Aile İklimi Ölçeği’nin Türkçeye Uyarlanması ve PsikometrikAçıdan İncelenmesi

Bu çalışmanın amacı, Björnberg ve Nicholson (2007) tarafından geliştirilen Aile İklimi Ölçeği’ni (Family Climate Scale) Türkçeye kazandırmak ve ölçeğin psikometrik özelliklerini incelemektir. Açımlayıcı faktör analizinin yürütüldüğü ilk çalışmanın örneklemini 474 (Ort. yaş = 22.39, SS = 2.75) yetişkin oluşturmuştur. Sonuçlar, orijinal ölçeğin 48 maddeden oluşan altı faktörlü yapısı yerine, Türkiye örnekleminde 34 maddeden oluşan üç faktörlü yapıyı desteklemiştir. Bununla birlikte ölçeğin geçerlik ve güvenirlik değerlerinin iyi düzeyde olduğu görülmüştür. Orijinal ölçekte yer alan kuşaklar-arası otorite ve bilişsel uyum boyutları uyarlama çalışmasında büyük oranda aynı kalırken, diğer dört boyut (açık iletişim, duygusal uyum, kuşaklar-arası ilgi, uyumluluk) tek bir faktör altında birleşmiş ve bu faktör aile içi ilişkisellik olarak adlandırılmıştır. Doğrulayıcı faktör analizi çalışmasına ise 446 (Ort yaş = 21.42, SS = 1.64) yetişkin katılmıştır. Açımlayıcı faktör analizinden elde edilen faktör yapısı, doğrulayıcı faktör analizinde test edilmiş ve sonuçlar modelin uyum değerlerinin kabul edilebilir düzeyde olduğunu göstermiştir. Kuşaklar-arası ilişkileri geniş aile bağlamında değerlendiren bu ölçeğin, ulusal yazınına katkı sağlayacağı düşünülmektedir. Anahtar kelimeler. Aile iklimi, kuşaklar-arası ilişkiler, geçerlik, güvenirlikThe aim of the current study is to adapt the Family Climate Scale developed by Björnberg and Nicholson, (2007) into Turkish and to examine its psychometric properties. The sample of the first study, in which exploratory factor analyses were performed, consisted of 474 adults (M = 22.39, SD = 2.75). Results supported a three factor solution with 34 items in Turkish sample. The scale also has shown good reliability and validity values. While the intergenerational authority and cognitive cohesion dimensions of the original scale remained almost the same in the Turkish version, the other four dimensions dimensions (open communication, emotional cohesion, intergenerational attention, and adaptability) formed a single factor, named as relatedness in family. The second sample, which was used in confirmatory factor analysis study, consisted of 446 participants (M = 21.42, SD = 1.64). The factor structure obtained from the exploratory factor analysis was tested by using confirmatory factor analysis, and the results showed that the fit indices of the model were acceptable. The scale that evaluates intergenerational interactions in a broad family context will contribute to the related national literature

Çocuklar ve ebeveynleri sosyoekonomik düzeye bağlı eşitsizlikleri ve dışlamayı nasıl değerlendiriyor: çocuğun yaşı, ailenin sosyoekonomik geçmişi ve dışlama bağlamının rolleri

The aim of this dissertation was to examine children’s and their parents’ reasoning about inequalities and exclusion based on socioeconomic status (SES). By adopting a mixed-methods approach, one qualitative and one quantitative study was conducted. In the qualitative study, thirty-three parent-child dyads (seventeen from low socioeconomic background) were interviewed separately. Findings of the thematic analyses showed that access to economic and social resources was perceived as important factors shaping both children’s and their parents’ perspectives about relationships and educational opportunities, even when not asked explicitly. Both children and their parents shared many boundary conditions, which would affect their willingness to contact with others from different socioeconomic backgrounds. In the quantitative study, the roles of children’s age, family SES and context on children’s and their parents’ reasoning about socioeconomic exclusion were investigated. In total, 270 parent-child dyads from low and high socioeconomic backgrounds attended this study. Despite the great emphasis of socioeconomic exclusion as a form of discrimination and a moral violation, study variables affected participants’ judgments. Particularly, older children and children from low SES approached socioeconomic exclusion as less tolerable, and they had a more complex understanding of the consequences of such discriminations. Children from affluent families approached this type of exclusion more in terms of protecting status-quo. For parents’ reasoning, the most influential factor was exclusion context such that exclusion in peer context was condoned more compared to educational discrimination. Novel findings of the current study are considered valuable both for the related literature and for its practical applications.Thesis (Ph.D.) -- Graduate School of Natural and Applied Sciences. Psychology

Türk çocuklarının cinsiyet, dezavantajlı gruplar, ve saldırganlık bağlamında sosyal dışlama/dahil olma içeren durumlara verdiği yanıt ve doğrulamaların, yaş ve olumlu sosyal davranış kavramları bakımından değerlendirilmesi.

