskı). Ankara: Nobel Yayın Dağıtım.
  • Arslan, C., Hamarta, E., Özyeşil, Z. & Saygın, Y. (2011). Üniversite öğrencilerinde yalnızlığın kimlik statüleri açısından incelenmesi. Ahmet Kelesoğlu Education Faculty Journal, 31, 89-99.
  • Bacanlı, F. (2012). Karar verme stratejileri ve ego kimlik statüleri arasındaki ilişkilerin incelenmesi. Eğitim ve Bilim, 37(163), 17-28.
  • Bennion, L.D., & Adams, G.R. (1986). A revision of the extended version of the objective measure of ego identity status: An identity instrument for use with late adolescents. Journal of Adolescent Research, 1(2), 183-197.
  • Ceyhan, E. (2010). Problemli internet kullanım düzeyi üzerinde kimlik statüsünün, internet kullanım amacının ve cinsiyetin yordayıcılığı. Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1323- 1355.
  • Church, M.A., Elliot, A.J., & Gable, S L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54.
  • Çuhadaroğlu, F. (1989). Üniversite gençlerinde kimlik bocalamaları, üniversite gençliğinde uyum sempozyumu bilimsel çalışmaları. Ankara: Bilkent Üniversitesi Psikolojik Danışma ve Araştırma Merkezi.
  • Durik, A.M., & Harackiewicz, J.M. (2003). Achievement goals and intrinsic motivation: Coherence, concordance, and achievement orientation. Journal of Experimental Social Psychology, 39(4), 378-385.
  • Dusek, J., Carter, O.B., & Levy, G. (1986). The relationship between identity development and self- esteem during the late adolescent years: Sex differences. Journal of Adolescent Research, 1(3), 251-265.
  • Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040- 1048.
  • Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273.
  • Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169–189.
  • Elliot, A.J. (2006). The hierarchial model of approach-avoidance motivation. Motivation and Emotion, 30(2), 111-116.
  • Elliot, A.J., & Harackiewicz, J.M. (1996). Approach and avoidance goals and ıntrinsic motivation, a mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
  • Elliot, A.J., & Moller, A.C. (2003). Performance-approach goals: Good or bad forms of regulation. International Journal of Educational Research, 39, 339–356.
  • Erikson, E.H. (1968). Identity: Youth and crisis. New York: W. Norton & Company Inc.
  • Faye, C., & Sharpe, D. (2008). Academic motivation in university: The role of basic psychological needs and identity formation. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 40(4), 189.
  • Gonida, E.N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19(1), 53-60.
  • Harackiewicz, J.M., Barron, K.E., Pintrich, P.R., Elliot, A.J., & Thrash, T.M. (2002). Revision of achievement goal theory, necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
  • Hejazi, E., Shahraray, M., Farsinejad, M., & Asgary, A. (2009). Identity styles and academic achievement: Mediating role of academic self-efficacy. Social Psychology of Education, 12(1), 123-135.
  • Jagacinski, C.M., & Strickland, O.J. (2000). Task and ego orientation the role of goal orientations in anticipated affective reactions to achievement outcomes. Learning and Individual Difference, 12, 189-208.
  • Kulaksızoğlu, A. (1998). Ergenlik Psikolojisi. İstanbul: Remzi Kitabevi.
  • Laghi, F., Baiocco, R., Lonigro, A., & Baumgartner, E. (2013). Exploring the relationship between ıdentity status development and alcohol consumption among ıtalian adolescents. The Journal of Psychology, 147(3), 277-292.
  • Lemyre, P., Roberts, G.C., & Ommundsen, Y. (2002). Achievement goal orientations, perceived ability and sportspersonship in youth soccer. Journal of Applied Sport Psychology, 14, 120- 136.
  • Marcia, J.E. (1966). Development and validation of ego identity status. Journal of Personality and Social Psychology, 3(5), 551-558.
