Search

Bu çalışmanın amacı sınav kaygısı, üstbiliş, ruminasyon ve bilişsel esneklik arasındaki doğrudan ve dolaylı ilişkileri incelemektir. Çalışmaya toplam 504 orta öğretim son sınıf öğrencisi katılmıştır. Katılımcılar amaçlı örnekleme yöntemiyle belirlenmiştir. Çalışmada veri toplamak için Sınav Kaygısı Envanteri, Üstbiliş Ölçeği Çocuk Ergen Formu, Ruminasyon Ölçeği Kısa Formu, Bilişsel Esneklik Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Verilerin analizi SPSS 20.0 ve AMOS 22.0 programları kullanılarak gerçekleştirilmiştir. Değişkenler arasındaki ilişkiler Pearson momentler çarpımı korelasyon katsayısı yöntemi ile belirlenmiş olup sınav kaygısı, üstbiliş, ruminasyon ve bilişsel esneklik arasındaki doğrudan veya dolaylı ilişkiler, Yapısal Eşitlik Modeli yöntemi kullanılarak test edilmiştir. Ayrıca verilerin analizinde betimsel istatistiksel yöntemleri kullanılmıştır. Yapısal Eşitlik Modeli çerçevesinde elde edilen bulgulara göre, ruminasyon ve bilişsel esneklik üstbiliş ve sınav kaygısı arasındaki ilişkide aracık rolü üstlenmektedir. Diğer taraftan bilişsel esneklik, ruminasyon ve sınav kaygısı arasındaki ilişkide aracılık rolü üstlenmektedir. Araştırmada elde edilen bulgular, ilgili literatür çerçevesinde tartışılmış, araştırmacı ve uygulamacılara yönelik önerilerde bulunulmuştur.

Purpose: Numerous studies indicate that the use of smartphones among adolescents has increased recently. Studies on phubbing generally focus on how parental phubbing affects adolescents. This study aims to contribute to the literature by revealing the validity and reliability of the scale measuring phubbing behavior in adolescents. Material and Methods: The sample included 206 adolescents aged 12-17 who applied to Pamukkale University Medical Faculty Hospital Child and Adolescent Psychiatry Outpatient Clinics and Kırıkkale Yüksek İhtisas Hospital Child and Adolescent Psychiatry Outpatient Clinic. Results: To evaluate the construct validity of the General Phubbing Scale (GPS) in adolescents, first and second level confirmatory factor analyses were performed. The data model fit was shown to be at an acceptable level. The general phubbing was negatively related to social connectedness and positively related to internet addiction. Test-retest analysis indicated that the subdimensions nomophobia, interpersonal conflict, self-isolation, problem acceptance, and total score were 0.82, 0.80, 0.71, 0.66 and 0.81, respectively. The coefficients of internal consistency for the subdimensions of nomophobia, interpersonal conflict, self-isolation, problem acceptance, and total score were 0.78, 0.85, 0.92, 0.77, and 0.94. Furthermore, it has been shown that the GPS structure was identical for both genders. Conclusion: This study demonstrated that the GPS can be used as a valid and reliable measurement tool for determining general phubbing levels for the clinical adolescent sample.

The current cross-sectional study investigates the relationships between irrational/rational beliefs, procrastination, and life satisfaction in the framework of the psychological distress and health model of rational emotive behavior therapy (REBT) in a sample of Turkish adults (457). The current findings provide additional evidence to the organizational structure of irrational and rational beliefs in the occurrence of procrastination and life satisfaction. The findings notice that primary irrational/rational cognitive processes predict procrastination via secondary irrational/rational cognitive processes. Global negative evaluation self contributes to procrastination and life satisfaction independently. Finally, the findings reveal that irrational/rational beliefs indirectly predict life satisfaction via procrastination. These findings emphasize that the interventions organized within the REBT framework in combating procrastination may play an important role in increasing life satisfaction.

The current study focuses on the vulnerability role of irrational beliefs and the protective role of rational beliefs in the relationship between childhood trauma and depressive symptoms in a sample of Turkish undergraduate students (N = 338). The findings provide additional evidence to diathesis-stress model of rational emotive behavioral therapy (REBT). The findings indicate that irrational beliefs play moderating roles in the relationships between childhood trauma and depressive symptoms. Irrational beliefs, especially the secondary irrational thinking process, also mediate the relationship between childhood trauma and depressive symptoms. The indirect effect of childhood trauma on depressive symptoms via irrational beliefs may change depending upon the level of rational beliefs. The theoretical contributions and clinical implications of this study are discussed in detail.

