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The objective of this research is to examine the reading texts in the coursebooks for teaching Turkish as a foreign language in terms of their reflection of core values. Employing a qualitative research model, data were collected through document analysis method. The data set of this study comprises 124 reading texts in the B1 and B2 level of coursebooks published by Yedi Iklim, Gazi, and Yeni Istanbul publishing companies. These texts were scrutinized according to ten core values in Education (justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism, altruism) determined by the Board of Education of the Ministry of Education, Turkey in the year of 2017, and the obtained data were analyzed using content analysis technique. The results of the study have revealed that Yedi Iklim B1 Textbook contains 90 core values, whereas B2 Textbook contains 156 core values. Likewise, Gazi B1 Textbook comprises 82 and B2 Textbook has 152 core values. It has also been determined that Yeni Istanbul B1 Textbook is composed of 156 core values and B2 Textbook contains 87 core values. In total, it has been found out that, 723 core values are comprised across all texts in the dataset. Among these values in the texts, altruism (f=91), honesty (f=88), and self-control (f=78) are the most frequently addressed core values while justice (f=64), patience (f=63), and love (f=62) are the least addressed ones.

Through its different components, such as compassion and prosocial behaviour, kindness contributes to healthy social relationships. Additionally, it is frequently reported in the literature that individuals who are securely attached are more likely to perceive their friends and families as having their backs. Studies examining the relationship between secure attachment, kindness, and perceived social support variables in high school students may contribute to improving their well-being levels and preventing psychopathology from developing. This study examines the relationship between perceived social support, secure attachment to parents and peers, and character strength of kindness among high school students. The study involved 676 high school students (499 females and 177 males). The correlation analysis showed that high school students' perceived levels of social support from their families, friends, and teachers, their attachment to parents and peers, and their kindness strength had a significant and positive relationship with each other. In the path analysis, it was found that students' secure attachment to parents and peers predicted perceived social support from friends, family, and teachers, either directly or indirectly. The bootstrapping process also revealed that indirect predictive relationships were significant. Finally, the study offered suggestions for future studies.

Today, due to the increasing interest in hybrid education environments and technology integration into the course, mobile devices have started to be used in face-to-face classroom lessons. In addition to the many advantages of using mobile devices in the classroom, it also leads to some undesirable situations. One is related to developing students' habits of playing digital games during the lesson. This research aimed to determine the relationship between students' digital game addiction and selfishness, one of the individual differences, on their academic motivation and classroom engagement. Participants were 860 high school students in grades 9 to 12. The research used a correlational design. The result of a path analysis revealed that selfishness was related to digital game addiction; as the level of selfishness of the students' increased, the probability of digital game addiction also increased. Also, digital game addiction was associated with academic motivation and was not related to classroom engagement, such that, as academic motivation levels of the students increased, the classroom engagement levels also increased. Recommendations for what can be done to increase the students' academic motivation and classroom engagement are discussed.

The aim of this study is to examine the relationship between positive and negative childhood experiences, forgiveness and social exclusion experiences of individuals in adolescence. The research was carried out using the relational survey technique, one of the quantitative research methods. The participants of the study consisted of middle school and high school students (n=669), 354 girls and 315 boys, aged between 11 and 17, in the fall semester of the 2021-2022 academic year. The data collection tools employed within the study are: Personal Information Form, Adolescent Ostracism (Social exclusion) Scale to measure the social exclusion levels of the participants, Childhood Happiness/Peace Memories Scale to measure their positive experience levels, Childhood Experiences Scale to measure their negative experience levels, and Forgiveness Scale for Adolescents to measure their tendency to forgive. For the analysis of the data, SPSS 26.00 package program was utilized and descriptive analysis, correlation, and multiple regression analysis were conducted. As a result of the data analysis, it was observed that exclusion dimension within the social exclusion scale has a higher mean score than the disregarding dimension, exclusion dimension features higher significance, the social exclusion experiences of the adolescents differ significantly in favor of the female adolescents in the neglected dimension.

This research aims to investigate the parallel mediating role of intolerance of uncertainty and positivity on the relationship between self-compassion and school burnout. Hypotheses were tested in a sample of 304 Turkish adolescents using mediation analysis). The research consists of data obtained during the lockdown caused by COVID-19 in Türkiye. School Burnout Inventory, Positivity Scale, Self-Compassion Scale Short Form, and Intolerance of Uncertainty Scale measurement tools were applied online. Data were analyzed using correlation and parallel mediation analysis (Hayes's PROCESS). The results showed that intolerance of uncertainty and positivity mediated the indirect effect of self-compassion on school burnout. Investigating both negative and positive psychological variables in explaining school burnout can support interventions and policies to be planned in the school environment.

This study aims to examine students' perceptions of self-compassion and school burnout. The relationshipal survey method, which is among quantitative research methods, was used in the study. The study sample consisted of 231 8th grade students studying in central secondary schools in Bolu, Turkey, during the first semester of the academic year 2022-2023. The results show that students' self-compassion is "often" and their perception of school burnout is "partially agreeable." It was found that there are positive and negative significant relationships between the sub-dimensions of self-compassion and school burnout, and that self-compassion significantly predicts school burnout. Suggestions such as including activities in schools that will increase students' perceptions of self-sensitivity and reduce their perceptions of school burnout were included.

This qualitative study adopted a phenomenological research design to investigate how preservice teachers perceived compassion. The sample consisted of 43 students from Van Yüzüncü Yil University. The data were collected using a semi-structured interview guide. The data were analyzed using content analysis. The results showed that participants associated "compassion" with "pity," "sympathy," "being human'," "affection," "empathy," "help," "favor," "conscience," and "forgiveness." They stated that compassion was necessary to understand others and to maintain social order and peace. The most common forms of compassion were "having compassion for animals," "helping those in need," "helping the poor," "parents' compassion," "helping the old," and "love for children." Participants recommended that parents and teachers be role models for others, inculcate compassion in children, and get them to help others, adopt animals, visit nursing homes, and read books.

