Mehmet Ali Yildiz

Adaptation of the short-form of the UCLA Loneliness Scale (ULS-8) to Turkish for the Adolescents -

Objective: The purpose of this study is to adapt short form of the UCLA Loneliness Scale (ULS-8) to Turkish and investigate the validity and reliability of the scale for Turkish adolescents. Method: The participants in this study were 293 high school students aged between 14 and 19. Among the participants 110 (37.5%) were male, 183 (62.5%) were female and mean age was found to be 15.85 (SS=1.20). Exploratory factor analysis and confirmatory factor analysis were used to evaluate the construct validity of the scale. In order to check criterion validity of Turkish version of the ULS-8 scale, the General Belongingness Scale, and the Life Satisfaction Scale were used. For reliability of Turkish version of the ULS-8, average variance extracted (AVE), composit reliability, Cronbach alpha level and test-retest correlation were computed. Results: The factor analysis resulted in one factor. Factor loadings of the items varied between 0.31 and 0.71. All of the fit indices indicated a good-fit model for the ULS-8. Criterion-related validity analysis revealed that there were significant relationships between loneliness and the general belongingness (r=-0.71), life satisfaction (r=-0.42). The results also showed that internal consistency coefficients of the factors were highly satisfactory for whole scale ?=0.74. Test-retest reliability scales was found to be (r=0.84, p

Farklı Zorbalık Statüsüne Sahip Erinlerde Okula Bağlanma ve Yalnızlık

Previous studies indicated that bullying was quite pervasive among early adolescents and associated with some psychosocial correlates. Thus, the purpose of the present study was to investigate associations among different bully status (victim, bully, bully/victim and bystander), school attachment and loneliness among early adolescents. The sample of the study was comprised of 415 students (F= 214, M= 201) coming from three elementary schools representing different socio-economic groups in Diyarbakir city center. There were significant differences among students with different bully status in terms of school attachment and attachment to friends, but not attachment to teachers. Moreover, there was no significant difference among students with different bully status. Findings also suggest that gender is a significant variable in identifying bully status. Findings of the study were discussed with regard to current literature.

The mediation role of perceived social support in the relationship between interpersonal competence and self-esteem in married individuals

corresponding author – Kemal Baytemir, Ph.D., Amasya Eğitim Fakültesi, Amasya Üniversitesi, 05100 Amasya, Turkey, e-mail: kemalbaytemir@gmail.com authors’ contributions – A: Study design · B: Data collection · C: Statistical analysis · D: Data interpretation · E: Manuscript preparation · F: Literature search · G: Funds collection to cite this article – Baytemir, K., Demirtaş, A. S., & Yıldız, M. A. (2018). The mediation role of perceived social support in the relationship between interpersonal competence and self-esteem in married individuals. Current Issues in Personality Psychology 6(3), 200–211. received 23.11.2017 · reviewed 18.01.2018 · accepted 12.04.2018 · published 30.05.2018 original article

Pedagojik Formasyon Eğitimi Alan Öğrencilerin Yılmazlık ve Tükenmişliklerinin İncelenmesi

Oz: Bu arastirmanin amaci pedagojik formasyon egitimi alan ogrencilerin yilmazlik ve tukenmislik duzeylerini incelemektir. Arastirmanin calisma grubunu, Adiyaman Universitesi Egitim Fakultesi’nde Pedagojik Egitim Sertifika Programina devam eden 155 erkek ve 174’u kizlardan olmak uzere toplam 329 kisi ( yas = 27.7; Ss=5.4; ranj, 20-43) olusturmustur. Arastirmada veri toplamak amaciyla arastirmacilarin gelistirdigi “Kisisel Bilgi Formu”, Gurgân’in (2006) gelistirdigi Yilmazlik Olcegi ve Pines’in (2005) gelistirdigi, uyarlamasi Tumkaya, Cam ve Cavusoglu’nun (2009) yaptigi Tukenmislik Olcegi Kisa Versiyonu kullanilmistir. Veriler SPSS 15.0 paket programi ile analiz edilmistir. Arastirmanin verileri betimsel istatistikler, Pearson Momentler Carpimi Korelasyonu, cok degiskenli varyans analizi (Tek Yonlu MANOVA) ve post-hoc coklu karsilastirma testlerinden Tukey HSD testi kullanilarak analiz edilmistir. Arastirmanin sonucunda ogrencilerin tukenmislik ile yilmazliklari arasinda (r=-.45) negatif yonde anlamli duzeyde bir iliskinin oldugu gorulmustur. Cinsiyete gore ogrencilerin yilmazlik ve tukenmislik duzeyleri arasinda anlamli duzeyde bir fark bulunmamistir. Arastirma bulgulari ilgili literatur dogrultusunda tartisilarak ve onerilerde bulunulmustur. Anahtar Kelimeler: Yilmazlik, tukenmislik, pedagojik formasyon programi

Development of Anger Regulation Scale for Adolescents (ARS-A): validity and reliability studies -

Development of Anger Regulation Scale for Adolescents (ARS-A): validity and reliability studies Objective: The purpose of this study is to develop an Anger Regulation Scale for Adolescents (ARS-A), and investigate its validity, and reliability for Turkish adolescents. Method: The participants were 630 secondary school students from 6th to 8th grade. Data were collected from four different sample groups attending the school. Exploratory factor analysis and confirmatory factor analysis for ARS-A were employed to examine validity of the scale. In order to check the criterion-related validity of ARS-A, the State-Trait Anger Expression Inventory was used. Convergent and differential reliability of the scale was examined, and parallel analysis was performed to determine number of factors of the scale. To test the reliability of the scale, Composite reliability, Cronbach’s alpha coefficient, item-total correlation values and test-retest values were computed. Results: Exploratory factor analysis yielded a three factor solution explaining 50.17% of variance. Moreover, confirmatory factor analysis performed with 18 items of ARS-A supported the three-factor solution and the model had good fit values. Cronbach’s alpha values indicating internal dysfunctional anger regulation subdimensions, were determined as 0.77 and as 0.78 for functional anger regulation and 0.76 for externaldysfunctional anger regulation subdimensions. The scale was applied to 97 students with two weeks’ interval, and test-retest reliability values were determined as r=0.74 for internal dysfunctional anger regulation, r=0.62 for both external dysfunctional anger regulation and functional anger regulation subdimensions. Conclusion: The present study indicates that the Anger Regulation Scale for Adolescents (ARS-A) is a valid and reliable instrument to asses anger regulation strategies in Turkish adolescents.