The main aim of the current study is to explore children’s decision and justification patterns on social exclusion and inclusion, across gender, disadvantaged groups, and aggressiveness themes in different social contexts. In order to have a complementary insight about the issue, the predictive role of individual factors, as age and prosocial behavior were also examined. 150 children from two age groups of 10 and 13 completed a questionnaire, including three tasks as; forced-choice questions about daily interactions and group activities, and a story completion task. Results showed that when children were asked to evaluate daily interactions, all have dominant patterns regarding their decisions and justifications, in tune with the stereotypes. When they reason about exclusion/inclusion in group activities, they showed different evaluation patterns considering moral values, social norms and group functioning, showing age effect for the gender theme and prosocial behavior effect on disadvantaged theme, and finally an overall pattern in aggressiveness regardless of age and prosocial behavior. In a novel task of story completion about each theme, we found novel findings showing that younger children do more inclusion compared to older ones, however they choose to exclude the aggressive child in their own stories, extensively. The implications of the study for theory, practice and research with limitations and suggestions for further research are discussed in light of literature.M.S. - Master of Scienc

Influence of Regional Perceptions and Children’s Age onTheir Social Inclusion Judgments

The present study examined the effects of children’s perceptions about the members of different geographical regions of Turkey on their social inclusion judgments. Children evaluated vignettes including protagonists coming from eastern and western regions of Turkey, which are namely easterners vs. westerners. Children demonstrated established perceptions regarding the disadvantaged social status of easterners and advantaged one for westerners, as shown by the preliminary study. In the main study, 150 children (75 10-year-olds, M = 10 years, SD = 4.17; 75 13-year-olds, 13.06 years, SD = 0.31) were asked to decide whom to include, either an easterner or a westerner, into a reading group and justify their decisions. According to the results, while participants chose the socially advantaged child in the equal qualifications condition more frequently, they chose the disadvantaged child for the unequal qualifications. For justifications, 13-year-olds made more stereotyping and moral justifications, whereas 10- year-olds made more psychological justifications in the equal qualifications condition. This study was the first attempt to infer the socially disadvantaged status of easterners in Turkey and its effect as a criterion for inclusion

A multigroup analysis of family climate and volunteering: The mediating role of parental conversations in emerging adulthood

The current study aims to examine the predictive role of family climate (relatedness in family, cognitive cohesion, and intergenerational authority) in volunteering through conversations with parents in emerging adulthood while also considering the effects of gender. A total of 507 emerging adults reported their participation in volunteering, perceptions of family climate, and frequency of conversations with their parents about volunteering. Results of the structural equation modeling showed that even though relatedness in family and cognitive cohesion predicted emerging adults' volunteering, the mediating roles of parental conversations with mothers and fathers differed based on family climate domains. Intergenerational authority did not yield any significant effects. Multigroup analysis revealed that participants' gender did not affect these family processes. The findings implied that a positive family climate was indirectly influential in promoting emerging adults' participation in volunteering by providing them an open environment to share their views on societal issues

From Teachers' Work Engagement to Pupils' Positive Affect: a Weekly Diary Study on the Role of Pupils' Autonomous Motivation

The main purpose of the present study was to investigate whether there is a crossover effect from teacher's general (trait-level) work engagement to their pupils' weekly positive affect in school and to examine whether pupils' weekly autonomous motivation for school functions as an underlying mechanism that may explain this crossover effect. Building upon the self-determination theory and the emotion contagion theory, we argue that teachers' general work engagement can be a strong resource for pupils, which can foster their psychological investment and interest in school-related activities, skills, and tasks (i.e. autonomous motivation), and, in turn, their positive affect. To test our hypotheses, we employed a weekly diary methodology by following 50 teachers and their 916 pupils in six different countries for three consecutive work weeks, which yielded 2735 reports from pupils and their teachers. The results of multilevel modeling provided support for the shypothesised research model. When teachers were generally more engaged in their work, their pupils reported more weekly positive affect in school, and this positive crossover effect was mediated by pupils' weekly autonomous motivation for school. These findings extend current literature by revealing the potential underlying mechanism that can explain how teachers' work engagement transmits to pupils' positive affect in school