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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.

Today the world is suffering from coronavirus (COVID-19) pandemic illness, and people all around the world stay at home due to its rapid spread. People including students gather information and government instructions through TVs, social media and others around them. Since the classes were canceled in many countries, the novel coronavirus affects students’ interest in coursework. The purpose of this study was to examine the effect of TV news, social media and communication with people on interest in coursework, and mediating roles of fear of contamination, depression, and anxiety on these effects. A path analysis was carried out with the data collected from 773 college students. The results showed that interest in coursework was most strongly affected by communication with people. This was due to its direct and indirect effects. Social media and TV News did not directly affect interest in coursework, but indirectly affected. The study also found that among the three mediator variables, the mediator roles of anxiety was bigger than the others. Understanding the findings of this research has become very important to us, especially at a time when face-to-face lessons have been canceled all over the world and transitioned to online education. Specific recommendations for practitioners and limitations for future research were also provided in the study.

The main purpose of the study is to determine whether the level of emotional expression is a predictor of psychological symptoms. The study was performed with 338 participants, including 170 women and 168 men. Data were collected by “Expressing Feelings Scale” and “SCL-90 Symptom Checklist-90-Revised”. Data was analyzed with Pearson product moment correlation coefficient and regression analysis was performed. According to results, emotional expression was significantly related to psychological symptoms. While the levels of emotional expression have increased, psychological symptoms have decreased. The levels of psychological symptoms was predicted significantly by emotional expression. Finally, emotional expression predicted higher levels of somatization and lower levels of phobic anxiety.

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.

Tearful crying is a ubiquitous and likely uniquely human phenomenon. Scholars have argued that emotional tears serve an attachment function: Tears are thought to act as a social glue by evoking social support intentions. Initial experimental studies supported this proposition across several methodologies, but these were conducted almost exclusively on participants from North America and Europe, resulting in limited generalizability. This project examined the tears-social support intentions effect and possible mediating and moderating variables in a fully pre-registered study across 7007 participants (24,886 ratings) and 41 countries spanning all populated continents. Participants were presented with four pictures out of 100 possible targets with or without digitally-added tears. We confirmed the main prediction that seeing a tearful individual elicits the intention to support, d = 0.49 [0.43, 0.55]. Our data suggest that this effect could be mediated by perceiving the crying target as warmer and more helpless, feeling more connected, as well as feeling more empathic concern for the crier, but not by an increase in personal distress of the observer. The effect was moderated by the situational valence, identifying the target as part of one's group, and trait empathic concern. A neutral situation, high trait empathic concern, and low identification increased the effect. We observed high heterogeneity across countries that was, via split-half validation, best explained by country-level GDP per capita and subjective well-being with stronger effects for higher-scoring countries. These findings suggest that tears can function as social glue, providing one possible explanation why emotional crying persists into adulthood., National Science Centre, Poland; Polish National Agency for Academic Exchange Bekker Programme; Portuguese Foundation for Science and Technology; Hungarian National Research, Development and Innovation Office; Hungarian Brain Research Programme; Internal Fund of the Open University of Israel

Rumination can cause to negative mood by blocking a person occupying entertaining actions. Therefore, rumination can be a potential threat to the quality of life and mental health. However, forgiveness and gratitude are defined as positive personality characteristics and can serve to combat rumination. Thus, this study with 417 undergraduate students aimed to examine the effects of gratitude and forgiveness on rumination. This study also investigated the mediating role of forgiveness on the association between gratitude and rumination. In addition, the purpose of this study included exploring the mediating roles of forgiveness of self and situation on the relationship between forgiveness of others and rumination. Hierarchical regression analyses were conducted to examine the effects of gratitude and forgiveness on rumination. In addition, bootstrapping methods were employed to test the mediational effects. Results showed that forgiveness fully mediated the relationship between gratitude and rumination. Specifically, participants with higher levels of gratitude reported higher levels of forgiveness, which in turn lower levels of rumination. In addition, it was found that forgiveness of others and forgiveness of self fully mediated the association between forgiveness of others and rumination. The results along with implications were discussed. WOS:000564651400006 2-s2.0-85090020400

Demetrovics, Zsolt/0000-0001-5604-7551; Kokkinos, Constantinos/0000-0002-8303-3769 WOS: 000478882200010 Over the past two decades, young people's engagement in online activities has grown markedly. The aim of the present study was to examine the relationship between two specific online behaviors (i.e., cyberbullying perpetration, problematic social media use) and their relationships with social connectedness, belongingness, depression, and self-esteem among high school and university students. Data were collected from two different study groups via two questionnaires that included the Cyberbullying Offending Scale, Social Media Use Questionnaire, Social Connectedness Scale, General Belongingness Scale, Short Depression-Happiness Scale, and Single Item Self-Esteem Scale. Study 1 comprised 804 high school students (48% female; mean age 16.20 years). Study 2 comprised 760 university students (60% female; mean age 21.48 years). Results indicated that problematic social media use and cyberbullying perpetration (which was stronger among high school students) were directly associated with each other. Belongingness (directly) and social connectedness (indirectly) were both associated with cyberbullying perpetration and problematic social media use. Path analysis demonstrated that while age was a significant direct predictor of problematic social media use and cyberbullying perpetration among university students, it was not significant among high school students. In both samples, depression was a direct predictor of problematic social media use and an indirect predictor of cyberbullying perpetration. However, majority of these associations were relatively weak. The present study significantly adds to the emerging body of literature concerning the associations between problematic social media use and cyberbullying perpetration. Hungarian National Research, Development and Innovation Office [K111938, KKP126835]; New National Excellence Program of the Ministry of Human Capacities Zsolt Demetrovics was supported by the Hungarian National Research, Development and Innovation Office (Grant number: K111938, KKP126835). Orsolya Kiraly was supported by the New National Excellence Program of the Ministry of Human Capacities. The funding organization had no role in the design or conduct of the study or the collection, management, analysis, or interpretation of the data or the preparation, review, or approval of the article.

