Asil, M., Gilmore, A., & Yilmaz, H. B. (2020). Ethnic differences in students’ attitudes to the arts: Providing validity evidence to make comparisons. European Journal of Educational Research, 9(3), 1177-1187. https://doi.org/10.12973/eujer.9.3.1177

Aypay, A. (2011). The adaptation of the Teaching-Learning Conceptions Questionnaire and its relationships with epistemological beliefs. Educational Sciences: Theory and Practice, 11(1), 21-29.

Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(Spring), 74-94. https://doi.org/10.1007/BF02723327

Bayram, N. (2010). Yapısal eşitlik modellemesine giriş: AMOS uygulamaları [Introduction structural equation model: AMOS applications]. Ezgi Bookstore.

Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191

Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033-2909.88.3.588

Berding, F. (2017). Development and validation of the IMEB-M, a German questionnaire for assessing topic-specific epistemic beliefs. Journal of Vocational Education & Training, 69(4), 517-539. https://doi.org/10.1080/13636820.2017.1344870

Brown, T. A. (2014). Confirmatory Factor Analysis for applied research. Guilford Publications.

Brownlee, J. M. (2003). Paradigm shifts in preservice teacher education students: A case study of changes in epistemological beliefs for two teacher education students. Australian Journal of Educational and Developmental Psychology, 3(1), 1-6.

Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, 6(2), 247-268. https://doi.org/10.1080/13562510120045221

Bryne, B. M. (2001). Structural equation modeling with AMOS. Lawrence Erlbaum Associates.

Cam, A., Topcu, M. S., Sulun, Y., Guven, G., & Arabacioglu, S. (2012). Translation and validation of the Epistemic Belief Inventory with Turkish pre-service teachers. Educational Research and Evaluation, 18(5), 441-458. https://doi.org/10.1080/13803611.2012.689726

Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56(2), 81-105

Can, B., & Arabacıoğlu, S. (2009). The observation of the teacher candidates’ epistemological beliefs according to some variables. Procedia-Social and Behavioral Sciences, 1(1), 2799-2803

Cardona-Molto, M. C., Ticha, R., & Abery, B. H. (2020). The Spanish version of the Teacher Efficacy for Inclusive Practice (TEIP) scale: Adaptation and psychometric properties. European Journal of Educational Research, 9(2), 809-823. https://doi.org/10.12973/eu-jer.9.2.809

Cevizci, A. (2003). Felsefe sözlüğü [Philosophy dictionary] (2nd ed.). Paradigma Publishing.

Chai, C. S., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: A survey among pre-service teachers in Singapore. Educational Media International, 43(4), 285-298. https://doi.org/10.1080/09523980600926242

Chai, C. S., Teo, T., & Lee, C. B. (2009). The change in epistemological beliefs and beliefs about teaching and learning: A study among pre-service teachers. Asia-Pacific Journal of Teacher Education, 37(4), 351- 362. https://doi.org/10.1080/13598660903250381

Chan, K. W. (2003). Hong Kong teacher education students' epistemological beliefs and approaches to learning. Research in Education, 69(1), 36-50. https://doi.org/10.7227/RIE.69.4

Chan, K. W., & Elliott, R. G. (2002). Exploratory study of Hong Kong teacher education students' epistemological beliefs: Cultural perspectives and implications on beliefs research. Contemporary Educational Psychology, 27(3), 392-414. https://doi.org/10.1006/ceps.2001.1102

Chan, K. W., & Elliott, R. G. (2004). Epistemological beliefs across cultures: Critique and analysis of beliefs structure studies. Educational Psychology, 24(2), 123-142. https://doi.org/10.1080/0144341032000160100

Cheng, M. M., Chan, K. W., Tang, S. Y ., & Cheng, A. Y. (2009). Pre-service teacher education students' epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25(2), 319-327. https://doi.org/10.1016/j.tate.2008.09.018

Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications]. Pegem Publishing.

DeBacker, T. K., Crowson, H. M., Beesley, A. D., Thoma, S. J., & Hestevold, N. L. (2008). The challenge of measuring epistemic beliefs: An analysis of three self-report instruments. The Journal of Experimental Education, 76(3), 281-312. https://doi.org/10.3200/JEXE.76.3.281-314

Demir, Ö ., & Acar, M. (1992). Sosyal bilimler sözlüğü [Social sciences dictionary]. Vadi Publications.

Demir, S., & Akınoğlu, O. (2010). Epistemolojik inanışlar ve öğretme öğrenme süreçleri [Epistemological beliefs in teaching learning processes]. Marmara University Atatürk Education Faculty Journal of Education Science / Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 32(32), 75-93.

Deryakulu, D. (2004). Epistemolojik inançlar [Epistemological beliefs]. In Y. Kuzgun & D. Deryakulu (Eds.), Eğitimde bireysel farklılıklar [Individual differences in education] (pp. 259-287). Nobel Publishing.

