Meral

Assist. Prof.

Fatma Zeynep

Res. Assist.

Shame and guilt are self-conscious (Tangney &amp; Dearing, 2002), or otherwise conceptualized, moral emotions (Haidt, Rozin, Lowery, &amp; Imada, 1999; Menesini &amp; Camodeca, 2008; Öztürk, 2005). The emergence of these emotions ensures the regulation of inappropriate behaviors and compliance with social norms (Bafunno &amp; Camoca, 2013; Haidt, 2003). While shame decreases self-worth and inactivates the self (Hoffman, 1982; Lewis, 1987; Tangney, 1995), guilt leads to self-activation and motivation to repair the inappropriate behavior (Lewis, 1987).Parents play an important role in the emergence and expression of these emotions (Kochanska, Forman, Aksan, &amp; Dunbar, 2005; Parisette-Sparks, Bufferd, &amp; Klein, 2015; Sheikh &amp; Janoff-Bulman, 2010a). Guilt is negatively correlated with parental attitudes with less harshness and forgiveness (Harrison, 2012; Stuewig &amp; McCloskey, 2005), but it is positively correlated with accepting and positive parental attitudes (Choi &amp; Jo, 2011; İnan, 2016; Mintz, Etengoff, &amp; Grysman, 2017; Ruckstaetter, Sells, Newmeyer, &amp; Zink, 2017).The democratic parental attitude is distinguished by how parents guide the child when the child behaves in an inappropriate way, without losing the parental control (Baumrind, 1966; Maccoby &amp; Martin, 1983). However, in the authoritarian parental attitude, unconditional obedience of the child is expected (Baumrind, 1971); the child is punished, subjected to severe control, and the child’s thoughts are not taken into consideration (Baumrind, 1966, 1971; Maccoby &amp; Martin, 1983; Schaefer &amp; Bell, 1959).Since the development of insecure attachment in childhood leads to feelings of rejection and insufficiency (Malatesta-Magai &amp; Dorval, 1992), shame can be assumed to be negatively related with secure attachment to the parents. Contrarily, it can be assumed that guilt will be reduced in insecure children to maintain social relationships. Consequently, this research assumes that the attitudes of parents to an immoral act by the child (lying to the parents) will affect the feelings of shame and guilt.&nbsp;Method The authoritarian and democratic parental attitudes were manipulated through vignettes. Vignettes were prepared in which either authoritarian parental attitudes (high demand, low acceptance, involving punishment and closed communication) or democratic parental attitudes (high demand, high acceptance, warm, open communication) were described. Shame and guilt were measured in a scenario-based manner. In addition, the impact of attachment to the parents on emotions has been examined. Two quasiexperimental studies have been carried out for this purpose. A total of 143 primary school students, 72 in the first study (41 females, 31 males; Mage= 13.01, SD = .49), and 71 in the second study (37 females, 34 males; Mage= 13.67, SD = .50) participated in two studies.&nbsp;&nbsp;Results In the first study, attachments to the parents were obtained before the manipulation, and included in the MANCOVA as a covariant variable. According to results, attachment to mother had a significant main effect on shame, F(1, 56) = 8.24, p = .006, ɳ2 = .128; λ = .868, F(2, 55) = 4.18, p = .02. However, not any significant manipulation effect of authoritarian/ democratic parent attitude was observed. Therefore, attachments to the parents were measured after the manipulation to eradicate its priming effect in the second study. The results of the second study revealed that both insecure attachments to the mother and to the father have significant moderation effects on shame. However, according to bootstrapping of 5000 samples, only moderation effect of insecure attachment to the father is significant, B = -.07, BootSE = .03, 95% CI: [-.12, -.01]. That is, adolescence who are insecurely attached to their fathers reported more shame, when parents have democratic attitudes toward the adolescent in the vignette. A high positive correlation between guilt and shame was observed in both studies (r(70) = .70, p = .01, r(69)= .80, p = .01, respectively).DiscussionA high positive correlation between guilt and shame which was observed in both studies is consistent with other studies (Akbağ &amp; Erden-Imamoglu, 2010; Dost &amp; Yağmurlu,&nbsp;2006; Kugler &amp; Jones, 1992; Murray, Ciarrocchi, &amp; Murray-Swank, 2007; also see Zhu et al., 2017). Fathers play an important role in the development and the expression of guilt and shame (Parisette-Sparks et al., 2015). Considering the absence of fathers in the family in Turkey (Boratav, Fişek, &amp; Eslen-Ziya, 2017; Kandiyoti, 1997) promoting the development of father-child relationship gains its significance. There is a limited research on the relationship between attachment and shame/guilt in Turkey. The effect of parental attitude on shame and guilt was studied for the first time through a quasi-experimental method by this research. Measurement of emotions on a scenario-based manner in Turkish culture can be counted as another contribution of the research. The findings may serve as a guideline for future research in this area. However, the research has some limitations. One of these is the lack of a control group, although it has an experimental manipulation (therefore, a quasi experimental research). Moreover, although shame and guilt were measured directly via self-report scales, it could be assessed by subtle ways, for e.g., via physicological and psychological indicators.

