Metacognitive judgment enables individuals to evaluate their cognitive processes and is used to measure the outcomes of metacognitive monitoring. Research indicates that learners with monitoring difficulties tend to exhibit overconfidence, failing to correct inaccuracies in their knowledge, which negatively affects their performance. On the other hand, self-regulated learning is known to have lasting and positive effects on metacognitive skills. This study explores the impact of an online self-regulated learning process on students' performance and metacognitive assessments, including bias and absolute accuracy. Conducted using an explanatory sequential mixed-methods design, the study employs quantitative methods to analyze students' exam performance and metacognitive judgments, while qualitative methods are used to gain insights into students' experiences. The participants consist of 48 university students enrolled in an Instructional Design course. Data collection instruments include an achievement test, a metacognitive judgment test, interviews, self-regulated learning documents, project reports, and peer assessment forms. The findings indicate that online self-regulated learning positively influences students' performance and metacognitive assessments. Based on student feedback, the online self-regulated learning process was found to support cognitive and metacognitive skills such as planning, recognizing learning gaps, adjusting strategies based on feedback, tracking progress, and self-evaluation.

This study investigates the direct and indirect relationships between coparenting, parenting behaviors, family conflict, family cohesion, and children’s social, emotional, behavioral, and academic adjustment. Social, emotional, and behavioral adjustment are considered core indicators of children’s healthy development, while school adjustment is recognized as a key factor for long-term academic and psychosocial well-being. Previous research highlights that family dynamics—particularly the consistency, emotional warmth, and discipline strategies parents adopt—play a central role in shaping children’s adjustment. Within this context, coparenting has been conceptualized as a critical parental subsystem that directly and indirectly affects child development through parenting practices and family relationships. The study was conducted using a correlational research design. Children (n = 1,206) from different developmental stages (late childhood, early, middle, and late adolescence), as well as both maternal (n = 1,206) and paternal (n = 1,206) reports, across urban and rural settings were included as participants. A hypothetical model was proposed to test the direct and indirect relationships between coparenting, family conflict, family cohesion, positive and negative parenting behaviors and children’s social, emotional, behavioral, and academic adjustment. The results indicated that supportive coparenting was associated with higher family cohesion and positive parenting, lower conflict and negative parenting, and consequently with better child adjustment across domains. The findings provide culturally specific insights into how coparenting functions in the local context, offering empirical evidence to inform the development of family-based intervention and prevention programs.

The purpose of this study is to determine the statistical reasoning levels of gifted middle school students, and to examine these levels in terms of variables such as grade level and parental education status. The research was conducted with 150 students attending Science and Art Centres (BİLSEM) in İzmir, and the students' statistical reasoning skills were measured using LOCUS Assessment Questions. A correlational survey model was used in the study. The data were analysed using quantitative methods. The study found that gifted students had low levels of statistical reasoning skills. Furthermore, analysis of grade levels revealed that 7th and 8th grade students performed better than 6th grade students, but there was no significant difference between 7th and 8th grades. No significant difference was observed between parents' educational status and students' reasoning levels. The results reveal that, despite gifted students' high analytical thinking abilities, they struggle to understand complex statistical concepts, and that their education in this area needs to be strengthened in greater depth.

This autoethnography is related to my story as a Turkish parent while I lived in the United States (US) over a period of three years. I illustrate what we learned and how it changed my daughters’ life experiences pertaining to cultural and education systems differences. Experiences, challenges, and lessons learned, the differences between the two cultures and the education system contribute to the cultural and educational development of my daughters. My daughters, whom I took to America as two little children, were now two young girls who had lived in two different cultures and were raised in different education systems when they returned to Türkiye after three years. As both an educator and a mother, living in the United States and my daughters' education enabled me to observe the American education system, change my perspective, and compare it with Türkiye. I had the opportunity to question what parenting is like in different cultures and education systems. I hope this autoethnography will encourage adopting an empathetic mindset towards parents and their children moving to different cultures around the world and trying to adapt to different educational systems.