The research was designed in the relational survey model to reveal the relationship between school administrators' personalities and their spiritual leadership levels. The study was conducted with 160 school administrators. The Spiritual Leadership Scale and Five Factor Inventory were used. The data were analyzed using descriptive and inferential statistical techniques. School administrators showed personality traits related to the highest conscientiousness and the lowest neuroticism. School administrators exhibited the highest level of altruistic love, the lowest level of vision and faith in spiritual leadership. The spiritual leadership levels of school administrators on the basis of dimensions and in general were relatively high. The spiritual leadership levels of school administrators differed according to seniority and managerial position in the vision and faith dimensions. Positive and negative relationships at low and medium levels were found between the personality traits of school administrators and their spiritual leadership levels. Personality traits of school administrators affect their vision and faith, altruistic love and general spiritual leadership.

A cross-sectional research design was used to examine the relationship between personality, self-compassion and social interest levels of 351 psychological counsellor candidates. Data were collected with the Personality Test of Adjectives, the Self-Compassion Scale Short Form, and the Social Interest Index. Correlation and regression analyses were used to analyze data. A moderately negative relationship was found between self-compassion and neuroticism, while a moderately positive relationship was found between extraversion, openness to experience, and conscientiousness, and a low-level positive relationship was found between agreeableness. While a moderate negative relationship was observed between social interest and neuroticism, a moderate positive relationship was found between extraversion, openness to experience, agreeableness, and responsibility. Personality explained 47.6% of the variance regarding self-compassion and 42.2% of the variance regarding social interest.

This study aimed to study the validity and reliability of the Uskudar Benevolence and Malevolency Scale (USBEMA). The sample consists of 1028 people from all over Turkey. The analysis made revealed that the scale consists of two factors. The first factor "Purpose Oriented" explains 35.2% of the variance and the second factor "Process Oriented" 7.9% of the variance. The two-factor structure, consisting of a total of 35 items in total, explained 50,6% of the total variance. In addition, two factors confirmed the USBEMA in the confirmatory factor analysis (Chi-square/degrees of freedom: 4.09; RMSEA: 0.079; NFI: 0.80; NNFI: 0.81; CFI: 0.84; GFI: 0.86; AGFI: 0.83). The internal consistency coefficient (a) of the scale was found to be 0.92. As a result of the study, it was understood that the scale is valid and reliable. Thus, A valid and reliable USBEMA Scale emerged, which was rated as "I do not accept", "I accept", "I accept but I cannot do it, I'll feel regret", and "I believe and implement with a sense of responsibility by planning" and "I always believe and implement with love" that psychometrically measures the benevolence/malevolence attitudes and perceptions of individuals.

The purpose of this research is to compare value perceptions of secondary school students studying in Türkiye and the UK. In this study, the cross-sectional method was adopted. 249 Turkish students studying in the UK, and 253 students studying in Türkiye participated in the research. The Positive Values Scale developed by Huang and Cornell (2016) was used as a data collection tool. Since the research data were not normally distributed, in the analysis, such techniques as arithmetic mean, standard deviation and Mann Whitney U tests have been used. According to the findings, a statistically significant difference was found in favor of the students studying in Türkiye. Also, a statistically significant difference was determined in favor of female students studying in the UK in the concern for others factor. However, there were no statistically significant differences between the value perceptions of students in the UK and Türkiye in the overall scale and in its factors as far as gender was concerned. New researches comparing value perceptions of different samples can be done.

This research aims to determine the effect of school administrators' empowering leadership behaviors on teachers' organizational citizenship behaviors. The research population designed in the scanning model consisted of 465 teachers working in primary schools in the city centre of Bolu, and feedback was obtained from 336 teachers. Data were collected using the Empowering Leadership Scale and Organizational Citizenship Behaviour scales. Since the data showed normal distribution, parametric analyses were performed. According to the research results, teachers' perceptions of school administrators' empowering leadership behaviors were high in the scale total and the dimensions of responsibility and support. In contrast, it was medium in terms of empowerment. Teachers' perceptions of organizational citizenship are high in all dimensions, including the total scale of cooperation, sportsmanship, conscientiousness, and civic virtue. There is a positive and highly significant relationship between the total score of the empowering leadership scale and the dimensions of empowerment, responsibility, support, and the total score of the organizational citizenship scale and the dimensions of cooperation, sportsmanship, conscientiousness, and civic virtue. The empowering leadership scale total score and its subdimensions significantly predict the total score of the organizational citizenship scale. According to teacher perceptions, it is noteworthy that school administrators' empowering leadership behaviors are at a moderate level in the dimension of empowerment. Teachers should be empowered within the framework of their responsibilities and participation in the decision process regarding getting things done to increase the empowering leadership behaviors of school administrators to a high level in the empowerment dimension. Schools can delegate important tasks to teachers. In addition, this situation shows that school administrators trust teachers. It can create an environment where teachers can make their own decisions about the job and how it should be done without explaining the job they will do. It would be beneficial for school administrators to exhibit empowering leadership behaviors for teachers to show more effort by exhibiting organizational citizenship behavior.

The present study is aimed to investigate the effect of empathy, conscience, self-control, kindness and self-efficacy on sportsmanship behaviors, since there is no study that investigated the effects of self-efficacy and moral intelligence on sportsmanship behaviors. For this purpose, the study was carried out according to the relational screening design, which is one of the quantitative research designs. 397 students studying at the faculty of sports sciences participated in the research. "Yakut-Moral Intelligence Scale", "Athlete Self Efficacy Scale" and "Investigation of Sportsmanship Behaviors Scale" were used to carry out the study. Statistical analyzes were made in SPSS 25 program and Pearson correlation and multiple linear regression analysis were used. As a result of the analysis, sportsmanship has been determined that it has a significant relationship with empathy, conscience, self-control, kindness and self-efficacy. As another result of the study, while self-efficacy alone explains 13.4% of sportsmanship, self-efficacy, empathy, self-control and kindness together explain 48% of sportsmanship. It was determined that the sub-dimension of conscience did not have a significant effect on sportsmanship. According to these results, in displaying sportsmanship behaviors; Having a high level of self-efficacy, ability to empathize, power to control behaviors and kindness have an important and powerful effect.