Otoriter veya Demokratik Ebeveyn Tutumunun ve Ebeveyne Bağlanma Biçiminin Suçluluk ve Utanç Duygularına Etkisinin Yarı-Deneysel Yöntemle İncelenmesi

Neslihan

Hatice Şeyma

In daily life, there are times when most people say that they liked a meal in order not to hurt the feelings of the person who served them, even if they did not really like it. In such cases, these lies should be regarded as a prosocial lie (white lie). To tell a successful lie, children have to be able to prevent the right information, produce false information, and remember the components of these lies. Thus, two components of executive functioning, working memory and inhibitory control, are associated with white-lie-telling (Gombos, 2006). In addition, cognitive flexibility may be directly related to the lie behavior because all lie-tellers need to be able to relocate cognitively between the reality and the lies they propose (Talwar, Crossman, &amp; Wyman, 2017).The current study examined children’s theory of mind (ToM) and executive function (EF) in relation to prosocial lying among children 54–66 months. It is thought that the child who can understand the mental state of the other person can use this skill to manipulate someone else’s mental state. On the other hand, it is thought that the child should have acquired the skills of mental transition (cognitive flexibility), intellectual retention (working memory), and correct information suppression (inhibitory control) between true and false information in order to be able to tell a prosocial lie. For these reasons, children with better developed executive functioning skills and theory of mind understanding will be more likely to tell a white lie.&nbsp;MethodParticipants The sample of the study was consisted of 94 children at 54 - 66 months (42 girls, 54 boys) from five preschools in Istanbul. The mean age of children was 60.88 (SS = 3.07).Measures Good and Bad Drawing Task. For the measurement of children’s white lie telling behavior good and bad drawing task (modified version) was used (Warneken &amp; Orlins, 2015). The lowest point and the highest point of good and bad drawing task were 0 and 1 respectively.&nbsp;The Dimensional Change Card Sort (DCCS). This task which is thought to measure the transition ability (cognitive flexibility) from one rule to another (Yıldız &amp; Akbaş, 2017) is developed by Frye, Zelazo, and Palfai (1995). The lowest point and highest of DCCS were calculated as 0 and 6 respectively.Day and Night Strooplike Test. This test has been developed by Gerstadt, Hong and Diamond (1994) in order to measure children’s inhibitory control and working memory. The lowest point and highest of the test were calculated as 0 and 16 respectively.Theory of Mind (ToM). For the measurement of ToM; Appearance-Reality task, Unexpected Content Task and Change of Location Task were used. The lowest point and the highest point of ToM were 0 and 7 respectively.&nbsp;&nbsp;Disappointing Gift Paradigm. Another pro-social lie telling was observed using a disappointing gift paradigm which was developed Saarni (1984). The lowest point and the highest point of the task were 0 and 1 respectively.ProcedureParticipants were tested in one session. In the session “good and bad drawing, DCSS, ToM tasks, Strooplike test and disappointing gift paradigm” were applied respectively.&nbsp;Results The bivariate correlation results showed that there was only significant relationships with Strooplike and disappointing gift paradigm’s swap condition (r(94) = -.20, p &lt; .05). When analysed using a linear regression dissappointing gift paradigm’s swap condition as&nbsp;the predicted variable, Strooplike was only significant predictor (R2 = .04, F(1, 94) = 4.00, p &lt; .05). When age was controlled young children’s (4.5-5 age) Strooplike scores predicted prosocial lie telling in good and bad drawing task (R2 = .14, F(1,30) = 5.20, p &lt; .05). In additon, older children’s (5-5.5 age) lie telling behaviour changed from experimenter (χ2 (1) = 17.75, p &lt; .001). Among participants, 52.1% of children in the good and bad drawing task, 2.1% of children in the disappointing gift paradigm and 51% of children in the disappointing gift paradigm’s swap condition told prosocial-lie.Discussion&nbsp;In this study, a negative relationship was found between the inhibitory control and the swap condition of the disappointing gift paradigm. While there is a link between pro-social lie behavior and cognitive skills in young children, there is no link between white lie and cognitive skills in older children. However because of the older children’s lie telling behaviour changed from experimenter it is thought that motivational factors are effective in white-lie telling. In this study, first order ToM skills were measured instead of secondary ToM which were thought to have been acquired at 6 years of age (Perner, &amp; Howes, 1992), because the sample was composed of children aged 4.5-5.5 years. However, there was no significant relationship between pro-social lie behavior and primary ToM. From these findings, it can be assumed that there are other predictive factors for children’s pro-social lying behavior at below 6 years of age, instead of ToM.

