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The goal of the present study was to cross-validate two measures of cultural tightness and looseness, CTL: one used in a comparison within the United States, and the other used in a cross-country comparison. The former was based mainly on aggregation of state laws on controversial issues and religiosity and the latter on assessment of homogeneity in moral values among representative samples across countries. To cross-validate these two measures, both were recomputed at the US divisional level. Despite the differences in their methods of computation, the two measures of CTL correlated highly with each other, r=.92, and with theoretical variables of interest. Further, when the two measures of CTL were used simultaneously to predict theoretical variables of interest, neither remained significant suggesting that they were substitutable with each other. Convergence of results with measures computed via maximally different methods increases the confidence in the validity of these two CTL measures.

The aim of this study was to investigate the exercise dependence syhmptom on individuals who do exercise regularly as nonathlete. Totally 123 individuals (32 female, 91male, mean age 28,2±16,2 years, exercise mean age 7,7,±6,2 years) participated in to the st udy voluntary. Data collected by using demographic survey sheet and Exercise Dependence Scale - 21 which was developed by Hausenblas and Downs (2002) and adapted in to Turkish by Yeltepe and Ikizler (2007). SPSS used for analysis. Analysis showed that; %1,6 of participant were dependence, %84,1 of participant was symptomatic and %14,2 of participants were asymptomatic. In addition there were significant differences between groups according to weekly exercise frequency, exercise age and total dependence scale point. There was positive but low correlation with total exercise dependence score and weekly exercise frequency and daily exercise duration. On the other hand it is found that there was negative but low correlation with total exercise dependence score and age. According to findings it is possible to say that if losing control of weekly exercise frequency and daily exercise duration exercise dependence symptoms may occur among sedentaries.

Objective: Causal uncertainty is being uncertain about the causes of social events. Causal uncertainty is related with effortful information processing, attributional processes, depression, anxiety, and negative affect. Although causal uncertainty is implicated in relation to many psychiatric as well as clinical and social psychological constructs, a Turkish version of Causal Uncertainty Scale is missing. The present study was carried out in order to translate the Causal Uncertainty Scale into Turkish, and examine its validity and reliability. Methods: It was translated into Turkish by three English-Turkish bilinguals who first worked independently, then worked together. Once a version was agreed upon, the scale was back-translated into English and was found to be equivalent. The final Turkish scale was tested upon 138 university students. Results: Item analysis, factor analysis, and internal reliability tests showed that the Turkish scale was internally reliable. Discriminant and predictive validity tests indicated that the Turkish scale was valid. There were no sex or age differences in Turkish scale, attesting further to its reliability and validity. Discussion: Future studies can use the validated Turkish Causal Uncertainty Scale both to replicate the findings found in other countries and to venture into new research areas.

Terrorist attacks committed in 2003 by Turkish Islamist extremists threatened the social identity of Turkish Muslims by associating them with terrorism. Using a 2 x 3 experimental design, we categorized Turkish respondents and terrorists as members of a shared superordinate group ("Muslims") or as members of separate subgroups. When sharing superordinate group membership with terrorists, less identified Turkish respondents experienced ambivalent identification, i.e., they sought to maintain attachment to their group while simultaneously seeking distance from it. Ambivalent identification was reduced when respondents emphasized their typicality as members of a Muslim subgroup that did not include terrorists. The discussion focuses on ambivalent identification as a response to identity threat, and the implications for Islamist terrorism for the social identity of Muslims.