Deryakulu, D., & Büyüköztürk, Ş. (2002). Validity and reliability study of epistemological belief scale. Journal of Educational Researches, 2(8), 111-125.

Deryakulu, D., & Büyüköztürk, Ş. (2005). Epistemolojik inanç ölçeğinin faktör yapısının yeniden incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması [The re-examination of the epistemological beliefs questionnaire’s factor structure: Comparing epistemological beliefs in terms of gender and program type]. Eurasian Journal of Educational Research/ Eğitim Araştırmaları, 18(Winter), 57-70.

Dilekli, Y., & Tezci, E. (2019). Adaptation of teachers’ Teaching Thinking Practices Scale into English. European Journal of Educational Research, 8(4), 943-953. https://doi.org/10.12973/eu-jer.8.4.943.

Dilekli, Y., & Tezci, E. (2020). A cross-cultural study: Teachers’ self-efficacy beliefs for teaching thinking skills. Thinking Skills and Creativity, 35, 1-44. https://doi.org/10.1016/j.tsc.2019.100624

Ding, L., Velicer, W. F., & Harlow, L. L. (1995). Effects of estimation methods, number of indicators per factor and improper solutions on structural equation modeling fit indices. Structural Equation Modeling, 2(2), 119–143. https://doi.org/10.1080/10705519509540000

Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399-412. https://doi.org/10.1111/bjop.12046

Ferguson, L. E. I. L. A., & Braten, I. (2018). Student teachers’ beliefs about learning, teaching, and teaching knowledge. Teacher Education Practice, 31(3), 348-364.

Ford, J., McCallum, R., & Tait, M. (1986). The application of exploratory factor analysis in applied psychology: A critical review and analysis. Personnel Psychology, 39(2), 291-31

Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.

Gomez, R., & Fisher, J. W. (2003). Domains of spiritual well-being and development and validation of the Spiritual Well-Being Questionnaire. Personality and Individual Differences, 35(8), 1975–1991. https://doi.org/10.1016/S0191-8869(03)00045-X

Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis (7th ed.). Prentice-Hall.

Harrington, D. (2009). Confirmatory factor analysis. Oxford University Press.

Hodge, R. W., & Treiman, D. J. (1968). Social participation and social status. American Sociological Review, 33(5), 722-740. https://doi.org/10.2307/2092883

Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39(2), 43–55. https://doi.org/10.1207/s15326985ep3901_5

Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13(4), 353-383. https://doi.org/10.1023/A:1011965830686

Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140. https://doi.org/10.3102/00346543067001088

Hu, L. T., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118

Izgar, H., & Dilmaç, B. (2008). Yönetici adayı öğretmenlerin özyeterlik algıları ve epistemolojik inançlarının incelenmesi [An investigation of the self-efficacy perceptions and epistemological beliefs of management trainee teachers]. Selçuk University Journal of the Institute of Social Sciences/ Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20, 437-446.

Jöreskog, K., & Sörbom, D. (2002). The student edition of LISREL 8.53 for Windows. Scientific Software International, Inc.

Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8: User's reference guide. Scientific Software International.

Koro, B. (2008). Tarih 9 [ History 9]. Libri Shkollor Pub.

Kyriazos, T. A. (2018). Applied psychometrics: Sample size and sample power considerations in factor analysis (EFA, CFA) and SEM in general. Psychology, 9(8), 2207-2230

Maggioni, L., & Parkinson, M. M. (2008). The role of teacher epistemic cognition, epistemic beliefs, and calibration in instruction. Educational Psychology Review, 20(4), 445-461. https://doi.org/10.1007/s10648-008-9081-8

Malhotra, N. K. (2011). Pesquisa de marketing: uma orientação aplicada [Marketing research on applied orientation] (6th ed.). Bookman.

Mels, G. (2006). LISREL for Windows: Getting started guide. Scientific Software International.

Meyer, J. H. F., & Eley, M. G. (2006). The approaches to Teaching Inventory: A critique of its development and applicability. British Journal of Educational Psychology, 76(2), 633-649.

Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18(1), 3–54. https://doi.org/10.1007/s10648-006-9003-6

Muller, S., Rebmann, K., & Liebsch, E. (2008). Trainers’ beliefs about knowledge and learning: A pilot study. European Journal of Vocational Training, 45(3), 90-108.

Mutlu, A. K., Andarab, M. S., & Karacan, C. G. (2019). Self-Efficacy and the use of compensatory strategies: A study on EFL learners. European Journal of Educational Research, 8(1), 249-255. https://doi.org/10.12973/eu-jer.8.1.249

Hashweh, M. Z. (1996). Effects of science teachers' epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47-63.

Oğuz, A. (2008). Investigation of Turkish trainee teachers' epistemological beliefs. Social Behavior and Personality, 36(5), 709-720.

