Researcher:
Sakarya, Yasemin Kisbu

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Yasemin Kisbu

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Sakarya

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Sakarya, Yasemin Kisbu

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2015 - 201982020 - 202312

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    Toward optimized effectiveness of employee training programs
    (Hogrefe Publishing Corp, 2022) Uslu, Dilek; Department of Business Administration; Department of Psychology; Marcus, Justin; Sakarya, Yasemin Kisbu; Faculty Member; Faculty Member; Department of Business Administration; Department of Psychology; College of Administrative Sciences and Economics; College of Social Sciences and Humanities; 124653; 219275
    Although organizations invest heavily on employee training, the effectiveness of employee training programs has not been well-established. In the current study, we examine the training delivery features of employee training programs to derive a better understanding of features that may be of best benefit in the improvement of employee affective outcomes. Specifically, and via the use of meta-analysis (k = 79 studies totaling 107 independent effect sizes), we focus on two broad classes of affective employee training outcomes including attitudinal and motivational outcomes. Results evidence support for the effectiveness of employee workplace training interventions and indicate that employee training programs associated with attitudinal versus motivational outcomes require different features while being delivered to reach optimal effectiveness.
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    Adapting the values affirmation intervention to a multi-stereotype threat framework for female students in STEM
    (Springer, 2020) Herrmann, Sarah D.; N/A; Department of Psychology; Selçuk, Esra Çetinkaya; Sakarya, Yasemin Kisbu; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 219275
    We examined if an adapted version of a brief social psychological intervention following a multi-threat framework can enhance the mental task performance of female college students under stereotype threat. In experiment 1, under self-as-target stereotype threat, as expected, students who were exposed to the self-affirmation intervention had the highest task performance. However, under group-as-target stereotype threat, we found similar performances of the students in both the self-affirmation and group-affirmation conditions compared to control condition. In experiment 2, we showed that the extent a female student is identified with her gender group moderates the effectiveness of the group-affirmation intervention. The current research encourages researchers to consider different understandings of self while instituting common stereotype threat interventions rather than taking a uniform approach.
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    Parental predictors of children’s math learning behaviours in different cultures
    (Springer, 2022) Selcuk, Bilge; N/A; Department of Psychology; Niehues, Wenke Ulrike; Sakarya, Yasemin Kisbu; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 219275
    Research indicates that parental schoolwork involvement is beneficial for students' academic functioning when parents facilitate their children's autonomy and refrain from psychological controlling practices. However, effects of the quality of parental involvement on child learning outcomes may vary due to cross-cultural differences in children's appraisal and reaction towards these practices. The current study aimed to investigate the link between the quality of parental schoolwork involvement and children's learning-related behaviours in math, and the mediating role of mother-child conflict around math schoolwork in this link in three cultural groups (i.e., German-Turkish, Turkish and German families). Data were collected from 107 German-Turkish, 426 Turkish and 140 German mothers with children in fifth to eighth grades. After testing measurement invariance of the scales across groups, multi-group structural equation modelling was used to examine the direct and indirect paths between the quality of parental involvement, mother-child conflict and child learning-related behaviours. Results showed that the level of mother-child conflict mediated the link between mothers' psychologically controlling practices and children's learning-related behaviours in math in all three groups. No mediation was found for the link between maternal autonomy support and children's learning-related behaviours in any group. However, the direct path from mothers' autonomy support to children's learning-related behaviours was significant in the Turkish and German-Turkish samples. These results suggest that the role of different forms of parental schoolwork involvement in children's academic functioning is more similar than different across cultural groups.
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    Does learning to code influence cognitive skills of elementary school children? findings from a randomized experiment
    (Wiley, 2021) N/A; Department of Industrial Engineering; N/A; Department of Psychology; Department of Psychology; Özcan, Meryem Şeyda; Selçuk, Esra Çetinkaya; Göksun, Tilbe; Sakarya, Yasemin Kisbu; Teaching Faculty; PhD Student; Faculty Member; Faculty Member; Department of Industrial Engineering; Department of Psychology; College of Engineering; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; 47278; 219275
