EXAMINING THE RELATIONSHIP BETWEEN PATIENCE, EMOTION REGULATION DIFFICULTY AND COGNITIVE FLEXIBILITY

In this study, it was aimed to investigate the relationship between patience, emotion regulation difficulty, and cognitive flexibility among university students, and to determine the predictability of patience in cognitive flexibility and emotion regulation difficulty. The study group of the study consisted of 342 (65.5%) females, 180 (34.5%) males, 522 university students whose age range varies between 18-25 and with an average age of 21.30. In the study, as data collection tools; Patience Scale, Emotion Regulation Difficulty Scale Short Form and Cognitive Flexibility Inventory were used. The data were analyzed by Pearson Correlation Analysis and Multiple Regression Analysis techniques. According to the findings of the research; negative between patience and difficulty in regulating emotions (r = -. 25, p <.01); Cognitive flexibility with positive (r = -. 28, p <.01) direction were found significant. According to multiple regression analysis, emotion regulation difficulty and cognitive flexibility were found to explain 18% of patience variance, and cognitive flexibility was found to be the strongest predictive variable. Findings are discussed according to the literature.  Article visualizations

Effect of nebulized formoterol, ipratropium bromide, and furosemide in combination with fluticasone propionate on arterial blood gases of premature calves with respiratory distress syndrome

ΔΕΝ ΔΙΑΤΙΘΕΤΑΙ ΠΕΡΙΛΗΨΗThe purpose of this study was to assess the clinical effect of nebulized formoterol (FM), ipratropium bromide (IB) and furosemide (FS) combined with fluticasone propionate (FP) on l ung function in premature calves with Respiratory Distress Syndrome (RDS). Thirty-six premature calves with RDS were randomly assigned to six different treatment groups (D1 to D6). All groups received the standard treatment, including oxygen and support treatment. Calves in D1 received only the standard treatment. The following combinations of nebulized drugs were used for the other groups: D2: FP, D3: FP+FM; D4: FP+IB; D5: FP+FS and D6: FP+IB+FM+FS. The treatment period (72 h) involved the application of FM (15 μg totally/12 h), IB (2 μg/kg/12 h), FS (1 mg/kg/12 h) and FP (15 μg/kg/12 h) for five minutes. A significant increase over time in blood pH, partial pressure of oxygen (PaO2), oxygen saturation (SatO2) and a decrease in partial pressure of carbon dioxide (PaCO2) and lactate were detected in all groups that received nebulized treatment; while in the D1, a significant change was observed only for PaCO2. Calves in D6 had the highest PaO2 and lowest PaCO2 values amongst all groups at the end of treatment. No statistical difference was observed between the Nebulization Groups (NG). Nebulized FM, IB and FS with FP combination in premature calves with RDS, in addition to the standard treatment showed a significant curative effect on lung function

The Investigation of Risk-Taking Behavior in Adolescents in Terms of Attachment Styles and Social Problem-Solving

The aim of this study is to examine the risk-taking behavior of adolescents in terms of attachment styles and social problem-solving. The study group consists of 637 students from 9th, 10th and 11th grade, as 276 female (43.2%) and 361 male (56.7%). In order to collect data in the study, the Delinquent Behavior Scale, the Relationship Scale, the Social Problem-Solving Scale and Personal Information Form are used. Pearson Product-Moment Correlation Technique and multidimensional hierarchical regression analysis are used to analyze the data. A positive correlation is found between delinquent behaviors of adolescents and preoccupied style, which is a sub-dimension of attachment styles. While there is a positive and significant relationship between adolescents' delinquent behaviors and negative problem orientation, which is a sub-dimension of social problem-solving, impulsive/careless style and avoidance style; there is a significant negative correlation between delinquent behaviors and rational problem-solving sub-dimension. Research results reveal that preoccupied style, rational problem-solving and avoidance style sub-dimensions are predictors of risk-taking behaviors

Öğretmen adaylarında mizah tarzları, problem çözme ve benlik saygısının incelenmesi

