Beyond a Paycheck: The Influence of Workforce Participation on Women's Cancer Screening in Turkey

WOS: 000390049300006The present study investigates the influence of workforce participation on women's cancer screening behaviors in Turkey. In cultures with predominantly Muslim populations like Turkey, emphasis is typically placed on a woman's traditional role as a child bearer. Although the impact of workforce participation on women's welfare has been studied in various contexts, the relationship between workforce participation and health protective behavior has received scant attention. Using quantitative data from a survey of women aged 40 and above from 33 urban cities in Turkey (N = 483), we examine the influence of workforce participation on breast and cervical cancer screening behaviors. Homemakers were less likely than working/retired women to be up-to-date on screenings. Women with lower income and education screened less; however, workforce participation seemed to have a positive effect on screening among these women. Additionally, working/retired women and homemakers differed from each other in terms of their perceptions regarding their risk of developing cancer (perceived susceptibility). In addition, both perceived susceptibility and women's perceptions regarding their ability to get cancer screening (self-efficacy) were significant predictors of intention to engage in screening in future. In Turkey, homemakers are in a vulnerable position due to lower rates of cancer screening. Furthermore, targeting homemakers for interventions may be easier than trying to identify other low screening groups of women such as those with lower education or income. Interventions raising perceptions of susceptibility to cancer, possibly by targeting neighborhoods during working hours, could be useful in increasing screening rates at risk women.Scientific and Technological Research Council of Turkey (TUBITAK) [3501, 111K197]This research study has been funded by The Scientific and Technological Research Council of Turkey (TUBITAK), Support Program 3501, Project No: 111K197

Peer persuasion strategies during rule following in 4-to 6-year-olds

Despite being a ubiquitous form of communication, persuasive communication between children received relatively scant research attention. We used a novel approach to study children's persuasive interactions in a semi-naturalistic paradigm where dyads of 4- to 6-year-old children were asked to follow a rule together. In this context, we observed (a) the frequency and types of strategies children spontaneously used to persuade their partners to abide by the rule, (b) compliance behavior following the persuasion attempt, and (c) strategy change following a failed attempt to persuade. We coded children's persuasive strategies as gentle control, negative control, and non-engagement. Children tended to use gentle control and negative control strategies to a greater extent than non-engagement strategies to prevent their partner's potential rule violation. However, after a violation occurred, children most frequently displayed non-engagement. Gentle control brought about more compliance than the other strategies. Children tended to maintain their persuasive strategy of negative control and non-engagement, even though these were mostly ineffective in achieving compliance. These results show that 4- to 6-year-old children spontaneously and flexibly utilized persuasive strategies with peers to abide by a rule.WOS:000671618300001Scopus - Affiliation ID: 60105072Social Sciences Citation IndexQ3ArticleUluslararası işbirliği ile yapılmayan - HAYIRJuly2021YÖK - 2020-2

Are tutor robots for everyone? The influence of attitudes, anxiety, and personality on robot-led language learning

Do some individuals benefit more from social robots than others? Using a second language (L2) vocabulary lesson as an example, this study examined how individual differences in attitudes toward robots, anxiety in learning L2, and personality traits may be related to the learning outcomes. One hundred and two native Turkish-speaking adults were taught eight English words in a one-on-one lesson either with the NAO robot (N = 51) or with a human tutor (N = 51). The results in both production and receptive language tests indicated that, following the same protocol, the two tutors are fairly comparable in teaching L2 vocabulary. Negative attitudes toward robots and anxiety in L2 learning impeded participants from learning vocabulary in the robot tutor condition whereas the personality trait of extroversion negatively predicted vocabulary learning in the human tutor condition. This study is among the first to demonstrate how individual differences can affect learning outcomes in robot-led sessions and how general attitudes toward a type of device may affect the ways humans learn using the device