  • Meece, J.L., Blumenfield, P.C., & Hoyle, R.K. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.
  • Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack ability: An under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
  • Midgley, C., Kaplan, A., & Middleton, M.J. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86.
  • Midgley, C., Kaplan, A., Middleton, M., Maehr, L.M., Urdan, T., Anderman, L.H., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational Psychology, 23, 113–13.
  • Morsünbül, Ü. (2005). Ergenlikte kimlik statülerinin bağlanma stilleri, cinsiyet ve eğitim düzeyi açısından incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Nicholls, W.D., Jones, J.P., & Hancock, D.R. (2003). Teachers influence on goal orientaion: Exploring the relationship between eighth graders goal orientation, their emotional development, their perceptions of learning, and their teachers instructional strategies. Reading Psychology, 24, 57–85.
  • Oskay, G. (1998). Genişletilmiş objektif ego kimlik statüsü ölçeğinin (Extended Objective Measure of Measure of Ego Identity Status) Türkçeye uyarlanması, geçerlik ve güvenirlik çalışmaları. Psikolojik Danışma ve Rehberlik Dergisi, 2(9), 17–24.
  • Özgüngör, S. (2003). Mükemmelliyetçilik ve özerklik destekleyici davranışların amaç tarzları ile ilişkisi. Eğitim ve Bilim, 28(127), 25-30.
  • Özgüngör, S. (2009). Postmodern Değerler, Kimlik Oluşumu ve Yaşam Doyumu. Türk Psikolojik Danışma ve Rehberlik Dergisi, 9(31), 32-42.
  • Pintrich, P.R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92–104.
  • Poortvliet, P. M., Janssen, O., Van Yperen, N.W., & Van De Vliert, E. (2007). Achievement goals and interpersonal behavior: How mastery and performance goals shape information exchange. Personality and Social Psychology Bulletin, 33, 1435-1447.
  • Poulsen, A.A., Ziviani, J.M., & Cuskelly, M. (2006). General self-concept and life satisfaction for boys with differing levels of physical coordination: The role of goal orientations and leisure participation. Human Movement Science, 25(6), 839-860.
  • Radosevich, D.J., Vaidyanathan, V.T., Yeo, S., & Radosevich, D.M. (2004). Relating goal orientation to self-regulatory processes: A longitudinal field test. Contemporary Educational Psychology, 29, 207-229.
  • Sandhu, D., Singh, B., Tung, S., & Kundra, N. (2012). Adolescent identity formation, psychological well-being and parental attitudes. Pakistan Journal of Psychological Research, 27(1), 89.
  • Schraw, G., Horn, C., Thorndike-Christ, T., & Bruning, R. (1995). Academic goal orientations and student classroom achievement. Contemporary Educational Psychology, 20(3), 359-368.
  • Schunk, D.H. (2000). Coming to terms with motivation constructs. Contemporary Educational Psychology, 25, 116–119.
  • Tan, J.A., & Hall, R.J. (2005). The effects of social desirability bias on applied measures of goal orientation. Personality and Individual Differences, 38, 1891–1902.
  • Tarhan, N. (2003). Gençlikte Kimlik Bunalımı. (Online) Retrieved on 02.03.2005, at URL: http://www.e-psikiyatri.com
  • Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3), 290-305.
  • Varan, A. (1990). Liseli gençlerin kimlik statülerinin cinsiyet, yaş ve sosyo-kültürel çevre açısından incelenmesi. Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Wolters, C.A., Yu, S.L., & Pintrich, P.R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211-238.
  • Young, A.L. (1997). I think, therefore i’m motivated: The relations among cognitive strategy use, motivational orientation and classroom perceptions over time. Learning and Individual Differences, 9(3), 249-283.
  • Yörükoğlu, A. (2004). Gençlik çağı, ruh sağlığı ve ruhsal sorunlar. (12. Baskı). İstanbul: Özgür Yayınları.

