Sistematik Derlemeler ve Meta Analiz
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Üniversite Öğrencilerinin Birinci Yıl Deneyimleri Üzerine Yapılan Araştırmaların Bibliyometrik Analizi

Yıl 2023, Cilt: 13 Sayı: 1, 107 - 118, 05.06.2023

Hasan Yücel Ertem Ahmet Aypay

https://doi.org/10.2399/yod.23.1186245
Cited By: 2

Öz

Bu çalışmanın amacı, üniversite öğrencilerinin birinci yıl deneyimleri ile ilgili alanyazını sistematik olarak incelemektir. Bu amacı gerçekleştirmek üzere PRISMA-P tekniği kullanılmıştır. İnceleme, Scopus veri tabanında 2000-2019 yılları arasında yayımlanmış olan 161 çalışmayı içermektedir. Analiz sonuçları çalışmaların neredeyse yarısının 2015-2019 yılları arasında yapıldığını ve çalışma sayısında artış olduğunu göstermiştir. Bu konuda en üretken akademisyenler İskandinav ülkelerinden gelirken, ABD, Avustralya ve İngiltere çok sayıda makale yayımlayan ülkelerdir. Şaşırtıcı bir şekilde, bu çalışmalarda nicel araştırma deseninden daha çok nitel araştırma desenleri yürütülmüştür Araştırmanın bilgi tabanının entelektüel yapısı, üniversitede ilk yılın, yükseköğrenime geçişin ve öğrenciyi okulda tutmanın önemini gözler önüne sermiştir. Akademik ve sosyal uyum en sık çalışılan konuların başında gelmektedir. Çalışma, ilk yıl deneyiminin yapısı ve süreçleri hakkındaki alan yazındaki anlayışa bir katkı sunmaktadır.

