{"id":359,"date":"2026-10-29T13:53:56","date_gmt":"2026-10-29T10:53:56","guid":{"rendered":"https:\/\/blog.metu.edu.tr\/capa\/?page_id=359"},"modified":"2026-10-29T14:14:56","modified_gmt":"2026-10-29T11:14:56","slug":"fame-research-group","status":"publish","type":"page","link":"https:\/\/blog.metu.edu.tr\/capa\/fame-research-group\/","title":{"rendered":"FAME Research Group"},"content":{"rendered":"
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FAME<\/strong> (Feedback, Assessment, Motivation, and Emotion) is a research group at the Department of Educational Sciences, Middle East Technical University. We study how students and teachers learn and develop in educational settings, through three interconnected lenses: feedback and assessment, motivation, and emotion.<\/p>\n

Our research spans K-12 and higher education. We work with school students, university students, teacher candidates, practicing teachers, and faculty members.<\/p>\n

Research themes<\/a><\/span>Related work<\/a><\/span>Group members<\/a><\/span>Join or collaborate<\/a><\/span><\/div>\n

Research themes<\/h2>\n
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Feedback and Assessment<\/h3>\n

How teachers and students understand, use, and make sense of feedback and assessment, from K-12 classrooms to higher education and teacher education. We study feedback literacy of students, teacher candidates, and teachers and the motivational, cognitive, and self-regulatory factors behind it; teachers’ assessment beliefs, identity, and practices; and AI-based scoring and feedback.<\/p>\n<\/div>\n

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Motivation<\/h3>\n

Self-efficacy, self-regulation, and academic motivation of students and teachers. We use modeling to enhance the assessment of these psychological constructs and to better understand how they relate to educational outcomes.<\/p>\n<\/div>\n

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Emotion<\/h3>\n

Achievement emotions of students and emotions of teachers, and how they relate to learning and to the social context, such as teacher support and relatedness to peers. We also work on measuring emotions well, including gender differences and adapting scales for teachers and students.<\/p>\n<\/div>\n<\/div>\n

These strands often meet, for example in how feedback shapes students’ emotions and motivation.<\/p>\n

Related work<\/h2>\n

Earlier work by the group’s PI and collaborators, including former students, that grounds the group’s research.<\/p>\n

Selected papers<\/h3>\n
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Feedback and assessment<\/p>\n

Student evaluation of instruction: Comparison between in-class and online method<\/h3>\n

Capa Aydin, Y. (2016). Assessment & Evaluation in Higher Education<\/em>, 41(1), 112-126.<\/p>\n

Read the paper<\/a><\/p>\n<\/div>\n

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Feedback and assessment<\/p>\n

Apoyo al profesorado para la implementaci\u00f3n de la evaluaci\u00f3n en l\u00ednea en educaci\u00f3n superior: el proyecto europeo Remote.EDU<\/h3>\n

Mar\u00edn, V. I., Bendenlier, S., Capa-Aydin, Y., Kaya-Kasikci, S., Kondakci, Y., Schieber, J., & Zayim-Kurtay, M. (2022). Book chapter, Octaedro.<\/p>\n<\/div>\n

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Motivation<\/p>\n

What makes them self-regulated? Self-regulation procedures of academically successful students and key influences<\/h3>\n

Aydan, S., & Capa-Aydin, Y. (2025). Acta Psychologica<\/em>, 257.<\/p>\n

Read the paper<\/a><\/p>\n<\/div>\n

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Motivation<\/p>\n

The relationship between vicarious experience, social persuasion, physiological state, and chemistry self-efficacy: The role of mastery experience as a mediator<\/h3>\n

Capa Aydin, Y., Uzuntiryaki-Kondakci, E., & Ceylandag, R. (2018). Psychology in the Schools<\/em>, 55, 1224-1238.<\/p>\n

Read the paper<\/a><\/p>\n<\/div>\n

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Emotion<\/p>\n

What do students feel, and what do teachers say? A mixed-methods study<\/h3>\n

Calik, B., & Capa-Aydin, Y. (2025). Psychology in the Schools<\/em>, 62, 1242-1259.<\/p>\n

Read the paper<\/a><\/p>\n<\/div>\n

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Emotion<\/p>\n

Psychometric properties of the Turkish adaptation of the Teacher Emotions Scale (TES)<\/h3>\n

Calik, B., & Capa Aydin, Y. (2022). Journal of Psychoeducational Assessment<\/em>, 40(8), 1017-1032.<\/p>\n

Read the paper<\/a><\/p>\n<\/div>\n<\/div>\n

Full publication list<\/a><\/p>\n

Recent presentations<\/h3>\n