Bu çalışmanın amacı Gentile ve arkadaşları (2013) tarafından geliştirilen Narsisistik Kişilik Envanteri13 (NKE-13)’nin Türk kültüründeki psikometrik özelliklerini ortaya koymaktır. Ölçeğin uyarlama çalışması için Muğla Sıtkı Koçman Üniversitesinin çeşitli fakültelerinde öğrenimine devam eden 308 üniversite devam eden beliren yetişnkilik dönemindeki öğrenciler ile çalışılmıştır. Ölçeğin yapı geçerliğinibelirlemek için ilk önce Doğrulayıcı Faktör Analizi (DFA) yapılmıştır, daha sonraki aşamda ise ölçeğiniç tutarlılık katsayısının belirlenmesi için Cronbach Alpha katsayısı Jamovi programı kullanılarak hesaplanmıştır. DFA sonucuna göre orijinal ölçekte de olduğu gibi, ölçeğin 3 faktörlü yapısı (liderlik/otorite, grandiyözite/ gösterişçilik, hak iddia etme/ sömürü) elde edilmiş ve elde edilenyapıya ilişkin ilişkin uyum indekslerinin iyi sonuç verdiği görülmüştür (?2=130, df=60, ?2/df=2.17; RMSEA=0,0614,CFI=0,938; TLI=0.919). Ölçeğin güvenirliğini belirlemek için yapılan güvenirlik analizinde ölçeğin bütünü için Cronbach Alpha içtutarlılık katsayısı .84, alt boyutlarda ise liderlik/otorite için .78, grandiyözite/gösterişçilik için .72 , hak iddia etme/sömürü için .61 bulunmuştur. Yapılan analiz sonuçlarınagöre üniversite öğrencileri için geliştirilen NKE-13 Türkçe uyarlama çalışmasının Türk kültüründe iyisonuçlar verdiği görülmüştür. Sonuçlar ölçme aracının Türkçe uyarlamasının geçerli ve güvenilir olduğunu oltaya koymuştur. The aim of this study was to examine the reliability and validity of the Turkish translation of the Narcissistic Personality Inventory-13 (NPI-13). This scale was developed by Gentile et al. (2013)/ NPI-13 Scale for college students was first translated into Turkish and then back-translated. Subsequently, the questionnaire was administered to 308 college students. The internal consistency of the scale was examined for reliability, and second-order confirmative factor analysis (CFA) was conducted using Jamovi program for the validity of the scale. CFA, similar to the original scale, confirmed the fit of the 3-factor model (Leadership/ Authority; Grandiose/ Exhibitionism; Entitlement/ Exploitativeness). (?2=130, df=60, ?2/df=2.17; RMSEA=0,0614, CFI=0,938; TLI=0.919). The internal consistency reliability coefficient of the whole scale is .84, Leadership/ Authority is .78, Grandiose/ Exhibitionism is .72, Entitlement/ Exploitativeness is .61. Our findings show that the Turkish version of the NPI-13 Scale has acceptable levels of reliability and validity for the selected samples.

The aim of the study is to develop a scale which determines forgiveness flexibility level of secondary education students and to test reliability and validity of the scale. The study was actualized with 651 secondary education students. As result of exploratory factor analysis, which was used to test structure validity of the scale, a structure which explains 45.5% variance of total scale was attained. According to results of exploratory factor analysis, total 14 items collected at three factors. Factors were identified as recognition of forgiveness, internalization of forgiveness and practice of genuine forgiveness. When scale’s reliability study was made by split-half reliability method, correlation found .71 (p

WOS: 000357542600009 The aim of this research is to examine the effect of educational games on dealing with the childhood (7-11) shyness. The research was carried out based on experimental model with pretest-posttest control group As 3x(2) split-plot design. Shyness scale was applied to 440 students in elementary school, 45 students who were decided to experience shyness problem were included in the study. Three educational game groups which are control, individual and team were formed with randomization method. 24 different individual and group education game programs were applied to the children for 12 weeks and twice a week. Obtained data was evaluated with techniques of repetitive measurements MANOVA and Comparison (Bonferonni Correction) test. It was found that educational games are effective to deal with childhood shyness. Team educational games were found to be more effective than individual educational games. This result puts forth that group activities are more effective in dealing with childhood shyness.

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