Anahtar Kelimeler

bibliyometrik analiz ilk yıl deneyimi üniversite öğrencileri yükseköğretim

Kaynakça

  • Aparicio, G., Iturralde, T., & Maseda, A. (2021). A holistic bibliometric overview of the student engagement research field. Journal of Further and Higher Education, 45(4), 540-557. https://doi.org/10.1080/0309877X.2020.1795092.
  • Aypay, A., Çekiç, O., & Boyacı, A. (2012). Student retention in higher education in Turkey: A qualitative study. Journal of College Student Retention. 14, 1, 91-116. doi: https://dx.doi.org/10.2190/CS.14.1.e.
  • Bosse, E. (2015). Exploring the role of student diversity for the first-year experience. Zeitschrift für Hochschulentwicklung, 10(4), 45-66.
  • Bowles, T. V., & Brindle, K. A. (2017). Identifying facilitating factors and barriers to improving student retention rates in tertiary teaching courses: a systematic review. Higher Education Research & Development, 36(5), 903-919. https://doi.org/10.1080/07294360.2016.1264927.
  • Börner, K., Chen, C., & Boyack, K. W. (2003). Visualizing knowledge domains. Annual Review of Information Science and Technology, 37, 179–255.
  • Brownlee, J., Walker, S., Lennox, S., Exley, B., & Pearce, S. (2009). The first year university experience: using personal epistemology to understand effective learning and teaching in higher education. Higher Education, 58(5), 599-618. https://doi.org/10.1007/s10734-009-9212-2.
  • Budd, J. M. (1988). A bibliometric analysis of higher education literature. Research in Higher Education, 28(2), 180-190.
  • Carragher, J.,& McGaughey, J. (2016). The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: a mixed methods systematic review protocol. Systematic Reviews, 5, article number: 68. https://doi.org/10.1186/s13643-016-0245-1.
  • Daenekindt, S.,& Huisman, J. (2020). Mapping the scattered field of research on higher education. A correlated topic model of 17,000 articles, 1991–2018. Higher Education, 1-17. https://doi.org/10.1007/s10734-020-00500-x.
  • Dehderirad, T., Villarroya, A. & Barrios, M. (2014). Research trends in gender differences in higher education and science: a co-word analysis. Scientometrics, 101 (1), 273-290. https://doi.org/10.1007/s11192-014-1327-2.
  • Dvořáková, K., Kishida, M., Li, J., Elavsky, S., Broderick, P. C., Agrusti, M. R., & Greenberg, M. T. (2017). Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health, 65(4), 259-267. https://doi.org/10.1080/07448481.2017.1278605.
  • Ertem, H. Y. (2020). Üniversite birinci sınıf öğrencilerinin akademik ve sosyal uyumları: öğrenci kalıcılık programı üzerine deneysel bir çalışma. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 39(1), 122-137. https://doi.org/10.7822/omuefd.722872.
  • Evans, S., & Morrison, B. (2011). Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong. English for Specific Purposes, 30(3), 198-208. https://doi.org/10.1016/j.esp.2011.01.001.
  • Feldman, R. S: (2005). (Ed.). Improving the first year of college: Research & Practice. Mahwah, NJ. Lawrence Earlbaum Associates.
  • Feldman, R. S. (2018). (Ed). The first year of college: Research, theory, and practice on improving the student experience and increasing retention. New Yok: Cambridge University Press.
  • Flores Ph D, G.,& Estudillo Ph D, A. G. (2018). Effects of a peer-to-peer mentoring program: Supporting first-year college students’ academic and social integration on campus. Journal of Human Services: Training, Research, and Practice, 3(2), 1-25.
  • Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., & Reisoğlu, İ. (2012). Türkiye’de eğitim teknolojileri araştırmalarındaki eğilimler: 2000-2009 dönemi makalelerinin içerik analizi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 12(1), 177-199.
  • Hallinger, P., & Kovačević, J. (2019). A bibliometric review of research on educational administration: science mapping the literature, 1960 to 2018. Review of Educational Research, 89(3), 335-369. https://doi.org/10.3102/0034654319830380.
  • Harvey, L. & Drew, S. (2006). The first-year experirence: a review of literature for the Higher Education Academy. The Higher Education Academy. Retrieved from https://www.qualityresearchinternational.com/Harvey%20papers/Harvey%20and%20Drew%202006.pdf.
  • Holmegaard, H. T., Madsen, L. M., & Ulriksen, L. (2014). To choose or not to choose science: Constructions of desirable identities among young people considering a STEM higher education programme. International Journal of Science Education, 36(2), 186-215. https://doi.org/10.1080/09500693.2012.749362.
  • Ishitani, T. T. (2006). Studying attrition and degree completion behavior among first-generation college students in the United States. The Journal of Higher Education, 77(5), 861-885. https://doi.org/10.1080/00221546.2006.11778947.
