Araştırma Makalesi
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MOTIVATIONAL BELIEFS AND SELF-REGULATION SKILLS OF 4th GRADE STUDENTS IN SCIENCE

Yıl 2017, Cilt: 19 Sayı: 2, 367 - 379, 27.12.2017

Öz

The aim of this study is to investigate motivational
beliefs and self-regulation skills of 4th grade students in science.
More specifically, the effect of gender on motivational beliefs and
self-regulation skills, how motivational beliefs and self-regulation skills
predict science achievement, and how motivational beliefs predict
self-regulation skills were examined. Totally 442 4th grade students
participated in the study. The method of the study is survey and the data were
gathered with the Students’ Adaptive Learning Engagement in Science
Questionnaire. The independent t-tests indicated that there was no significant
difference between girls and boys in terms of their motivational beliefs and
self-regulation skills. According to the linear regression analyses, 4th
grade students’ motivational beliefs and self-regulation skills predicted
achievement, as well as motivational beliefs predicted self-regulation skills
significantly.

Kaynakça

  • Ablard, K.E. ve Lipschultz, R.E. (1998). Self- regulated learning in high achieving students: Relations to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology, 90(1), 94-101.
  • Al-Harthy, I. ve Aldhafri. S. (2014). The relationship among task-value, self-efficacy and academic achievement in Omani students at Sultan Qaboos University. International Review of Social Sciences and Humanities, 7(2), 15-22.
  • Anderman, E. M. ve Young, A.L. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811-831.
  • Ames, C. ve Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Britner, S. L. ve Pajares, F. (2006). Sources of science self- eficacy beliefs of middle school students. Journal of Reserach in Science Teaching, 43(5), 485-499.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel Araştırma Yöntemleri (13.baskı). Ankara: Pegem Yayınları.
  • Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research methods, design, and analysis (12th ed.). ( Aypay, A., Çev. Edt.) Boston: Pearson. (Orijinal çalışmanın basım tarihi 2014).
  • Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology, 11, 333-346.
  • Corno, L. (1989). Self-regulated learning: A volitional analysis. In B. J. Zimmerman ve D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement (p.111-142). New York, USA: Springer-Verlag.
  • DeBacker, T. K. ve Nelson, M. R. (1999). Variations on an expectancy-value model of motivation in science. Contemporary Educational Psychology, 24, 71-94.
  • DeBacker, T. K. Ve Nelson, M. R. (2000). Motivation to learn science: Differences related to gender, class type, and ability. The Journal of Educational Research, 93(4), 245-254.
  • Dembo, M.H. ve Eaton, M.J. (2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100(5), 473-490.
  • Elliot, A.J. ve Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232.
  • Karaarslan, G. ve Sungur, S. (2011). Elementary students’ self-efficacy beliefs in science: Role of grade level, gender, and socio-economic status. Science Education International, 22(1), 72-79.
  • Kıran, D. ve Sungur, S. (2012). Middle school students’ science self-efficacy and its sources: Examination of gender difference. Journal of Science Education and Technology, 21, 619-630.
  • Liem, A., Lau, S. ve Nie, Y. (2008). The role of self-efficacy, task value and achievement goals in predicting learning strategies, task disengagement, peer relationship and achievement outcome, Contemporary Educational Psychology, 33, 486-512.
  • McCoach, D. B. ve Siegle, D. (2003). Factors that differentiate underachieving gifted students from high achieving gifted students. Gifted Child Quarterly, 47(2), 144 – 154.
  • McMillan, J. H. ve Schumacher, S. (2010). Research in education: Evi-dence-based inquiry. Boston: Pearson. Meece, J., Blumenfeld, P.C. ve Hoyle, R. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.
