This paper explores the influence of memory bias on university students’ level of academic frustration and achievement motivation, highlighting the critical interplay between cognitive-emotional processes and educational outcomes. Memory bias—a tendency to recall information aligned with one's emotional state—can distort self-assessments of academic ability and hinder motivation. Memory Bias Modification (MBM), a cognitive intervention aimed at correcting such distortions, has emerged as a promising tool to alleviate academic frustration and enhance motivation. Drawing on empirical research and theoretical models, we investigate how memory bias functions within academic settings and evaluate the effectiveness of MBM in promoting resilience, reducing negative emotional patterns, and supporting students’ intrinsic drive for achievement. A quasi-experimental research design (experimental- control group) was used on a research sample consists of 64 first year university students divided into two groups and applied three questionnaires in pre- post intervention measurements. The data analysis indicated the effectiveness of memory bias modification intervention in modifying negative memory bias and reducing the levels of academic frustration and enhancing the levels of achievement motivation.

The counselors themselves have more influence on the success of the counseling process than the techniques or skills they use. Counselors’ expectations of themselves and their clients may facilitate or jeopardize this process. The purpose of this study is to explore the irrational beliefs held by counselor trainees and to examine the emotional struggles associated with these beliefs. This study employs a qualitative approach, specifically a document analysis. In this context, the study examined 56 self-evaluation reports written by 9 counselor trainees. All trainees are enrolled in a Guidance and Counseling undergraduate program at a university in Türkiye as part of the Individual Counseling Practicum course. The data in this study were analyzed inductively. As a result, three main themes were identified: “Unreasonable Expectation of Achievement from Oneself,” “Unreasonable Expectation of Motivation, Commitment, and Achievement from Clients,” and “Expectation of an Irrational Level of Respect, Acceptance, and Love from Clients.” In conclusion, the findings revealed that counselor trainees hold irrational beliefs about themselves and their clients, which are accompanied by emotional struggles. Based on these findings, several recommendations are provided for counselor trainees, counselor educators, and researchers.

Literacy is a lifelong process through which individuals learn basic knowledge, skills, values, and concepts. Textbooks are an effective teaching tool for teaching literacy skills. This study critically examines the representation of literacy skills in Turkish social studies textbooks within the framework of the 2018 Social Studies Curriculum (SSC). The research aims to analyse how literacy competencies—environmental, digital, financial, map, legal, media, and political—are integrated into textbooks for grades 4 through 7 and to evaluate their adequacy in meeting contemporary educational goals. Employing a qualitative research design based on document analysis, the study systematically reviewed curriculum documents and textbooks approved by the Ministry of National Education. Data were coded and analysed using MAXQDA software to determine the distribution of literacy skills across learning areas, units, and grade levels. The findings reveal significant inconsistencies between curriculum objectives and textbook content. Financial, political, and map literacy are relatively well represented, while environmental and legal literacy are scattered, and cultural literacy is not included as a literacy despite its thematic relevance. In particular, environmental literacy appears to be poorly aligned with the spiral curriculum model at the 7th grade level. Digital and media literacy is reduced to functional technology use rather than critical, ethical, and civic participation, reflecting technological reductionism. Similarly, political and legal literacy are often confused with each other, obscuring their distinct pedagogical purposes. The study concluded that although social studies textbooks cover a wide range of literacy skills, their treatment is fragmented, superficial, and inconsistent with international standards. To strengthen literacy education, the curriculum should incorporate emerging types of literacy such as cultural and scientific literacy, adopt clearer achievement goals, and support interdisciplinary, inquiry-based teaching methods. Such reforms are expected to ensure vertical and horizontal alignment across grade levels and better equip students with the critical, participatory, and citizenship skills necessary for the 21st century.