  • Jamelske, E. (2009). Measuring the impact of a university first-year experience program on student GPA and retention. Higher Education, 57(3), 373-391. https://doi.org/10.1007/s10734-008-9161-1.
  • Kwiek, M. (2021). The prestige economy of higher education journals: A quantitative approach. Higher Education, 81(3), 493-519. https://doi.org/10.1007/s10734-020-00553-y.
  • Matthews, K. E., Andrews, V., & Adams, P. (2011). Social learning spaces and student engagement. Higher Education Research & Development, 30(2), 105-120. https://doi.org/10.1080/07294360.2010.512629.
  • McCarthy, J. (2010). Blended learning environments: Using social networking sites to enhance the first year experience. Australasian Journal of Educational Technology, 26(6), 729-740.
  • Mongenon, P., & Paul-Hus, A. (2016).. Scientometrics, 106(1), 213-228. https://doi.org/10.1007/s11192-015-1765-5.
  • Nagda, B., Gurin, P., & Johnson, S. M. (2005). Living, doing, and thinking diversity: How does pre-college diversity experience affect first-year students’ engagement with college diversity. In Feldman, R. S. (Ed.). Improving the first year of college: Research & Practice. Mahwah, NJ: Lawrence Earlbaum Associates.
  • Nicol, D. (2009). Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335-352. https://doi.org/10.1080/02602930802255139.
  • Nielsen, L. (2011). Classifications of countries based on their level of development: how it is done and how it could be done. IMF report. Retrived from https://www.imf.org/external/pubs/ft/wp/2011/wp1131.pdf.
  • Pascarella, E: (2005). Cognitive impacts of the first year of college. First-year students: Embracing their diversity, enhancing our practice. In Feldman, R. S. (Ed.). Improving the first year of college: Research & Practice. Mahwah, NJ: Lawrence Earlbaum Associates.
  • Petschauer, J. W. & Wallace, C. (2005). Engaging the first year student. First-year students: Embracing their diversity, enhancing our practice. In Feldman, R. S. (Ed.). Improving the first year of college: Research & Practice. Mahwah, NJ: Lawrence Earlbaum Associates.
  • Pitkethly, A., & Prosser, M. (2001). The first year experience project: A model for university-wide change. Higher Education Research & Development, 20(2), 185-198. https://doi.org/10.1080/758483470.
  • Pope, R. L., Miklitsch, and Weigand, M . J. (2005). First-year students: Embracing their diversity, enhancing our practice. In Feldman, R. S. (Ed.). Improving the first year of college: Research & Practice. Mahwah, NJ: Lawrence Earlbaum Associates.
  • Selçuk, Z., Palancı, M., Kandemir, M., & Dündar, H. (2014). Eğitim ve Bilim dergisinde yayınlanan araştırmaların eğilimleri: İçerik analizi. Eğitim ve Bilim, 39(173), 430-453.
  • Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., ... & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015: elaboration and explanation. Bmj, 349, 1-25. https://doi.org/10.1136/bmj.g7647.
  • Sönmez, Ö. F. (2020). Bibliometric analysis of educational research articles published in the field of social study education based on web of science database. Participatory Educational Research, 7(2), 216-229. https://doi.org/10.17275/per.20.30.7.2.
  • Thomas, L. (2002). Student retention in higher education: the role of institutional habitus. Journal of Education Policy, 17(4), 423-442. https://doi.org/10.1080/02680930210140257.
  • Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89-125.
  • Van Eck, N. J., & Waltman, L. (2017). Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics, 111, 1053–1070. https://doi.org/10.1007/s11192-017-2300-7.
  • White, H. D., & McCain, K. W. (1998). Visualizing a discipline: An author co‐citation analysis of information science, 1972–1995. Journal of the American Society for Information Science, 49(4), 327-355.
  • Wilcox, P., Winn, S., & Fyvie‐Gauld, M. (2005). ‘It was nothing to do with the university, it was just the people’: the role of social support in the first‐year experience of higher education. Studies in Higher Education, 30(6), 707-722. https://doi.org/10.1080/03075070500340036.
  • Willcoxson, L., Cotter, J., & Joy, S. (2011). Beyond the first‐year experience: the impact on attrition of student experiences throughout undergraduate degree studies in six diverse universities. Studies in Higher Education, 36(3), 331-352. https://doi.org/10.1080/03075070903581533.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık
  • Zanden, V. D. P. J., Denessen, E., Cillessen, A. H., & Meijer, P. C. (2018). Domains and predictors of first-year student success: A systematic review. Educational Research Review, 23, 57-77. https://doi.org/10.1016/j.edurev.2018.01.001.