Oksal, A., Şenşekerci, E., & Bilgin, A. (2006). Merkezi epistemolojik inançlar ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik [Central epistemological beliefs scale development: Validity and reliability]. Uludağ University Journal of Education Faculty/ Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 371-381.

Paechter, M. R., Rebmann, K., Schloemer, T., Mokwinski, B., Hanekamp, Y., & Arendasy, M. (2013). Development of the Oldenburg Epistemic Beliefs Questionnaire (OLEQ), a German questionnaire based on the Epistemic Belief Inventory (EBI). Current Issues in Education, 16(1), 1-17.

Pajares, M.F. (1992) Teacher’s beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307

Perry, W. G. (1970). Forms of intellectual and ethical development in college years: A scheme. Holt, Rinehart and Winston.

Pupovci, D. (2002). Teacher education in Kosova. University of Prishtina.

Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students’ learning science concepts from text. Journal of Educational Psychology, 87(2), 282-292.

Raykov, T. (1997). Estimation of composite reliability for congeneric measures. Applied Psychological Measurement, 21(2), 173-184.

Renken, M. D., McMahan, E. A., & Nitkova, M. (2015). Initial validation of an instrument measuring psychology-specific epistemological beliefs. Teaching of Psychology, 42(2), 126-136. https://doi.org/10.1177/0098628315569927

Rubba, P.A., & Andersen, H. (1978). Development of an instrument to assess secondary school students’ understanding of the nature of scientific knowledge. Science Education, 62(4), 449-458.

Schraw, G., Bendixen, L. D., & Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 261–275). Lawrence Erlbaum Associates.

Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 493-504.

Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406-411.

Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understanding sandprovocativec onfusions. Educational Psychology Review, 6(4), 293-319

Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68(4), 551-562. https://doi.org/10.1111/j.2044-8279.1998.tb01311.x.

Schommer-Aikins, M. (2004) Explaining the epistemological belief system: introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1), 19-29. https://doi.org 10.1207/s15326985ep3901_3

Silverman, J. C. (2007). Epistemological beliefs and attitudes toward inclusion in pre-service teachers. Teacher Education and Special Education, 30(1), 42-51. https://doi.org/10.1177/088840640703000105

Sing-Chai, C., Teo, T., & Beng Lee, C. (2009). The change in epistemological beliefs and beliefs about teaching and learning: A study among pre-service teachers. Asia-Pacific Journal of Teacher Education, 37(4), 351-362. https://doi.org/10.1080/13598660903250381.

Stes, A., De Maeyer, S., & Van Petegem, P. (2010). Approaches to teaching in higher education: Validation of a Dutch version of the Approaches to Teaching Inventory. Learning Environments Research, 13(1), 59-73. https://doi.org/10.1007/s10984-009-9066-7

Sulimma, M. (2009), Relations between epistemological beliefs and culture classifications. Multicultural Education & Technology Journal, 3(1), 74-89. https://doi.org/10.1108/17504970910951165

Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). Allyn and Bacon.

Tasaki, K. (2001). Culture and epistemology: An investigation of different patterns in epistemological beliefs across cultures [Unpublished doctoral dissertation]. University of Hawaii.

Teo, T., & Chai, C. S. (2012). A cross-cultural validation of the Epistemic Belief Inventory (EBI). Asia-Pacific Education Researcher, 21(3), 618-624.

Tezci, E., Erdener, M. A., & Atici, S. (2016). The effect of pre-service teachers' epistemological beliefs on teaching approaches. Universal Journal of Educational Research, 4(12A), 205-215.

Tolhurst, D. (2007). The influence of learning environments on students’ epistemological beliefs and learning outcomes. Teaching in Higher Education, 12(2), 219-233. https://doi.org/10.1080/13562510701191992

Tsai, C. C., & Liu, S. Y. (2005). Developing a multi-dimensional instrument for assessing students’ epistemological views toward science. International Journal of Science Education, 27(13), 1621–1638. https://doi.org/10.1080/09500690500206432

Wang, X., Zhang, Z., Zhang, X., & Hou, D. (2013). Validation of the Chinese version of the Epistemic Beliefs Inventory using confirmatory factor analysis. International Education Studies, 6(8), 98-111. https://doi.org/10.5539/ies.v6n8p98.

Yıldırım, S., & Tezci, E. (2020). Factors that influence teachers’ multicultural teaching practices. OPUS International Journal of Society Researches/ Uluslararası Toplum Araştırmaları Dergisi, 16(27), 13-47. https://doi.org/10.26466/opus.687625.

Yıldırım, B., & Yıldırım, S. (2012). Teacher training policy in Kosovo (1990-2010). NWSA: Education Sciences, 7(4), 1054-1062.

Youn, I. (2000). The culture specificity of epistemological beliefs about learning. Asian Journal of Social Psychology, 3(1), 87-105.