The aim of the current study was to investigate the cross-cultural validity of major hypotheses of Circumplex Model of Marital and Family Systems in Turkish culture. A total of 1613 university students agreed to participate in the study. The findings strongly supported the major hypotheses of the Circumplex Model indicating as the balanced levels of cohesion and flexibility increase, family communication and family satisfaction increase as well. On the other hand, remarkable culture-specific findings emerged in the current study. Enmeshed dimension, defining the unbalanced level of family cohesion, emerged as a facilitating dimension relatively contributing to family functioning in collectivistic Turkish culture. Additionally, it would be more appropriate to conceptualize family communication as a reflective mechanism in family functioning, instead of considering it a means of change or regulation for Turkish family system.

Bu çalışmanın amacı, Akademik Erteleme Ölçeği’nin kısa formunun Türkiye’deki üniversite öğrencileri örneklemi üzerinde psikometrik özelliklerini incelemektir. Çalışmaya yaşları 18 ile 40 arasında değişen 657’si kadın ve 313’ü erkek olmak üzere toplam 970 üniversite öğrencisi katılmıştır. İlk olarak ölçeğin geçerlik çalışması kapsamında yapı, yakınsak ve ölçüt bağıntılı geçerliği test edilmiştir. İkinci aşamada, ölçeğin güvenirliğini incelemek için ölçeğin iç tutarlılık katsayısı hesaplanmıştır. Son olarak Akademik Erteleme Ölçeği’nin kısa formunun kadın ve erkekler için aynı yapıya sahip olup olmadığını test etmek için ölçüm değişmezliği incelenmiştir. Bulgular, Akademik Erteleme Ölçeği’nin kısa formunun Türkiye’deki üniversite öğrencisi örneklemi için geçerli ve güvenilir bir ölçme aracı olarak kullanabileceğini göstermiştir., This study examined the psychometric properties of the short form of the Academic Procrastination Scale for the sample of university students in Turkey. A total of 970 university students, 657 women and 313 men, aged 18 and 40, participated in the study. First, within the scope of the validity study of the scale, the structure, similar scales, and criterion-related validity were tested. In the second stage, Cronbach's Alpha coefficient was calculated to examine the reliability of the scale. Finally, measurement invariance was examined to test whether the short form of the academic procrastination scale has the same structure for men and women. The findings showed that the short form of the Academic Procrastination Scale could be used as a valid and reliable measurement tool for the sample of university students in Turkey.

The current study focuses on the protective role of rational beliefs in the relationship between irrational beliefs and negative emotional states (stress, depression and anxiety) in a sample of Turkish undergraduate students (N = 440). The findings suggest that irrational beliefs, especially the need for achievement, the need for approval, and the need for comfort, are important predictors of negative emotional states (stress, depression, and anxiety). The findings also provide additional evidence for the protective role of rational beliefs. Findings suggest that rational beliefs have a moderator role in the relationship between irrational beliefs and negative emotional states (stress, depression and anxiety). Contributions and the implications of this study were discussed in detail.

The purpose of the current study is to examine the mediation role of social support in the relationship between exposure to violence at school and mental health among adolescents within the framework of two structured models via structural equation model (SEM). The participants consist of a total of 1420 9th, 10th, and 11th grades high school students (54.5% girls and 45.5% boys). The students’ ages ranged from 14 to 18 years with a mean of 16.11 (SD = 0.91) for total sample. 38 percent of the participants are in the 9th grade, 34.1 percent are in the 10th grade, and 28 percent are in the 11th grade. Findings from both models indicated that social support mediated the relationships between exposure to violence and mental health among adolescents. Additionally, both models showed that the associations between exposure to violence, social support and mental health varied by gender. Contributions and implications of the current findings are discussed in detail. © 2017

The aim of this study was to assess the prevalence of procrastination among a group of Turkish dental students and to determine the predictors and consequences of procrastination. A total number of 273 females and 179 males (aged between 18 and 28) were included in the study. Tuckman procrastination scale, Academic Life Satisfaction Scale, Concern over Mistake Scale, Poor Time Management Scale, Self-Doubt Scale, Irrational Beliefs about Studying Scale, Positive and Negative Affect Schedule and Life Satisfaction Scale were used to gather data. Results indicated that 50% of participants were more likely to procrastinate their academic assignments or tasks. Procrastination score did not differ according to gender. The findings suggested that procrastinating students had a higher level of poor time management, self-doubt and irrational beliefs about studying, and poor academic performance and well-being than their non-procrastinating counterparts. Preventive strategies are necessary to overcome procrastination which affects the academic achievement, satisfaction, and well-being of dental students. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

This study aims to explore the 21st-century competencies and skills of university graduates from the perspectives of sector representatives and academicians. The study group consists of 10 participants, 5 (4 male, 1 female) academician and 5 (3 male, 2 female) managers in the Human Resources departments. Data were collected through in-depth interviews. Inductive content analysis method was used to analyze the data. The results of the analysis show that the qualifications of graduates and the features required by the sectors can be grouped under one theme and four sub-themes. According to the results, the theme of competence emerges as a single theme covering the sub-themes of knowledge, skill, personality traits, and vocational identity. Findings show that students' early experiences with which they can interact with sectors relevant to their fields are important. The results are discussed in light of the relevant literature and some suggestions are given.

