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The main purpose of this study is to examine the mediation role of personal meaning profile in the relationship between resilience capacity and meaning in life. Data has been collected from 371 college students using Resilience, Personal Meaning Profile and Meaning in Life Scales. Jamovi 1.1.4 statistical program has been used for the analysis of the data. In the study, it has been observed that there exist meaningful relationships between the sub-dimensions of the personal meaning profile and resilience besides meaning in life. Results show that there is a meaningful and positive relation between resilience and meaning in life. It has been also observed that there has been a positive relation between meaning in life and the achievement, relationship, self-transcendence, self-acceptance, intimacy, and fairness sub-dimensions of the personal meaning profile. However, no meaningful relationship between resilience and the religion sub-dimension of the personal meaning profile has been found. Considering the findings of the research, there is a significant mediation role of the personal meaning profile, except for the religion and self-acceptance sub-dimensions, in the relationship between the resilience capacity and the meaning in life. All findings have been discussed in terms of literature and the suggestion for further studies has been made. © 2021, Ozgen Korkmaz. All rights reserved. 2-s2.0-85104185634

In this study, it is aimed to determine which social support systems respectively preferred by students to meet their basic needs. The research was conducted with 347 university students from Sakarya University Faculty of Education, 243 of whom were female and 104 of whom were male. A ranking chart was used to determine the rank of fulfilment of the five basic needs of the students, as in the Maslow's hierarchy of needs, (physiological, safety, love and belonging, esteem, and self-actualization), by social support systems (family, relatives, friends, teacher-school, and society). The data was analyzed by rank order judgment scaling. As a result of the research, it was found that university students regard family as the primary social support system in meeting all their needs (physiological, safety, love and belonging, esteem, and self-actualization). The ranking does not change in meeting the needs of safety, love and belonging, and esteem; in meeting the physiological needs, it was observed that relatives are preferred more than friends. Another finding of the research is that in meeting the need for self-actualization, relatives are preferred the least.

The present study aimed to apply Eye Movement Desensitization and Reprocessing (EMDR) treatment to foreign language (FL) anxiety, a complex and multidimensional phenomenon that has been found to exert profound effects on many aspects of FL learning and performance. EMDR originally emerged as a treatment for post-traumatic stress disorder (PTSD), and a great number of studies demonstrated empirically its potential for treating and coping with various psychological disorders. The present study used the Single-Case Design (SCD). EMDR was given to two volunteer adult EFL (English as a Foreign Language) learners experiencing severe FL anxiety. The effect of the treatment on FL anxiety was tracked and measured by using two separate scales of FL anxiety and obtaining self-reports of distress from the subjects. The long-term effects of EMDR were checked through two separate follow-up assessments. The results clearly demonstrated that EMDR was effective in reducing FL anxiety and increasing subjects’ positive cognition.

