The relationship between interpersonal emotion regulation and interpersonal competence controlled for emotion dysregulation

The aim of this study is to examine the role of interpersonal emotion regulation on interpersonal competency when controlled for emotion dysregulation. The sample of the study consists of 342 (235 female; 107 male) undergraduate students attending to the various departments of a private university in Turkey. The average age of participants was 20.81 (SD=2.29). The Interpersonal Emotion Regulation Scale, Difficulties in Emotion Regulation Scale and Interpersonal Competency Scale were used. Analyses were conducted through the SPSS 20 (IBM, 2011). Results of hierarchical regression analysis revealed that interpersonal emotion regulation and emotion dysregulation seem to predict interpersonal competency. After controlling for the effect of emotion dysregulation, interpersonal emotion regulation alone explains 18% of the overall variance in interpersonal competency. Interpersonal emotion has the highest contribution on interpersonal competency followed by emotion dysregulation

THE PSYHOMETRIC PROPERTIES OF MINDFULNESS IN PARENTING QUESTIONNAIRE (MIPQ) IN TURKISH SAMPLE

The aim of the study is to examine the psychometric properties of the Mindfulness in Parenting Questionnaire developed by McCaffrey, Reitman and Black (2017) in Turkish parents. At the beginning of the study, linguistic equivalence was examined. After observing that the scale is linguistically equivalent to the original form, the Confirmatory Factor Analysis (CFA) was applied for the construct validity. Confirmatory Factor Analysis was employed to calculate fit indices and the results showed that goodness of fit indices of the scale are within acceptable limits for two factor (χ2/sd=1.927, RMSEA=.049, GFI=.90, CFI=.90, IFI=.90) and for the one factor model (χ2/sd=1.904, RMSEA=.049, GFI=.90, CFI=.90, TLI=.90). The Cronbach’s alpha internal consistency coefficient was found to range between .73 and .87 for each subscale and the total scale. The results revealed that corrected item total correlations were between .50 and .85 and the t-test results for the upper 27% and lower 27% of scores were significant (p<.05). Also, it was found to significantly correlated with the Parent-Child Communication Scale and the Mindful Attention Awareness Scale. To conclude, Mindfulness in Parenting Questionnaire appears to be a valid and reliable measure for Turkish parents.  Article visualizations

MINDFUL SELF-CARE DIMENSIONS AS AGENTS OF WELL-BEING FOR STUDENTS IN MENTAL HEALTH FIELDS

The purpose of the study was to examine the role of mindful self-care along with the sub-dimensions of physical care, supportive relationships, mindful awareness, self-compassion and purpose, mindful relaxation, and supportive structure in predicting well-being levels of students attending to mental health programs. A total of 262 undergraduate students (191 female, 71 male) within the departments of psychological counseling and guidance and psychology formed the sample group. The mean age of the participants was 20.31 (SD=1.45). The data were obtained through Mindful Self-care Scale (Cook-Cottone and Guyker 2018) and The Well Star Scale (Korkut-Owen, Doğan, Demirbaş-Çelik and Owen, 2016). The results of multiple linear regression analysis yielded that all of the mindful self-care dimensions significantly predict well-being. Regarding the contribution of each self-care dimension on well-being scores; supportive structure has the highest contribution followed by self-compassion and purpose, supportive relationships, mindful awareness, physical care and mindful relaxation. In addition, mindful self-care was found to explain 39% of the variance of the well-being scores in candidate mental health professionals.  Article visualizations

The Moderating Role of Authenticity in the Relationship Between Valued Living and Life Satisfaction in Undergraduate Students

The purpose of this study was to analyze the moderating role of authentic behavior on valued living and life satisfaction. The study group consisted of a total of 328 university students (249 female, 79 male) between 18-32 years old. The average age of the students in the study group was 20.3 and the standard deviation was 1.65. Participants of the study were selected through convenient sampling methods (Fraenkel et al., 2011). The data of this study was obtained by applying the Valued Living Scale (Wilson &Groom, 2002), The Satisfaction with Life Scale (Diener et al.,1985) and the Authenticity Scale (Wood et al., 2008). Hierarchical regression analysis was applied to test the moderating effect of authentic behavior on the relationship between valued living and life satisfaction. SPSS 20 package program (IBM, 2011) was used in the data analysis step. In this study, two models were created with hierarchical regression analysis and these two models were tested. In the first model, the individual effect of valued living on life satisfaction and in the second model, the moderating role of authentic behavior on this relationship was analyzed. Based on the obtained results, it was determined that valued living has positive and significant relationships with life satisfaction; as well authentic behavior increased the predictive power of the relationship between valued living and life satisfaction and moderated this relationship in a positive significant direction. Obtained results were considered under related information in the literature and recommendations were provided for future studies

