The purpose of this paper was to examine whether self efficacy might play a mediating role between subjective vitality and school burnout in Turkish adolescents. The participants were 344 high school students who completed a questionnaire package that included the School Burnout Scale, the Subjective Vitality Scale, and the General SelfEfficacy Scale. Relationships between self efficacy, vitality and school burnout were tested using Pearson Product Moment Correlation Coefficient and predictions of each variable by the domains of the other were calculated with Linear Regression Analysis (LRA). Findings showed that subjective vitality, school burnout and self-efficacy were related to each others. Hierarchical Regression Analysis results indicated that self-efficacy partially mediated the relationship between subjective vitality and school burnout. 

The purpose of this study is to analyze the motivational beliefs of preparatory class students to learn English. The research was carried out utilizing a mixed method where quantitative and qualitative data were used together. The sample chosen purposively consists of 211 students attending the School of Foreign Languages at Yıldız Technical University. As a quantitative data collection tool, the motivational beliefs dimension of “Motivated Strategies for Learning Questionnaire (MSLQ)” was used. Qualitative data were collected via two open-ended questions which were asked to have an insight about motivational beliefs of the students. Quantative data were analyzed via t-test and ANOVA statistics while qualitative data were analyzed through descriptive analysis. For quantitative results, the findings initially indicated that there was a significant difference in motivational beliefs between male and female students in favour of female students. Secondly, there was a significant difference in motivational beliefs associated with self-efficacy and test anxiety depending on English proficiency level of the students. Thirdly, the resource of motivation did not constitute a significant difference in motivational beliefs. Finally, qualitative findings revealed that an enjoyable learning atmosphere motivated the students to learn English. 

The aim of this research is to examine the validity and reliability of the Turkish version of the Critical Thinking Disposition Scale (CTDS; Sosu, 2013). Participants were 212 university students. The results of confirmatory factor analysis demonstrated that the 11 items loaded on two factors (critical openness and reflective scepticism) and the two-dimensional model was well fit (x²=53.24, df= 40, RMSEA=.040, NFI=.90, NNFI=.96, GFI=.96, AGFI=.93, CFI=.97, IFI=.97, and SRMR=.046). The internal consistency coefficients were .68 for critical openness subscale, .75 for reflective scepticism subscale, and .78 for the overall scale. The corrected item-total correlations of CTDS ranged from .25 to .57. Overall findings demonstrated that this scale is a valid and reliable instrument for measuring individuals’ disposition to critical thinking.