İrfan Erdoğan

Bogazici University, Educational Sciences, Faculty Member

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Eğitimci, Eğitim Bilimci, Karşılaştırmalı Eğitimci, Türk Eğitim Sistemi Araştırmacısı
Address: Boğaziçi University, Faculty of Education, Department of Educational Sciences, Bebek, Istanbul-Turkey

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George K. # Zarifis

Aristotle University of Thessaloniki

Andreas Umland

National University of "Kyiv-Mohyla Academy"

Mustafa Altun

Sakarya University

Paul R Carr

Université du Québec en Outaouais

David Seamon

Kansas State University

Armando Marques-Guedes

UNL - New University of Lisbon

Mustafa Şahin

Dokuz Eylül University

Hayrünisa Alp

Istanbul University

Andrew W Wilkins

Goldsmiths, University of London

Bekir S Gur

Hacettepe University

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Papers by İrfan Erdoğan

Which noncognitive features provide more information about reading performance? A data-mining approach to big educational data

Journal of Pacific Rim Psychology

The purpose of this study is to discover which noncognitive variables provide more information ab... more The purpose of this study is to discover which noncognitive variables provide more information about reading performance. To answer this question, data mining based on information gain, decision tree and random forest methods were utilized in the study. The participants of the study consisted of 606,627 15-year-old students (49.8% female) in a total of 78 countries or economies, 37 of which are OECD members. Reading performance and plausible values of reading, the Student, ICT Familiarity, Financial Literacy, Educational Career, Well-Being and Parent Questionnaire data in PISA 2018 were analyzed to answer the research questions. When 108 features were analyzed as independent variables, it was found that SES (home possessions, cultural possessions, and ICT resources at home), metacognitive skills (assessing credibility and summarizing), and liking/enjoying reading were major variables predicting reading performance. The path analysis revealed that these variables explain 53.3% of the...

Investigation of Relationship Between Peer Bullying and Cyberbullying Among Middle School Students

Kalem uluslararası eğitim ve insan bilimleri dergisi, Dec 13, 2021

The aim of this study is to investigate the relationship between peer bullying tendency and cyber... more The aim of this study is to investigate the relationship between peer bullying tendency and cyberbullying tendency and peer bullying victimization and cyberbullying victimization among middle school students. The study was carried out with 1080 middle school students (551 girls and 529 boys) in Istanbul. Demographic Information Form, Peer Bullying Tendency Scale, Peer Bullying Victimization Scale, Cyberbullying Tendency Scale and Cyber Victimization Scale were administered to the students. The data obtained were analyzed with Pearson Product Moment Correlation, independent sample t-test and one-way analysis of variance. Results of the study indicated a significant relationship between peer bullying tendency and cyberbullying tendency of students. In addition, another significant relationship was found between the students' exposure to peer bullying and cyberbullying. In addition to these, results of the study revealed a significant relationship between students' tendency to peer bullying and their exposure to cyberbullying and again a significant relationship between students'

İrfan Erdoğan

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