WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection
Permanent URI for this collectionhttps://hdl.handle.net/11147/7150
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Article Reflection on Designing: Metacognitive Interventions to Enhance Metacognitive Awareness, Motivation, and Performance in Design Learning(Springer, 2025) Yazici, Gizem; Dogan, FehmiDesign education involves ill-defined problem-solving that demands both creativity and self-regulation. While metacognitive awareness significantly enhances learning outcomes and motivation, there is limited empirical evidence on how to systematically foster this skill in design studios. This study aims to investigate whether metacognitive interventions increase architecture students' metacognitive awareness levels, academic goal orientations, and design course success. In a quasi-experimental design, 84 third-year architecture students were divided into experimental (n = 58) and control (n = 26) groups. Pre-post-test data were collected using the MAI and AGOQ scales. Three structured interventions were implemented in the experimental group over six weeks. In the students who received the interventions, significant increases were observed in metacognitive awareness, mastery-performance goal orientation, and design course grades. In students with high awareness, mastery orientation, metacognitive awareness, and design course grades increased significantly, while in students with low awareness, metacognitive awareness and performance orientation increased. Pretest MAI and AGOQ scores accounted for 72.8% of the variance in grades, with MAI showing the strongest positive influence. Learning and proving orientations were moderately and positively correlated to grades, while avoidance orientation showed a moderate negative correlation. Metacognitive interventions enhance learning outcomes in design education by supporting metacognition and motivation.Article Citation - WoS: 1Citation - Scopus: 1Socio-Economic and Development Disparities Over the Long-Run: Exploring Spatial Heterogeneities in the Case of Turkey(Hungarian Central Statistical Office, 2024) Duran, Hasan Engin; Cifci, Burcu Degerli; Karabakan, Berfin; Dogan, FehmiThe aim of this paper is to explore the evolution of socioeconomic development and income disparities and convergence patterns across Turkish provinces, emphasizing the impact of spatial heterogeneities. We propose two types of contributions to the literature. First, most of the studies that apply the 13- convergence method presume a unique 13 parameter, assuming that all regions homogenously converge to the steady state at the same pace. However, we argue that relaxing this assumption by way of considering spatial heterogeneities might be more informative. Second, we provide a simple solution to a severe problem: The neoclassical model assumes a monotonic saddle path along which economic fluctuations are not considered, which might be particularly influential with regard to convergence when the time span is too short to capture long-term evolution. Many empirical studies cover only short periods, which may be easily dominated by recessions or expansions, significantly biasing the results. To overcome this problem, we look into two datasets covering long periods (1963-2017 and 1975-2021). Having applied various empirical methods, such as spatial regressions, GWR and nonparametric regressions, we obtain several results. First, at the country level, there is empirical evidence of regional convergence and decreasing development inequalities. Second, however, this convergence process is not valid in all areas. We conclude that there is nonnegligible spatial heterogeneity that should be taken into account in such analyses.