İHÜ Araştırma ve Akademik Performans Sistemi
DSpace@İHÜ, İbn Haldun Üniversitesi’nin bilimsel araştırma ve akademik performansını izleme, analiz etme ve raporlama süreçlerini tek çatı altında buluşturan bütünleşik bilgi sistemidir.
İndekslere Göre Dağılım
Yıllara Göre Dağılım
Türlere Göre Dağılım
Güncel Gönderiler
Explaining loyalty to generative AI: Extending the theory of planned behavior with AI anxiety and perceived risk
(Taylor & Francis, 2026) Arpacı, İbrahim; Şahin, Azize; Tatoğlu, Ekrem; Şahin, Aysun; Yönetim Bilimleri Fakültesi, İşletme Bölümü
As generative artificial intelligence (GenAI) use grows, continuance intention does notnecessarily imply loyalty. Drawing on the Theory of Planned Behavior (TPB), this studydistinguishes continuance intention from loyalty, operationalized as affective attach-ment and personal significance, and examines AI anxiety and perceived risk as predic-tors of attitude. Competing deterrence and contextual salience expectations arespecified for the risk–attitude relationship. Using PLS-SEM, we analyze data from 1,050Generation Z users in Turkey in an AI-assisted travel-planning context. AI anxietyrelates negatively to attitude, whereas perceived risk relates positively, supporting itspredicted direction without establishing contextual salience as the underlying process.Both effects are modest and explain little variance in attitude. Attitude shows thestrongest relationship with continuance intention among TPB predictors, while con-tinuance intention is strongly linked to loyalty. The study advances GenAI post-adop-tion research by distinguishing continuance intention from loyalty and contrasting theroles of AI anxiety and perceived risk.
An integrative model proposal for Religiously-Integrated Cognitive Behavioral Therapy (RCBT): TMTT model (Tafakkur–Muhasaba–Tawba–Tawakkul)
(Springer Nature, 2026) Toprak, Taha Burak; Işık, Hatice Rumeysa; İnsan ve Toplum Bilimleri Fakültesi, Psikoloji Bölümü
Religiously Integrated Cognitive Behavioral Therapy (RCBT) has increasingly emphasized the incorporation of clients’ religious beliefs and practices into psychotherapy. However, many existing approaches tend to utilize religious concepts primarily as supportive therapeutic tools within an already established cognitive behavioral framework, often detaching them from their original epistemological and ontological contexts. In response to this limitation, the present article introduces the TMTT model (Tafakkur–Muḥāsaba–Tawba–Tawakkul) as a conceptually grounded and process-oriented framework for religiously integrated psychotherapy rooted in the Islamic intellectual tradition. The model proposes a form of integration in which religious concepts function not merely as therapeutic content but as organizing principles structuring the therapeutic process itself. The article presents the philosophical foundations, developmental rationale, and clinical structure of the TMTT model. Drawing upon the revivalist tradition of Ilm an-Nafs and contemporary process-oriented psychotherapy frameworks, the model conceptualizes psychological change as a multidimensional process involving cognitive awareness, moral evaluation, repentance-based reorientation, and trust-based values-consistent action. Each core component—tafakkur (contemplation), muḥāsaba (self-reckoning), tawba (repentance/turning back to Allah), and tawakkul (reliance on Allah)—is examined through four dimensions: its conceptual background in the Islamic intellectual tradition, its therapeutic function within TMTT, its comparison with related constructs in modern psychotherapy and CBT, and its clinical implementation. The article further discusses the model’s developmental status, limitations, implementation challenges, and future research directions. TMTT is positioned as an early-stage, theoretically coherent clinical framework that remains open to empirical refinement and manual development. By integrating cognitive, emotional, behavioral, moral, and spiritual processes within a unified meaning-oriented structure, the TMTT model offers a preliminary proposal for structurally integrating Islamic concepts into psychotherapy while preserving their conceptual integrity.