Matematik dersindeki başarının pek çok faktörden etkilendiği düşünülmektedir. Bu faktörlerden birisi de öğrencilerin tercih ettikleri öğrenme stilleridir. Bu düşünceden hareketle, öğrencilerin nasıl daha iyi öğrendiğini bilmek ve öğrenmelerini iyileştirmek için onların öğrenme stillerini belirlemek gerekir. Öğretmenler öğrencilerinin öğrenme stillerini ne kadar iyi bilirlerse onların başarıları için o kadar çeşitli öğrenme faaliyeti sunarlar. Bu yüzden bu araştırma matematik dersinin farklı öğrenciler tarafından nasıl öğrenildiğini anlamada bize yardımcı olacaktır. Bu bağlamda, öğrencilerin öğrenme biçimi ve öğrenme stili tercihlerinin belirlenmesi ile öğrenme biçim ve öğrenme stilleri ile öğrencilerin matematik dersi başarıları, cinsiyet ve yaşadıkları şehir gibi değişkenler açısından analizlerin tespiti önemli bir araştırma konusunu teşkil etmektedir. Buradan yola çıkarak, bu araştırmada Mersin (Türkiye) ve Riga (Letonya)'da 12-14 yaş aralığındaki ortaokul öğrencilerinin stillerinin matematik dersi başarıları açısından incelenmesi amaçlanmıştır. Aynı zamanda, bu araştırmanın amacı öğrencilerin tercih ettikleri öğrenme biçim ve stillerinin cinsiyete göre farklılaşıp farklılaşmadığını incelemektir. Ayrıca bu araştırmanın amacı öğrencilerin tercih ettikleri öğrenme biçimlerinin yaşadıkları şehre göre farklılaşıp farklılaşmadığını incelemektir.Araştırmanın bir diğer amacı ise Mersin (Türkiye) ve Riga (Letonya)'da yapılan araştırma sonuçlarının karşılaştırılmasıdır. Böylece Mersin (Türkiye) ve Riga (Letonya)'da yapılan araştırma sonuçlarının karşılaştırılması ile iki ülkenin eğitim sisteminin analizi yapılarak ülkemizde eğitim sistemini geliştirmek adına yeni değerlendirmeler yapılabilir.Araştırma, betimsel araştırma modellerinden tarama modelindedir. Araştırmanın çalışma grubunu Mersin şehrinde 2 okula (191) ve Riga şehrinde 4 okula (105) devam eden toplam 296 öğrenci oluşturmaktadır. Veriler Forster (1999)'ın `Matematik Sınıfta Nasıl Öğrenilir?` ölçeği kullanılarak elde edilmiştir. Ölçekte öğrenme stillerinin 4 ana boyutuna ilişkin toplam 22 soru bulunmaktadır. Matematik dersi başarısı için ise öğrencilerin 2015-2016 öğretim yılına ait yazılı notları alınmıştır. Öğrencilerin öğrenme biçimlerinin ve stillerinin belirlenmesinde aritmetik ortalama ve standart sapma dağılımları kullanılmıştır. Toplanan verilerin çözümlenmesinde aritmetik ortalama, standart sapma, bağımsız gruplar için t-testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Sonuç olarak, Mersin (Türkiye) ve Riga (Letonya)'da ortaokul öğrencilerinin en çok tercih ettiği öğrenme biçim ve stillerine bakıldığında, matematik öğrenme sürecinde geleneksel eğitim anlayışının genel bir yansıması gözlenmektedir. Bu sonuca göre, her iki ülkede de öğrencilerin çoğunun kendi başlarına ve notlarına bağımlı olarak matematik öğrendiği, derse katılmaya ve düşüncelerini sınıfla paylaşmaya isteksiz olduğu görülmektedir. Ayrıca araştırmada elde edilen diğer bir bulguya göre, öğrencilerin farklı öğrenme stillerine sahip olabildikleri tespit edilmiştir. Bu durumda matematik öğretmenine düşen görev; farklı öğrenme stilleri kullanan öğrencilerin tümüne ulaşmak adına farklı yaklaşım ve metotlardan yararlanmaktır. Araştırmada elde edilen bir başka bulguya bakıldığında, Mersin (Türkiye) ve Riga (Letonya)'da öğrenme stilleri ile matematik yazılı notu arasında anlamlı bir farklılık bulunduğu gibi, öğrenme öğrenme biçim ve stillerinin cinsiyete göre de anlamlı bir farklılık gösterdiği tespit edilmiştir.Aynı zamanda, Mersin (Türkiye) ve Riga (Letonya)'da öğrenme biçimleri ile öğrencilerin yaşadıkları şehir arasında anlamlı bir farklılık bulunduğu tespit edilmiştir.Anahtar Kelimeler: eğitim, öğrenme stili, matematik dersi başarısı. Success in maths class is supposed to be affected by many factors. One of these factors is the learning style preferred by students. From this point of view, how students learn better and their learning styles in order to improve learning should be determined. The more teachers know the learning styles of their students well, the more they present various learning activities. Therefore, this research will help us about understanding how mathematics is learned by different students. In this sense, the determination of learning model and style preferences and the analyses in terms of variables such as students' success in maths, gender and homecity with the learning model and style constitutes an important research topic. Thus, in this research, it has been aimed to examine the learning styles of middle school students between 12-14 years old in Mersin (Turkey) and Riga (Latvia) in terms of achievement in maths class.Also the research's purpose is to investigate whether the learning models and styles change according to gender. Moreover, the research's purpose is to investigate whether the learning models change according to homecity. The research's another purpose is to compare results of the researches that were done in Mersin (Turkey) and Riga (Latvia). In this way, the new assessments can be made in order to improve education system in our country by being made an analysis of education system in the two countries with comparisons of the results of researches done in Mersin (Turkey) and Riga (Latvia).The research is in screening model of descriptive research models.The research's working group constitutes 296 students that have education in the two schools (191) in city of Mersin and in the four schools (105) in city of Riga.The results were attained by using Forster's ` How is mathematics learned in classroom? `scale. In the scale, there are total 22 questions related to 4 main dimensions of learning styles. The students' points of written exams belong to 2015-2016 school year were taken for the success in mathematics lesson.The arithmetic mean and the standart deviation distributions were used in determination of learning models and styles. The arithmetic mean,the standart deviation, the t-Test for independent samples, the one-way analysis of variance (ANOVA) were used for collected datum analysis.As a result, when the most preferred learning model and style of the students in Mersin (Turkey) and Riga(Latvia) were examined, the traditional education approach's general reflection was observed in learning process of mathematics. According to this result, it has been seen that most of the students learn mathematics by themselves and they learn it by depending on their own notes, they are reluctant to attend lesson and Express their thoughts to the class. Also according to the other finding obtained from this research it has been identified that students can have different learning styles. In that case, mathematics teacher's duty is to benefit from different approaches and methods for reaching to all students that use different learning styles. When the another finding attained from the research was analyzed, in Mersin (Turkey) and Riga(Latvia) a significant differentiation between learning styles and written exam point of mathematics and in learning models and styles in terms of gender were detected. Also in Mersin (Turkey) and Riga(Latvia) a significant differentiation between learning models and students's homecity were detected.Keywords:Education, learning style, achievement in maths class. 137

