Motivation in ELT has always been a concern for researchers. Most of them focussed on the effect of extrinsic motivation that required outsourcing interference; however, the strongest motivation occurs when the students themselves are believed by somebody, particularly by their teachers whom they most value. Positive expectations of teachers operate as an innate driving force that may lead students to academic achievement. A psychological phenomenon in which the expectations come true when you truly believe in them is called the Pygmalion effect. Accordingly, this study investigated the relationship between Pygmalion Effect and student achievement. The data were collected from 412 students at ELT departments of different universities, and 48 teachers from 30 high schools through a questionnaire and interviews. Chi-square, MANOVA, and Pearson Correlation tested the data and found significant differences. This study is significant in understanding the efficiency of the Pygmalion Effect on student success. This study also created a list of pedagogical implications for English teachers in higher education and high schools.

The purpose of this study is to determine the frequency of teachers' exposure to mobbing behaviors and the types of mobbing they encounter. Also it is determine whether the levels of teachers' exposure to mobbing behaviors vary according to the characteristics of the schools where they work. The data of the study were obtained from 491 teachers working in a province located in the central Black Sea region in Turkey. Negative Acts Questionnaire (NAQ) Developed by Einarsen and Raknes (1997) and adapted to Turkish by Cemaloğlu (2007) was used as data collection tool. According to study findings 27.9% of the teachers stated that they were exposed to at least one mobbing behavior in their schools with varying frequency. The rate of teachers indicating that they have been exposed to mobbing systematically is 5.5%. Furthermore, it was found that teachers working in private schools were exposed to mobbing significantly higher than teachers working in public schools; high school teachers' exposure level to mobbing were significantly higher than all pre-school, primary and secondary school teachers’; exposure levels to mobbing of teachers working in the schools located in the center were significantly higher than the teachers working in the schools in villages and districts. It was also determined that there was a low but significant increase in exposure levels to mobbing as the number of teachers increased in the school where teachers worked.

This study employed phenomenological design to analyze the family life, organizational alienation, and organizational ostracization of married female academics. The research, using one of the qualitative research methods, collected data from 12 married women working as academics in public universities utilizing purposeful sampling. The content analysis method was used to analyze the data. The study revealed that married woman academics experience career stagnation, more stressful work-life, more personal sacrifice, and the need for supportive factors such as spousal support and family support in their professional lives due to their family responsibilities. The study has concluded that married female academics exhibit certain negative perceptions of alienation. Specifically, they feel disempowered and isolated, while finding some sense of meaning and freedom in their work. The implications of these findings are discussed in light of the relevant literature, and recommendations are provided to aid further research in this area.

The study explored whether the role of school attachment and academic grit in predicting computer game addiction of elementary school 4th grade and middle school 5th grade students differs according to various variables (sex, grade level, having a computer at home and daily duration of playing computer games). The study sample was determined using the simple random sampling method. The sample consisted of 564 students attending two elementary schools and three middle schools in the Şahinbey District of the city of Gaziantep. The study data were collected in the fall semester of the 2020-2021 academic year. The “Computer Game Addiction Scale”, the “Academic Grit Scale”, and the “School Attachment Scale” were used to collect the study data. The study employed the relational research design, one of the descriptive research designs. In data analysis, independent samples t-test and one-way analysis of variance technique were used to examine dependent variables in terms of categorical variables. While examining the relationships between variables, Pearson correlation coefficient analysis and simple linear regression analysis techniques were used. The study results revealed that male students had higher computer game addiction. In addition, in terms of grade level, 4th grade students had higher computer game addiction. Also, there were differences according to the variables of whether there was a computer at home and whether they played computer games daily. The result of the regression analysis examining the prediction of the school attachment variable by computer game playing addiction put forth that the model was significant. This indicates that computer game playing addiction is a positively significant predictor of school attachment. Furthermore, the result of the regression analysis examining the prediction of the academic grit variable by computer game playing addiction determined that the model was also significant. According to this result, computer game playing addiction is a negatively significant predictor of academic grit.

This study aims to determine secondary school students (n=23) perspectives of tangible gamification elements. For this purpose, the mathematics teaching process of a group of fifth-grade students (10 years old) was assisted with tangible gamification elements. These elements were designed with a traditional pen-paper approach, appropriate to the age level of the students. The research was conducted with qualitative methods. The case study design was preferred as a qualitative research design. Following the 10-week implementation process, the students were requested to provide their opinions on tangible gamification elements. The main research data were collected using a semi-structured interview form using the focus group interview method. To triangulate the data obtained from the focus group interviews, data collected from researcher observation notes and student diaries were also used. The research data were analysed by content and text analysis methods. The study concluded that tangible gamification elements provide positive experiences to students. In addition, it was determined that a few revisions were needed regarding the gamification elements used in the research. This study serves as a guide for educators on the use of tangible gamification in learning environments. The current study provides a set of recommendations on tangible gamification for educational settings.