  • Neber, H. ve Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13, 59 – 74.
  • Ocak, G. ve Yamac, A. (2013). Examination of the relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes, and achievement. Educational Sciences: Theory and Practice, 13(1), 380-387.
  • Pajares, F. ve Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding ve S. Rayner (Eds.), Self-perception (pp. 239-266). London: Ablex Publishing.
  • Pintrich, R. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich ve M. Zeidner (Eds), Handbook of self- regulation (pp, 451-501). San Diego, CA: Academic Press.
  • Pintrich, P, R. ve De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Pintrich P. R. ve Linnenbrink, E. (2000). The role of motivation in intentional learning. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Pintrich, P. R. ve Schunk, D. H. (2002). Motivation in Education: Theory, research, and applications. New Jersey: Prentice Hall
  • Risemberg, R. ve Zimmerman B.J. (1992). Self-regulated learning in gifted students. Roeper Review, 15(2), 98-101.
  • Schunk, D.H. ve Zimmerman, B.J. (1997). Developing self-efficacious readers and writers: The role of social and self-regulatory processes. In J.T. Guthrie ve A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 34-50). Newark, DE: International Reading Association.
  • Senler, B. ve Sungur, S. (2009). Parental influences on students’ self-concept, task value beliefs, and achievement in science. Spanish Journal of Psychology, 12, 106-117.
  • Senler, B. ve Sungur, S. (2012). Pre-Service science teachers’ use of self-regulation strategies related to their academic performance and gender. Paper presented at the The European Conference on Educational Research (ECER), Cadiz, Spain.
  • Simpkins, S. D., Davis-Kean, P. E. and Eccels, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs’, Developmental Psychology, 42(1), 70–83.
  • Skaalvik, E.M. (1997). Self-enhancing and self-defeating ego orientation: relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81.
  • Sungur, S. (2007). Modeling the relationships among students’ motivational beliefs, metacognitive strategy use, and effort regulation. Scandinavian Journal of Educational Research, 51, 315-326.
  • Şenler, B. (2014). Fen dersine yönelik uyumsal öğrenme durumları ölçeği’nin Türkçe uyarlaması: geçerlik ve güvenirlik çalışması. XI. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Özet Kitabı, Adana
  • Üredi, I. ve Üredi L. (2005). İlköğretim 8.sınıf öğrencilerinin özdüzenleme stratejileri ve motivasyon inançları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 250-260.
  • VanderStoep, S.W., Pintrich, P.R. ve Fagerlin, A. (1996). Disciplinary differences in self-regulated learning in college students. Contemporary Educational Psychology, 21, 345-362.
  • Velayutham, S., Aldridge, J. ve Fraser, B. (2011). Development and validation of an instrument to measure students’ motivation and self-regulation in science learning. International Journal of Science Education, 33(15), 2159-2179.
  • Wigfield, A. ve Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68−81.
  • Wolters, C. A., Yu, S. L. ve 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.
  • Yıldızlı, H., Saban,A.(2016). The effect of self-regulated learning on sixth-grade Turkish students’ mathematics achievements and motivational beliefs. Cogent Education, 3, 1-17.
  • Yumusak, N., Sungur, S. ve Cakiroglu, J. (2007). Turkish high school students’ biology achievement in relation to academic self-regulation. Educational Research and Evaluation, 13(1), 53 – 69.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329 – 339.
  • Zimmerman. B. J, (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.
  • Zimmerman, B. J. (2000). Attaining self-regulation. In M. Boekaerts, P. R. Pintrich ve M. Zeidner (Eds.), Handbook of self-regulation (pp. 13 – 39). San Diego, CA: Academic Press.
  • Zimmerman, B. J. ve Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614