Ergenlerde Kimlik Statülerinin Başarı Amaç Yönelimlerini Yordama Gücü

Year 2015, Volume: 14 Issue: 1, 1 - 12, 05.01.2015

Tuncay Oral Sevgi Özgüngör

Abstract

Bu çalışmanın amacı ergenlerde kimlik statüleri ile başarı amaç yönelimleri arasındaki ilişkileri incelemektir. Araştırma örneklemi, 2010-2011 eğitim-öğretim yılında Denizli il merkezinde bulunan ve Denizli Milli Eğitim Müdürlüğü’nden izin alınabilen iki Anadolu lisesi, iki meslek lisesi ve iki genel liseye devam etmekte olan 467 öğrenciden (281 kız, 186 erkek) oluşmaktadır. Araştırmada basit seçkisiz eleman örnekleme yöntemi kullanılmıştır. Araştırma kapsamında ergenlerin kimlik statülerini ölçmek amacıyla Türkçe uyarlaması Oskay (1998) tarafından yapılan Genişletilmiş Objektif Ego Kimlik Statüsü Ölçeği ve başarı amaç yönelimlerini ölçmek amacıyla Akın (2006) tarafından geliştirilen Başarı Amaç Yönelimleri Ölçeği kullanılmıştır. Kimlik statülerinin başarı amaç yönelimini yordama gücünü belirlemek amacıyla yapılan çoklu doğrusal regresyon analizi sonuçları, ergenlerde üst kimlik statülerinin başarı amaç yönelimlerinden öğrenme amaç yönelimini yordadağını, alt kimlik statülerinin performans kaçınma amaç yönelimiyle ilintili olduğunu, ancak askıya alma kimlik statüsünün hem öğrenme amaç yönelimi hem de performans amaç yönelimlerini yordadığını ortaya çıkarmıştır.