Bibliometric Analysis of Research on the First-Year Experiences of University Students

Yıl 2023, Cilt: 13 Sayı: 1, 107 - 118, 05.06.2023

Hasan Yücel Ertem Ahmet Aypay

https://doi.org/10.2399/yod.23.1186245
Cited By: 2

Öz

The purpose of the current study is to systematically review the literature on the first-year college student experience. The study used Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) to review the studies. The review included 161 studies from 2000 to 2019 within the Scopus database. Results indicated that almost half of the studies were conducted between 2015 and 2019 such that there is an increase in the number of studies. Most productive scholars were from Nordic Countries on this topic while the US, Australia, and UK published a high number of articles. Surprisingly, there were more qualitative studies than quantitative ones. Intellectual structure of knowledge base of research underlined the importance of first-year in college, transition to higher education, and student retention. Academic and social integration was the most frequently studied topic. The study broadens our understanding of the structure and processes of the first-year experience.

Anahtar Kelimeler

bibliometric analysis college students first-year experience higher education

Kaynakça

  • Aparicio, G., Iturralde, T., & Maseda, A. (2021). A holistic bibliometric overview of the student engagement research field. Journal of Further and Higher Education, 45(4), 540-557. https://doi.org/10.1080/0309877X.2020.1795092.
  • Aypay, A., Çekiç, O., & Boyacı, A. (2012). Student retention in higher education in Turkey: A qualitative study. Journal of College Student Retention. 14, 1, 91-116. doi: https://dx.doi.org/10.2190/CS.14.1.e.
  • Bosse, E. (2015). Exploring the role of student diversity for the first-year experience. Zeitschrift für Hochschulentwicklung, 10(4), 45-66.
  • Bowles, T. V., & Brindle, K. A. (2017). Identifying facilitating factors and barriers to improving student retention rates in tertiary teaching courses: a systematic review. Higher Education Research & Development, 36(5), 903-919. https://doi.org/10.1080/07294360.2016.1264927.
  • Börner, K., Chen, C., & Boyack, K. W. (2003). Visualizing knowledge domains. Annual Review of Information Science and Technology, 37, 179–255.
  • Brownlee, J., Walker, S., Lennox, S., Exley, B., & Pearce, S. (2009). The first year university experience: using personal epistemology to understand effective learning and teaching in higher education. Higher Education, 58(5), 599-618. https://doi.org/10.1007/s10734-009-9212-2.
  • Budd, J. M. (1988). A bibliometric analysis of higher education literature. Research in Higher Education, 28(2), 180-190.
  • Carragher, J.,& McGaughey, J. (2016). The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: a mixed methods systematic review protocol. Systematic Reviews, 5, article number: 68. https://doi.org/10.1186/s13643-016-0245-1.
  • Daenekindt, S.,& Huisman, J. (2020). Mapping the scattered field of research on higher education. A correlated topic model of 17,000 articles, 1991–2018. Higher Education, 1-17. https://doi.org/10.1007/s10734-020-00500-x.
  • Dehderirad, T., Villarroya, A. & Barrios, M. (2014). Research trends in gender differences in higher education and science: a co-word analysis. Scientometrics, 101 (1), 273-290. https://doi.org/10.1007/s11192-014-1327-2.
  • Dvořáková, K., Kishida, M., Li, J., Elavsky, S., Broderick, P. C., Agrusti, M. R., & Greenberg, M. T. (2017). Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health, 65(4), 259-267. https://doi.org/10.1080/07448481.2017.1278605.
  • Ertem, H. Y. (2020). Üniversite birinci sınıf öğrencilerinin akademik ve sosyal uyumları: öğrenci kalıcılık programı üzerine deneysel bir çalışma. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 39(1), 122-137. https://doi.org/10.7822/omuefd.722872.
  • Evans, S., & Morrison, B. (2011). Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong. English for Specific Purposes, 30(3), 198-208. https://doi.org/10.1016/j.esp.2011.01.001.
  • Feldman, R. S: (2005). (Ed.). Improving the first year of college: Research & Practice. Mahwah, NJ. Lawrence Earlbaum Associates.
  • Feldman, R. S. (2018). (Ed). The first year of college: Research, theory, and practice on improving the student experience and increasing retention. New Yok: Cambridge University Press.
  • Flores Ph D, G.,& Estudillo Ph D, A. G. (2018). Effects of a peer-to-peer mentoring program: Supporting first-year college students’ academic and social integration on campus. Journal of Human Services: Training, Research, and Practice, 3(2), 1-25.
  • Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., & Reisoğlu, İ. (2012). Türkiye’de eğitim teknolojileri araştırmalarındaki eğilimler: 2000-2009 dönemi makalelerinin içerik analizi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 12(1), 177-199.
  • Hallinger, P., & Kovačević, J. (2019). A bibliometric review of research on educational administration: science mapping the literature, 1960 to 2018. Review of Educational Research, 89(3), 335-369. https://doi.org/10.3102/0034654319830380.
  • Harvey, L. & Drew, S. (2006). The first-year experirence: a review of literature for the Higher Education Academy. The Higher Education Academy. Retrieved from https://www.qualityresearchinternational.com/Harvey%20papers/Harvey%20and%20Drew%202006.pdf.