Bu çalışma, üniversite mezunlarının 21. yüzyıl yeterlik ve becerilerini sektör temsilcileri ve akademisyenlerin bakış açısıyla incelemeyi amaçlamaktadır. Çalışma grubu, 5’i (4 erkek, 1 kadın) akademisyen 5’i (3 erkek, 2 kadın) İnsan Kaynakları departmanlarında yönetici olan toplam 10 katılımcıdan oluşmaktadır. Veriler derinlemesine görüşmeler yoluyla toplanmıştır. Verilerin çözümlenmesinde tümevarımcı içerik analizi yöntemi kullanılmıştır. Analiz sonuçları, mezunların niteliklerinin ve sektörlerin ihtiyaç duyduğu özelliklerin bir tema ve dört alt tema altında gruplandırılabileceğini göstermektedir. Sonuçlara göre, yeterlilik teması bilgi, beceri, kişilik özellikleri ve mesleki kimlik alt temalarını kapsayan tek bir tema olarak ortaya çıkmaktadır. Bulgular, üniversitelerin öğrencilerine alanla ilgili bilgi, beceri ve farkındalık kazandırmasının tek başına yeterli olmadığını, aynı zamanda öğrencilerinin üniversite-sanayi iş birliği kapsamında alanlarıyla ilgili sektörlerle etkileşebilecekleri erken deneyimlerinin de önemli olduğunu işaret etmektedir. Sonuçlar ilgili literatür ışığında tartışılmakta ve bazı öneriler verilmektedir., This study aims to explore the 21st-century competencies and skills of university graduates from the perspectives of sector representatives and academicians. The study group consists of 10 participants, 5 (4 male, 1 female) academician and 5 (3 male, 2 female) managers in the Human Resources departments. Data were collected through in-depth interviews. Inductive content analysis method was used to analyze the data. The results of the analysis show that the qualifications of graduates and the features required by the sectors can be grouped under one theme and four sub-themes. According to the results, the theme of competence emerges as a single theme covering the sub-themes of knowledge, skill, personality traits, and vocational identity. Findings show that students' early experiences with which they can interact with sectors relevant to their fields are important. The results are discussed in light of the relevant literature and some suggestions are given.

We conduct a cross-sectional study to examine gender differences in the organizational structure of irrational/rational beliefs in the symptoms of depression in a sample of undergraduate students (N = 476). The findings suggest that the psychological distress and health models of REBT are valid for both genders. The demandingness, as the primary irrational belief process, indirectly predicts depressive symptoms through the secondary irrational belief process (awfulizing) for both males and females. However, there are some gender differences. Frustration intolerance has a unique contribution to the symptoms of depressive for males, while global evaluation of self plays a vital role in the relationship between demandingness and depressive symptoms for females. Regarding the psychological health model, findings suggest that the primary rational belief process (preference) predicts the symptoms of depression through secondary rational belief processes (non-awfulizing) for both genders. However, unconditional self-acceptance beliefs play a significant role in this relationship only for women. Furthermore, current findings suggest that the indirect predictive effect of demandingness on the symptoms of depression via global evaluation of self and awfulizing beliefs differs depending on the level of non-awfulizing and unconditional self-acceptance beliefs for women. Non-awfulizing beliefs function as a protective factor against the indirect predictive effect of demandingness on depressive symptoms via awfulizing beliefs for the total sample. We discussed the potential theoretical and clinical implications in detail. © 2020, Springer Science+Business Media, LLC, part of Springer Nature.

The current study was designed to provide further evidence for the organization structure of irrational and rational beliefs in the symptoms of anxiety in a sample of college students (N = 350). The findings suggest that the primary irrational/rational beliefs process predict the symptoms of anxiety via secondary irrational/rational beliefs processes. The current findings also suggest that negative life events predict the anxiety symptoms via irrational and rational beliefs. The present findings emphasize that the types of irrational beliefs, especially AWF and LFT, are an important factor in the development of anxiety symptoms while types of rational beliefs, especially N-AWF, are an important factor in the development of anxiety symptoms. © 2019, ASCR Press. All rights reserved.