Keywords

Kimlik statüleri başarı amaç yönelimleri ergen

References

  • Abu‐Rayya, H.M. (2006). Ethnic identity, ego identity, and psychological well‐being among mixed‐ethnic Arab‐European adolescents in Israel. British Journal of Developmental Psychology, 24(4), 669-679.
  • Akın, A. (2006). Başarı amaç oryantasyonları ile biliş ötesi farkındalık, ebeveyn tutumları ve algılanan akademik başarı arasındaki ilişkilerin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Sakarya Üniversitesi, Sosyal Bilimler Enstitüsü, Sakarya.
  • Ames, C. (1992). Classrooms: goals, structures and student motivation. Journal of Educational Psychology, 84(3), 261-271.
  • Ames, C., & Archer, J. (1988). Achievement in the classroom: student learning strategies and motivational processes, Journal of Educational Psychology, 80, 260–267.
  • Arı, R. (2006). Gelişim ve öğrenme. (3. Baskı). Ankara: Nobel Yayın Dağıtım.
  • Arslan, C., Hamarta, E., Özyeşil, Z. & Saygın, Y. (2011). Üniversite öğrencilerinde yalnızlığın kimlik statüleri açısından incelenmesi. Ahmet Kelesoğlu Education Faculty Journal, 31, 89-99.
  • Bacanlı, F. (2012). Karar verme stratejileri ve ego kimlik statüleri arasındaki ilişkilerin incelenmesi. Eğitim ve Bilim, 37(163), 17-28.
  • Bennion, L.D., & Adams, G.R. (1986). A revision of the extended version of the objective measure of ego identity status: An identity instrument for use with late adolescents. Journal of Adolescent Research, 1(2), 183-197.
  • Ceyhan, E. (2010). Problemli internet kullanım düzeyi üzerinde kimlik statüsünün, internet kullanım amacının ve cinsiyetin yordayıcılığı. Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1323- 1355.
  • Church, M.A., Elliot, A.J., & Gable, S L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54.
  • Çuhadaroğlu, F. (1989). Üniversite gençlerinde kimlik bocalamaları, üniversite gençliğinde uyum sempozyumu bilimsel çalışmaları. Ankara: Bilkent Üniversitesi Psikolojik Danışma ve Araştırma Merkezi.
  • Durik, A.M., & Harackiewicz, J.M. (2003). Achievement goals and intrinsic motivation: Coherence, concordance, and achievement orientation. Journal of Experimental Social Psychology, 39(4), 378-385.
  • Dusek, J., Carter, O.B., & Levy, G. (1986). The relationship between identity development and self- esteem during the late adolescent years: Sex differences. Journal of Adolescent Research, 1(3), 251-265.
  • Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040- 1048.
  • Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273.
  • Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169–189.
  • Elliot, A.J. (2006). The hierarchial model of approach-avoidance motivation. Motivation and Emotion, 30(2), 111-116.
  • Elliot, A.J., & Harackiewicz, J.M. (1996). Approach and avoidance goals and ıntrinsic motivation, a mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
  • Elliot, A.J., & Moller, A.C. (2003). Performance-approach goals: Good or bad forms of regulation. International Journal of Educational Research, 39, 339–356.
  • Erikson, E.H. (1968). Identity: Youth and crisis. New York: W. Norton & Company Inc.
  • Faye, C., & Sharpe, D. (2008). Academic motivation in university: The role of basic psychological needs and identity formation. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 40(4), 189.
  • Gonida, E.N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19(1), 53-60.
  • Harackiewicz, J.M., Barron, K.E., Pintrich, P.R., Elliot, A.J., & Thrash, T.M. (2002). Revision of achievement goal theory, necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
  • Hejazi, E., Shahraray, M., Farsinejad, M., & Asgary, A. (2009). Identity styles and academic achievement: Mediating role of academic self-efficacy. Social Psychology of Education, 12(1), 123-135.
  • Jagacinski, C.M., & Strickland, O.J. (2000). Task and ego orientation the role of goal orientations in anticipated affective reactions to achievement outcomes. Learning and Individual Difference, 12, 189-208.
  • Kulaksızoğlu, A. (1998). Ergenlik Psikolojisi. İstanbul: Remzi Kitabevi.
  • Laghi, F., Baiocco, R., Lonigro, A., & Baumgartner, E. (2013). Exploring the relationship between ıdentity status development and alcohol consumption among ıtalian adolescents. The Journal of Psychology, 147(3), 277-292.
  • Lemyre, P., Roberts, G.C., & Ommundsen, Y. (2002). Achievement goal orientations, perceived ability and sportspersonship in youth soccer. Journal of Applied Sport Psychology, 14, 120- 136.
  • Marcia, J.E. (1966). Development and validation of ego identity status. Journal of Personality and Social Psychology, 3(5), 551-558.