    Background Coding has been added to school curricula in several countries, being one of the necessary competencies of the 21st century. Although it has also been suggested to foster the development of several cognitive skills such as computational thinking and problem-solving, studies on the effects of coding are very limited, provide mixed results, and lack causal evidence. Aim This study aims to evaluate the impact of a learn-to-code programme on three cognitive skills in children: computational thinking, fluid intelligence, and spatial orientation, using a randomized trial. Sample One hundred seventy-four (n = 81 girls) 4th-grade children participated in the study. Methods Children were randomly assigned to one of the three 10-week learning programmes: learn-to-code (treatment of interest), mathematics (another STEM-related comparison treatment), and reading (control). Children responded to paper-pencil computational thinking, and spatial orientation measurements, and face-to-face matrix reasoning task at pre- and post-tests. Results Results showed that children's computational thinking scores increased significantly only in the learn-to-code condition. Fluid intelligence significantly increased in all conditions, possibly due to a practice effect. The spatial orientation did not improve in any of the conditions. Conclusion These findings suggested that learning to code can be selectively beneficial for the development of computational thinking skills while not effective for spatial reasoning and fluid intelligence.
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    The comparative regression discontinuity (CRD) design: an overview and demonstration of its performance relative to basic RD and the randomized experiment
    (Jai-Elsevier Science Inc, 2017) Tang, Yang; Cook, Thomas D.; Hock, Heinrich; Chiang, Hanley; Department of Psychology; Sakarya, Yasemin Kisbu; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 219275
    Relative to the randomized controlled trial (RCT), the basic regression discontinuity (RD) design suffers from lower statistical power and lesser ability to generalize causal estimates away from the treatment eligibility cutoff. This chapter seeks to mitigate these limitations by adding an untreated outcome comparison function that is measured along all or most of the assignment variable. When added to the usual treated and untreated outcomes observed in the basic RD, a comparative RD (CRD) design results. One version of CRD adds a pretest measure of the study outcome (CRD-Pre); another adds posttest outcomes from a nonequivalent comparison group (CRD-CG). We describe how these designs can be used to identify unbiased causal effects away from the cutoff under the assumption that a common, stable functional form describes how untreated outcomes vary with the assignment variable, both in the basic RD and in the added outcomes data (pretests or a comparison group's posttest). We then create the two CRD designs using data from the National Head Start Impact Study, a large-scale RCT. For both designs, we find that all untreated outcome functions are parallel, which lends support to CRD's identifying assumptions. Our results also indicate that CRD-Pre and CRD-CG both yield impact estimates at the cutoff that have a similarly small bias as, but are more precise than, the basic RD's impact estimates. In addition, both CRD designs produce estimates of impacts away from the cutoff that have relatively little bias compared to estimates of the same parameter from the RCT design. This common finding appears to be driven by two different mechanisms. In this instance of CRD-CG, potential untreated outcomes were likely independent of the assignment variable from the start. This was not the case with CRD-Pre. However, fitting a model using the observed pretests and untreated posttests to account for the initial dependence generated an accurate prediction of the missing counterfactual. The result was an unbiased causal estimate away from the cutoff, conditional on this successful prediction of the untreated outcomes of the treated.
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    Bias, Type I error rates, and statistical power of a latent mediation model in the presence of violations of invariance
    (Sage, 2018) Olivera-Aguilar, Margarita; Rikoon, Samuel H.; Gonzalez Oskar; MacKinnon David P.; Department of Psychology; Sakarya, Yasemin Kisbu; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 219275
    When testing a statistical mediation model, it is assumed that factorial measurement invariance holds for the mediating construct across levels of the independent variable X. The consequences of failing to address the violations of measurement invariance in mediation models are largely unknown. The purpose of the present study was to systematically examine the impact of mediator noninvariance on the Type I error rates, statistical power, and relative bias in parameter estimates of the mediated effect in the single mediator model. The results of a large simulation study indicated that, in general, the mediated effect was robust to violations of invariance in loadings. In contrast, most conditions with violations of intercept invariance exhibited severely positively biased mediated effects, Type I error rates above acceptable levels, and statistical power larger than in the invariant conditions. The implications of these results are discussed and recommendations are offered.
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    Social impact measurement practice in Turkish non-governmental organizations
    (N/A, 2016) N/A; N/A; Department of Psychology; Yalçın, Ayşe Seda Müftügil; Güner, Duygu; Sakarya, Yasemin Kisbu; Researcher; Researcher; Faculty Member; Department of Psychology; N/A; N/A; College of Social Sciences and Humanities; N/A; N/A; 219275
    ‘Social Impact Measurement’ is rapidly capturing the interest of civil society organizations both in the world and in Turkey. Many civil society organizations are thinking about the best ways to measure and express their impact; and work on this. In this article, we define social impact as the effects on various people that happen as a result of an action, activity, project, program or policy, while social impact measurement encompasses the evaluation and measurement of the changes/impacts that are in question. Via the survey that was conducted, this article explicates what civil societal organizations do about social impact measurement and map the various needs and demands of the organizations regarding this issue. The findings of our survey announced that in the context of civil society in Turkey, social impact measurement is open for future development and progress but is in deep need for human resources and monetary budget. The lack of impact evaluation specialists in Turkey prevents NGOs of