Objectives: The current study aimed to explore whether relational violence victimization predicts depression and anxiety through self-esteem and whether this indirect effect is moderated by social support. Methods: A sample of 1993 high school students completed self-report measures of relational violence victimization, self-esteem, social support, symptoms of depression and anxiety. We conducted a moderated mediation model analysis in order to detect whether there is an indirect effect from relation violence victimization on depression and anxiety through self-esteem, and this indirect effect is dependent on the moderation of social support. Results: Results indicated that relational violence and social support have a direct and interactive effect on self-esteem. Self-esteem mediates the relationships between relational violence, depression, and anxiety. Furthermore, the findings suggest that the indirect effect of relational violence on depression and anxiety through self-esteem may vary depending on the level of social support. Conclusions: The current findings highlighted the protective role of social support for adolescents’ well-being. © 2019, Springer Science+Business Media, LLC, part of Springer Nature.

The aim of this study was to examine the psychometricproperties of the Turkish version of Family Adaptability and Cohesion Scale IV (FACESIV) Questionnaire Package, and also to achieve a valid and reliable assessment toolfor the further investigations of the Circumplex Model of Marital and Family Systemsin Turkish culture. A total of 1613 (65.4% female, 34.6% male) university studentsagreed to participate in the study. The construct validity of the FACES IV was examinedwith confirmatory factor analysis. Also, the convergent validity, criterion-relatedvalidity, internal reliability, and test-retest reliability analyses were examinedwithin the scope of validity and reliability studies. Findings indicate that Turkishform of FACES IV can be used as a valid and reliable scale with sufficient psychometricproperties to evaluate the family cohesion, family adaptability, family communication,family satisfaction, and the family functioning as a whole in Turkish culture., The aim of this study was to examine the psychometric properties of the Turkish version of Family Adaptability and Cohesion Scale IV (FACES IV) Questionnaire Package, and also to achieve a valid and reliable assessment tool for the further investigations of the Circumplex Model of Marital and Family Systems in Turkish culture. A total of 1613 (65.4% female, 34.6% male) university students agreed to participate in the study. The construct validity of the FACES IV was examined with confirmatory factor analysis. Also, the convergent validity, criterion-related validity, internal reliability, and test-retest reliability analyses were examined within the scope of validity and reliability studies. Findings indicate that Turkish form of FACES IV can be used as a valid and reliable scale with sufficient psychometric properties to evaluate the family cohesion, family adaptability, family communication, family satisfaction, and the family functioning as a whole in Turkish culture.

Psychotherapy in Turkey is practiced by a wide variety of mental health practitioners, such as counselors, psychologists, and psychiatrists. This chapter provides a case study of Ceren to illustrate how counseling and treatment processes are carried out by mental health practitioners in Turkey and how cultural expectations could affect the type and severity of psychological problems experienced by Turkish individuals. This 22-year-old single heterosexual Caucasian female presented for insomnia and nightmares. An eclectic approach that included psychodynamic theories, gestalt theory, behavior theory, and cognitive behavior approaches was used in Ceren's treatment. Establishing trust and building a relationship were two of the initial therapeutic process goals the counselor had. This case shows how cultural expectations in Turkey, particularly related to gender roles, can affect an individual's psychological well-being. The case also illustrates how multicultural background characteristics could play an important role in the therapeutic process. © 2015 by the American Counseling Association. All rights reserved.

The purpose of the current study is to examine the mediation role of academic achievement and absenteeism in the relationship between multidimensional amotivation and intention to school dropout among Turkish high school students. The results have shown that multidimensional amotivation has direct and indirect effects on intention to school dropout. In addition, it has been revealed that academic achievement and absenteeism mediate the association between multidimensional amotivation and intention to school dropout. Finally, the findings suggest that the relationship between amotivation and intention to school dropout varies by gender. These results have shed light on two mechanisms that clarify the relationships between amotivation and intention to school dropout. © 2018, © 2018 National Institute of Education, Singapore.