Bu çalışmanın amacı düzenli olarak spor salonlarına giden bireylerde egzersiz bağımlılığı semptomunun incelenmesidir. Çalışmaya yaş ortalamaları 28,2±16,2 yıl olan ve en az 2 yıldır düzenli olarak spor merkezlerine giden egzersiz yaşı ortalaması 7,7,±6,2 yıl olan 123 (32 kadın 91 erkek) sağlıklı birey, gönüllü olarak katılmıştır. Katılımcılara demografik özelliklerin sorgulandığı anket formu ile ve Hausenblas ve Downs (2002) tarafından geliştirilen Yeltepe ve İkizler (2007) tarafından Türkçeye uyarlanan Egzersiz Bağımlılığı Ölçeği-21 uygulanmıştır. Elde edilen veriler SPSS 11,5 istatistik programında gruplar arası karşılaştırma için Kruskal- Wallis ve Mann Whitney-U Testleri kullanılarak değerlendirilmiştir. Bulgular, p

This study examined cross-cultural sex and gender differences in achievement motivation. In contrast to the common intuition that collectivist societies show greater levels of sex differentiation than individualistic societies, we predicted that sex differences would be greater in individualistic countries. Study 1 found partial support for this prediction across five countries. Also, this study demonstrated that regardless of the country's level of individualism, gender roles are better predictors of achievement motivation than sex. Using representative data from 37 countries, Study 2 found individualism to be related to greater sex differences in achievement motivation. The findings of these two studies contributed to the growing cross-cultural literature on sex and gender demonstrating that men and women seem to differ more in individualist societies.