The purpose of this study is to determine whether there is a difference among prospective  teachers in terms of humor styles, problem solving skills and self- esteem in regard to gender variable and whether there is a relation among humor styles, problem solving and self- esteem. The data of the study have been gathered through Humor Styles Scale, Problem Solving Inventory, Self- Esteem Scale and Personal Information Form. The sample of the study is composed of randomly selected 442 prospective  teachers (251 female, 191 male) studying at various departments of Education Faculty of Selcuk University. Statistical analysis of the data has been carried out by independent t test and Pearson product-moment correlation coefficient. It is observed that there is not a significant difference between the average scores of affiliative humor and self-enhancing humor styles, when the humor styles of prospective  teachers are analysed in regard to gender. However it is observed that the difference between the average scores of aggressive humor and self-defeating humor is significant. Moreover, a significant and positive relation has been observed between self- esteem and affiliative and self-enhancing humor and a significant and negative relation has been observed between self- esteem and aggressive and self-defeating humor. Through an increase of positive problem solving approach, self- esteem, affiliative and self-enhancing humor are also increasing and aggressive and self-defeating humor are decreasingBu araştırmanın amacı öğretmen adaylarının mizah tarzları, problem çözme becerileri ve benlik saygılarının cinsiyet değişkeni açısından farklılaşıp farklılaşmadığını, mizah tarzı, problem çözme ve benlik saygısı arasında bir ilişki olup olmadığını ortaya koymaktır. Araştırma verileri Mizah Tarzları Ölçeği, Problem Çözme Envanteri, Benlik Saygısı Ölçeği ve Kişisel Bilgi Formu aracılığıyla toplanmıştır. Araştırmanın örneklemi, Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi’nin çeşitli bölümlerinde öğrenim görmekte olan toplam 442  (251 kız, 191 erkek ) öğretmen adayından random olarak belirlenmiştir. Verilerin istatistiksel analizinde bağımsız t testi ve pearson momentler çarpım korelasyon katsayısı tekniği kullanılmıştır. Bu araştırmada öğretmen adaylarının mizah tarzları cinsiyete göre incelendiğinde, katılımcı mizah ve kendini geliştirici mizah tarzları puan ortalamaları arasındaki farkın anlamlı olmadığı görülmektedir. Saldırgan mizah ve yıkıcı mizah tarzları puan ortalamaları arasındaki farkın ise anlamlı olduğu bulunmuştur. Ayrıca araştırma sonucunda benlik saygısı ile katılımcı ve kendini geliştirici mizah arasında pozitif, saldırgan mizah ve yıkıcı mizah arasında negatif yönde anlamlı ilişki bulunmuştur. Olumlu problem çözme yaklaşımı arttıkça benlik saygısı, katılımcı mizah, kendini geliştirici mizah kullanma artmakta, saldırgan mizah ve yıkıcı mizah ise azalmaktadır

Example of Japan in the process of development and modernization: a comparison with Turkey.