Bu çalışmanın amacı, erteleme eğilimi- akademik başarı ve erteleme eğilimi-akademik doyum ilişkisinde akılcı inançların farklılaştırıcı rolünü incelemektir. Araştırmaya Pamukkale Üniversitesi Eğitim Fakültesi’nde farklı bölümlerde öğrenim gören yaşları 19 ile 26 arasında değişen, 232’isi kız ve 62’ si erkek olmak üzere 294 öğrenci katılmıştır. Araştırmada veri toplama aracı olarak, Tuckman Erteleme Eğilimi Ölçeği, Akademik Doyum Ölçeği, Akılcı İnançlar ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Analizler, erteleme eğiliminin akademik doyum, akademik başarı ve akılcı inançlarla negatif yönde ilişkili olduğunu, buna karşın akademik doyum ve akademik başarının akılcı inançlar ile pozitif yönde ilişkili olduğunu göstermiştir. Hiyerarşik regresyon analizi sonuçları, akılcı inançların sadece erteleme eğilimi- akademik doyum ilişkisinde farklılaştırıcı etkisinin olduğunu, erteleme eğilimi- akademik başarı ilişkisinde ise farklılaştırıcı etkisinin olmadığını göstermiştir. Diğer bir ifadeyle, erteleme eğiliminin akademik doyum üzerindeki etkisi akılcı inançların düzeyine bağlı olarak artmakta ve azalmaktadır. Araştırmadan elde edilen bulgular, alan yazınıyla ilişkisi içinde tartışılmış ve bazı önerilerde bulunulmuştur, The aim of this study was to investigate the moderator role of rational beliefs in relations to procrastinationacademic achievement and procrastination-academic satisfaction. The participants were 294 students who study different major field in faculty of education in Pamukkale University. Age range varied from 19 to 26. Tuckman Procrastination Inventory, Rationality Scale, Academic Satisfaction Scale and Personal Information Sheet were used to gather data. Findings showed that procrastination was negatively related to rational beliefs, academic satisfaction, and academic achievement. In contrast, rational beliefs were positively related to academic satisfaction and academic achievement. The results of multiple regression analyses showed that rational beliefs only moderated the relation between academic procrastination and academic satisfaction. Implications of these finding were discussed in detail

espanolIntroduccion. La dilacion se ha convertido en uno de los temas mas investigados debido a sus efectos adversos en la poblacion general y estudiantil en ciencias sociales. La tendencia general hacia el retraso de las tareas academicas se ha conceptualizado como el retraso de tareas en el contexto academico. Es un tema frecuente entre los estudiantes y un gran numero de estudiantes tienen que lidiar con el en casi todas las etapas de la educacion, debido a sus consecuencias negativas como el fracaso academico y un bienestar mas pobre. El presente estudio examino las diferencias de genero en relacion con la dilacion academica, el rendimiento academico y la satisfaccion de la vida academica. Metodo. Los participantes en este estudio fueron 441 estudiantes de pregrado (49,4% de las mujeres y 50,6% de los hombres). Se utilizo el inventario Aitken de procrastinacion, la escala de satisfaccion academica y un formulario de informacion demografica se utilizaron para recopilar datos. Resultados. Los resultados observaron que la dilacion academica se relaciono negativamente con el rendimiento academico y la satisfaccion de la vida academica. Los estudiantes varones tuvieron una mayor dilacion academica y menor nivel de rendimiento academico y satisfaccion en la vida academica. Los analisis Manova y Regresion Jerarquica mostraron que el genero moderaba la relacion entre la dilacion academica, el rendimiento academico y la satisfaccion de la vida academica. Discusion y conclusion. El estudio actual sugiere que los estudiantes varones son mas vulnerables al efecto destructivo de la dilacion academica en terminos de rendimiento academico y satisfaccion de la vida academica EnglishIntroduction. Procrastination has become one of the most researched topics due its adverse effects on the both general and student population in social sciences. The general tendency toward delaying academic tasks has been conceptualized as academic procrastination in academic setting. It is a prevalent issue among students and a numerous students have to deal with it at almost all stage of education, because of its negative consequences such as academic failure and poorer well-being. The current study examined the gender differences in relation to academic procrastination, academic performance and academic life satisfaction. Method. The participants for this study were 441 undergraduate students (49.4 % of female and 50.6 % of male). Aitken procrastination inventory, Academic satisfaction scale and Demographic information form were used to gather data. Results. The results noticed that academic procrastination was negatively related with academic performance and academic life satisfaction. Male students had higher level academic procrastination and lower level of academic performance and academic life satisfaction. The Manova and Hierarchical Regression analyses displayed that gender moderated the relationship between academic procrastination, academic performance and academic life satisfaction. Discussion and Conclusion. The current study suggests that male students are more vulnerable to destructive effect of academic procrastination in terms of academic performance and academic life satisfaction