  • Holmegaard, H. T., Madsen, L. M., & Ulriksen, L. (2014). To choose or not to choose science: Constructions of desirable identities among young people considering a STEM higher education programme. International Journal of Science Education, 36(2), 186-215. https://doi.org/10.1080/09500693.2012.749362.
  • Ishitani, T. T. (2006). Studying attrition and degree completion behavior among first-generation college students in the United States. The Journal of Higher Education, 77(5), 861-885. https://doi.org/10.1080/00221546.2006.11778947.
  • Jamelske, E. (2009). Measuring the impact of a university first-year experience program on student GPA and retention. Higher Education, 57(3), 373-391. https://doi.org/10.1007/s10734-008-9161-1.
  • Kwiek, M. (2021). The prestige economy of higher education journals: A quantitative approach. Higher Education, 81(3), 493-519. https://doi.org/10.1007/s10734-020-00553-y.
  • Matthews, K. E., Andrews, V., & Adams, P. (2011). Social learning spaces and student engagement. Higher Education Research & Development, 30(2), 105-120. https://doi.org/10.1080/07294360.2010.512629.
  • McCarthy, J. (2010). Blended learning environments: Using social networking sites to enhance the first year experience. Australasian Journal of Educational Technology, 26(6), 729-740.
  • Mongenon, P., & Paul-Hus, A. (2016).. Scientometrics, 106(1), 213-228. https://doi.org/10.1007/s11192-015-1765-5.
  • Nagda, B., Gurin, P., & Johnson, S. M. (2005). Living, doing, and thinking diversity: How does pre-college diversity experience affect first-year students’ engagement with college diversity. In Feldman, R. S. (Ed.). Improving the first year of college: Research & Practice. Mahwah, NJ: Lawrence Earlbaum Associates.
  • Nicol, D. (2009). Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335-352. https://doi.org/10.1080/02602930802255139.
  • Nielsen, L. (2011). Classifications of countries based on their level of development: how it is done and how it could be done. IMF report. Retrived from https://www.imf.org/external/pubs/ft/wp/2011/wp1131.pdf.
  • Pascarella, E: (2005). Cognitive impacts of the first year of college. First-year students: Embracing their diversity, enhancing our practice. In Feldman, R. S. (Ed.). Improving the first year of college: Research & Practice. Mahwah, NJ: Lawrence Earlbaum Associates.
  • Petschauer, J. W. & Wallace, C. (2005). Engaging the first year student. First-year students: Embracing their diversity, enhancing our practice. In Feldman, R. S. (Ed.). Improving the first year of college: Research & Practice. Mahwah, NJ: Lawrence Earlbaum Associates.
  • Pitkethly, A., & Prosser, M. (2001). The first year experience project: A model for university-wide change. Higher Education Research & Development, 20(2), 185-198. https://doi.org/10.1080/758483470.
  • Pope, R. L., Miklitsch, and Weigand, M . J. (2005). First-year students: Embracing their diversity, enhancing our practice. In Feldman, R. S. (Ed.). Improving the first year of college: Research & Practice. Mahwah, NJ: Lawrence Earlbaum Associates.
  • Selçuk, Z., Palancı, M., Kandemir, M., & Dündar, H. (2014). Eğitim ve Bilim dergisinde yayınlanan araştırmaların eğilimleri: İçerik analizi. Eğitim ve Bilim, 39(173), 430-453.
  • Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., ... & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015: elaboration and explanation. Bmj, 349, 1-25. https://doi.org/10.1136/bmj.g7647.
  • Sönmez, Ö. F. (2020). Bibliometric analysis of educational research articles published in the field of social study education based on web of science database. Participatory Educational Research, 7(2), 216-229. https://doi.org/10.17275/per.20.30.7.2.
  • Thomas, L. (2002). Student retention in higher education: the role of institutional habitus. Journal of Education Policy, 17(4), 423-442. https://doi.org/10.1080/02680930210140257.
  • Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89-125.
  • Van Eck, N. J., & Waltman, L. (2017). Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics, 111, 1053–1070. https://doi.org/10.1007/s11192-017-2300-7.
  • White, H. D., & McCain, K. W. (1998). Visualizing a discipline: An author co‐citation analysis of information science, 1972–1995. Journal of the American Society for Information Science, 49(4), 327-355.
  • Wilcox, P., Winn, S., & Fyvie‐Gauld, M. (2005). ‘It was nothing to do with the university, it was just the people’: the role of social support in the first‐year experience of higher education. Studies in Higher Education, 30(6), 707-722. https://doi.org/10.1080/03075070500340036.
  • Willcoxson, L., Cotter, J., & Joy, S. (2011). Beyond the first‐year experience: the impact on attrition of student experiences throughout undergraduate degree studies in six diverse universities. Studies in Higher Education, 36(3), 331-352. https://doi.org/10.1080/03075070903581533.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık
  • Zanden, V. D. P. J., Denessen, E., Cillessen, A. H., & Meijer, P. C. (2018). Domains and predictors of first-year student success: A systematic review. Educational Research Review, 23, 57-77. https://doi.org/10.1016/j.edurev.2018.01.001.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Sistematik Derleme ve Meta Analiz
Yazarlar