54-66 Aylık Çocuklarda Olumlu Sosyal Yalan Davranışı ile Zihin Kuramı ve Yönetici İşlevlerin Bağlantıları

Elif

Ezgi

Merve

Sümeyye

Busenur

It has been stated that the representation of memories acquired in adulthood are more stable, while memories acquired during early childhood are more vulnerable to being forgotten. This inability by adults to recollect early experiences is called “childhood amnesia” (Campbell &amp; Campbell, 1962; Hayne &amp; Jack, 2011). The border of childhood amnesia is considered a marker of the development of autobiographical memory. Studies suggest that adults’ first memories generally belong to the first 2–8 years of life, with a mean of 3.5 years (Bauer, 2015; Tustin &amp; Hayne, 2010). Women generally report first memories belonging to earlier years of life compared to men (Howe &amp; Courage, 1993; Mullen, 1994). The age of first childhood memory can differ according to the type and features of the experienced event, such as the importance of the event and its emotional valence (Howe &amp; Courage, 1993; Kihlstrom &amp; Harackiewicz, 1982). Moreover, early childhood experiences and interactions between children and their parents can also relate to childhood amnesia (Nelson &amp; Fivush, 2004). In this study, our goal is (1) to determine the age of first childhood memory; (2) to investigate the features related to that memory (e.g., emotional intensity, integrity, clarity); and (3) to detect the predictive effects of gender, features of memory, attachment styles, and childhood traumatic events at the age of first childhood memory.&nbsp;Method The sample consisted of 137 university students (82 women and 55 men) whose ages ranged between 18 and 30 years (M = 21.31, SD = 1.94). Participants were asked to write down&nbsp;their first childhood memory and guess their approximate age at the time of that memory. They also filled out a questionnaire that asked them about the features related to their first memory, including clarity, emotional intensity, and integrity. Participants answered further questions that aimed to assess their attachment styles and early traumatic experiences.&nbsp;Results Our findings indicate that the age of first childhood memory ranged between 24 and 95 months, with a mean of 52.44 months (SD = 16.77). Women’s first memories belonged to an earlier period of life (M = 47.06, SD = 14.54) as compared to men (M = 60.47, SD = 16.80), t(135) = −4.970, p &lt; .001, d = .86. While participants who experienced domestic traumatic events such as divorce and separation had more earlier childhood memories than participants who did not experience any traumatic events in childhood (t(39.79) = −2.447, p = .02, d = .76), none of the features of the first childhood memory were significantly related to the child’s age at the time of that memory (p &gt; .05). Finally, our regression analysis revealed gender (B = −8.495, SH = 3.215) and presence of relationship-related early traumatic events (B = −12.214, SH = 2.679) as significant predictors of the age of the earliest memory (R2 = .18, F (2,134) = 16.391, p &lt; .001).&nbsp;DiscussionConsistent with earlier studies suggesting that adults cannot usually recollect events that occurred before the age of 2–3 years old (Eacott &amp; Crawley, 1998; Usher &amp; Neisser, 1993), we found that the age of first childhood memory ranged between 2 and 8 years of age. However, our result showed a higher mean of childhood memory than in previous reports. This could be associated with the fact that most previous studies included participants from Western cultures. For instance, Wang, Conway, and Hou (2004) suggested that the age of first childhood memory is 6 months earlier among American participants as compared to Chinese participants. We also found that the age of childhood memory differed with regard to gender. Socialization processes that affect men and women differently during childhood might be responsible for this difference. In addition to gender, traumatic childhood experiences, especially events related to parents’ divorce or separation were related to having first memories at an earlier point of life. Early traumatic experiences that might contribute to the development of psychiatric problems could enhance amygdala-mediated memory encoding. Thus, focusing on the relationship between childhood amnesia and early traumatic events may be important for the field of psychopathology. In conclusion, our findings suggest that there could be a critical period for the formation of autobiographical memory, and that culture and early childhood experiences may affect this time period.&nbsp;