All students, yet for one reason or another, at one time or other time want miss to a day of school. The general tendency to engage in such unwillingness is referred to absenteeism. Student absenteeism is defined by Teasley (2004) as a period of time when a student does not attend school, has become major and continuous problem among high school students in many countries. Indeed, numerous studies conducted to answer a question that is why high school students miss classes. In this notion, Teasley have noted numerous risk factors that contribute to student absenteeism such as family health, low income, poor school climate, drug and alcohol use, transportation problems, and community attitudes towards education. Pehlivan (2006) found that the major reason given by students for non-attendance at lecture or school were bored at school, dislike of school and lessons, encouragement of friends, and lack of expectations about education. Wilkins (2008) has reported four themes, which play important role to motivate students to attend school such as school climate, academic environment, discipline, and relationships with teachers. Ingul, Klockner, Silverman, and Nordahl (2012) found that school absenteeism associated with internalizing and externalizing behavior, family work and health, and school environment. In another study, Henry (2007) has noted that parents' education levels contribute to students' absenteeism. Simons, Hwang, Fitzgerald, Kielb, and Lin (2010) found that there are an association between absenteeism of student and unfavorable school setting conditions. In addition, some researches argued that students' attitude and motivation for learning was a key factor in student absenteeism (Devadoss & Foltz, 1996; Gump, 2006; Gokyer, 2012; Kottasz, 2005; Marburger, 2001; Paisey & Paisey, 2004). For example, Kottasz (2005) found that student with low motivation are absent more than student with high motivation level. Schwartz, Radcliffe, and Barakat (2009) reported that absenteeism negatively related to future-oriented academic goals. Watkins and Watkins (1994) found that student absenteeism was predicted by academic failure, low school effort and previous grades. Another group authors argued that students' attitude towards teacher and school play important role in school absenteeism (Adiguzel & Karadac, 2013; Attwood & Croll, 2006; Gokyer, 2012; Pehlivan, 2006; Veenstra, Lindenberg, Tinga, & Ormel, 2010; Wilkins, 2008). For example, Adiguzel and Karadac (2013) found that student with high level of absenteeism reported negative attitudes towards school. Attwood and Croll (2006) found that students' negative attitude to teachers is related to school absenteeism. As a result, school absenteeism has a complex nature that includes risk factors associated with personal, academic, family, school environment, and social variables.Because of absenteeism has a complex nature, the consequences of high level school absenteeism can be detrimental for students. In the other words, the absenteeism among high school students can lead to more negative effect such as low academic performance and many social problems. In regarding relationship between student absenteeism and academic achievement, Epstein and Sheldon (2002) stated that student with absenteeism miss opportunities to leam the material that enables them to succeed later in school and; fall behind their classmates in academic achievement. In this notion, previous studies has revealed that student absenteeism is related academic failure and academic performance (Adiguzel & Karadac, 2013; Altmkurt, 2008; Gottfried, 2009; Klem & Connell, 2004; Korir, Charo, Ogichi, & Thinguri, 2014; McCluskey, Bynum, & Putchin, 2004; Moonie, Streling, Figgs, & Castro, 2008; Nichols, 2003; Morrissey, Hutchison, & Winsler, 2014; Yakovlev & Kinney, 2008). In addition some authors believed that level of academic achievement lead school absenteeism (Devadoss & Foltz 2001; Watkins & Watkins, 1994; Wayt, 1990). …

The aim of this study was to examine the role of self-regulation failure in procrastination. In addition, it also aimed to investigate the effects of procrastination on affective well-being and academic life satisfaction. Three hundred and twenty-eight undergraduate students participated in the study. The most obvious finding emerging from this study is that the absence or lack of self-regulation skills, as an indicator of underregulation, plays a significant role in procrastination among college students. Whether procrastination is an underregulation or misregulation form of self-regulation failure, it has a negative impact on students’ affective well-being. The contribution and implications of these findings were discussed in detail. © 2015, Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht.

The study aimed to examine the psychometric properties of the School Attitudes Assessment Survey-Revised (SAAS-R) for Turkish high school sample. A total of 751 high school students (417 female, 334 male) participated in this study. The ages of the students ranged from 14 to 19. Result of Exploratory and Confirmatory factor analyses verified a five factor structure, with a high inter-factor correlation. The results also showed that all subscales of SAAS-R were correlated with academic achievement in the expected direction. The results of criterion related validity also showed that the SAAS-R had criterion related validity. In addition, the results confirmed that the SAAS-R has high internal reliability. The findings of this study indicate that the SAAS-R is a valid and reliability results for high school students in Turkey., Bu çalışmanın amacı Okul Tutum Değerlendirme Ölçeği’nin (OTDÖ) psikometrik özelliklerini araştırmaktır. Çalışmaya Isparta İl Merkezinde lisede öğrenim gören toplam 751 (417 kız, 334 erkek) öğrenci katılmıştır. Öğrencilerin yaşları 14 ile 19 arasında değişmektedir. Açımlayıcı ve doğrulayıcı faktör analizi sonuçları ölçeğin beş faktörlü yapısını desteklemektedir. Analiz sonuçlarına göre beş faktör öğrencilerin akademik başarıları ile beklenen yönde korelâsyonlar vermektedir. Ölçüte dayalı geçerliği sınamak için yapılan analizlerin sonuçları, ölçeğin ölçüte dayalı geçerliğe sahip olduğunu göstermektedir. OTDÖ’nin iç tutarlılık güvenirliği .75 ile 91 arasında bulunmuştur. Bu sonuçlar OTDÖ’nin ülkemizdeki lise öğrencileri için geçerli ve güvenilir sonuçlar verdiğini göstermektedir.