İLKOKUL 4. SINIF ÖĞRENCİLERİNİN FEN BİLİMLERİ DERSİNE YÖNELİK MOTİVASYONEL İNANÇLARI VE ÖZ-DÜZENLEME BECERİLERİ

Yıl 2017, Cilt: 19 Sayı: 2, 367 - 379, 27.12.2017

Öz

Bu araştırmanın amacı, ilkokul 4. sınıf öğrencilerinin
fen
bilimleri dersine yönelik motivasyonel inançlarını ve öz-düzenleme becerilerini
incelemektir.
Bu amaç doğrultusunda
cinsiyetin ilkokul dördüncü sınıf öğrencilerinin motivasyonel inançları ve
öz-düzenleme becerileri üzerindeki etkisi,
motivasyonel inançların ve
öz-düzenleme becerilerinin fen bilimleri dersi akademik başarısını ne denli
yordadığı ve öğrencilerin motivasyonel inançlarının öz-düzenleme becerilerini
ne denli yordadığı araştırılmıştır.
Çalışmanın
örneklemini 442 dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmada nicel
araştırma yöntemlerinden tarama yöntemi, v
eri toplama aracı olarak ise Fen Dersine Yönelik Uyumsal Öğrenme Durumları Ölçeği
kullanılmıştır. Bağımsız t-testi sonucunda cinsiyetin öğrencilerin motivasyonel
inançları ve öz-düzenleme becerileri üzerinde anlamlı bir etkisinin olmadığı
saptanmıştır. Doğrusal regresyon analizi sonucunda ise motivasyonel inançların
alt boyutları olan öğrenme hedef yönelimi, görev değeri, öz-yeterlik inançları
ile öz-düzenleme becerilerinin öğrenci başarısını anlamlı olarak yordadığı
saptanmıştır. Ayrıca yine motivasyonel inançları alt boyutları olan öğrenme
hedef yönelimi, görev değeri, öz-yeterlik inançlarının öz-düzenleme
becerilerini anlamlı olarak yordadığı tespit edilmiştir.

