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                    <title><![CDATA[International Journal of Educational Spectrum (Volume 7 - Issue 2)]]></title>

                    <link>https://www.benthamscience.com/journal/319</link>

                    <description>

                    RSS Feed for Journals <![CDATA[International Journal of Educational Spectrum]]> | BenthamScience

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                    <generator>EurekaSelect (+https://www.benthamscience.com)</generator>

                    <pubDate>2025-11-13</pubDate>

                    <image>

                    <title><![CDATA[International Journal of Educational Spectrum (Volume 7 - Issue 2)]]></title>

                    <url></url>

                    <link>https://www.benthamscience.com/journal/319</link>

                    </image><item><title><![CDATA[The Challenge of the Young Generation with the Virtual Crowd: True Loneliness]]></title><link>https://www.benthamscience.com/article/151725</link><pubDate>2025-11-13</pubDate><description><![CDATA[This article examined the relationship between high school students' problematic internet use and loneliness levels. Within the scope of the research, the quantitative research method was used to determine the addiction level of the participating high school students and the qualitative research method was used together to examine the relationship between high school students' problematic internet use and their loneliness in society. In this context, a total of 387 students studying in 9th, 10th, 11th and 12th grades in five public high schools in the 2018/2019 academic year in the centre of Kırıkkale province were surveyed. It was determined that 4.9% of the high school students participating in the survey, i.e. 19 students, were problematic internet users. Subsequently, 18 volunteer students were interviewed to examine the relationship between problematic internet use and loneliness. As a result of the interview, it was determined that high school students are not spiritually at peace with themselves; they are shy about expressing themselves in society and hide the time they spend on the Internet and what they do from family and friends. In addition, it was concluded that their problematic internet use negatively affects their family, friends, and relatives' communication and isolates them from society.]]></description> </item><item><title><![CDATA[Development and Validation of the Hope Scale for Secondary School Students in Turkey: A Study on Various Variables]]></title><link>https://www.benthamscience.com/article/151726</link><pubDate>2025-11-13</pubDate><description><![CDATA[In this study, a scale was developed to evaluate secondary school students’ levels of hope, and their hope levels were examined in terms of various variables through this scale. Initially, a draft scale consisting of 41 items was crafted by synthesizing existing literature and consulting experts in the field. The study was divided into two phases: the first involving 514 students for scale development and the second comprising 503 students for scale validation. Throughout the scale development process, confirmatory and exploratory factor analyses, Cronbach's Alpha and Guttman Split-half values were calculated. The final scale, comprising 22 items across four factors, accounted for 56.565% of the total variance. Confirmatory factor analysis affirmed the adequacy of the model. The overall Cronbach's alpha value of the scale was determined as 0.896. As a result of the research, a valid and reliable scale was created. In addition, it was observed that the hope levels of the students did not differ significantly according to the variables of gender, academic achievement, and socio-economic level. However, there was a significant difference in the mean hope levels by grade, with fifth-grade students scoring higher, and by exposure to trauma, with those who had experienced trauma at least once having higher mean hope levels. These findings provide valuable insights into how hope develops in secondary school students and highlight the importance of early interventions to support students' emotional resilience.]]></description> </item><item><title><![CDATA[A Suggested Course Syllabus for Teaching English in Early Childhood]]></title><link>https://www.benthamscience.com/article/151727</link><pubDate>2025-11-13</pubDate><description><![CDATA[Teaching English in Early Childhood (TEEC) requires a variety of materials, in-class activities, skills and experience to prepare and utilize in the classroom. To design appropriate materials, in-class activities, and apply them collaboratively in the classroom, EFL teachers are required to receive necessary training in their teacher education programmes. This study aims to develop a course syllabus for pre- and in-service EFL teachers for TEEC settings. First, with the purpose of identifying the frequent topics in the content of (Teaching English to Young Learners) TEYLs and TEEC courses of state universities in Türkiye, books, published articles, and observations of online courses providing the relevant content, a sequential exploratory mixed-methods design was applied to reach the targeted data. The document analysis was employed via MS Excel. Secondly, using the qualitative data collected, a survey was prepared to gather opinions of EFL teachers having experience regarding teaching English in early childhood. The results obtained from the survey were analyzed employing SPSS Statistics Version 27. The data exhibit EFL teachers need more up-to-date topics, and opportunities to apply theory in real classroom. At the end of the study, the course syllabus was designed and offered based on the EFL teachers’ needs.]]></description> </item></channel></rss>