What motives do people prioritize in their social lives? Historically, social psychologists, especially those adopting an evolutionary perspective, have devoted a great deal of research attention to sexual attraction and romantic-partner choice (mate seeking). Research on long-term familial bonds (mate retention and kin care) has been less thoroughly connected to relevant comparative and evolutionary work on other species, and in the case of kin care, these bonds have been less well researched. Examining varied sources of data from 27 societies around the world, we found that people generally view familial motives as primary in importance and mate-seeking motives as relatively low in importance. Compared with other groups, college students, single people, and men place relatively higher emphasis on mate seeking, but even those samples rated kin-care motives as more important. Furthermore, motives linked to long-term familial bonds are positively associated with psychological well-being, but mate-seeking motives are associated with anxiety and depression. We address theoretical and empirical reasons why there has been extensive research on mate seeking and why people prioritize goals related to long-term familial bonds over mating goals. Reallocating relatively greater research effort toward long-term familial relationships would likely yield many interesting new findings relevant to everyday people’s highest social priorities.

There is a substantial body of literature on behavior inappropriateness in face-to-face social settings; however, not much is known about what individuals consider inappropriate (or appropriate) on Internet-mediated social networks. Although online social networks enable the exchange of ideas between and among geographically and culturally diverse individuals, cultural differences across countries will likely affect individuals' perceived appropriateness of social network behaviors. To better understand this phenomenon, this study proposes a new construct of social network behavior inappropriateness (SNBI) and tests its relationship with a recently proposed national cultural dimension of personal-sexual attitudes, which captures country-level cultural norms.

The consequences of globalization are a matter of debate. This study is an attempt to test the predictions of homogenization, polarization, and hybridization theorists with regard to the similarities and differences between and within societies. Utilizing four waves of the World Values Survey, from 1989 to 2007, this study covers 20 societies that represent 55% of the world population. The survey involved value statements in 72 areas by nationally representative samples. Results showed that differences between Western and non-Western countries' cultures tended to increase slightly over time, but that these increases in disagreement were not due to cultures moving in opposite directions. In all instances, they were moving in the same direction, with one of the cultures moving faster. The direction of influence was mostly from Western toward non-Western, lending support to the idea that globalization leads to homogenization, rather than to polarization or hybridization. Resume Les consequences de la globalisation sont largement debattues. Cette etude a pour objet de tester les predictions des theoriciens de l'homogeneisation, de la polarisation et de l'hybridation quant aux similitudes et aux differences entre et a l'interieur des societes. Utilisant les resultats de quatre vagues, de 1989 a 2007, du World Values Survey, cette etude concerne 20 societes qui representent 55% de la population mondiale. L'enquete porte sur des jugements de valeur dans 72 domaines par des echantillons nationaux representatifs. Les resultats montrent que la difference entre pays occidentaux et non-occidentaux a eu tendance a augmenter legerement avec le temps. Cependant, l'augmentation des divergences n'est pas due a ce que les cultures vont dans des directions opposees. Dans tous les cas, elles vont dans la meme direction, cependant l'une d'entre elles y va plus rapidement. L'influence s'exerce principalement des pays occidentaux vers les pays non-occidentaux, ce qui accredite plus encore l'idee que la globalisation conduit a l'homogeneisation, plutot qu'a la polarisation ou a l'hybridation.

Critics of deception in research allege harm to society, the discipline of psychology, the researchers and participants. However, neither empirical findings nor a ‘reasonable-person’ test seem to support those allegations. By and large, researchers who use deception consider its costs and benefits, and the kind and degree of deceit that is typically used in psychology is of a benevolent type. Moreover, participants prefer to participate in deception research rather than its non-deceptive alternatives. In the light of these premises, we argue that deception can be desirable, especially when considering cost and benefits to research participants.

The previous studies showed that the use of first person singular pronoun, that is, “I,” primes the independent self, whereas the use of the first person plural pronoun, that is, “we,” primes the interdependent self. A different line of research discovered a strong correlation between societal level of individualism and the overall requirement of explicit personal pronoun use in a language. The present study provided a competitive test of these two hypotheses by utilizing Google Books Ngram database of published books in different languages. The sample consisted of published work in American English, British English, English publications other than American and British English, Chinese, French, German, Hebrew, Italian, Russian, and Spanish corpora. The results extended the previous individual-level priming experiments on first person singular versus plural pronouns and showed that the relative percentage of first person singular pronoun use in written material across languages reflected the cultural-level individualism. However, there was not a reliable relation between the overall use of explicit pronouns and societal level of individualism.