The regulating and mediating roles of digital competencies on science literacy in PISA: The impacts of ICT use within and beyond School
(International Society for Technology, Education and Science (ISTES), 2026) Kaya, Mehmet Haldun; Bulut, Mehmet Akın; Kaya, Volkan Hasan; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Although information and communication technologies (ICT) in education has been widely studied, the specific ways digital competencies and varying ICT use patterns influence science literacy remain insufficiently underexplored. The rapid evolution of the digital age has made ICT an essential component of learning, yet effective digitalization requires more than technological access, it demands the development of students’ digital competencies, encompassing skills in information access, analysis, communication, and problem-solving. These competencies are vital not only for academic success but also for participation in a technology-driven society. Science education offers a critical setting for exploring this relationship, as it inherently fosters both digital competencies and science literacy, defined as the capacity to understand, evaluate, and apply scientific knowledge in real-world contexts. International assessments such as the Programme for International Student Assessment (PISA) demonstrate the importance of digital tools in enhancing scientific reasoning and conceptual understanding. However, the extent to which different ICT use contexts, within school, beyond school, and across time, mediate or regulate the impact of digital competencies on science literacy remains unclear. This study investigates (1) the direct effects of students’ digital competencies on science literacy, (2) the mediating roles of digital inquiry-based learning (ICTINQ) and subject-related ICT use (ICTSUBJ), and (3) the regulating roles of extracurricular ICT use (ICTECA), regulated school use (ICTREG), and temporal use patterns (ICTWKDY, ICTWKEND). By clarifying these relationships, the research addresses a critical gap in understanding how digital engagement supports scientific reasoning and problem-solving in modern education.
[Book Review]: "Understanding and Addressing Disaster Risk"
(İlmi Etüdler Derneği, 2026) Wani, Mustaq Ahmad
In the past half-century, the sociology of disaster has undergone a paradigmatic shift, moving from a hazard-centric physicalism to a nuanced understanding of social vulnerability. This transformation was cemented by the assertion that “disasters are not natural,” a thesis famously articulated in the seminal 1994 text At Risk (Blaikie et al., 1994). Ben Wisner, a co-author of that landmark work, returns in Understanding and Addressing Disaster Risk alongside a distinguished cohort of scholars—Irasema Alcántara-Ayala, JC Gaillard, Ilan Kelman, and Victor Marchezini. This volume does not merely reiterate established critiques but expands the theoretical horizon to confront the “chronic societal processes” that manufacture risk (Wisner et al., 2025, p. 4). By interrogating the intersection of power, colonial legacies, and capitalist development, the authors offer a rigorous examination of why disaster risk reduction (DRR) initiatives frequently fail to arrest the accumulation of catastrophe. This review evaluates the book’s contribution to the field, focusing on its theoretical innovations regarding “Disaster Risk Construction” (DRC) and the tensions inherent in its proposed solutions...
An e-professional training in self-regulated cognitive strategies for K-12
(Frontiers Media S.A., 2026) Kaya, Mehmet Haldun; Bulut, Mehmet Akın; Aşık, Gürsu; Adıgüzel, Tufan; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
This study investigates the design, implementation, and impact of an e-professional development program focused on self-regulated learning (SRL) cognitive strategies for K-12 teachers. Framed by an integrative theoretical perspective on SRL, the study examines how teachers can embed rehearsal, organization, elaboration, and critical thinking into regular teaching content across grade levels, subjects, and learning contexts. It also explores the characteristics of learning environments that support SRL strategy instruction and the role of digital technologies in facilitating this process. A mixed-methods design was employed. The study drew on 24 lesson plans developed by teachers who participated in a seven-week cognitive strategies module within a broader 16-week SRL training program. Quantitative data were obtained through an expert-developed rubric assessing the integration, implementation, and technology integration of SRL cognitive strategies, while qualitative data were analyzed through thematic analysis of the lesson plans. The findings indicate that the training had a positive impact on teachers’ instructional planning and classroom-oriented strategy use. Teachers successfully incorporated SRL cognitive strategies across preschool, primary, middle, and high school contexts, with particularly strong evidence of elaboration and critical thinking activities. Quantitative results showed higher scores for implementation than for overall integration, suggesting that teachers were more successful in applying strategies in specific instructional activities than in embedding them systematically throughout whole lesson plans. The study also shows that learner-centered, reflective, and collaborative environments are conducive to SRL strategy instruction. In addition, digital tools supported the use of all four cognitive strategies by enabling interaction, feedback, visualization, collaboration, and authentic task design. Overall, the study demonstrates that structured, theory-informed professional development can help teachers integrate SRL cognitive strategies into everyday instruction and foster more learner-centered, technology-enhanced educational practices. These findings offer practical implications for teacher education, curriculum design, and school-wide efforts to promote independent, strategic, and reflective learning across contexts.
