A MINDFUL PATHWAY TO FLOURISHING: MEDIATING EFFECTS OF SELF-COMPASSION AND VALUED LIVING IN COLLEGE STUDENTS

The aim of this study was to test a mindfulness model for flourishing along with mediating roles of self-compassion and valued living. Participants of the study were 327 undergraduate students (236 female, 91 male) with the mean age of 20.3 (SD=1.4). The results of path analysis yielded that mindfulness has positively direct relations with self-compassion and valued living. As well, the direct effects of self-compassion and valued living on flourishing were found positively significant. Both of the indirect paths from mindfulness to flourishing through self-compassion and valued living were also emerged statistically significant. The proposed model of mindfulness came by accounting for 37% of the variance of flourishing in the current study.  Article visualizations

THE EFFECT OF A SUBJECTIVE WELL-BEING INTERVENTION PROGRAM ON HAPPINESS

This study sets out to explore the effect of a subjective well-being intervention program on university students’ subjective levels of well-being. The study was conducted with 24 university students (18 women and 6 men) aged between 17 and 23 ( = 18.75), studying in a class called Psychological Counseling and Guidance at the Atatürk Faculty of Education, Marmara University, Istanbul. The data-collecting instruments were “Subjective Well-Being Scale” and “NEO Five-Factor Personality Inventory (NEO-FFI)”. Students in the experimental group joined a “subjective well-being intervention program” developed by the researcher. Students in the control group did not receive any experimental treatment. The “Mann-Whitney U test” and the “Wilcoxon signed-rank test” were used for data analyses. The findings showed that the subjective well-being intervention program was effective in increasing students’ levels of subjective well-being. The follow-up test, carried out three months later, indicated that the effect of the program was permanent.  Article visualizations

Kaynaştırma Sınıfına Devam Eden Zihin Yetersizliği Olan Öğrencilere Uygulanan Akran Zorbalığına İlişkin Öğretmen Görüşleri

DergiPark: 540609tredBu araştırmada, kaynaştırma sınıfına devameden zihin yetersizliği olan öğrencilere normal gelişim gösteren öğrencilertarafından uygulanan akran zorbalığına ilişkin öğretmen görüşlerini belirlemekamaçlanmıştır. Çalışmada nitel araştırma yöntemlerinden durum çalışmasıkullanılmıştır. Araştırmanın çalışma grubunu 2016-2017 eğitim-öğretim yılında,Edirne İl Milli Eğitim Müdürlüğü’ne bağlı 15 ilkokulda görev yapan, 32 sınıföğretmeni oluşturmaktadır. Veriler, yarı yapılandırılmış görüşme tekniği iletoplanmıştır. Araştırma sonucunda, öğretmenlerin akranzorbalığına ilişkin algıları, gözlemleri ve çözümleri temaları oluşturulmuştur.Öğretmenler akran zorbalığının sebebi olarak en sıkailevi özellikleri dile getirmişlerdir. Zihin yetersizliği olan öğrencilerin tümzorbalık türlerine (fiziksel, sözel, sosyal) maruz kaldığını ve en sık gözlenenzorbalık türünün sözel zorbalık olduğunu ifade etmişler; zorbalığın sıklıklasınıf arkadaşları tarafından uygulandığını belirtmişlerdir. Akran zorbalığınailişkin çözüm olarak öğretmenler bilgilendirme, uyarma ve empati kurdurmaçalışmalarını yaptıklarını dile getirmişlerdir. Elde edilen bulgular, zihinyetersizliği olan öğrencilere uygulanan akran zorbalığını önlemeye yönelikçalışmalar yürütülmesi gerekliliğini ortaya koymaktadır

An Examination of Hope Levels of Families with Special Needs Children in terms of Coping and Resilience

