The research was conducted to investigate the determinants of consumers' attitudes toward using new technology during the buying process (e-commerce). Two hundreds seventy four subjects participated in this study. The age of participants ranged from 19 to 55. 139 participants used the Internet for shopping, 135 participants were Internet users but had never done online shopping. The results are compatible to a large degree with studies that have been carried out in developed countries. The online shoppers are more impulsive in making decisions (during shopping), more variety oriented, and more risk tolerant than Internet users who do not shop online. Additionally, online purchasers accept new products faster than do traditional consumers. The relevant predictors of online shopping behavior are also: the attitude toward the process of shopping, attitude toward computers and an experiential orientation (people who are experientially-oriented like seeing, touching and trying products before buying). The general model of psychological determinants was tested by path analysis. The path analysis showed that the Theory of Planned Behavior by Ajzen and Fishbein can be a very useful tool in predicting online shopping behavior.
The objective of this research is to investigate the correlations between social emotional learning and critical thinking. The research involved 289 university students. Social emotional learning scale and Critical Thinking Disposition Scale were used. To determine the correlations between social emotional learning and critical thinking, correlation analysis and structural equation modelling were applied. According to the research findings, critical thinking and social emotional learning were found to correlate significantly positively. The findings indicated excellent fit (χ2 = 782.15, df = 427, p = .00, RMSEA = 0.054, NNFI = .91, CFI = .92, IFI=. 92, SRMR = .063). According to the results, critical thinking was predicted positively by social emotional learning.
The purpose of this study is to examine the relationships between math anxiety, math attitudes, and self-efficacy. Participants were 372 university students who were enrolled in Sakarya University, in Turkey. In this study, the Revised Mathematics Anxiety Rating Scale, the Mathematics Attitudes Scale, and the Self-efficacy Scale were used. Using correlation analysis, math anxiety was found negatively related to positive attitudes and self-efficacy and positively to negative attitudes. On the other hand, positive attitudes were found positively associated with self-efficacy and negatively with negative attitudes. According to the path analysis results, positive attitudes were predicted positively and negative attitudes predicted negatively by self-efficacy. Also, self-efficacy and positive attitudes predicted math anxiety in a negative way and negative attitudes predicted math anxiety in a positive way. Results were discussed in the light of literature.