Hasan Yücel Ertem 0000-0001-9058-641X

Ahmet Aypay 0000-0003-0568-8409

Erken Görünüm Tarihi 1 Haziran 2023
Yayımlanma Tarihi 5 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 1

Kaynak Göster

APA Ertem, H. Y., & Aypay, A. (2023). Bibliometric Analysis of Research on the First-Year Experiences of University Students. Yükseköğretim Dergisi, 13(1), 107-118. https://doi.org/10.2399/yod.23.1186245

Cited By

Can Peer-Mentoring be a Model for Retention in Higher Education?
Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi
https://doi.org/10.53444/deubefd.1401709
Bibliometric Analysis of Research on Scholarship of Teaching and Learning in Higher Education
Higher Education Governance and Policy
https://doi.org/10.55993/hegp.1315869
 Kapak Resmi İndir

Yükseköğretim Dergisi, bünyesinde yayınlanan yazıların fikirlerine resmen katılmaz, basılı ve çevrimiçi sürümlerinde yayınladığı hiçbir ürün veya servis reklamı için güvence vermez. Yayınlanan yazıların bilimsel ve yasal sorumlulukları yazarlarına aittir. Yazılarla birlikte gönderilen resim, şekil, tablo vb. unsurların özgün olması ya da daha önce yayınlanmış iseler derginin hem basılı hem de elektronik sürümünde yayınlanabilmesi için telif hakkı sahibinin yazılı onayının bulunması gerekir. Yazarlar yazılarının bütün yayın haklarını derginin yayıncısı Türkiye Bilimler Akademisi'ne (TÜBA) devrettiklerini kabul ederler. Yayınlanan içeriğin (yazı ve görsel unsurlar) telif hakları dergiye ait olur. Dergide yayınlanması uygun görülen yazılar için telif ya da başka adlar altında hiçbir ücret ödenmez ve baskı masrafı alınmaz; ancak ayrı baskı talepleri ücret karşılığı yerine getirilir.

TÜBA, yazarlardan devraldığı ve derginin çevrimiçi (online) sürümünde yayımladığı içerikle ilgili telif haklarından, bilimsel içeriğe evrensel açık erişimin (open access) desteklenmesi ve geliştirilmesine katkıda bulunmak amacıyla, bilinen standartlarda kaynak olarak gösterilmesi koşuluyla, ticari kullanım amacı ve içerik değişikliği dışında kalan tüm kullanım (çevrimiçi bağlantı verme, kopyalama, baskı alma, herhangi bir fiziksel ortamda çoğaltma ve dağıtma vb.) haklarını (ilgili içerikte tersi belirtilmediği sürece) Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported (CC BY-NC-ND4.0) Lisansı aracılığıyla bedelsiz kullanıma sunmaktadır. İçeriğin ticari amaçlı kullanımı için TÜBA'dan yazılı izin alınması gereklidir.