The purpose of this study is to examine the relationship between teachers' self-compassion, forgiveness, and resilience. For this purpose, a total of 410 volunteer teachers, 222 women and 188 men, working in schools affiliated to the Ministry of National Education were reached. In the study, in which the relational screening model was used, the "Personal Information Form," the "Self-Compassion Scale," the "Heartland Forgiveness Scale," and the "Psychological Resilience Scale" were applied to the teachers. Pearson product moment correlation coefficient analysis, independent samples t-test, one-factor analysis of variance (ANOVA), and Kruskal-Wallis H-test were used to analyze the data. According to the data obtained from the study, there is a statistically significant relationship between teachers' self-compassion, forgiveness, and resilience. In addition, it was found that the scores for self-compassion and forgiveness differed significantly depending on the variables of gender and birth order, forgiveness depending on the variable of marital status, self-compassion and psychological resilience depending on the variable of seniority, and psychological resilience depending on the variable of industry. The results of the study were discussed, and suggestions for future studies were presented.

The study explored the relationship between teacher candidates' gratitude and altruism levels and the mediating role of interpersonal communication in this relationship. In the study, correlational survey design, a quantitative research designs, was employed. The study group was made up of 376 teacher candidates (53% female and 47% male) at Erzurum Atatürk University Faculty of Education. The data were collected via Personal Information Form developed by the researcher, Gratitude Scale, developed by Baserer Berber (2021), Altruism Scale, developed by Ümmet, Eksi, and Otar (2013), and Obstacles in Interpersonal Communication Scale, Developed by Baserer, Baserer, and Demirkaya (2016). The data were analyzed using the SPSS-21 package program. In the study, Pearson product-moment correlation coefficients were calculated in order to determine the relationships between variables, and simple and multiple regression analyses were performed to examine the prediction status. The study findings put forth positive significant relationships between the variables. In addition, interpersonal communications were found to partially play a mediating role in the relationship between teacher candidates' gratitude and altruism levels.

The purpose of the present study was to examine the effects of altruism behaviors on the forgiveness decision of athletes and sedentary students who continued education in the faculty of sports sciences with the Structural Equation Model. To this end, the Study Group consisted of a total of 200 athletes and sedentary students, 108 female and 92 male, who were selected with the Convenient Sampling Method, who continued education at Gazi University Faculty of Sport Sciences. When the distribution was examined according to gender, 58.5% of the sedentary group was female and 41.5% was male. The rate of women in the athlete group was 47.6%, and the rate of men was 52.4%. When the distribution was examined according to age groups, the rate of people in the 17-20 group in the sedentary group was 31.4%, the rate of people in the 21-24 age group was 55.9%, and the rate of people who were older than 25 was 12.7%. The rate of individuals who were aged 17-20 is 48.8% in the athlete group, the rate of individuals aged 21-24 was 34.1%, and the rate of individuals who were older than 25 years was 17.1%. The "Forgiveness Decision Scale" and the "Altruism Scale" were used as measurement tools in addition to the personal information form that was created by the researcher to obtain data in the study. The Structural Equation Model and the t-test for independent groups, One-Way Analysis of Variance (ANOVA), percentage, frequency, and descriptive statistical analyzes were used in the analysis of the data. When the study findings were examined, the altruism scale sub-dimensions in the sedentary and athlete groups did not differ at significant levels according to the gender variable (p>0.05), and the forgiveness decision scale differed at significant levels in both the athlete and sedentary groups according to gender. The level of forgiveness decision of women (3.45±0.57) was higher than that of men (3.19±0.55) in the sedentary group. Similarly, the level of forgiveness decision of women was higher (3.57±0.64) in the athlete group than that of men (3.41±0.61). When the changes of forgiveness decision scale according to age groups were examined, forgiveness in sedentary people did not differ at significant levels according to age groups (p<0.05), and it did not create a significant difference according to age groups in athletes (p<0.05). The Structural Equation Model was established and tested for both groups separately to determine the effect of altruism on forgiveness in sedentary and athletes. When the goodness of fit coefficients that were calculated by the Structural Equation Model was examined, both models showed a good fit. According to the Correlation Analysis that was made to determine the relations between the altruism scale and forgiveness, the scale of forgiveness was negative at 31.4% in athletes in financial aid, positive at 69.9% with help in traumatic situations, and 55.1% in help in the educational process (p<0.05). No significant relations were detected between forgiveness and the sub-dimensions of the altruism scale in sedentary people (p>0.05).

This research aimed to investigate marital satisfaction with respect to proactive personality, meaning in life, and offense-specific forgiveness in marriage. Research data were collected from 350 married using the, Marital Offence-Specific Forgiveness Scale (MOFS), Satisfaction with Married Life Scale, Proactive Personality Scale, and Meaning in Life Questionnaire. The data were analyzed with regression and Pearson correlation coefficient to test the hypotheses of this research. The results showed that there is a positive correlation between marital satisfaction and meaning in life and proactive personality. It is also concluded that there is a negative correlation between marital satisfaction and resentment-avoidance, one of the sub-dimensions of offense-specific forgiveness in marriage. According to the regression analysis in the study, proactive personality, meaning in life, and resentment-avoidance variables, which are sub-dimensions of offense-specific forgiveness in marriage, were found to predict marital satisfaction significantly.

A study was conducted using a correlational screening model to determine the mediating effect of altruism in the relationship between empathic tendencies, the nature relatedness and environmental consciousness. The participants of the study, selected via random cluster sampling design, are composed of 305 pre-school teachers working in pre-schools and kindergartens in a city located in Turkey's Aegean region. The 'Empathic Tendency Scale', 'Altruism Scale', 'Nature Relatedness Scale', and 'Environmental Consciousness Scale' were used as data collection tools. The analyses of the sub-purposes were carried out using the PROCESS macro (Model 4) developed by Andrew Hayes using the SPSS infrastructure. When the study results were examined, the indirect effects of the empathic tendency on nature relatedness and environmental consciousness were found to be significant. Thus, altruism was the mediator for the relationship between the empathic tendency and nature relatedness ([beta]=0.13, 95% BCA CI [0.08; 0.19]) and for the relationship between emphatic tendency and environmental consciousness ([beta]=0.36, %95 BCA CI [0.18; 0.57]).