  • Meece, J.L., Blumenfield, P.C., & Hoyle, R.K. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.
  • Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack ability: An under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
  • Midgley, C., Kaplan, A., & Middleton, M.J. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86.
  • Midgley, C., Kaplan, A., Middleton, M., Maehr, L.M., Urdan, T., Anderman, L.H., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational Psychology, 23, 113–13.
  • Morsünbül, Ü. (2005). Ergenlikte kimlik statülerinin bağlanma stilleri, cinsiyet ve eğitim düzeyi açısından incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Nicholls, W.D., Jones, J.P., & Hancock, D.R. (2003). Teachers influence on goal orientaion: Exploring the relationship between eighth graders goal orientation, their emotional development, their perceptions of learning, and their teachers instructional strategies. Reading Psychology, 24, 57–85.
  • Oskay, G. (1998). Genişletilmiş objektif ego kimlik statüsü ölçeğinin (Extended Objective Measure of Measure of Ego Identity Status) Türkçeye uyarlanması, geçerlik ve güvenirlik çalışmaları. Psikolojik Danışma ve Rehberlik Dergisi, 2(9), 17–24.
  • Özgüngör, S. (2003). Mükemmelliyetçilik ve özerklik destekleyici davranışların amaç tarzları ile ilişkisi. Eğitim ve Bilim, 28(127), 25-30.
  • Özgüngör, S. (2009). Postmodern Değerler, Kimlik Oluşumu ve Yaşam Doyumu. Türk Psikolojik Danışma ve Rehberlik Dergisi, 9(31), 32-42.
  • Pintrich, P.R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92–104.
  • Poortvliet, P. M., Janssen, O., Van Yperen, N.W., & Van De Vliert, E. (2007). Achievement goals and interpersonal behavior: How mastery and performance goals shape information exchange. Personality and Social Psychology Bulletin, 33, 1435-1447.
  • Poulsen, A.A., Ziviani, J.M., & Cuskelly, M. (2006). General self-concept and life satisfaction for boys with differing levels of physical coordination: The role of goal orientations and leisure participation. Human Movement Science, 25(6), 839-860.
  • Radosevich, D.J., Vaidyanathan, V.T., Yeo, S., & Radosevich, D.M. (2004). Relating goal orientation to self-regulatory processes: A longitudinal field test. Contemporary Educational Psychology, 29, 207-229.
  • Sandhu, D., Singh, B., Tung, S., & Kundra, N. (2012). Adolescent identity formation, psychological well-being and parental attitudes. Pakistan Journal of Psychological Research, 27(1), 89.
  • Schraw, G., Horn, C., Thorndike-Christ, T., & Bruning, R. (1995). Academic goal orientations and student classroom achievement. Contemporary Educational Psychology, 20(3), 359-368.
  • Schunk, D.H. (2000). Coming to terms with motivation constructs. Contemporary Educational Psychology, 25, 116–119.
  • Tan, J.A., & Hall, R.J. (2005). The effects of social desirability bias on applied measures of goal orientation. Personality and Individual Differences, 38, 1891–1902.
  • Tarhan, N. (2003). Gençlikte Kimlik Bunalımı. (Online) Retrieved on 02.03.2005, at URL: http://www.e-psikiyatri.com
  • Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3), 290-305.
  • Varan, A. (1990). Liseli gençlerin kimlik statülerinin cinsiyet, yaş ve sosyo-kültürel çevre açısından incelenmesi. Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Wolters, C.A., Yu, S.L., & Pintrich, P.R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211-238.
  • Young, A.L. (1997). I think, therefore i’m motivated: The relations among cognitive strategy use, motivational orientation and classroom perceptions over time. Learning and Individual Differences, 9(3), 249-283.
  • Yörükoğlu, A. (2004). Gençlik çağı, ruh sağlığı ve ruhsal sorunlar. (12. Baskı). İstanbul: Özgür Yayınları.
There are 52 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Tuncay Oral This is me

Sevgi Özgüngör

Publication Date January 5, 2015
Published in Issue Year 2015 Volume: 14 Issue: 1

Cite

APA Oral, T., & Özgüngör, S. (2015). -. İlköğretim Online, 14(1), 1-12.
AMA Oral T, Özgüngör S. -. İOO. January 2015;14(1):1-12.
Chicago Oral, Tuncay, and Sevgi Özgüngör. “-”. İlköğretim Online 14, no. 1 (January 2015): 1-12.
EndNote Oral T, Özgüngör S (January 1, 2015) -. İlköğretim Online 14 1 1–12.
IEEE T. Oral and S. Özgüngör, “-”, İOO, vol. 14, no. 1, pp. 1–12, 2015.
ISNAD Oral, Tuncay - Özgüngör, Sevgi. “-”. İlköğretim Online 14/1 (January 2015), 1-12.
JAMA Oral T, Özgüngör S. -. İOO. 2015;14:1–12.
MLA Oral, Tuncay and Sevgi Özgüngör. “-”. İlköğretim Online, vol. 14, no. 1, 2015, pp. 1-12.
Vancouver Oral T, Özgüngör S. -. İOO. 2015;14(1):1-12.