Bu çalışmanın amacı, özel gereksinimli çocuğa sahip ailelerin umut düzeyleri, başa çıkma yeterlilikleri ve yılmazlık düzeyleri arasındaki ilişkinin incelenmesidir. Araştırma modeli olarak genel tarama modellerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın katılımcılarını yaşları 30 ile 60 arasında değişen 141 kişi (71 kadın, 70 erkek) oluşturmaktadır. Veri toplama araçları olarak, "Kişisel Bilgi Formu" "Aile Yılmazlık Ölçeği (AYÖ)" ve "Başa Çıkma Yeterliği Ölçeği (BÇYÖ)" ve "Sürekli Umut Ölçeği" kullanılmıştır. Verilerin analizi için SPSS for WINDOWS 17.00 paket programı kullanılmıştır. Öncelikle değişkenler arasındaki ilişkiyi belirlemek üzere Pearson momentler çarpım korelasyon katsayısı hesaplanmıştır. Ardından yılmazlık ve başa çıkma yeterliğinin birlikte umut düzeyini yordayıp yordamadığını belirlemek için de eşzamanlı çoklu regresyon analizi uygulanmıştır. Analizler sonucunda, yılmazlık ve başa çıkma yeterliğinin birlikte umut üzerinde yordayıcı etkisinin olduğu saptanmıştır.The aim of this study is to investigate the relationship among hope, resilience and competency of coping. in families who have children with special needs. The relationship screening model was used as a research model in this study. The participants consisted of 141 adults (71 women, 70 men) ages ranged from 30 to 60. The "Personal Information Form", "Family Resilience Scale" (FRS), "Coping Competency Scale" (CCS) and Dispositional Hope Scale (DHS) were used as data collection tools. Statistical Package for the Social Sciences (SPSS-22) was used to analyze the data. Firstly Pearson product-moment correlation coefficients were calculated in order to determine the relationships between the variables. After that, sequential multiple regression was conducted to specify the best linear combination of resilience and competency of coping for predicting hope. The results revealed that adults' hope levels were significantly explained by resilience and competency of coping

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

Academic self-efficacy and academic procrastination: Exploring the mediating role of academic motivation in Turkish university students

The aim of this study has been to investigate the relationships among academic self-efficacy, academic motivation, and academic procrastination. The study has further delved into the question of whether academic motivation mediates the relationship between self-efficacy and academic procrastination. In order to investigate such links, three hundred and nineteen university students (218 females and 101 males) enrolled in the education faculty of a private university in Istanbul, Turkey, offered data. For data collection, the Aitken Procrastination Inventory, Academic Self-Efficacy Scale, and Academic Motivation Scale have been used. The results of the study indicate that academic motivation partially mediate the relationship between academic self-efficacy and academic procrastination

The psychometric properties of the mindfulness in teaching scale in a Turkish sample

In this study, by translating the Mindfulness in Teaching Scale (MTS) developed by Frank, Jennings and Greenberg [1] into Turkish, it was aimed to investigate the psychometric properties of the Turkish version of the scale among Turkish educators. The adaptation study of the scale started with the linguistic equivalence study. After revealing that the scale was equivalent to the original form linguistically, Confirmatory Factor Analysis (CFA) was applied for the construct validity. As a result of CFA, it was observed that the two-factor structure of goodness of fit was excellent (c2/sd=2.111, IFI=.93, CFI=.93, GFI=.95 and RMSEA=.054) whereas the single factor structure was at acceptable level (c2/sd=2.982, IFI=.87, CFI=.87, GFI=.93 and RMSEA=.072) based on the compliance index value calculations. The Cronbach's-alpha internal consistency coefficient was found to be .64 for the Interpersonal Mindfulness subscale, .80 for the Intrapersonal Mindfulness subscale, and .78 for the whole scale. While the corrected item total correlations ranged from .30 to .65, it was found that t-test results for the scores of the upper 27% and lower 27% groups were significant, and the scale indicated significant relationships with the Mindful Attention Awareness Scale (MAAS) (p<.05). In order to determine the test-retest reliability, correlation coefficient was found to be statistically significant in accordance with the measurements made in 3-week interval. Overall findings demonstrated that the Mindfulness in Teaching Scale is a valid and reliable measurement tool for Turkish educators

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