The aim of this research is to adapt the scales "Homework Management, Homework Effort, Teacher Homework Involvement, Teacher Feedback and Parental Homework Support" into Turkish. The research data were collected from 1,698 secondary school students in grades 5 to 8. The sample was divided into four subgroups and explanatory factor analysis was conducted on two groups and confirmatory factor analysis was conducted on two groups. Concurrent validity analyses were carried out on all students. Data were collected from students studying in 24 classes of six different secondary schools in the Maltepe, Kartal and Pendik regions of Istanbul. 49.12% of this group of students are girls and 50.88% are boys, and the mean age of the participants is 11.84 years. In addition to the scales adapted to the Turkish language, homework behavior (homework completion, time spent on homework, going to school without homework) and academic achievement were measured for concurrent validity. The results of the EFA and CFA analyses were similar to the original scales for all scales. These findings regarding the number of sub-dimensions, the placement of scale items within these sub-dimensions, and the concurrent validity scores indicate that the Turkish versions of the five scales are valid and reliable for assessing mathematics homework at the secondary school level.

The purpose of this study was to adapt the Expectancy Value Scale, Students' Motivation for Homework Scale, Homework Interest Scale, Homework Affective Attitude Scale, Math Homework Purposes Scale into Turkish and to develop the Homework Self Efficacy Scale. 1555 middle school students of 5th and 8th grades participated in the study. The students were enrolled in 66 classes in eight schools located in a large metropolitan city in northwestern Turkey. 48.35% of the students were female and the mean age was 11.94 years. For the convergent validity of the scales, the variables of homework completion, homework time, and academic achievement were preferred. Exploratory and confirmatory factor analyses confirmed the construct validity of all scales. Only the students' motivation for homework scale was found to form a third dimension different from the original. The validity and reliability analyses demonstrated that the five scales are suitable for use in homework research at the middle school level. Moreover, according to the results of psychometric evaluation, the developed Homework Self-Efficacy Scale proved to be a valid and reliable instrument for measuring middle school students' self-efficacy perceptions toward mathematics homework.

Okul öncesi dönemdeki çocukların beslenme durumuna yönelik beslenme eğitimine, aile katılımının etkinliğini değerlendirmek için bir devlet anaokuluna giden 74 çocuğa 10 haftalık bir beslenme eğitimi programı uygulanmıştır. Çocuklar, aile katılım grubu (AKG), eğitim grubu (EG) ve kontrol grubu (KG) olmak üzere üç gruba ayrılmıştır. Müdahaleler; okul temelli beslenme eğitimi, aile beslenme eğitimi dokümanları ve aile-çocuk ev etkinlikleri ile aylık aileler ile toplantılar AKG’de, okul temelli beslenme eğitimi EG'de ve KG’da müdahale olmayacak şekilde yapılmıştır. Antropometrik ölçümler, 3 günlük besin tüketim kayıtları ve besin gruplarının tüketimlerinin değerlendirmesi müdahaleden öncesi ve sonrası tamamlanmıştır. Sonuçlara göre müdahale, AKG'nda daha fazla değişime neden olmak üzere AKG ve EG'nda, daha düşük obezite prevalansına (p < 0,05), besinin bulunabilirliği, besini sunma ve tüketiminde olumlu değişimlere yol açmıştır. Çalışmadan elde edilen sonuçlar, okul öncesi beslenme eğitim programına aile katılımının beslenme eğitiminin etkinliğini artırabildiğini göstermektedir.