Kaynakça

  • Ablard, K.E. ve Lipschultz, R.E. (1998). Self- regulated learning in high achieving students: Relations to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology, 90(1), 94-101.
  • Al-Harthy, I. ve Aldhafri. S. (2014). The relationship among task-value, self-efficacy and academic achievement in Omani students at Sultan Qaboos University. International Review of Social Sciences and Humanities, 7(2), 15-22.
  • Anderman, E. M. ve Young, A.L. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811-831.
  • Ames, C. ve Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Britner, S. L. ve Pajares, F. (2006). Sources of science self- eficacy beliefs of middle school students. Journal of Reserach in Science Teaching, 43(5), 485-499.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel Araştırma Yöntemleri (13.baskı). Ankara: Pegem Yayınları.
  • Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research methods, design, and analysis (12th ed.). ( Aypay, A., Çev. Edt.) Boston: Pearson. (Orijinal çalışmanın basım tarihi 2014).
  • Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology, 11, 333-346.
  • Corno, L. (1989). Self-regulated learning: A volitional analysis. In B. J. Zimmerman ve D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement (p.111-142). New York, USA: Springer-Verlag.
  • DeBacker, T. K. ve Nelson, M. R. (1999). Variations on an expectancy-value model of motivation in science. Contemporary Educational Psychology, 24, 71-94.
  • DeBacker, T. K. Ve Nelson, M. R. (2000). Motivation to learn science: Differences related to gender, class type, and ability. The Journal of Educational Research, 93(4), 245-254.
  • Dembo, M.H. ve Eaton, M.J. (2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100(5), 473-490.
  • Elliot, A.J. ve Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232.
  • Karaarslan, G. ve Sungur, S. (2011). Elementary students’ self-efficacy beliefs in science: Role of grade level, gender, and socio-economic status. Science Education International, 22(1), 72-79.
  • Kıran, D. ve Sungur, S. (2012). Middle school students’ science self-efficacy and its sources: Examination of gender difference. Journal of Science Education and Technology, 21, 619-630.
  • Liem, A., Lau, S. ve Nie, Y. (2008). The role of self-efficacy, task value and achievement goals in predicting learning strategies, task disengagement, peer relationship and achievement outcome, Contemporary Educational Psychology, 33, 486-512.
  • McCoach, D. B. ve Siegle, D. (2003). Factors that differentiate underachieving gifted students from high achieving gifted students. Gifted Child Quarterly, 47(2), 144 – 154.
  • McMillan, J. H. ve Schumacher, S. (2010). Research in education: Evi-dence-based inquiry. Boston: Pearson. Meece, J., Blumenfeld, P.C. ve Hoyle, R. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.
  • Neber, H. ve Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13, 59 – 74.
  • Ocak, G. ve Yamac, A. (2013). Examination of the relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes, and achievement. Educational Sciences: Theory and Practice, 13(1), 380-387.
  • Pajares, F. ve Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding ve S. Rayner (Eds.), Self-perception (pp. 239-266). London: Ablex Publishing.
  • Pintrich, R. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich ve M. Zeidner (Eds), Handbook of self- regulation (pp, 451-501). San Diego, CA: Academic Press.
  • Pintrich, P, R. ve De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Pintrich P. R. ve Linnenbrink, E. (2000). The role of motivation in intentional learning. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Pintrich, P. R. ve Schunk, D. H. (2002). Motivation in Education: Theory, research, and applications. New Jersey: Prentice Hall
  • Risemberg, R. ve Zimmerman B.J. (1992). Self-regulated learning in gifted students. Roeper Review, 15(2), 98-101.
  • Schunk, D.H. ve Zimmerman, B.J. (1997). Developing self-efficacious readers and writers: The role of social and self-regulatory processes. In J.T. Guthrie ve A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 34-50). Newark, DE: International Reading Association.
  • Senler, B. ve Sungur, S. (2009). Parental influences on students’ self-concept, task value beliefs, and achievement in science. Spanish Journal of Psychology, 12, 106-117.
  • Senler, B. ve Sungur, S. (2012). Pre-Service science teachers’ use of self-regulation strategies related to their academic performance and gender. Paper presented at the The European Conference on Educational Research (ECER), Cadiz, Spain.
  • Simpkins, S. D., Davis-Kean, P. E. and Eccels, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs’, Developmental Psychology, 42(1), 70–83.
  • Skaalvik, E.M. (1997). Self-enhancing and self-defeating ego orientation: relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81.
  • Sungur, S. (2007). Modeling the relationships among students’ motivational beliefs, metacognitive strategy use, and effort regulation. Scandinavian Journal of Educational Research, 51, 315-326.
  • Şenler, B. (2014). Fen dersine yönelik uyumsal öğrenme durumları ölçeği’nin Türkçe uyarlaması: geçerlik ve güvenirlik çalışması. XI. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Özet Kitabı, Adana
  • Üredi, I. ve Üredi L. (2005). İlköğretim 8.sınıf öğrencilerinin özdüzenleme stratejileri ve motivasyon inançları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 250-260.
  • VanderStoep, S.W., Pintrich, P.R. ve Fagerlin, A. (1996). Disciplinary differences in self-regulated learning in college students. Contemporary Educational Psychology, 21, 345-362.
  • Velayutham, S., Aldridge, J. ve Fraser, B. (2011). Development and validation of an instrument to measure students’ motivation and self-regulation in science learning. International Journal of Science Education, 33(15), 2159-2179.
  • Wigfield, A. ve Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68−81.
  • Wolters, C. A., Yu, S. L. ve 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.
  • Yıldızlı, H., Saban,A.(2016). The effect of self-regulated learning on sixth-grade Turkish students’ mathematics achievements and motivational beliefs. Cogent Education, 3, 1-17.
  • Yumusak, N., Sungur, S. ve Cakiroglu, J. (2007). Turkish high school students’ biology achievement in relation to academic self-regulation. Educational Research and Evaluation, 13(1), 53 – 69.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329 – 339.
  • Zimmerman. B. J, (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.
  • Zimmerman, B. J. (2000). Attaining self-regulation. In M. Boekaerts, P. R. Pintrich ve M. Zeidner (Eds.), Handbook of self-regulation (pp. 13 – 39). San Diego, CA: Academic Press.
  • Zimmerman, B. J. ve Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Bölüm Araştırma Makalesi
Yazarlar

