Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Educational Narratives International Journal of Educatio Elementaria and Psychologia Journal of Loomingulisus ja Innovatsioon
Aylin Erdo?an
Ege University
Religion Computer Science & IT Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Failure as a Learning Asset: Entrepreneurial Cognition, Adaptive Sensemaking, and Innovation Outcomes After Business Failure Hale Y?lmaz; Tolga Koc; Aylin Erdo?an
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i2.4147

Abstract

Business failure is an inherent aspect of entrepreneurial activity, yet it is increasingly recognized as a potential source of experiential learning and strategic renewal rather than merely an indicator of poor performance. Existing studies have primarily emphasized psychological recovery or entrepreneurial resilience, providing limited understanding of how entrepreneurial cognition and adaptive sensemaking transform failure into subsequent innovation outcomes. This study aimed to examine the relationships among entrepreneurial cognition, adaptive sensemaking, organizational learning, opportunity recognition, entrepreneurial resilience, and post-failure innovation performance. A mixed-methods sequential explanatory research design was employed involving 620 entrepreneurs who had experienced at least one business failure and subsequently re-engaged in entrepreneurial activities across multiple industrial sectors. Quantitative data were collected using validated measures of entrepreneurial cognition, adaptive sensemaking, organizational learning, innovation capability, and entrepreneurial resilience and analyzed through Structural Equation Modeling. Qualitative evidence was obtained from semi-structured interviews, entrepreneurial life-history narratives, venture documentation, mentor interviews, and organizational records. Findings revealed that entrepreneurial cognition significantly enhanced innovation capability through adaptive sensemaking and organizational learning, while entrepreneurial resilience strengthened the positive relationship between failure experience and post-failure venture performance. Entrepreneurs who systematically reconstructed meaning from unsuccessful ventures demonstrated stronger opportunity recognition, strategic flexibility, and innovation outcomes. Results suggest that business failure becomes a valuable learning asset when supported by adaptive cognitive processes, continuous organizational learning, and enabling entrepreneurial ecosystems that encourage reflection, experimentation, and strategic renewal.
The Influence of Reward and Punishment Systems on Student Discipline Aylin Erdo?an; Cemil Kaya; Azamat Nazarov
International Journal of Educational Narratives Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i2.2158

Abstract

Background. The role of reward and punishment systems in shaping student discipline has long been a subject of interest in educational psychology. Schools often rely on these systems to promote desirable behaviors and deter misconduct, yet the effectiveness of these strategies remains debated. Purpose. This study explores the influence of reward and punishment systems on student discipline in secondary schools, focusing on how these strategies affect student behavior and academic performance. Method. The research uses a mixed-methods approach, combining quantitative surveys to assess student perceptions and qualitative interviews with teachers and school administrators. Results. The results reveal that both reward and punishment systems have a significant impact on student discipline, but the nature of the influence depends on the consistency, clarity, and fairness of their implementation. Reward systems were found to be more effective in fostering positive behaviors and improving academic performance, while punishment systems were more effective in deterring misconduct when applied consistently. However, excessive reliance on punishment led to negative emotional outcomes for students. Conclusion. The study concludes that a balanced approach, where rewards are used to encourage positive behaviors and punishments are applied sparingly and fairly, is the most effective strategy for promoting student discipline.  
PROBLEM-BASED LEARNING IN PRIMARY SCHOOLS: ENHANCING CONCEPTUAL UNDERSTANDING AND PROBLEM-SOLVING SKILLS Rofiqoh Hasan Harahap; Hale Y?lmaz; Aylin Erdo?an
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.4225

Abstract

Problem-Based Learning has received increasing attention as an instructional approach capable of fostering higher-order thinking, meaningful knowledge construction, and learner autonomy within primary education. Persistent reliance on teacher-centered instruction continues to limit students’ opportunities to develop conceptual understanding and apply knowledge to authentic problem situations. This study aimed to examine the effectiveness of Problem-Based Learning in enhancing conceptual understanding and problem-solving skills among primary school students. A mixed-methods sequential explanatory design was employed involving 920 students from twelve elementary schools. Quantitative data were collected using validated assessments of conceptual understanding, problem-solving skills, critical thinking, cognitive engagement, collaborative learning, self-regulated learning, and academic achievement, and analyzed through repeated-measures analysis of variance, generalized linear mixed-effects modeling, structural equation modeling, mediation analysis, and hierarchical regression. Qualitative evidence was obtained through interviews, classroom observations, teacher reflective journals, and instructional document analysis, followed by thematic interpretation. Findings revealed significant improvements in conceptual understanding, problem-solving performance, critical thinking, collaborative learning, cognitive engagement, and academic achievement among students participating in Problem-Based Learning. Conceptual understanding emerged as the strongest predictor of problem-solving ability, while teacher scaffolding and self-regulated learning significantly strengthened inquiry processes and sustained learning outcomes. Results indicate that effective Problem-Based Learning depends on the integration of authentic problem scenarios, collaborative inquiry, structured teacher guidance, reflective learning, and supportive classroom environments. The proposed instructional framework offers practical guidance for improving meaningful learning and higher-order thinking in primary education.
Co-Authors Azamat Nazarov Cemil Kaya Hale Y?lmaz Rofiqoh Hasan Harahap Tolga Koc