Çocukluk Çağı Amnezisi: Hatırlanan İlk Çocukluk Anısı Yaşı ile İlişkili Faktörler

Yasemin

Sema

Assoc. Prof.

In past years, bilingualism has been claimed to have negative effects on cognitive functions (Hakuta, 1986). However, recent findings indicate that bilingualism has a systematic, meaningful, and positive influence on many cognitive functions (Bialystok, 1999; Calero-Breckheimer &amp; Göetz, 1993). Cognitive flexibility is a cognitive ability which bilinguals show more than monolinguals. In one study, Bialystok (1999) stated that the advantage of bilingualism in cognitive flexibility tasks is related to the ability of inhibition of attention. Previous studies that examined the relationship between bilingualism and cognitive flexibility have not addressed the role of metacognitive judgments. Based on this gap in the literature, the goal of this study is to examine whether the accuracy of metacognitive judgments have a moderator role in the relationship between being bilingual or monolingual and cognitive flexibility.&nbsp;Method In this research, participants were 75 bilingual and 75 monolinguals aged 45-77 months. Accuracy of Judgments of Learning (JOL) was measured through a setting prepared by the researcher. Cognitive flexibility was evaluated by DCCS Task (Zelazo, 2006). Turkish receptive language abilities were evaluated through TIFALDI-AD (Kazak Berument &amp; Gül Güven, 2010).&nbsp;Also, the Peabody Picture Vocabulary Test translated into Armenian was administered to bilinguals for evaluating their Armenian receptive language abilities.&nbsp;ResultsBilinguals and monolinguals differed significantly in terms of their cognitive flexibility levels and accuracy of JOL; that is, each bilingual group displayed superior performance in their cognitive flexibility and accuracy of JOL when compared to monolinguals. A multiple hierarchical regression was applied to investigate the moderator role of JOL in terms of what effects being bilingual or monolingual have on cognitive flexibility. Findings indicate that accuracy of JOL has a moderate effect on the relationship between cognitive flexibility level and whether one is bilingual or monolingual (p &lt; .01). When the moderator role of the accuracy of JOL in the relationship between the first stage scores of cognitive flexibility level and being bilingual or monolingual was examined, it was observed that the participants of the bilingual group with a low accuracy of JOL had a higher cognitive flexibility compared to the monolingual group (simple slope = .482, t = 4.400, p &lt; .001), whereas there was no significant difference in cognitive flexibility level between the bilingual group with a higher accuracy of JOL and the monolingual group (simple slope = .002, t = .018, p &gt; .05). When the moderator role of the accuracy of JOL in the relationship between the second stage scores of cognitive flexibility level and being bilingual or monolingual was examined, it was observed that cognitive flexibility level of the bilinguals was higher when compared to monolinguals in both groups with a higher accuracy of JOL (simple slope = .254, t = 2.045, p &lt; .05) and a lower accuracy of JOL (simple slope = .608, t = 5.404, p &lt; .001).&nbsp;DiscussionResults show that bilinguals perform better than monolinguals in terms of their cognitive flexibility skills. This finding is consistent with the existing literature. In previous research, it has been found that bilinguals perform better than monolinguals in tasks that require cognitive flexibility (Bialystok, 1999; Bialystok &amp; Martin, 2004). In the current study, both language levels of bilingual children were assessed. Cognitive flexibility of bilinguals was also compared in terms of their linguistic abilities, and it was seen that their levels in two languages did not lead to a differentiation in terms of cognitive flexibility skills. In Turkey, where there are many bilingual communities, there is little research on this subject, so it is thought that such a review will contribute even if it is at a descriptive level. On the other hand, we did not find a study examining whether cognitive flexibility differentiated between bilingual and monolingual groups in Turkey. Findings indicate that accuracy of&nbsp;JOL has a moderate effect on the relationship between cognitive flexibility level and whether one is bilingual or monolingual. It was observed that the participants of the bilingual group with a low accuracy of JOL had higher cognitive flexibility compared to the monolingual group, whereas there was no significant difference in cognitive flexibility level between the bilingual group with a higher accuracy of JOL and the monolingual group. However, in both groups with higher and lower accuracy of JOL, it was observed that the cognitive flexibility level of the bilinguals was higher than for monolinguals. That the accuracy of JOL has a moderate role in the relationship between cognitive flexibility and being bilingual or monolingual is a new finding in the literature. While results showed that judgments of learning have a moderate role in both stages of cognitive flexibility measurement, it has been observed that, as the representative requirements of the cognitive flexibility task increase, bilinguals performed better than monolinguals in the groups where the accuracy of metacognitive judgments are both high and low. Considering the findings of the present research in light of representational abilities (Kloo &amp; Perner, 2003; Perner, Stummer, Sprung, &amp; Doherty, 2002), it may be interpreted that monolinguals stick to the first rule in cognitive flexibility tasks because they fail to understand that there may be different representations of objects on the cards.