Bu araştırmanın amacı, ilkokul düzeyindeki öğrencilerin sürekli kaygı düzeyleri ile yetkinlik düzeyleri ve üzüntü yönetim becerileri arasındaki ilişkinin incelenmesidir. Araştırmanın çalışma grubunu Muğla İli Bodrum İlçesindeki bir İlkokul bünyesindeki 2. 3. ve 4. sınıf öğrencileri 105 kız öğrenci ve 106 erkek öğrenci olmak üzere toplam 211 öğrenci oluşturmaktadır. Araştırmada veriler için Sürekli Kaygı ölçeği (Öner ve Le Compte, 1985; Spielberger, Gorsuch ve Luschene, 1970) , Çocuklar için Öz-Yeterlik Ölçeği (Muris, 2001; Telef ve Karaca, 2012) ve Üzüntü Yönetimi Ölçeği (Akın ve diğ., 2014; Zeman, Shipman ve Penza-Clyve, 2001) kullanılmıştır. Verilerin istatistiksel analizi için Pearson Momentler Çarpımı Korelasyonu, t-testi ve yapısal eşitlik modeli kullanılmıştır. Araştırma sonucunda, üzüntü yönetiminin yetkinliği, yetkinliğin de sürekli kaygıyı anlamlı düzeyde açıkladığı bulunmuştur. Ayrıca üzüntü yönetiminin sürekli kaygıyı anlamlı düzeyde açıklamadığı fakat üzüntü yönetiminin sürekli kaygıyı yetkinlik inancı üzerinden yordadığı belirlenmiştir. Bunun yanı sıra araştırmada kullanılan kavramlar cinsiyet değişkeni açısından değerlendirildiğinde anlamlı bir fark bulunmamıştır. Bulgular alan yazın ışığında tartışılmıştır. Gelecek çalışmalar ve alan çalışanları için önerilerde bulunulmuştur The aim of this study was to investigate the relationship between levels of self-efficacy, skills to sadness management, and trait anxiety of primary school students. Study group of the research consists of 211, which consists of 105 female, 106 male, 2nd, 3rd and 4th grade students in a Primary School. Trait Anxiety Scale (Öner & Le Compte, 1985; Spielberger et al., 1970), Self-Efficacy Scale for Children (Muris, 2001; Telef & Karaca, 2012) and Sadness Management Scale (Akın et al., 2014; Zeman, Shipman & Penza-Clyve, 2001) were used to collect data. Data analysis methods are Pearson Product Moment Correlation, t-test and structural equation model. As a result, sadness management explains self-efficacy; self-efficacy explains trait anxiety at significance level. Also, sadness management does not explain trait anxiety at significant level but sadness management predict trait anxiety over self-efficacy. There isn’t found any significant difference for gender. The findings are discussed in terms of literature. Suggestions for academicians and field workers are stated in the text

Bu çalışmanın amacı, 7-12 yaş arası çocukların yaşadıkları travmanın kendilerine söylenme zamanı ve travmayı açıklama şeklinin travmaya yönelik bilişsel, duyuşsal ve davranışsal belirtilerde bir farklılaşma oluşturup oluşturmadığını belirlemektir. Travma yaşamış olan 12 çocuğun yaşadığı travma/lar incelenmiştir. Veriler görüşme yöntemi ile elde edilmiştir. Yapılan incelemede; 1-Travmanın çocuklardan saklanma daha sonra söylenme eğiliminin ağırlıklı olduğu bulunmuştur. 2- Çocukların travma ile ilgili sorularına “anı kurtarmaya” yönelik tarzda cevaplar verilmektedir. 3- Çocukların travmanın varlığını gerçekten fark ettiği an ilk olarak korumasız kaldığını ve korumasızlığın verdiği baskıyla başa çıkmak için travmayı inkar etmeye devam ettiği görülmüştür. 4- Çocukların yaşadıkları travmaya eşlik eden duygular özlem, üzüntü, hayal kırıklığı, korku ve yalnızlık olduğu bulunmuştur. 5- Çocuklar travma sonrasında, içine kapanma, saldırganlık, uykusuzluk, okula devamsızlık, çekingenlik ve bağımlılık davranışları gösterdiklerini belirtmişlerdir, The aim of this study is to determine that if telling time and explanation style is a factor or not forcognitive, emotional and behavioral reaction of 7-12 years old children who lived trauma. Traumas which arelived by the twelve cases are investigated. Interview method was used to collect the data. In the study; 1- It isfound that it is general to hide the trauma from children and to tell them later. 2- The answers which are given tochildren’s questions about trauma are to rescue that moment. 3-It is found that the first moment which thechildren realized to trauma, they feel defenseless and they continue to deny trauma to cope with the repression ofdefenselessness. 4- It is found that the emotions which occur as a result of trauma are missing, sadness,disappointment, fear and loneliness. 5- It is found that the children show withdrawal, aggression, insomnia,school absenteeism, and shyness and addiction behaviors after trauma.

The main purpose of the study is to investigate the correlation between demographic features of education faculty students and psychological symptoms. The study was carried out with 638 female, 530 male, totally 1168 students who were the students of Sakarya University Education Faculty in 2010-2011 academic year. Nonlinear canonical analyze have been used to analyze the data.Findings of the research are: 1 There is a significant correlation between demographic features of students and anxiety disorders. 2 Demographic features of students are a factor for mood disorders. 3 Demographic features of students are a factor for paranoid ideation in psychotic symptoms