The study was designed to examine direct and indirect relationships between personenvironment fit, sense of belongingness, and academic achievement by structural equation model. The participants were 300 undergraduate students who study different major fields in Faculty of Education in Pamukkale University. Participants’ age ranged 19 and 32. Academic Fit Scale, Psychological Sense of Community Scale, Academic Intrinsic Interest Scale, Academic Satisfaction Scale, and Personal Information Sheet were used to gather data. According to the results sense of belongingness has mediation role in relation to PersonEnvironment fit and academic satisfaction. Results also showed that academic satisfaction plays mediation role in relation to person-environment fit-academic achievement and sense of belongingness-academic achievement. Implication of these finding was discussed in terms of educators, education managers and psychological counselors, Bu çalışmada, birey-çevre uyumu, üniversiteye aidiyet duygusu, akademik doyum ve akademik başarı değişkenleri arasındaki doğrudan ve dolaylı ilişkiler yapısal eşitlik modeli çerçevesinde incelenmiştir. Çalışmaya Pamukkale Üniversitesi Eğitim Fakültesinde farklı alanlarda öğrenim gören, yaşları 19 ile 32 arasında değişen 300 öğrenci katılmıştır. Araştırmada veri toplama aracı olarak, Akademik Uyum Ölçeği, Akademik İçsel İlgi Ölçeği, Üniversiteye Aidiyet Ölçeği, Akademik Doyum Ölçeği ve kişisel bilgi formu kullanılmıştır. Analiz sonuçlarına göre, aidiyet duygusu, birey-çevre uyumu ve akademik doyum ilişkisinde kısmi aracılık rolü üstlenmektedir. Analiz sonuçları ayrıca, akademik doyumun; birey-çevre uyumu ve akademik başarı, üniversiteye aidiyet duygusu ve akademik başarı ilişkisinde tam aracılık rolü üstlendiğini göstermiştir. Araştırmada elde edilen bulgular, eğitim yöneticileri, eğitimciler ve psikolojik danışmanlar açısından ele alınıp tartışılmıştır.

Objective: The aim of this study is to investigate the prevalence of burnout among a group of Turkish preclinical dental students, to compare the level of burnout and to determine the consequences in structural equation model. Materials and Methods: Preclinical dental students (n = 329, 50.5% of females and 49.5% of males) aged between 18 and 24 took part in the study. Maslach burnout inventory student version, academic satisfaction scale, and personal information sheet were used to gather data. Pearson correlation analyses, t-test, and one-way ANOVA were used for statistical analysis. The proposed theoretical model was tested via observed variable path analysis using maximum likelihood parameter estimation with AMOS 7.0. Results: About 22.3% of students had high level of emotional exhaustion, 16.7% of students had high level of cynicism, and 17.9% of students suffered from high level of reduced academic efficacy. While the students attending the first grade reported higher level of reduced academic efficacy, the students in the third grade reported higher level of emotional exhaustion. Academic workload played an important role in the development of burnout. As consequences of burnout, students with high levels of burnout intended to change their current major and did not to plan to continue to postgraduate education. Students with high level of burnout reported less level of academic satisfaction and academic achievement. Conclusions: Creating awareness on the burnout of dental students from the preclinical period may be useful for prevention and more compatible dental education environment.