investigating if, for whom, and how their programs work. The results of the current survey emphasize that impact evaluation in Turkish NGOs needs to be encouraged and supported by fund providers, and trainings on impact evaluation should be available. / Dünyada ve Türkiye’de “sosyal etki ölçümlemesi” kavramı sivil toplum kuruluşlarının ilgi alanında giderek daha fazla yer almakta, pek çok sivil toplum kuruluşu sosyal etkilerini en iyi şekilde ölçmenin ve ifade etmenin yollarını aramakta, bu amaçla çalışmalar yapmaktadır. Makalede sosyal etki, “yapılan bir aktivite sonucu ortaya çıkan değişim” veya “bir eylem/aktivite/proje/program sonucu farklı insanlar üzerinde oluşan etkiler” olarak tanımlanırken, sosyal etki ölçümlemesi ise konu olan değişimlerin/etkilerin değerlendirilmesini, ölçümlenmesini kapsamaktadır. Bu makale Türkiye’deki sivil toplum kuruluşlarının sosyal etki ölçümlemesi konusunda ne gibi çalışmalar yaptıklarını, sosyal etki ölçümleme konusunda ne gibi ihtiyaçları ve talepleri olduğunu bir anket çalışması ışığında tartışmaktadır. Anketin sonuçları bizlere Türkiye’de sivil toplum bağlamında etki ölçümlemesinin ufkunun gelişmeye ve ilerlemeye açık olduğunu fakat en başta bütçe ve uzman insan kaynağı eksikliklerinin etki ölçümlemenin önündeki en büyük engeller olduğunu ortaya koymuştur. Đnsan kaynağı eksikliği zaman, emek ve para harcanan bu programların kısa ve uzun vadede istenen etkiyi yaratıp yaratmadığını, kimler için, hangi şartlar altında ve nasıl etki yarattığını öğrenmeyi ve uygulanan programların bu bilgiler ışığında revize edilebilmesini engellemektedir. Çalışma sonuçları etki ölçümlemenin başta fon verenler tarafından teşvik edilmesinin gerekliliğini ve etki değerlendirme konusunda eğitim programlarının açılmasının önemini vurgulamaktadır.
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    Emotional, cognitive, and social functioning in children and early adolescents living in post-armed conflict: testing mediating mechanisms
    (John Wiley & Sons Ltd, 2023) N/A; Department of Psychology; Turunç, Gamze; Sakarya, Yasemin Kisbu; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 333984; 219275
    This study examined whether, and to which extent, the associations between conflict intensity and children's and early adolescents' functioning problems were mediated through parental harsh discipline in a post-armed conflict setting. Data from 9623 Iraqi mothers and their children who participated in UNICEF MICS showed that the associations between conflict intensity, parental discipline and child functioning were similar for children and early adolescents. Higher conflict intensity was indirectly associated with increased anxiety and depression, greater learning and cognitive difficulties, and greater social and behavioural problems through parental harsh discipline. The proportion mediated effect sizes emphasised the importance of parent-focused interventions in improving child and adolescent functioning outcomes in conflict-affected populations.
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    Family cohesion facilitates learning-related behaviors and math competency at the transition to elementary school
    (Routledge Journals, Taylor & Francis Ltd, 2021) N/A; Department of Psychology; Department of Psychology; Niehues, Wenke Ulrike; Sakarya, Yasemin Kisbu; Selçuk, Bilge; PhD Student; Faculty Member; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 219275; 52913
    Research Findings: Children differ in their ability to adapt to elementary school. Yet, the family factors that foster a successful transition to elementary school are less well understood. Family cohesion as an indicator of a positive emotional climate within families may play an important role for children's ability to adapt to school. Thus, using data from the German National Education Panel Study (NEPS), in a 2-year longitudinal study conducted with a cohort of 357 5 to 7-year-old children and their parents from Germany, we have investigated the role of family cohesion in students' learning-related behaviors and math competency during the transition to elementary school. Results indicated that the relationship between family cohesion in kindergarten and students' second grade math competency was significantly mediated by students' learning-related behaviors in first grade. Results highlight the importance of a positive family climate in early life for the development of children's learning-related behaviors and their later academic success in mathematics. Practice or Policy: Family cohesion is a process-oriented indicator of the family context, which is more malleable than family demographics or socioeconomic status. Therefore, family cohesion might be an important element to consider in intervention programs designed to improve children's early learning-related skills and math competency.
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    Intercultural engagement and relatedness: examining mediation effects
    (Pergamon-Elsevier Science Ltd, 2017) N/A; Department of Psychology; Department of Psychology; N/A; Kağıtçıbaşı, Çiğdem; Sakarya, Yasemin Kisbu; Aydoğdu, Ezgi; Faculty Member; Faculty Member; Master Student; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; N/A; 219275; N/A
    Most research on student sojourners has studied students coming from the Majority World to Western countries, especially the United States, for undergraduate and graduate education. Though increasing greatly in numbers, shorter sojourn has not been the focus of attention. With regard to the adjustment of sojourners, research has tended to stress situational factors rather than personality. This study is different in terms of focusing on short term educational sojourn of Western students in a Majority World country and examining the effect of personal characteristics and cultural evaluation of the sojourners on their experience. Relatedness and country of origin were found to influence the cultural experience of exchange students through their cultural evaluation at baseline. Students with higher relatedness orientation had more positive cultural evaluations at baseline which then led to a more positive cultural experience in the receiving country