Two dimentional of self-esteem: Testing of Mruk’s model

The aim of this study is to test Mruk (2006b) 's model by examining the relationship between high and low self esteem with the authentic self, narcissism, antisocial behavior and depression in the light of the two-dimensional self-esteem model. A total of 266 students, 182 female and 84 male, participated in different departments of a Faculty of Education. The ages of the students ranged from 18 to 31 (mean: 21.15, sd: 2.13). Data were obtained by Two-Dimensional Self-Esteem Scale, Authentic Self Scale, Narcissistic Personality Scale, Anti-Social Tendency Scale, Depression, Anxiety and Stress Scales. According to scores the self-esteem scale,   participations were divided into four groups. In the study, the hypotheses determined by Mrunk’s model. The hypotheses of the study were tested by ANOVA and regression analysis.  Results showed subjects with high SE were obtained higher score than others in their authentic self. And subjects of low SE were the highest depression scores.  The findings are discussed in the context of Mruk's model, two-dimensional self-esteem, authentic self, antisocial behaviors and depression variables

Ahlaki davranış ve topluma yararlı davranışlar: Sanat eğitimi fark yaratır mı?

The purpose of this study is to investigate whether art education creates a difference on moral behavior and to determine college students’ moral behaviors through their perceptions of their parents’ pro-social behaviors. The subjects of this study consist of 202 college students (Female: 125, Male: 77).  Moral behavior was measured by using the “Scale of Evaluating Moral Behavior”, which was developed by Hogan (1973) and Blasi (1980). In order to measure pro-social behaviors, the “Scale of Child and Family” was used. This instrument was developed by Lennon and Others in 1987.  The results showed that art education did not create a difference on moral behavior. Moral behavior was found to be significantly related with fathers’ pro-social behaviors and the personal moral character subscale of Scale of Evaluating Moral Behavior was significantly predicted to the subgroups of mothers’ understanding of emotions and fathers’ need of helping. These results were discussed in relation with the literature on moral behavior and the development of pro-social behaviors.Bu araştırmanın amacı ahlaki davranışın sanat eğitimi açısından fark yaratıp yaratmadığını saptamak ve öğrencilerin ahlaki davranışlarını annelerinin ve babalarının topluma yararlı davranışlarını algılayışları açısından belirlemektir. Çalışma grubu  202 öğrenciyi içermektedir (Kız:125, Erkek:77).  Ahlaki davranış  Hogan (1973) ve  Blasi (1980) tarafından geliştirilen  Etik Davranışı Değerlendirme Ölçeği(EDDÖ) ve topluma yararlı davranışları ölçmek için  Lennon ve ark. 1987 tarafından geliştirilen Çocuk ve Aile Ölçeği (ÇAÖ) kullanılmıştır. Bulgular,  ahlaki davranış sanat eğitimi veren grup açısından fark yaratmamıştır. Ahlaki davranış babaların topluma yararlı davranışları, EDDÖ'nin alt boyut olan kişisel ahlaki karakter ÇAÖ'nin annenin duyguları anlama alt boyutu ve babanın yardım etme ihtiyacı boyutu tarafından anlamlı olarak yordanmıştır. Bulgular, ahlaki davranışların ve topluma yararlı davranışların gelişimine ilişkin yazın alanları çerçevesinde tartışılmıştır

School Climate Inventory: Exploratory and Confirmatory Factor Analysis and Reliability-Validity

Problem Statement: A school's climate is related to the nature of its atmosphere, i.e., whether positive or negative. In other words, school climate is related to such factors as the physical condition of a school, teacher behavior, administrative approaches, class schedules, peer relations, and school rules. School climate substantially affects student adaptation. Establishing a positive school climate increases student productivity and makes students more content at school. In Turkish literature, there is no scale to measure school climate. Therefore, a comprehensive instrument that measures school climate is needed. In the first study conducted as part of this research, the factor structure of the scale was determined using exploratory and confirmatory factor analyses. In the second study, for concurrent and discriminant validity, on the Inventory of School Climate-Student were compared with conceptually-related constructs, depression, life satisfaction, and self-esteem. Research Objective: The aim of this study was to adapt the Inventory of School Climate-Student (ISC-S) to Turkish settings and conduct a study of its validity and reliability. Method: Study 1 participants consisted of 707 secondary school students, 394 female and 313 male, who were randomly selected from the 6th, 7th, and 8th grades of eight different secondary schools in the Denizli province of Turkey. Study 2 included 317 participants. Findings and Results: Exploratory factor analysis was used to test the validity of ISC-S. A nine-factor scale was obtained. Factor loads of each subscale items varied from.30 to.79. To test the findings of this structure, confirmatory factor analysis (CFA) was used. CFA yielded the following results: X2 = (1139, N = 707) 2013.98, RMSEA = 0.03, SRMR =0.03, CFI = 0.96, GFI = 0.91 and TLI/NNFI = 0.96. The Cornbach's alpha internal consistency coefficients of the scale varied between.48 and.84. Conclusions and Recommendations: The ISC-S was adapted to Turkish settings in order to conduct research on school climates, an important area of study. The factor analysis that was conducted to determine the scale's psychometric qualities only yielded data of a medium explanatory level. The adaptive values obtained by CFA, which was based on structural equation modeling, were sufficient, as expected. Alpha values were found to be adequate for some scales. As a result, the ISC-S may measure school climate in secondary schools in a valid and reliable way