İlişkide Otantiklik Ölçeği: Türk Kültürüne Uyarlama Ve Geçerlik Çalışması

DergiPark: 770310tredBu çalışmanın amacı, Lopez ve Rice (2006) tarafından geliştirilen İlişkide Otantiklik Ölçeği’nin Türk örneklemindeki psikometrik özelliklerini incelemektir. Araştırmanın çalışma grubu, 263 lisans öğrencisinden oluşmaktadır. İlişkide Otantiklik Ölçeği’nin yapı geçerliğini değerlendirmek amacıyla doğrulayıcı faktör analizi yapılmıştır. Bulgular, uyum iyiliği indekslerinin yeterli düzeyde olduğunu ve ölçeğin iki faktörlü yapısının doğrulandığını göstermiştir (?2 / df= 1.8; GFI= 0.88; CFI= 0.90; TLI= .88; RMSEA= 0.05). Ölçeğin Cronbach Alfa iç tutarlılık katsayısı .80 bulunmuştur. Ölçeğin yakınsak geçerliğini saptamak amacıyla, Otantiklik Ölçeği ve İlişki Doyumu Ölçeği kullanılmıştır. Buna göre, İlişkide Otantiklik Ölçeği ile Otantiklik Ölçeği ve İlişki Doyumu Ölçeği arasında pozitif yönde anlamlı ilişkiler bulunmuştur. Yanı sıra, ölçme değişmezliği analizinin sonuçları, kadınların ve erkeklerin ölçek maddelerine verdikleri yanıtların benzer bir örüntüde olduğunu ortaya koymuştur. Bu nedenle, İlişkide Otantiklik Ölçeği’nin cinsiyet faktörü açısından ölçme değişmezliğine sahip olduğu söylenebilir. Sonuç olarak, mevcut çalışmanın bulguları, İlişkide Otantiklik Ölçeği’nin Türk kültüründe geçerli ve güvenilir bir ölçek olarak kullanılabileceğini göstermektedir.The aim of the current study is to investigate the psychometric properties of Authenticity in Relationships Scale (AIRS) developed by Lopez and Rice (2006) in Turkish sample. The study carried out with 263 undergraduate students that were included with purposive sampling method. To examine the construct validity of AIRS, confirmatory factor analysis was conducted. The results showed that goodness of fit indices meet the model fit requirements for the two-factor structure of the scale (?2 / df= 1.8; GFI= 0.88; CFI= 0.90; TLI= .88; RMSEA= 0.05). The internal consistency coefficient was found .80. As an evidence for the convergent validity, Authenticity in Relationships Scale was found to have significantly positive correlations with the Authenticity Scale and Relationship Assessment Scale. Moreover, the results of measurement invariance analysis showed that scale has the same measurement body of items in females and males and the answer patterns are similar in both genders indicating a sound metric variance for AIRS. In conclusion, it can be concluded that AIRS is a reliable and valid measure of relationship authenticity in Turkish culture

Öğretimde Bilinçli Farkındalık ve Pozitif Öğretmen Özellikleri: Prososyal Davranışların Aracılığı

The importance of the influence of teachers on the development of individuals is often emphasized; It is accepted that positive teacher characteristics have positive effects on both teachers and students. However, it is seen that studies on variables that affect positive teacher characteristics are mainly concerned with intrapersonal psychological processes. For this reason, it is thought that considering the variables that may affect positive teacher characteristics in the context of interpersonal and educational environments will contribute to the literature on positive teacher characteristics. This study examines the mediating role of prosocialness in the relationship between mindfulness in teaching and positive characteristics in teachers. A total of 398 teachers working at various educational levels participated in the study. It was observed that the goodness of fit values in the tested model was within acceptable limits. Prosocialness was found to be a full mediator between mindfulness and positive characteristics in teachers. When the findings of the study were examined, it was seen that it is important to study prosocialness and mindfulness in teaching among teachers and teacher candidates.Öğretmenlerin, bireylerin gelişimleri üzerindeki etkilerinin önemi sıklıkla vurgulanmakta; pozitif öğretmen özelliklerinin hem öğretmenler hem de öğrenciler üzerindeki olumlu etkileri kabul edilmektedir. Ancak pozitif öğretmen özelliklerinde etkili olan değişkenlere yönelik çalışmaların ağırlıklı olarak kişi-içi psikolojik süreçlerle ilgilendiği görülmektedir. Bu nedenle pozitif öğretmen özelliklerinde etkili olabilecek değişkenlerin kişilerarası ve eğitim ortamı bağlamında ele alınmasının pozitif öğretmen özelliklerine dair alanyazına katkı sağlayacağı düşünülmektedir. Bu çalışma, öğretimde bilinçli farkındalık ile öğretmenlerdeki olumlu özellikler arasındaki ilişkide prososyal davranışların aracı rolünü incelemektedir. Araştırmaya çeşitli eğitim kademelerinde görev yapan toplam 398 öğretmen katılmıştır. Yapısal eşitlik modelinin kullanıldığı bu çalışmada öğretimde bilinçli farkındalık ile pozitif öğretmenlik arasındaki ilişkide prososyal davranışların tam aracı olduğu bulgusuna ulaşılmıştır. Araştırmanın bulguları incelendiğinde, öğretmen yetiştirme ve hizmet içi eğitimlerinde öğretimde bilinçli farkındalık ve prososyal davranışlara yer verilmesinin önemli olduğu görülmüştü

