Serhat Arslan

Başarı Yönelimleri ile Kararlılık Arasındaki İlişkiler

The present study aims to investigate the associations of achievement goal orientations with grit. Participants were 509 university students who completed The 2X2 Achievement Goal Orientations Scale and Grit Scale. This relationship was investigated using correlation and multiple regression analysis. According to results learning-approach goal orientations positively related to grit. In contrary, learning-avoidance and performance-approach/avoidance goal orientations related negatively to grit. Students who adopt learning-approach goal orientation are more likely to have higher level of grit.

Turkish Version of the Career Adapt-Abilities Scale (CAAS): The Validity and Reliability Study

The aim of this research is to examine the validity and reliability of the Turkish version of the Career Adapt Abilities Scale (CAAS; Savickas and Porfeli, Vocat Behav 80:661–673, 2012). The sample of this study consisted of 320 (146 female and 174 male) teachers. The results of confirmatory factor analysis demonstrated that the 24 items loaded on four factors and the four-dimensional model was well fit (x 2 = 504.48, df = 240 p = .00, RMSEA = .059, NNFI = .92, CFI = .93, IFI = .93, and SRMR = .049). The internal consistency coefficients were.82, .84, .86, and .85 for four subscales respectively, was .93 for the overall scale. The corrected item-total correlations of CAA ranged from .42 to .67. The t-test results differences between each item’s means of upper 27 % and lower 27 % points were significant. Overall findings demonstrated that this scale is a valid and reliable instrument for assessing the career adapts abilities. CAAS can be utilized in various areas like workforce management, social policies and leadership research.

STUDENT ACADEMIC SUPPORT AS A PREDICTOR OF LIFE SATISFACTION IN UNIVERSITY STUDENTS

The purpose of this study is to examine the relationship between Academic Support and Life Satisfaction. Participants were 458 university students who voluntarily filled out a package of self-report instruments. Student Academic Support Scale and Satisfaction with Life Scale were used as measures. The relationships between student academic support and life satisfaction were examined using correlation analysis and stepwise regression analysis. Life satisfaction was predicted positively by informational support, esteem support, motivational support, and venting support. The results were discussed with respect to the related literature. Academic support has been shown to be an important variable for understanding life satisfaction and well-being.

High school students’ educational and career interest (science–technology–mathematics) and career adaptabilities

Career interest is an educational construct that consists of the resources an individual uses to respond to tasks and challenges of vocational development. The purpose of this research was investigated whether high school students’ career interest scores differ depending on gender and grade level, and whether there is a significant relationship between students’ career interests and career adaptabilities. The Educational and Career Interest Scale and the Career Adaptabilities Scale were used as the data collection tools in this study. The participants were 702 high school students (357 female, 345 male) who attended high schools in Sakarya. The research data were analyzed with a t-test, ANOVA, the Pearson Moment Correlation, and multiple regressions. The results showed that there is no significant difference between the gender of high school students and their educational and career interest scores. It was observed that there is a statistically significant difference between students’ grade level and educational and career interest scores. Furthermore, it was indicated in this study that there is a positive and significant relationship between students’ educational and career interest scores and their career adaptabilities scores.

The Turkish Version of the Career Futures Inventory-Revised: The Validity and Reliability Study

The aim of this research is to examine the validity and reliability of the Turkish version of the Career Futures Inventory–Revised (CFI-R; Rottinghaus et al. J Career Assessment 20:123–139, 2012). Participants were 346 (189 female and 157 male) teachers who were employed in different schools in Istanbul and Sakarya. The results of confirmatory factor analysis indicated that five-dimensional Career Futures Inventory model (career agency, negative career outlook, occupational outlook, support, and work-life balance) was well fit (x 2 = 800.01, df = 335, p = 0.00, RMSEA = .049, NFI = .88, NNFI = .92, CFI = .92, IFI = .93, RFI = .86, GFI = .91, AGFI = .89, and SRMR = .048). The internal consistency coefficients of five subscales were .57, .81, .70, .88, and .83, respectively. The corrected item-total correlations of CFI-R ranged from .36 to .82. Overall findings demonstrated that this scale had high validity and reliability scores and that it may be used as a valid and reliable instrument in order to understand current attitudes toward a variety of career transitions. Nevertheless, further studies that will use CFI-R are important for its measurement force.