A subject worth examining was the interdisciplinary approach's planning and application of two distinct disciplines and investigating the value acquisition inclinations of students who participated in the multidisciplinary approach. In this context, the problem sentence of the research is that: Does integrate mathematics and life sciences teaching have an effect on primary school 3rd-grade students' acquisition of honesty, respect, love, and helpfulness values?". The impact of integrated Mathematics and Life Sciences teachings in third grade on students' honesty, respect, love, and helpfulness value dispositions was studied using a quasi-experimental method with a pretest-posttest control group and the theme of "tolerance." As the data collection tools of the research, the "Honesty Value achievement Scale," "Love achievement Scale," "Respect achievement Scale," and "Helpfulness achievement Scale" was applied to the students in the sample. This research was conducted in three stages: preliminary preparations before application, integration of disciplines, lesson plan preparation, and actual application. There was a significant difference in favor of the experimental group when comparing students taught integrated mathematics and life sciences versus retrained students using a Ministry of National Education-approved course and workbook. In addition, there was a significant difference in favor of the post-test between the pretest-posttest scores of the honesty, respect, love, and helpfulness values belonging to the students in the experimental group taught integrated mathematics and life sciences.

Cartoons are important for equipping preschool children with values. Therefore, it is necessary to be careful and sensitive about the cartoons that children watch. The aim of this research was to determine the values implicitly included in the preschool education program and to investigate the occurrence of these values in 6 cartoons Piril, Canim Kardesim, Kare, Kukuli, Elif'in Düsleri and Maceraci Yüzgeçler. In the research, content analysis was used. Preschool education program and cartoons were analyzed descriptively. The data obtained through descriptive analysis were analysed and presented in detail. Random sampling was used while selecting 5 episodes of the cartoons investigated in the study. The study identified 27 values that were implicitly in the preschool education program. In these cartoons, the values of love, cooperation, kindness, being scientific and benevolence were covered most frequently and the values of aesthetics, empathy, knowing and protecting their rights, saving, self-control, courage and obeying the rules were covered less frequently. Values of self-respect, freedom and patriotism were not mentioned in any of the cartoons. It was found that most of the values that are implicitly included in preschool education program were covered in the cartoons analysed. [The publication month on the PDF is incorrect. This article was published in the December 2021 issue.]

Social responsibility (SR) is a fundamental value among physicians, who must maintain a positive attitude toward it during medical education by providing community service. This study investigated the impacts of service learning-based social responsibility training (SRT) by evaluating the SR perceptions of medical students who had participated in an SRT program and their views on the impacts of SRT on themselves, their institution, and the studied target groups. Four focus group interviews were held with 32 medical students, following a determined purposeful sampling method. Guided by qualitative content analysis, the data were analyzed through an iterative coding process. The analysis of the students' perceptions of SR revealed 13 themes in the impact of SRT: 7 for medical students, 4 for the medical school, and 2 for the studied target groups. The students explained SR with concepts of responsibility, volunteering, sensitivity, kindness, and community orientation and believed that SRT practices based on service learning effectively deepen the understanding of SR and the needs of the target groups in which they work. Communication, teamwork, leadership, and project management skills were defined as students' achievements. SRT practices had a positive effect on the studied target groups by meeting their physical and emotional needs; furthermore, they increased their medical school's recognition and accountability in society. Therefore, providing service learning-based experiences with reflection opportunities throughout medical education supports the development of medical students' understanding of SR, which can be strengthened with a supportive corporate culture and by improving the faculty's role-modeling and tutoring skills.

The purpose of this study is to investigate the mediating effect of friendship and responsibility between benevolence and empathy skill in the context of social studies courses. The data in the study, which involves a total of 646 8th grade school students from Turkey, was collected using the scales "Empathy Scale, Benevolence Scale, Friendship Scale, and Responsibility Scale" developed by the authors. It was seen that the research variables have significant positive correlations with each other. It was found that empathy predicts benevolence, friendship, and responsibility significantly and in a positive direction. Friendship and responsibility, on the other hand, were found to play a significant, fully mediating role in the relationship between empathy and benevolence. These results were discussed using the relevant literature and suggestions that were gathered.

Servant leadership is a modern approach to leadership that has been the subject of a growing number of investigations in recent years. As with any organization within the social structure, alienation is also occurring in the school organization. High level of alienation threatens the functioning of the school organization; in a healthy way function. It was seen as important to know the effect of servant leadership behavior on the alienation of teachers. This research was conducted to examine the relationship between servant leadership and work alienation, based on the opinions of teachers. The data of the research conducted in the descriptive screening model were obtained from 484 teachers working in all primary, secondary and high schools in the Central Districts of Sanliurfa Province in Turkey. The Servant Leadership Scale and Teachers' Alienation Scale for Teachers were used to determine the servant leadership behaviors of principals that teachers perceive and their level of work alienation. As a result of this research, it was found that the perceptions of the servant leadership of the participants towards their principals were high, and their job alienation levels were weak. While the perceptions of the servant leadership differed in terms of the teachers' school location, the way their administrators were appointed, the type of their school, the number of teachers in their school and their marital status variable, these did not differ significantly in terms of the teachers' gender, years of service, branch and educational status. Participants' level of alienation to work; showed a significant difference according to the school location and branch variable. On the other hand, there was no significant difference in terms of gender, years of service, appointment of administrators, school type, number of teachers in school, marital status and educational status. A negative relationship was found between teachers' perceptions of servant leadership and work alienation. According to this result, as the servant leadership score increases, the level of work alienation decreases. These results were studied according to the literature and recommendations were made to teachers and administrators.

Choosing teaching as a career includes many different factors, reasons and parameters. These factors can vary in time by the changes in the culture, politics, or society. Teachers and their reasons about why they chose teaching as a career have been an important issue for researchers. Many researches have been done to understand the reasons of the student teachers to choose this profession. This study, in this sense, investigates the career motivations and career perceptions of student teachers in relation to their gender and grade. The participants were 48 first-year and 54 fourth-year students (totally 104) in a teacher preparation program at a state university, in Turkey. The study adopted a quantitative approach by using a scale. The data were collected in 2018-2019 academic year. The results suggested that both the first and the fourth-year students were mostly motivated by altruistic reasons and their prior teaching and learning experiences. Both male and female participants had no significant differences related to the motivational factors to become a teacher. The study also asserted that the satisfaction with the choice of teaching was predicted mostly by intrinsic career values, altruistic reasons and lastly task return (salary and status). The result were discussed in line with current studies in the literature.