Özel gereksinimli çocukları olan ebeveynlerde öz-şefkat ve psikolojik sağlamlık: Umudun aracı rolü

The purpose of this study was to explore hope as a mediator in the relationship between self-compassion and resilience in parents of children with special needs. Participants of the study were 120 parents (95 females, 25 males). The preliminary results showed that resilience scores of the participants don't vary as a function of gender, income, education level and age. The results of the path analysis yielded that the model fit indices of the proposed model are perfect (chi(2)/df=.03, p<.001; RMSEA=.00; CFI=1.00; TLI= 1.00; GFI=.99). Examination of the relationships between the variables yielded that there are significantly positive connections between selfcompassion and hope and also between hope and resilience. The model was found to explain a 5% variance in hope scores and 16% variance in resilience scores of parents of children with special needs. These results were discussed in line with the relevant literature as well as possible interventions for cultivation of resilience in these parents.Bu çalışmanın amacı, özel gereksinimli çocukların ebeveynlerinde öz-şefkat vepsikolojik sağlamlık arasındaki ilişkide umudun aracı rolünü incelemektir. Çalışmanınkatılımcıları 120 ebeveynden (95 kadın, 25 erkek) oluşmaktadır. Yapılan ön analizlerpsikolojik sağlamlığın cinsiyet, gelir, eğitim düzeyi ve yaşa göre anlamlı düzeydefarklılaşmadığını ortaya koymuştur. Yol analizi sonuçları, önerilen modelin model uyumindekslerinin mükemmel olduğunu göstermiştir (χ2/ df = .03, p .001; RMSEA = .00; CFI= 1.00; TLI = 1.00; GFI = .99). Değişkenler arasındaki ilişkilerin incelenmesi sonucunda,öz-şefkat ve umut arasında ve umut ile psikolojik sağlamlık arasında anlamlı derecedepozitif yönde ilişkiler olduğu bulunmuştur. Modelin özel gereksinimli çocuklarınebeveynlerinin umut puanlarında %5 ve psikolojik sağlamlık puanlarında %16düzeyinde bir varyans açıkladığı bulunmuştur. Bu sonuçlar, ilgili literatür ve buebeveynlerde psikolojik sağlamlığı geliştirmeye yönelik olası müdahalelerdoğrultusunda tartışılmıştır

Psychological capital and job satisfaction in public-school teachers: The mediating role of prosocial behaviours

The level of satisfaction teachers experience in their profession not only has an impact on their personal life, but also influences the lives of their students and, thus, indirectly orients greater community at a certain level. This study proposed and tested a model of teacher job satisfaction predicted by self-efficacy, hope, resilience and optimism through the mediating role of prosocial behaviours. The sample included 372 teachers (120 males, 252 females) working in public schools. A path analysis was conducted to analyse the data. The results of the path analysis showed that the goodness of fit values for the proposed model were poor. A second model was generated by excluding hope from the model and adding a direct path from optimism to job satisfaction. The results for the adjusted model showed that self-efficacy, resilience and optimism hold a significantly positive relationship with prosocial behaviours, while prosocial behaviours enjoy a significantly positive relationship with job satisfaction among teachers. The adjusted model was found to explain a 20% variance in job satisfaction in the field, thus encouraging a discussion on the possible implications the study carries for teacher training and skill acquisition programmes

Ebeveyn stres ölçeǧi türkçe formu'nun psikometrik özellikleri

The aim of this study is to adapt the Parental Stress Scale developed by Berry and Jones (1995) to Turkish parents. The study was carried out with 534 parents. The scale's validity was examined with exploratory and confirmatory factor analysis. The discrimination, difficulty, and informativeness of the items were examined using the Item Response Theory. Independent samples t-test between the lower and upper 27% scores was performed to test the discrimination of the scale. It has been found that there was a negative relationship between the Parental Stress Scale and the Satisfaction with Life Scale scores, and a positive relationship between the Parental Stress Scale and the Perceived Stress Scale scores. The internal consistency coefficient of the scale and subscales were found to be between .70 and .81 respectively. The results showed that Parental Stress Scale is a valid and reliable tool for measuring parental stress level of Turkish parents

Interpersonal emotion regulation scale (IERS): Adaptation and psychometric properties in a Turkish sample

WOS: 000450370000012This study aims to test the validity and reliability of the Turkish adaption of Hofmann, Carpenter and Curtis' (2016) Interpersonal Emotion Regulation Scale (IERS). The original scale is comprised of four sub-dimensions; namely, enhancing positive affect, perspective taking, soothing, and social modeling. The study was carried out with 326 students from various departments of Medipol University. Work on adapting the scale began with an attempt to find linguistic equivalence. After ensuring this linguistically equivalence for the scale's original form, a Confirmatory Factor Analysis was launched to examine its construct validity. The results of this confirmatory factor analysis revealed that the four-factor original structure of the scale was also valid for the Turkish sample and the goodness of fit indices of the scale was within acceptable limits. The Cronbach-Alpha internal consistency coefficient was found as .92 for the overall scale. The scale shows outstanding psychometric characteristics