Bilişsel Esneklik, İki Dillilik ve Üstbilişsel Kararlar Arasındaki Bağlantılar

Burak

Our perception of time has an important influence on our daily practices and understanding of the outer world. Thus, time as a concept has attracted the attention of philosophers, thinkers, and psychologists. Once time was conceptualized as a subjective experience shaped by human perception and cognition, psychologists started to investigate time as an integral part of human experience.Psychologists heavily focused on the term “time perspective” which is formulated as individual differences in the focus on past, present, or future (Zimbardo &amp; Boyd, 1999). Numerous studies from different fields established relations between time perspective and various psychological outcome variables (e.g., Papastamatelou, Unger, Giotakos, &amp; Athanasiodu, 2015; Przepiorka &amp; Blachnio, 2016). Based on the historical perspective emphasizing the importance of future time perspective over past and present (Heidegger, 1992), research on this field heavily devoted to future time perspective. As future perspective by nature includes uncertainty and ambiguity, its effects on us is much more complex and controversial (Holman &amp; Silver, 2005).Research on time perspective accelerated as Zimbardo introduced the time perspective approach and developed the Time Perspective Inventory (TPI; Zimbardo &amp; Boyd, 1999). This perspective also uses three different time perspectives: the past, present, and future.&nbsp;&nbsp;Additionally from the scale measuring those three dimensions, there are also five subscales: positive and negative past, positive and negative present, and future.Findings on the effects of future time perspective, in general, yielded that holding a predominantly future time perspective is significantly related to various positive outcomes (e.g., Guarino, De Pascalis, &amp; Di Chiacchio, 1999; Luyckx, Lens, Smits, &amp; Goossens, 2010). In addition to the findings between future time perspective and positive psychological outcomes, some other research revealed weak or nonsignificant relationships (e.g., Mahon &amp; Yarcheski, 1994). Moreover, other research revealed that focusing on the future time perspective is associated with negative outcomes. For instance, future time perspective was predictive of future worries that leads to less enjoyment in the present (Lens &amp; Tsuzuki, 2007). Furthermore, future time perspective was also related with higher stress levels (Otrar, Eksi, Dilmac, &amp; Sikin, 2002) and higher levels of depressive symptoms in war survivors (Basoğlu et al., 2005).Mixed findings on the effects of future time perspective might arise from measurement problem. Several tools have been developed to measure future time perspective, such as the Zimbardo Time Perspective Inventory (Zimbardo &amp; Boyd, 1999), the Balanced Time Perspective Scale (BTPS; Webster, 2011), and the Attitudes Towards Future Scale (ATFS; Güler, 2004). In addition to the measurement problem, mixed findings might be the result of different conceptualizations behind those measurement tools. For instance, the ZTPIFuture is a unidimensional construct that ignores the positive and negative components of focusing on the future. Thus, the aim of the study is to shed some light on the measurement issue of future time perspective. For this aim, three different future time perspective measures were used together for the first time. By doing so, we were able to compare the commonly used ZTPI-Future scale against a similar unidimensional measure of future time perspective (i.e., BTPS-Future) and a multidimensional measure (i.e., ATFS), which includes positive, planful, and fearful future perspective subscales. Besides the measurement problem, mixed results might arise from different conceptualizations of future time perspective as positive-negative and cognitive-emotional. Thus, we also aim to explore if different measures tap into the distinct components of multidimensional future time perspective.MethodsFor this aim, 311 participants with an age range between 18 and 74 (M = 31.43, SD = 15.20) participated in the study. Correlation between different future time perspective measures was calculated to assess the relationship between them. Then, a second-order&nbsp;factor analysis was conducted on the participants’ future time perspective scores to explore whether they can be clustered together.&nbsp;Results Results of correlation analysis revealed that ZTPS-Future scale was weakly but significantly correlated with positive future subscale (r(309) = .13, p &lt; .05) and BTPS-Future scale (r(309) = .18, p &lt; .001), while it was moderately correlated with planful future subscale (r(309) = .47, p &lt; .001). Second-order principal component analysis using Promax rotation provided two-factor solution based on the eigenvalues (eigenvalues = 2.408 and 1.761). Accordingly, the first factor consisted of a positive future, fearful future subscales, and BTPSFuture scale. Altogether, subscales loaded on the first factor tap emotional component of future time perspective. Besides, the second factor consisted of ZTPS-Future and planful future subscale which can be named as a cognitive component of future time perspective.Discussion Overall, the results of the current study indicated that future time perspective is a multidimensional construct. Some researchers have criticized for the ZTPS-Future scale since it ignores positive and negative future perspectives (Carelli, Wiberg, &amp; Wiberg, 2011). Besides being double-barreled in terms of positivity and negativity, results of the current study indicated that future time perspective is perceived in cognitive and emotional terms which might have distinct effects on behavior. Accordingly, ZTPS-Future seems to tap the cognitive component of future time perspective similar to Webster’s (2011) critics on the issue. Furthermore, BTPS-Future scale seems to tap the emotional component of future time perspective. Thus, future studies should consider different dimensions of future time perspective.