In this research, the aim is to investigate the relationship between forgiveness and perceived social support in teenagers in terms of various variables (gender, high school type, education level of parents, expressed relative communication and expressed family, friends, teacher support). The population of the research consists of high school students studying in Kocaeli province in 2019-2020 education year and the research sample consists of 422 students who are chosen with appropriate sampling method from four different high school types in Kocaeli. The data was gathered with "Personal Information Form", "Forgiveness Scale for Teenagers" and "Perceived Social Support Scale". Also, in order to analyse the data, pearson product-moment correlation coefficient technique, regression analysis, one-way analysis of variance, T-test were used (p<0.05). According to the findings obtained from the research, it was found that there is a significant relation in a positive way between teenagers' forgiveness tendency and perceived social support points. In addition, it was determined that there is a significant and positive relation between perceived social support and empathy establishment aspect of forgiveness and again, between perceived social support and forgiveness tendency. The obtained findings were discussed and interpreted by dealing with the research's hypothesis frame and the related researches. In addition, the research findings and suggestions for the next researches were given place in this research.

This study developed a measure of solidarity levels during pandemics, the Solidarity in Pandemics Scale (SPS). This was achieved using a study group of 842 individuals aged between 18 and 65 from different segments of society who had experienced the COVID-19 pandemic and differed in age, gender, and socioeconomic status. Exploratory factor analysis was used to establish the construct validity of the scale, producing a 15-item scale with a one-dimensional structure that explained 34.36% of the variance. Confirmatory factor analysis using a different study group revealed that all items have significant t-values, and the model established according to model fit indexes has meaningful and acceptable fit values. The internal consistency of the scale results was calculated using the Cronbach Alpha coefficient, and a reliability of 0.85 in terms of internal consistency was obtained. Test-retest reliability results as another indicator of reliability were found to be 0.85. Scores on the Altruism Scale were compared with those on the SPS to evaluate the scale's criterion validity, and a significant relationship was found between the two scale scores. This analysis indicates that the Solidarity in Pandemics Scale is a valid and reliable psychometric tool.

This research aims to examine the relationship between school principals' paternalist leadership behaviours and teacher autonomy. The research is a descriptive study in which causal comparison and correlational method are used together. 292 teachers were determined by using disproportionate sampling method. In this research, the Paternalist Leadership Behaviours Scale developed by Saylik & Aydin (2020), and the Teacher Autonomy Scale developed by Çolak (2016) were used. As a result, it was revealed that school principals show moderate paternalist leadership behaviours according to teacher perceptions. It is concluded that there is a moderate and negative relationship between school principals' paternalist leadership approaches and teacher autonomy. As the paternalist leadership behaviours of school principals increase, teachers' autonomous behaviour decreases. Another result of the research is that there is a positive relationship between family atmosphere and benevolence dimensions and teacher autonomy.

Using a correlational method, this study investigates the mediation role of self-compassion in the relationship between perfectionism dimensions and life satisfaction among university students. A sample of 246 students (171 females and 75 males, M = 21.40 years, SD = 2.02) from several universities participated in the study. Turkish versions of the Almost Perfect Scale-Revised, the Self-Compassion Scale, and the Satisfaction with Life Scale were used as data collection tools. Using structural equation modeling, the results show that self-compassion fully mediates the relationship between maladaptive perfectionism and life-satisfaction. On the other hand, there is no significant relationship between adaptive perfectionism and life-satisfaction. The Bootstrap Method that was used to assess the magnitude of the indirect effects indicates that the indirect effect of self-compassion on the relationship between maladaptive perfectionism and life-satisfaction is significant. The implications of these findings for research and practice are discussed in line with the related literature.

Values are social acceptances that affect and guide behaviors and decisions in daily life. Developments in science and technology and natural or human disasters play an essential role in the maintenance or disappearance of the values in society. The COVID-19 pandemic, which appeared in December 2019 and became a global challenge, also influenced and changed individual and social values. This study aimed to determined teachers' opinions about the impact of the pandemic on values. This research was designed in terms of qualitative research methodology. The study sample consisted of 100 volunteer teachers from different primary and secondary schools in different provinces. The data were collected using interview forms and analyzed by using descriptive analysis methods. According to teachers' opinions, the values positively emphasized during the pandemic were patience, responsibility, helpfulness, self-control, respect, love, and friendship. The damaged values included justice, honesty, respect, and patience. The participant teachers suggested organizing activities that promote psychological support, education, empathy, patience, and communication to overcome the challenges related to values.

The present study aims to explain forgiveness through locus of control and perfectionism. This study has been carried out within the framework of the mixed research method in which quantitative and qualitative research approaches were dealt with together. The study group consists of the university students. In the quantitative results reveal that the external locus of control is a negatively significant explanatory factor of adaptive perfectionism and a positively significant explanatory factor of maladaptive perfectionism. Moreover, the external locus of control explains forgiveness negatively. In addition, adaptive perfectionism is the positive explanatory factor of forgiveness, and maladaptive perfectionism is the negative explanatory factor of forgiveness. In the qualitative results of the study, it is understood that the statements of most of the participants with high scores of adaptive perfectionism and internal locus of control are gathered under the theme of forgiveness, whereas the statements of those with high scores of maladaptive perfectionism and external locus of control are under the theme of unforgiveness.

This quantitative study aims to examine the relationships between enabling school structure, academic optimism and altruistic behaviours as well as to find out whether altruistic behaviours serve as a mediator between enabling school structure and academic optimism. A scale was applied to teachers from primary- schools in Turkey via random sampling. There were 707 teachers participating in this study. Three existing scales, which are enabling school structure, academic optimism, and teachers' altruistic behaviours scales, were used to collect data from teachers. Descriptive statistics and bivariate correlations were calculated in the study to investigate correlations among all the variables and reliabilities of the measures. Structural Equation Modelling investigated the effects of Enabling School Structure on School Academic Optimism through Teachers' Altruistic Behaviours. The results confirmed a positive relationship between all variables of the study. The findings also revealed the mediator effect of TAB on the relationship between ESS and SAO. Finally, some recommendations were given based on results.