TEZ11682Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2019.Kaynakça (s. 164-172) var.iii, 172 s. ; 29 cm.Yaptığımız çalışmada Japon kalkınması arka planıyla beraber takip edilmiş ve anakronizme düşmemeye özen gösterilmiştir. Tarihsel bir gözle Japon modernleşme ve kalkınma süreçlerini izlediğimiz çalışmamızda Şogunluk dönemi, Meiji dönemi, Birinci Dünya Savaşı sonrası dönem ve İkinci Dünya Savaşı sonrası dönem ayrı ayrı incelenmiştir. Her bir dönemden diğerine geçişte nasıl süreçlerden geçildiği ve nasıl dönüşümler yaşandığı dikkatlice izlenmeye çalışılmıştır. Bu dönemler arasındaki organik ilişki ortaya çıkartılarak her bir dönemi birbiriyle eşleyen ortak değerler tespit edilmiş, bu değerlere yapılan müdahaleler sonuçlarıyla birlikte kaydedilmeye çalışılmıştır. Japon modernleşme ve kalkınma süreçlerinin birbirini nasıl beslediği izah edilmeye çalışılmıştır. Türkiye ve Japonya arasındaki tarihsel ve fiziki ortak noktalar işaretlenmiştir. Daha sonra ise Osmanlı’dan Cumhuriyet Dönemine oradan da günümüze kadar Türkiye Cumhuriyeti’nin liberal değerlerle tanışma ve modernleşme süreci incelenmiş bu süreç Japonya’daki süreç ekseninde değerlendirilmiştir. Kapitalist ve modern toplum için gerekli olan yapıları ortaya çıkarma konusunda Türkiye’nin ve Japonya’nın deneyimleri birbiriyle karşılaştırılmıştır. Sovyet modeli ve ABD modelinin Türkiye üzerine etkileri tartışılmış, kalkınma için elzem sayılan istikrarın Türkiye’deki dayanakları incelenmiştir. Söz konusu dayanak noktaları Japonya’dakiler ile karşılaştırılarak demokratikleşme ve modernleşmenin kalkınma üzerine etkisi vurgulanmıştır. Çalışmanın son kısmında ise Japonya ve Türkiye için benzer nitelikteki kalkınma ve modernleşme basamakları tespit edilmiş. Bu benzer problem ve olaylara iki ülkenin verdiği cevap ve tepkiler nedenleriyle birlikte işaretlenmiştir. Son olarak Japonya’da söz konusu problemlere üretilen cevapların rehberliğinde Türkiye için tavsiyeler üretilmiştir.In our study, Japanese development was followed along with the background and attention was paid not to fall into anacronism. The Tokugawa period, the Meiji period, the post-World War period and the post-World War period were examined separately. We tried to monitor carefully how processes were carried out and how transformations were experienced in each cycle. Organic relations between these periods have been revealed and common values that map each period have been determined and these values have been recorded together with the results of the additions and interventions. However, it was tried to explain how the Japanese modernization and development process nurtured each other. The historical and physical common points between Turkey and Japan were first marked. Later, the process of meeting and modernization of the Turkish Republic with liberal values from Ottoman to Republic period to the present day has been examined and this process has been evaluated on the axis of the process in Japan. The experiences of Turkey and Japan have been compared to each other in order to uncover the structures necessary for the capitalist and modern society. The effects of the Soviet model and the US model on Turkey have been discussed and the foundations of stability, which is considered indispensable for development, have been examined in Turkey. The impact of democratization and modernisation on development has been highlighted by comparing the main points in question with those in Japan. In the final part of the study, similar development and modernization steps were determined for Japan and Turkey. These similar problems and events are marked with the answers and reactions of the two countries. Finally, in Japan, recommendations were produced for Turkey under the guidance of the answers to these problems

Ergenlerde Sosyal Yetkinliğin, Algılanan Sosyal Destek Açısından İncelenmesi

Bu araştırmanın amacı ergenlerde sosyal yetkinliğin, algılanan sosyal destek açısından incelenmesidir. Araştırma ilişkisel tarama modeline uygun olarak desenlenmiş ve 365’ i kız ve 252’si erkek olmak üzere 617 lise öğrencisi üzerinde gerçekleştirilmiştir. Öğrenciler 15–19 (x16,92 ve Ss1.03) yaşları arasındadır. Araştırma verileri, Algılanan Sosyal Destek Ölçeği(Yıldırım, 2004) ve Sosyal Özyeterlik Ölçeği (Palancı, 2004) ile toplanmıştır. Verilerin istatistiksel analizlerinde Pearson momentler çarpımı korelâsyonu tekniği ve çoklu doğrusal regresyon analizi kullanılmıştır. Araştırma sonucunda sosyal yetkinlik ile arkadaş, aile ve öğretmenden algılanan sosyal destek arasında pozitif yönde anlamlı bir ilişki olduğu bulunmuştur. Ayrıca arkadaş, aile ve öğretmenden algılanan sosyal desteğin, sosyal yetkinliği anlamlı düzeyde yordadığı ortaya çıkmıştır.The aim of this research is to examine the relationships between perceived social support and social self efficacy of the high school students. This investigation is carried out in accordance with the correlation model. By using random sampling method, the sample of this research was 617 students (365 female, 252 male) from various high schools. In order to determine the students’ social self efficacy, Social Self Efficacy Scale which was developed by Palancı (2004) was used. In order to find out the students’ perceived social support levels, Social Support Scale developed by Yıldırım (2004) was used. SPSS 16.0 was used for data analysis. As a result of the study, it was found that there was a significant positive relationship between social self efficacy and perceived social support from peer, family and teachers. Also, it was found that some approaches of perceived peer, family and teacher support significantly explain social self efficacy