Özlem İrven Bu kişi benim

Burcu Şenler

Yayımlanma Tarihi 27 Aralık 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 19 Sayı: 2

Kaynak Göster

APA İrven, Ö., & Şenler, B. (2017). İLKOKUL 4. SINIF ÖĞRENCİLERİNİN FEN BİLİMLERİ DERSİNE YÖNELİK MOTİVASYONEL İNANÇLARI VE ÖZ-DÜZENLEME BECERİLERİ. Trakya Üniversitesi Sosyal Bilimler Dergisi, 19(2), 367-379.
AMA İrven Ö, Şenler B. İLKOKUL 4. SINIF ÖĞRENCİLERİNİN FEN BİLİMLERİ DERSİNE YÖNELİK MOTİVASYONEL İNANÇLARI VE ÖZ-DÜZENLEME BECERİLERİ. Trakya University Journal of Social Science. Aralık 2017;19(2):367-379.
Chicago İrven, Özlem, ve Burcu Şenler. “İLKOKUL 4. SINIF ÖĞRENCİLERİNİN FEN BİLİMLERİ DERSİNE YÖNELİK MOTİVASYONEL İNANÇLARI VE ÖZ-DÜZENLEME BECERİLERİ”. Trakya Üniversitesi Sosyal Bilimler Dergisi 19, sy. 2 (Aralık 2017): 367-79.
EndNote İrven Ö, Şenler B (01 Aralık 2017) İLKOKUL 4. SINIF ÖĞRENCİLERİNİN FEN BİLİMLERİ DERSİNE YÖNELİK MOTİVASYONEL İNANÇLARI VE ÖZ-DÜZENLEME BECERİLERİ. Trakya Üniversitesi Sosyal Bilimler Dergisi 19 2 367–379.
IEEE Ö. İrven ve B. Şenler, “İLKOKUL 4. SINIF ÖĞRENCİLERİNİN FEN BİLİMLERİ DERSİNE YÖNELİK MOTİVASYONEL İNANÇLARI VE ÖZ-DÜZENLEME BECERİLERİ”, Trakya University Journal of Social Science, c. 19, sy. 2, ss. 367–379, 2017.
ISNAD İrven, Özlem - Şenler, Burcu. “İLKOKUL 4. SINIF ÖĞRENCİLERİNİN FEN BİLİMLERİ DERSİNE YÖNELİK MOTİVASYONEL İNANÇLARI VE ÖZ-DÜZENLEME BECERİLERİ”. Trakya Üniversitesi Sosyal Bilimler Dergisi 19/2 (Aralık 2017), 367-379.
JAMA İrven Ö, Şenler B. İLKOKUL 4. SINIF ÖĞRENCİLERİNİN FEN BİLİMLERİ DERSİNE YÖNELİK MOTİVASYONEL İNANÇLARI VE ÖZ-DÜZENLEME BECERİLERİ. Trakya University Journal of Social Science. 2017;19:367–379.
MLA İrven, Özlem ve Burcu Şenler. “İLKOKUL 4. SINIF ÖĞRENCİLERİNİN FEN BİLİMLERİ DERSİNE YÖNELİK MOTİVASYONEL İNANÇLARI VE ÖZ-DÜZENLEME BECERİLERİ”. Trakya Üniversitesi Sosyal Bilimler Dergisi, c. 19, sy. 2, 2017, ss. 367-79.
Vancouver İrven Ö, Şenler B. İLKOKUL 4. SINIF ÖĞRENCİLERİNİN FEN BİLİMLERİ DERSİNE YÖNELİK MOTİVASYONEL İNANÇLARI VE ÖZ-DÜZENLEME BECERİLERİ. Trakya University Journal of Social Science. 2017;19(2):367-79.
Resim

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