Objectives: Self-concealment is an important issue that hinders progress in the psychological help process. Considering its negative consequences in the field of mental health, it is important to address its relationship with risk factors and protective factors. Therefore, the present study examined whether self-differentiation was related to self-concealment and whether this relationship was mediated by self-compassion and intolerance of uncertainty. Method: The participants in this study consisted of 300 university students, 183 females and 117 males, whose ages ranged between 18 and 42. All measurement tools used in the research were applied anonymously. Results: Meditation analysis results showed that in the hypothetical model, serial multiple mediation of self-compassion and intolerance of uncertainty is statistically significant and explains 37% of the variance in self-concealment. In addition, the single mediation effect of self-compassion was found to be higher than the multiple-serial mediation effect of self-compassion and intolerance of uncertainty together. The findings were discussed in the light of the literature. Conclusions: This study may be a resource to the mental health professionals at the stage of planning protective and preventive intervention studies.

The aim of the current study is to analyze the mediating role of unconditional self-acceptance in the relationship between perceived parental attitudes and forgiveness levels among university students. 1179 (753 females, 426 males) university students studying at Mersin University constitute the sample group for the study. Data was collected using the Volunteer Participant Form, the Parental Attitude Scale, the Unconditional Self-Acceptance Scale, and the Heartland Forgiveness Scale. Pearson correlation, descriptive statistics, an ordinary least squares regression-based approach, and the Bootstrap method were used to analyze the data. The results of the study found that there is a partial mediating role for unconditional self-acceptance in the relationship between perceived parental attitudes (authoritative, protective, and authoritarian) and forgiveness among university students. The mediating models tested in the study were also found to be statistically significant (p<0.001). It was found that there is a significant mediating role of unconditional self-acceptance in the relationship between perceived authoritative parental attitudes and forgiveness levels of university students (F(2-1176)= 164.45, p<0.001). The total variance explained by authoritative parental attitude and unconditional self-acceptance in the study is 47%. Similarly, it was found that there is a statistically significant mediating role of unconditional self-acceptance in the relationship between perceived protective parental attitudes and forgiveness levels of university students (F(2-1176)=163.54, p<0.001), explaining 47% of the total variance. Lastly, it was concluded that the authoritarian parental attitude model is significant (F(2-1176)=158.51, p<0.001), and that the authoritarian parental attitude and unconditional self-acceptance variables together explain 46% of the total variance in the study. The results were discussed and evaluated within the context of the research, and suggestions were made for further research to examine relevant variables.

The concept of empathy, which consists of both affective and cognitive elements, is defined as replacing the other side and understanding their feelings and thoughts. In this study, it was aimed to adapt the Affective and Cognitive Empathy Scale, which was developed in order to measure empathy concept more comprehensively, in Turkish. In line with this goal, the validity and reliability study of the scale was conducted on 289 university students. Affective and Cognitive Empathy Scale, Basic Empathy Scale and Altruism Scale were applied to students and the scores obtained from these scales were used. Confirmatory factor analysis conducted in the study showed that the fit indexes were among the acceptable values and the three-factor structure of the scale was also valid in this study group. Within the scope of the scale's reliability study, Cronbach alpha internal consistency coefficient was calculated as 0.91. The internal consistency coefficients of the sub-dimensions of the scale ranged between 0.86 in cognitive empathy, affective resonance 0.85, and affective dissonance 0.84. According to the results of the analysis conducted for similar scale validity, there was no significant relationship between the Affective and Cognitive Empathy Scale with the Basic Empathy Scale, while there was a positive and low negative relationship between the sub-dimensions of the Basic Empathy Scale and the emotional empathy. It was also observed that there was a significant relationship between the Altruism Scale and sub-dimensions of the Affective and Cognitive Empathy Scale and helping and philanthropy. In addition, there are both significant and non-significant relationships between the sub-dimensions of the Affective and Cognitive Empathy Scale and the sub-dimensions of the Basic Empathy Scale. Finally, it was observed that there was no significant relationship between the Baseline Empathy Scale, which is two similar scales, and the Altruism Scale and its sub-dimensions. It was determined that cognitive empathy, which is the sub-dimension of the Basic Empathy Scale, has a significant relationship with the Altruism Scale and its sub-dimensions. In summary, the results of the study showed that the Turkish version of the Affective and Cognitive Empathy Scale is a valid and reliable measurement tool for university students.

Purpose: The purpose of this study was to analyze the impact of spiritual leadership on organizational trust and examine the relationship between both concepts. Research Method: A multiple regression analysis was carried out using the data collected through spiritual leadership and organizational trust scales from 343 teachers. Findings: The result of the study revealed that the dimensions of spiritual leadership have varying relationships with organizational trust, which is significantly predicted by altruistic love, hope/faith, and organizational commitment. Implications for Research and Practice: Leaders' role in enabling trust is a priority as they mainly decide and lead the value system of the organizations. Leaders in school contexts fulfill key roles in sustaining and developing organizational trust as they establish and support core values and truly accept members in schools. Spirituality is one of the concepts, which has been thought to have effects on trust in the organization.

The purpose of this research is to determine the opinions of the faculty members about devoted teaching profession, from Ziya Gökalp Faculty of Education at Dicle University. This research is qualitative study exploring the views of teacher trainer about teacher devotion. In the study, phenomenological design was utilized. The participants of this study involved 30 teacher trainer working at Ziya Gökalp Faculty of Education, Dicle University in the academic year of 2016-2017. In the study, a semi-structured interview form developed by the researchers was utilized as a data collection tool. The results obtained from the research data are given within the framework of the research questions. The answers given to the questions were analyzed by way of content analysis method. Regarding the results of the research, the teacher trainers responded the question of "who is devoted teacher" through identifying a person who can go beyond their usual tasks, spare extra time for his/her students; who respects social values and profession; who has responsibility; who develops himself/herself in terms of academic and socio-cultural ways; who has empathy, good communication skills; and who does not expect any financial matters for the duties carried out.

Despite its well-documented benefits for training a wide range of professionals, including teacher candidates in almost all content areas, the incorporation of service-learning into foreign language teacher education is relatively new, and most research only dealt with narrative accounts of non-work-related charitable activities. Consequently, this study sought to investigate the impact of the 20-hour peer-tutoring project on the teaching beliefs, community service attitudes, personal and professional development of 14 Turkish EFL teacher candidates. A comparison between their pre- and post-service metaphors revealed a conceptual shift not only in their teaching perspectives from the behaviorist to constructivist paradigm for knowledge acquisition, but also in their community partnership approaches from the unidirectional to reciprocal pattern of altruism towards their tutees. The classification of their written reflections into six types of significant learning demonstrated that despite a relatively greater focus on expressing their foundational knowledge and application practices, a more balanced distribution of learning gains was achieved between the two overarching spheres of academic learning and personal growth, when coursework engagement and multimodal reflections were co-implemented. They reported developing effective teacher dispositions, interpersonal skills and social responsibility, valued intrinsic rewards for their contributions to the youth well-being, and also appreciated the informal professional learning opportunities the peer-tutoring service offered, though without establishing their own learning agendas.