Loneliness and Life Satisfaction in Turkish Early Adolescents: The Mediating Role of Self Esteem and Social Support

This study aimed to measure whether self-esteem and social support are mediators in the relationship between loneliness and life satisfaction. The study includes early teenagers from the 6th, 7th and 8th grades aged between 11 and 15 (M = 13.31, SD = 1.09). The study group consisted of 431 secondary school students from large and medium sized cities in Turkey, of which 196 (44.5 %) were girls and 235 (54.5 %) were boys. The study examined students' responses to life satisfaction, loneliness, self-esteem and social support scales. Data were separated into parcels of instruments within the framework of structural equation modeling. It was determined that both self-esteem and social support were partial mediators between loneliness and life satisfaction. These results are discussed within the scope of the literature. © 2012 Springer Science+Business Media B.V

The Mediator Role of Academic Resilience in the Relationship between Parental Academic Success Pressure and Support and Test Anxiety in Adolescents

The aim of this study was to investigate the direct and indirect role of academic resilience in the relationship between parental academic achievement pressure and support and test anxiety in adolescents. The study included 9th and 12th grade high school students. Parental academic achievement pressure support, exam anxiety and academic resilience scales were applied in the study. For the purpose of the study, the mediation analysis was based on the structural equation model. As a result of the analysis, it was found that the compliance values of the proposed model were enough. It was found that academic resilience was the complete mediation between parental academic success support and test anxiety (beta = 13, P.05). Academic resilience was found to be a partial mediator between parental academic achievement pressure and test anxiety (beta = .21, P<.01 - beta = .17, P<.01). In addition, there was a positive correlation between parent achievement pressure and test anxiety, and a negative correlation with academic resilience. These results were discussed in the context of test anxiety, parental academic success pressure, parental academic achievement support and academic resilience

The Relation of Parental Attitudes to Life Satisfaction and Depression in Early Adolescents: The Mediating Role of Self-esteem

The purpose of this study is to determine whether self-esteem in adolescence has a mediator role in the relationship between parental attitude and life satisfaction and depression. Data was collected from 360 secondary school students ages ranging from 11 to 14 (M = 12.67, SD=.97) out of which 216 of them were female and 144 male. The Satisfaction with Life Scale, Children's Depression Inventory, The Self Esteem Scale, and The Parental Attitudes Scale were administered in the study. Structural equality modeling was used to analyze the data. Data were analyzed using measurement and structural models (a two-step modeling method) thus artificial factors were produced for each scale matching the item counts. As a result, the confirmatory analysis confidence intervals led to acceptable levels. Complete and partial models were tested for structural modeling. The consistency values of all three models led to satisfactory levels. The results indicated that while self-esteem in early adolescents has a partial mediator role in authoritative parental attitude and in life satisfaction and depression; however, no mediator role was found in accepting parental attitude and in life satisfaction

Focus on Positive and Negative Information as the Mediator of the Relationship between Empathy Tendency Guilty and Psychological Well-Being in University Students

In this study, the mediator effects of focus on positive and negative information on the relationship between empathic tendency, and guilty and psychological well-being in university students were investigated. The particapants were 314 student, between age range of 17-32 (M.20.93,SD:1.80) attending different departments Faculty of Education, at Pamukkale University in Turkey. The data were collected by using the scale of focus on positive and negative information, tendency of empathy, scale of guilty-shame, and the psychological well-being scale. Structural modeling analyses indicated that focus on positive information was mediated on the relationship between empathic tendency, guilty and psychological well-being. However, the focus on negative information was not the condition mediation. © 2011 Eḡitim Dani{dotless}şmanli{dotless}ḡi{dotless} ve Araşti{dotless}rmalari{dotless} İletişim Hizmetleri Tic. Ltd. Şti