Gelecek Zaman Perspektifi Ölçüm ve Kavramsallaştırmalarına Yeni Bir Bakış

Osman

F. Hülya

Prof.

Rational emotive behavior therapy (REBT), developed by Albert Ellis (Ellis, 1957), is a humanistic and cognitive behavioral approach (Turner, 2016). According to REBT, the reasons for emotional and behavioral problems are irrational beliefs. Irrational beliefs are illogical, extreme, and rigid (Dryden &amp; Branch, 2008; DiGiuseppe, Doyle, Dryden, &amp; Backx, 2014). REBT, which has been applied for many years for psychological problems of individuals, has recently become widespread in applied sports psychology (Turner, Slater, Dixon, &amp; Miller, 2018). Research shows that irrational beliefs can be associated with performance and psychological skills (Cunningham &amp; Turner, 2016; Deen, Turner, &amp; Wong, 2017; Wood, Barker, &amp; Turner, 2017). One of the most important steps of studies on irrational beliefs is to measure the irrational beliefs of athletes. In this phase, semistructured interviews and quantitative measurement tools can be used (Turner &amp; Barker, 2014). The Irrational Performance Belief Inventory-2 was developed to measure irrational beliefs about performance of athletes. The purpose of this study is to test the reliability and validity of the Turkish version of the Irrational Performance Belief Inventory-2 (iPBI-2) for athletes .Method One hundered ninty six male (Mage= 23.73, SSage = 6.81) and 107 female (Mage= 21.49, SSage = 3.46), totally 303 athletes (Mage= 22.94, SSage = 5.94) voluntarily participated in this study. The iPBI-2 (Turner &amp; Allen, 2018) is the short form of the 28-item Irrational Performance Belief Inventory which was developed by Turner et al. (2016). The iPBI-2 is a five point Likerttype scale and includes 20 items. The iPBI-2 assess the irrational beliefs of athletes on four subscales -Demandingness, Awfulizing, Low Frustration Tolerance, Depreciation-. High scores on the scale mean high irrational performance beliefs. Item analysis was performed to determine the discriminatory properties of the scale items. In this context, mean, standard deviation and corrected item total correlation coefficient of each item were examined. Confirmatory factor analysis and convergent validity were used to test the construct validity. Pearson correlation analysis was used to test the convergent validity. The χ2 (Chi-square for goodness of fit), RMSEA (Root Mean Square Error of Approximation), RMR (Root Mean Square Residual), CFI (Comparative Fit Index), GFI (Goodness of Fit Index) were examined in this study as fit indexes. The criteria suggested by Byrne (2010), Kline (2011) and Hu and Bentler (1999) as model fit criteria were used. The Sports Anxiety Scale-2, The Irrational Belief Scale Short Form and the Sport Multidimensional Perfectionism Scale were administered to test the convergent validity of the iPBI-2. In addition, internal reliability coefficients (Cronbach Alpha) were computed for each subscale.Results The mean values of scale items ranged between 2.46 and 3.41. The corrected item total correlation coefficients ranged between .39 and .57. The confirmatory factor analysis revealed that the results of the construct validity of the Turkish scale