Purpose of the research: it is aimed to examine whether the levels of altruism of Physical Education and sports teachers differ according to some variables. This research consists of a total of 126 teachers, 35 women and 91 men, who work as physical education and sports teachers at primary education secondary grade and secondary schools in Kütahya province. In the research, 'Personal Information Form' developed by the researcher and the 20-item Altruism scale, which consists of two factors and was formed by Ersanli and Çabuker (2015) with the aim of developing a measurement tool that can measure the individual's level of altruism and that is suitable for Turkish society and culture. In reliability validity analysis, Cronbach Alpha internal consistency coefficient was found as [alpha]=0.76.The analysis related to the questionnaire form used in the research and the scale was done through the SPSS 22 program. Mann-Whitney U test and Kruskal Wallis test were conducted for more than two independent sample groups. As a result of the research; when the results were analyzed according to gender, age, place of duty, school type, year variables of teachers working as physical education and sports teachers, no significant difference was seen due to the high level of teachers' altruism points.

In this study, it was aimed to determine the opinions of the teachers working in secondary schools about the servant leadership behaviors of the school principals. Combination (diversity) design was used in the research which was carried out by using the mixed method, a combination of both quantitative and qualitative approaches. Accordingly, the scale was applied to 392 teachers determined by simple random sampling method in center of Van and interviews were made with 13 teachers who participated in the quantitative dimension of the research. The Servant Leadership Behaviors Scale (OMHLDÖ) of School Principals developed by Ekinci (2015) was used to collect the quantitative data of the research. The qualitative data of the research was collected through a semi-structured interview form created by taking into account the dimensions in the quantitative measurement tool. In the analysis of quantitative data of the study descriptive statistics and in the analysis of qualitative data descriptive analysis method were used. As the result of the quantitative dimension of the research, the teachers stated that school principals often exhibited servant leadership behaviors in the sub-dimensions of altruistic behavior, empathy, justice, honesty and humility. However, in the qualitative dimension of the research the teachers stated that the school principals did not exhibit adequate level of servant leadership behaviors in the sub-dimensions of altruistic behavior, empathy, justice, honesty and humility. In this context, it was concluded that there is no complete parallelism between the qualitative findings and the quantitative findings. Based on the findings, it can be suggested that school principals should have a more service oriented leadership approach for teachers. [Note: The page range (565-612) shown on the PDF is incorrect. The correct page range for this article is p565-611.]

This study aimed to determine the relations between employment anxiety, self-compassion, and life satisfaction among pre-service teachers. The sample of the study consists of 376 Turkish fourth-year pre-service teachers from a state university, who were selected by stratified purposeful sampling method. The data were collected via the self-compassion scale-short form, the employment anxiety scale, and the satisfaction with life scale. Positive, moderate and significant relationships were found between pre-service teachers' self-compassion and life satisfaction, and negative, moderate and significant relationships were observed between self-compassion and employment anxiety. Path analysis results revealed that self-compassion negatively predicted employment anxiety and positively predicted life satisfaction. Results also showed that employment anxiety had a partial mediating role in the relationship between self-compassion and life satisfaction. In addition, self-compassion had a stronger effect on life satisfaction than employment anxiety.

The aim of this study was to examine the compassion levels of Faculty of Sports Sciences students who study at Inonu University. The sample of the study consisted of 508 students, 191 women and 317 men who voluntarily participated in the study. Compassion Scale (CS) consisting of 24 items and five-point Likert type with six subscales developed by Pommier (2010) and adapted to Turkish by Akdeniz and Deniz (2016) was used to determine the levels of compassion of the students in the study. Independent sample t-test and one-way ANOVA test was used to examine the difference between independent variables and levels of CS. It was found that compassion levels of students were medium. At the end of the study significant differences were found in the indifference and withdrawal subscales according to gender; kindness, indifference, common humanity, separation and disengagement subscales according to the department and kindness, indifference, separation and disengagement subscales according to the income level of families and the exercise habits of the students. There was no significant difference between level of compassion and variable of age and place where the families of students live. As a conclusion, it is useful to examine compassion in various aspects with regard to sports, which is one of the common languages of humanity, with broader and different samples. Thus, it is clear that people who do sports with compassion feelings and thoughts will have positive contributions in reducing violence in sports environments.

Social studies education in Turkey is a multidisciplinary field. One of these disciplines is religion. Social studies education can benefit from religion in terms of nurturing effective citizenship. The purpose of this study is to identify and compare the values intersecting the primary religious sources of Islam and the content of social studies education. Document analysis was employed as the method of comparison. The documents represented the verses of the Qur'an and the words of prophet Muhammad. The analysis focused on the values of respect for rights and freedoms, benevolence, justice, honesty, and respect for differences, among a few others. The results of the analysis demonstrate that true Islam espouses all these values and instructs all Muslims to live according to these values. Additionally, learning about Islam from its authentic religious texts dispels misconception of that religion and enhances citizenship education.

The purpose of the research is to reveal the individual values perceptions of the teachers working in the Burdur Provincial Directorate of National Education operating under the body of the Ministry of National Education. Participants comprised 131 male and 169 female teachers. When the mean and standard deviation values regarding the teachers' perceptions of individual values in their workplaces were examined, it was seen that they agreed with the discipline and responsibility dimension, they were undecided about the trust and forgiveness dimension, and they agreed with the honesty and sharing dimension as well as the respect and truth dimension. When perceptions were examined according to range values for the respect and truth dimension, there were significant differences the trust and forgiveness dimension and the sharing and respect dimension. Accordingly, male teachers' perception levels in the trust and forgiveness dimension were significantly higher than the levels of the female teachers. On the other hand, the perception levels of the female teachers in the sharing and respect dimension were significantly higher than the levels of the male teachers. The perception levels of the single teachers in the trust and forgiveness dimension were significantly higher than the levels of the married teachers. On the other hand, the perception levels of the married teachers in the sharing and respect dimension were significantly higher than the levels of the single teachers. According to the results that we evaluated by the task type variable, a significant difference between groups was observed only in the trust and forgiveness dimension. Accordingly, the perception levels of the contracted teachers in the trust and forgiveness dimension were significantly higher than the levels of the permanent teachers.