This study examined the relationships among burnout, academic achievement, and self-regulation with two structural models. The participants were 383 undergraduates with different majors in a university in the western part of Turkey. The results showed that academic achievement was negatively associated with three dimensions of burnout and was positively associated with self-regulation. The results also confirmed that cynicism fully mediated the effect of emotional exhaustion on academic achievement and reduced academic efficacy; academic achievement partially mediated the effect of cynicism on reduced academic efficacy. In addition, analysis revealed that self-regulation partially mediated the effect of emotional exhaustion on cynicism and fully mediated reduced academic efficacy and academic achievement. These findings suggest that self-regulation skills had mediating role relationship between burnout and academic achievement. Implications of these findings are discussed in detail., Bu çalışmanın amacı; tükenmişlik, akademik başarı ve öz düzenleme arasındaki ilişkileri yapısal iki model üzerinden incelemektir. Birinci modelde; duygusal tükenmişliğin, duyarsızlaşmanın ve akademik başarının düşük akademik yeterlikle ilişkisi, ikinci modelde ise modele öz düzenleme eklenerek değişkenlerin birbirleriyle ilişkisi test edilecektir. Araştırmaya, Pamukkale Üniversite’nin farklı bölümlerinden, yaşları 18 ile 24 arasında değişen 383 üniversite öğrencisi katılmıştır. Araştırmada veri toplamak amacıyla Maslach Tükenmişlik Ölçeği Öğrenci Versiyonu, Öz Düzenleme Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Sonuçlar akademik başarının tükenmişlikle olumsuz, öz düzenlemeyle olumlu yönde ilişkili olduğunu göstermektedir. Analiz sonuçlarına göre, duyarsızlaşma duygusal tükenmişlik-akademik başarı ve duygusal tükenmişlik-düşük akademik yeterlik ilişkisinde tam; akademik başarı ise duyarsızlaşma-düşük akademik yeterlik ilişkisinde kısmi aracılık rolleri üstlenmektedir. Analiz sonuçları ayrıca, öz düzenlemenin tükenmişlik-akademik başarı ilişkisinde hem doğrudan hem dolaylı rolleri olduğunu göstermektedir. Sonuçlara göre, öz düzenleme duyarsızlaşma-duygusal tükenmişlik ilişkisinde tam, azalmış akademik yeterlik-akademik başarı arasındaki ilişkide ise kısmi aracılık rolleri üstlenmektedir. Bulgular alan yazınıyla ilişkisi çerçevesinde tartışılmış, araştırmacı ve uygulamacılara öneriler sunulmuştur.

Bu calismanin amaci ergenlikte anne-babadan algilanan duygusal istismar ile problem davranislar arasindaki iliskide oz-yeterlik ve psikolojik saglamligin araci rolunu incelemektir. Olcme araclari Isparta il merkezinde farkli ortaogretim kurumlarina devam eden 331 ogrenciye uygulanmistir. Ogrencilerin %55.6’si (184) kiz, %44.1’i (146) erkek katilimcilardan olusmaktadir. Ogrencilerin yaslari 14 ile 19 arasinda degismektedir. Yas ortalamasi 15.43’tur. Analiz sonuclari, anne-babadan algilanan duygusal istismarin psikolojik saglamlik, oz-yeterlik ve problem davranislarini dogrudan yordadigini gostermistir. Ayrica analiz sonuclari incelendiginde, anne-babadan algilanan duygusal istismar ile problem davranislar arasindaki iliskide oz-yeterlik ve psikolojik saglamligin kismi aracilik rolu ustlendigi gorulmustur. Son olarak anne-babadan algilanan duygusal istismar ve psikolojik saglamlik arasindaki iliskide oz-yeterligin kismi aracilik rolu ustlendigi bulunmustur. Ergenlerde anne-babadan algilanan duygusal istismar ve problem davranislar arasindaki iliskide psikolojik saglamlik ve oz-yeterligin koruyucu faktorler oldugu, alan yazinla iliskisi cercevesinde tartisilmis ve bazi onerilerde bulunulmustur.

Bu calismanin amaci; birey-cevre uyumu, erteleme egilimi, akademik doyum ve akademik basari arasindaki dogrudan ve dolayli iliskileri incelemektir. Calismaya Pamukkale Universitesi, Egitim Fakultesi’nin Yaz donemi derslerine kayit yaptiran, farkli bolumlerde ogrenim goren, yaslari 19 ile 27 arasinda degisen, toplam 338 ogrenci katilmistir. Calismada veri toplamak amaciyla kisisel bilgi formuyla birlikte, Aitken Erteleme Egilimi Olcegi, Akademik Uyum Olcegi ve Akademik Doyum Olcegi kullanilmistir. Analiz sonuclari erteleme egilimi, akademik uyum, akademik doyum ve akademik basari arasinda negatif yonde anlamli iliskiler oldugunu gostermistir. Yapisal esitlik modeli analizleri, akademik doyumun; akademik uyum, erteleme egilimi ve akademik basari iliskisinde tam aracilik rolu ustlendigini gostermistir. Bulgular egitimciler ve psikolojik danismanlar acisindan ele alinip tartisilmistir.

This study investigated the relationship between thinking styles and personality types. The participants were 367 third-year students at Dokuz Eylul University who responded to the Thinking Styles Inventory (TSI; Steinberg & Wagner, 1992) based on Sternberg's theory of mental self-government and the Self-Directed Search Scale (SDS; Holland, Powell, & Fritzsch, 1994) based on Holland's theory of vocational choices. The results showed a close correspondence between thinking styles and personality types. Another finding of this study was that thinking styles differ according to gender and major fields of study. The implications of both findings are discussed in detail. C1 Pamukkale Univ, Egitim Fak, TR-20020 Denizli, Turkey. Dokuz Eylul Univ, Izmir, Turkey.