in University Students: Examining the Mediating Role of Self-Esteem

This study examined the role of self-esteem as a mediator in the relationships between optimism and psychological resilience on depressive symptoms in university students. A total of 494 undergraduate students, comprising of 253 female and 241 male participated in this study. Participants' ages ranged from 18 to 30 (M = 20.85, SD = 1.57). Instruments measuring optimism, psychological resilience, self-esteem and depression were administered to university students from different faculties and departments. Application of a structural equation model to the obtained data resulted in a direct relationship between optimism and psychological resilience with symptoms of depression. In addition, it was determined that self-esteem is a full mediator between psychological resilience and depressive symptoms. The mediator role of self-esteem between optimism and depressive symptoms; however, did not reach statistically significant levels. The findings are discussed within the self-esteem, optimism, and resilience in an individual's mental health context

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 6(th), 7(th), and 8(th) 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: X-2 = (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

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 6(th), 7(th), and 8(th) 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: X-2 = (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

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

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