This study aimed to understand the effectiveness of Forgiveness Group Therapy on forgiveness and forgiveness flexibility levels among university students. 16 students who studied at Mersin University joined the study. Enright's Process Model of Psychological Forgiveness Scale was utilized when the program is designed. The group counseling program was conducted in the presence of two psychological counselors and a supervisor. The Heartland Forgiveness Scale and Forgiveness Flexibility Scale were used to gather data. The main purpose of that program was forgive to others. To analyze the effectiveness of the Forgiveness Group Counseling Therapy on forgiveness and forgiveness flexibility, the experimental design was implied. Pre and post-test were implied to two groups which were experimental and control groups. The data which collected owing to scales was analyzed by using non-parametric methods in SPSS program. The results showed that forgiveness the others and forgiveness flexibility increased for the experimental group while forgiveness of self and forgiveness of the situation wasn't.

The aim of this study is to examine the altruism levels of the physical education teachers working in Kütahya. 105 physical education teachers, 53.3% female and 46.7% male, participated in the research. The altruism scale created by Ersan and Çabuker was used in the study. T-test and ANOVA were used for independent samples in the research statistics, and Bonferroni and Tamhane were used for the difference of subgroups (a = 0.05). In the normality tests conducted according to the variables, Mann Whitney U and Kruskal Wallis H Tests were used for dependent variable results that did not show normal distribution (a = 0.05). According to the research results, it was found that there was a significant difference in the selfishness sub-dimension of female physical education teachers compared to male physical education teachers (p < 0.05). According to the results of the research, it was determined that there was a significant difference between the groups in all total scores according to the residence place of physical education teachers (p < 0.05). In the subgroup analysis, a significant difference was found between the self-sacrifice, selfishness and altruism scores of physical education teachers residing in the town and metropolitan area (p < 0.05). According to the variable of the alma mater, a significant difference was found between the graduates of college and the graduates of the Institute in favour of the graduates of the selfishness sub-dimension (p < 0.05). This revealed that college graduates displayed less selfish behaviour than the graduates of the Institute.

One of the objectives of comparative education research is to compare within a certain period of time educational systems that have developed in similar or different environments and processes. The aim of this qualitative study is to compare the value education in Turkish and Iranian seventh-grade social studies textbooks. Data were collected using document analysis. Results show that both books underscore the values of scientificity, sensitivity and responsibility. Unlike the Turkish social studies textbook, the Iranian social studies textbook addresses the religious aspects of those values as well. The Iranian social studies textbook also highlights the values 30% more than its Turkish counterpart. This article examining textbooks is limited to determining the placement of values; it is not intended to measure the effectiveness of textbooks in the formation of attitudes.

The purpose of the present study is to find out initial career motives and demotivation of English language teachers working in Turkish context. 30 teachers working at high state schools participated in the current study. Initial career motives and demotivation questionnaires adopted from Kim & Kim (2015) were applied to the participants. Initial career motives questionnaire has four factors: global orientation, job security, altruism, and ought-to-self, each one represented by 3 or 4 items. Demotivation questionnaire have three factors as: obstacles to communicate language teaching, inadequate administrative support, and lack of social recognition. In addition to the questionnaires, a semi-structured interview was conducted with 3 of the participants. The descriptive statistics of each factor was presented by the tables and supported by qualitative data. The result of the study showed that with regard to the initial motives of teachers, global orientation found to be the most important reason of being an English teacher followed by job security, altruism and ought-to-self, respectively. With regard to the demotivating factors, inadequate administrative support was found to be the most influential factor decreasing teachers' motivation. The findings of the study were compared with the findings of the previous similar studies.

The aim of this study is to evaluate the forgiveness and psychological resilience of the pre-service teachers in the department of physical education and sports in sports education and psychology according to different variables. The study group consisted of 479 university students studying in Kahramanmaras, Gaziantep, Burdur, Denizli and Mersin during the 2017-2018 academic year. Gender in the personal information form, the team or individual sports and the personal information form prepared for the department were used as data collection tools of the study. The short psychological resilience scale developed by Smith et al. (2008) and adapted to Turkish by Dogan (2015) was used to determine the psychological stability levels of the study group. The Affinity Scale Developed by Berry et al. (2005); adapted to Turkish by Akin, Gediksiz and Akin (2012) was used in the study to evaluate the forgiveness of the research group. The data were analyzed by using SPSS Statistics 22.0 package program, Pearson Product Moment Correlation, ANOVA, Tukey multiple comparison and t test method. As a result of the research, a positive and low correlation was found between psychological resilience and forgiveness. Between gender and forgiveness, girls' scores were found more meaningful and higher than those of males. No significant meaningful correlation between psychological resilience and forgiveness level of the students engaged in team and individual sports was found. When the participants were examined in terms of the department they studied, no relationship with psychological stability was found. When the participants were examined in terms of the department they studied, the scores of the students of the coaching department were found to be higher in the forgiveness than those of the physical education and sports teacher.

The objective of this study is to examine the predictive role of pre-service teachers' professional anxiety on positive emotions. The relational screening model was adopted in the study. 484 pre-service teachers were selected from the Faculty of Education in Kirikkale University with stratified sampling method for sample. Occupational Anxiety Scale and Dispositional Positive Emotion Scales were applied to sample group. Correlation and multiple regression analysis were used to analyze the data. Correlation analysis revealed that the relations between contentment and occupational exam centered anxiety and socio-economic centered anxiety have the highest scores, whereas the relations between compassion and socio-economic centered anxiety and school management centered anxiety have the lowest scores. Results of multiple regression analysis indicated that occupational exam centered anxiety and socio-economic centered anxiety are significant predictors of positive emotions but job oriented anxiety, interaction with students centered anxiety, colleagues and students' parents centered anxiety, self-development centered anxiety, adaptation self-development centered anxiety and school management centered anxiety isn't a predictor for positive emotions. Suggestions for decreasing the pre-service teachers' occupational anxiety level were presented at the end of the study.