Diğdem Müge Siyez

Determining reactive and proactive aggression and empathy levels of middle school students regarding their video game preferences

The studies existing on the effects of video games with violent content and aggression in research literature have controversial results. Accordingly, some studies indicate that empathy may play a determining role in the relationship between video games and aggression. In this context, the study aim was to describe the game types that middle school students play and analyze the relationship between the game types, their reactive and proactive aggressions, and empathic skills. Participants were 318 students from middle schools in Turkey. An important finding obtained from this study was the relationship between the frequency of proactive and reactive aggression and the playing of aggressive games; a relationship was also identified between emotional and cognitive empathy and the playing of aggressive games. Therefore, it is important to talk to children about the real-life consequences of aggressive games, and teach them appropriate methods of conflict management that they can use in real-life conflicts, which may diminish the negative effects of games with aggressive content. Middle school students play computer games heavily, and that they play PlayStation, PSP, and Wii games less frequently.Proactive and reactive aggressive behaviors are more prevalent among middle school students that play aggressive games.Middle school students that play aggressive games have low level of emotional and cognitive empathy.79.7% of the students that play aggressive games have at least one proactive behavior and low cognitive empathy.

Validity and Reliability of a Turkish Version of the Career Locus of Control Scale

The aim of this study was to examine the validity and reliability of a Turkish version of the Career Locus of Control Scale (CLCS) among high school students in Izmir, Turkey (N = 490). Participants completed the Turkish version of the CLCS and Nowicki–Strickland Locus of Control Scale (NSLCS). Confirmatory factor analyses (CFAs) supported a four-dimensional structure (internality, luck, helplessness, and powerful others). This result offered strong support for the original factor structure of the CLCS. Multigroup CFA supported measurement invariance for gender groups. Concurrent validity results demonstrated significant associations between CLCS dimensions and NSLCS. The Turkish version of the CLCS yielded excellent reliability values from .80 to .86. Findings suggested that the Turkish CLCS was a valid and reliable measure of career locus of control (LOC) suitable for 11th and 12th graders. This multidimensional framework adds to the understanding of career LOC in career paths.

School-related variables in the dimensions of anger in high school students in Turkey

ABSTRACT The study aimed to examine the effects of perceived social support from teachers, expectation of academic achievement, school control, and gender on anger dimensions in high school students in İzmir, Turkey. In total, 446 high school students (234 girls, 212 boys) participated in the study. Pearson’s correlation and multiple regression analyses were performed to analyze the data. The results indicated that expectation of academic achievement significantly predicted affective, cognitive, and behavioral anger dimensions; perceived social support from teachers predicted both cognitive and behavioral anger dimensions; school control significantly predicted the behavioral dimension of anger; and gender significantly predicted the cognitive dimension of anger. Because perceived social support is an important variable that predicts school-related anger, school psychologists should plan consultative studies to increase teachers’ awareness of the importance of social support for students’ well-being.

Üniversite Öğrencilerinde Toplumsal Cinsiyet Algısının Toplumsal Cinsiyet Rolü ve Cinsiyet Değişkenlerine Göre İncelenmesi//Examination of Gender Perception of University Students According to Sex and Sex Roles

Ozet: Bu arastirmanin amaci universite ogrencilerinde cinsiyet rolu ve cinsiyet degiskenlerinin toplumsal cinsiyet algisi uzerindeki etkisinin incelenmesidir. Arastirmaya Dokuz Eylul Universitesi’nde lisans ogrenimine devam eden 2255 ogrenci (1238 kadin, 1017 erkek) katilmistir. Katilimcilara “Toplumsal Cinsiyet Algisi Olcegi”, “BEM Cinsiyet Rolleri Envanteri” ve “Kisisel Bilgi Formu” uygulanmistir. Verilerin analizinde iki yonlu varyans analizi kullanilmistir. Arastirmadan elde edilen bulgular, kadin ogrencilerin %36.8’inin kadinsi cinsiyet rolune, %11.6’sinin erkeksi cinsiyet rolune, %28.8’i androjen cinsiyet rolune ve %22.8’inin belirsiz cinsiyet rolune sahip oldugunu gosterirken; erkek ogrencilerin % 36.2’si erkeksi cinsiyet rolune, %6.6’sinin kadinsi cinsiyet rolune, %29’unun androjen cinsiyet rolune ve %28.2’sinin belirsiz cinsiyet rolune sahip oldugunu gostermektedir. Arastirma sonucunda universite ogrencilerinin toplumsal cinsiyet algilari uzerinde cinsiyet temel etkisinin, cinsiyet rolleri ve cinsiyet ortak etkisinin anlamli oldugu ancak cinsiyet rolleri temel etkisinin anlamli olmadigi belirlenmistir. Elde edilen bulgular literatur isiginda tartisilmistir. Keywords: Toplumsal cinsiyet algisi, cinsiyet rolleri, universite ogrencileri Abstract: The purpose of the study is to examine effect of sex and sex roles on gender perception. A total of 2255 bachelor students (1238 female and 1017 male) were included in the sample. Research data was collected via Gender Perception Scale, Bem Gender Role Inventory, and personal information form. Two-way Anova was performed to data regarding sample. The distribution of categorisations in the sample according to sex role showed that amongst females 36.8 % were sex-typed as feminine, 11.6 % as masculine, 28.8 % as androgynous, and 22.8% as undifferentiated. On the other hand, amongst males 36.2% as masculine, 6.6 % as feminine, 29 % as androgynous, and 28.2 % as undifferentiated. Moreover, analyses revealed that there was a significant interaction effect between the gender role and sex on the gender perception. The findings were discussed in the light of the related literature. Keywords: Gender perception, sex roles, university students

Okul Öncesi Çocuklarının Çekingenlik Davranışları Üzerine Oyun Terapisi Uygulamalarının Etkisi

Bu arastirmanin amaci, okul oncesi donemde oyun terapisinin cekingenlik davranisi olan bir cocuk uzerindeki etkisinin ebeveyn ve ogretmen degerlendirmeleri araciligiyla incelenmektir. Arastirma, 2014–2015 egitim ogretim yilinda Denizli ili Saraykoy ilcesinde bulunan Saraykoy Merkez Mukerrem Tokat Anaokulu’nda ogrenimine devam eden alti yas grubundan bir cekingen ogrencinin katilimiyla gerceklestirilmistir. Arastirmada tek denekli desenlerden AB deneysel desen kullanilmistir. Arastirmanin bulgularindan elde edilen sonuclar, arastirmanin denenceleri dogrultusunda incelendiginde, cekingenlik davranisi olan okul oncesi donem cocuguna uygulanan oyun terapisi sonrasinda anneden ve ogretmenden alinan degerlendirmeler, duygusal sorunlarin, akran iliskileri problemlerinin ortadan kalktigini ve prososyal davranislarin buyuk oranda arttigini belirlemektedir. Sonuc olarak oyun terapisi programinin okul oncesi donem cocugunun cekingenlik davranisinda anlamli bir etkisi oldugu saptanmistir.