Anadolu Üniversitesi Akademik Arşive Hoş Geldiniz
eArşiv@Anadolu, Anadolu Üniversitesi tarafından doğrudan ve dolaylı olarak yayınlanan; kitap, makale, tez, bildiri, rapor, araştırma verisi gibi tüm akademik kaynakları uluslararası standartlarda dijital ortamda depolar, Üniversitenin akademik performansını izlemeye aracılık eder, kaynakları uzun süreli saklar ve yayınların etkisini artırmak için telif haklarına uygun olarak Açık Erişime sunar.
Son Gönderiler
Item type:Yayın, Access status: Metadata only , Sorbicillin water fraction from Penicillium flavigenum: Impact on anti-proliferative, apoptotic, and neuroinflammatory responses in glioma model(Springer Nature, 2026-05-25) Selin Engür; Elif Kaya Tilki; Mustafa Güçlü Özarda; Zerrin Cantürk; Miriş Dikmen; Engür, Selin; KAYA TİLKİ, ELİF; CANTÜRK, ZERRİNItem type:Yayın, Access status: Metadata only , Problem Behaviors Displayed by Students with Autism Spectrum Disorder in Educational Settings: A Prevalence Study(Ankara University, 2026-05-24) Funda Aksoy; Veysel Aksoy; Zekai Alper Alp; Fatih Koçak; Duygu Bulut Güneş; AKSOY, FUNDA; AKSOY, VEYSEL; Alper, ZekaiIntroduction: Problem behaviors are defined as patterns of behavior that cause harm to the individual or others, create limitations in social and academic domains, and persist in ways that are contrary to cultural norms. Risks related to problem behaviors are identified through prevalence studies, which also provide guidance for intervention planning. In Türkiye, aside from one study conducted with parents, there are no prevalence studies in educational settings. The aim of this study is to determine the prevalence and risk factors of problem behaviors exhibited by individuals with ASD in educational settings in Türkiye and to determine teachers’ levels of difficulty in responding to these behaviors.Method: This study utilized a descriptive correlational survey design. Data were obtained from 981 students diagnosed with ASD using the Problem Behavior Inventory-Short Form. The ages of the students ranged from 2 to 18; 223 were female, and 758 were male. Teachers’ levels of difficulty were determined using the Autism Problem Behaviors Teacher Form with 491 teachers. ASD severity was also measured using the Adapted Autism Behavior Checklist.Findings: The prevalence of problem behaviors exhibited by students with ASD in educational settings was 76.6% for self-injurious behaviors, 73.5% for aggressive and destructive behaviors, and 92.6% for stereotyped behaviors. Prevalence did not exhibit a significant relationship with age. Gender-based analysis revealed that hair-pulling behavior was significantly more prevalent among female participants than their male counterparts. Notably, higher prevalence rates of problem behaviors were associated with mild ASD severity.Discussion: he findings pertaining to prevalence, age, and gender aligned, either fully or partially, with existing literature. While the findings on intellectual disability were corroborated by the literature, teachers perceived the problem behaviors of students in the mild ASD group as more severe, contrasting with prior research. These findings suggest that teachers’ high levels of perceived difficulty and possible attributions of intentionality toward behaviors may have impacted the outcomes.Item type:Yayın, Access status: Metadata only , Unveiling AI Literacy: User Competences and Perceptions of Pre-Service Teachers(Tresorix Ltd, 2026-05-24) Aylin Sevimel-Sahin; Hamdullah Şahin; SEVİMEL ŞAHİN, AYLİNArtificial intelligence has been widely adopted and used by both teachers and learners for several purposes in language education. However, at first, teacher candidates are required to be qualified in AI literacy in order to nurture and cultivate the success of their future learners, thereby further improving language education. Therefore, there is a need to identify whether they are ready for AI-infused education, at which points they are (in)competent, and what they need in training regarding AI literacy, specifically in relation to their domain-specific contexts. Then, this study aimed to analyze to what extent teacher candidates are AI literate in terms of awareness, usage, evaluation, and ethics, and explore how they perceive and experience AI in teaching/learning. Based on the convergent mixed-methods-design, this study collected data from 104 pre-service ELT teachers. As the research instruments, scale and open-ended questions were employed through Google Forms. The analysis revealed a moderate level of AI literacy overall. It also indicated the restricted AI ability to integrate, critical evaluation, and ethical use. Although awareness was high, AI tool repertoire and knowledge were very limited. Moreover, AI was used more for educational purposes compared to daily life, and despite some challenges, perceived it as beneficial. Since AI is considered as the future, the pre-service teachers explicitly stated a need for AI training compatible with their professional competence and practices. Hence, this study demonstrates the requirement of AI training in teacher education programs to foster various competences of AI literacy.Item type:Yayın, Access status: Metadata only , Synthesis, Antidepressant-like and Anxiolytic-like Effects of Novel Thiadiazole Derivatives: Behavioral Assessment and Mechanistic Investigation(Multidisciplinary Digital Publishing Institute, 2026-05-19) Ümmühan Kandemir; Gizem Türkoğlu Sağlik; Derya Osmaniye; Zafer Asım Kaplancıklı; Özgür Devrim Can; Ümide Demir Özkay; Kandemir, Ümmühan; OSMANİYE, DERYA; KAPLANCIKLI, ZAFER ASIM; CAN, ÖZGÜR DEVRİM; DEMİR ÖZKAY, ÜMİDEBackground/Objectives: Based on the central nervous system-related activity potential of 1,3,4-thiadiazole derivatives, novel 1,3,4-thiadiazole compounds were synthesized, and their possible antidepressant-like and anxiolytic-like effects were investigated. Methods: The chemical structures of the compounds were elucidated using several spectroscopic techniques. Antidepressant-like effects of compounds were evaluated using the tail suspension and the modified forced swimming tests, while anxiolytic-like effects were assessed using the hole board, elevated plus maze, and open field tests in male Balb/c mice. Motor activities of the animals were examined using the activity-meter device. Mechanistic and computational in silico studies were also performed. Results: The results demonstrated that compounds 4e–4i exhibited antidepressant-like effects, whereas only compound 4e showed an anxiolytic-like effect. None of the compounds produced significant alterations in motor activities of animals, indicating that the observed behavioral effects were specific. The antidepressant-like effects of compounds 4e–4i were abolished by p-chlorophenylalanine methyl ester (PCPA) and α-methyl-para-tyrosine methyl ester (AMPT) pre-administration indicating that the antidepressant-like effects of these test compounds are related to both serotonergic and catecholaminergic mechanisms. Furthermore, the anxiolytic-like effect of compound 4e was reversed by flumazenil and NAN-190 pre-administrations, indicating the participation of the GABA-A benzodiazepine receptor complex and 5-HT1A receptors in its pharmacological activity. Computational in silico studies revealed that compounds have good ADME profiles; compounds 4e–4i interact with the serotonin transporter; compound 4e shows affinity for GABA-A and 5-HT1A receptors; and all interactions remain stable under dynamic conditions. Conclusions: These findings supported the previous papers reporting the antidepressant-like and anxiolytic-like effects of 1,3,4-thiadiazole derivatives.Item type:Yayın, Access status: Metadata only , Self-Coldness, Rather Than Self-Compassion, Mediates the Link between Parent–Child Emotional Enmeshment and Feelings of Inferiority(2026-05-05) Büşra Nur Yüzer Kirik; Ramazan Akdoğan; Elif Çimşir; 0000-0001-6715-0036; 0000-0003-2726-6522