were consistent with the original four-factor structure (Demandingness, Awfulizing, Low Frustration Tolerance, Depreciation) of the iPBI-2 (χ2 /df= 2.36, GFI = .89, CFI = .92, RMR = .06, RMSEA = .07). For the scale, standardized factor loadings were between .64 and .80 for all the scale. Pearson correlation analyses revealed significant and positive relationships between Demandingness, Awfulizing, Low Frustration Tolerance and Depreciation subscales and sport anxiety, irrational belief and sport perfectionism (rs = .24 - .51, p &lt; .01). The internal consistency of the total scale was .88, and of the subscales ranged between .83 (Demandingness subscale) and .86 (Low Frustration Tolerance and Depreciation subscales).DiscussionThe confirmatory factor analysis revealed that the scale has acceptable fit (Byrne, 2010; Hu &amp; Bentler, 1999; Kline, 2011). This finding is similar to the findings of the original form (Turnet et al., 2016) and of the short form (Turner &amp; Allen, 2018) of the scale. The correlation coefficient between sport anxiety, sport perfectionism and irrational beliefs were investiagted for the construct validity of scale. The Pearson correlation analysis revealed significant and positive correlations between irrational performance beliefs and anxiety, irrational belief and perfectionism which provided support for the construct validity of the scale. The internal consistency coefficients of the scale factors and the total score indicate that the scale were highly reliable (Field, 2009). These finding are consistent with the ones of the original form of the scale (Turner &amp; Allen, 2018). The corrected item total correlation coefficient of the scale indicates that the items of the scale are distinctive (Büyüköztürk, 2012).To sum up, it can be concluded that the four-factor model of the iPBI-2 is appropriate for measuring irrational beliefs about performance of the Turkish athletes. It is the first measurement tool to measure the irrational beliefs of athletes about their performance. The adaptation of the scale will contribute to conducting further studies on irrational performance beliefs. Further studies sould investigate the irrational beliefs of athletes from different age and sport groups. Beside, irrational beliefs of diffferent performance-oriented situations such as academia, business, military can be examined. In addition, the psychometric proporties of the scale should be investigated via different methods such as Rash analysis (Andrich, 1988), Multi-trait Multi-method (MTMM; Campbell &amp; Fiske, 1959), Item Response Theory (Hambleton &amp; Swaminathan, 1985).

Akıldışı Performans İnançları Envanteri–2’nin Psikometrik Özelliklerinin Sınanması

Aysun

Engin

Intensive technology use and its innovation-oriented structure have created a revolutionary transformation in business communications. As the business environment evolves from a physical to a virtual context, cyberbullying has grown (Vranjes, Baillien, Vandebosch, Erreygers, &amp; De Witte, 2017). On one hand, cyberbullying has been simply described as a form of bullying behavior in a cyber environment (Campbell, 2005). On the other hand, cyberbullying in the workplace has been perceived as a psychosocial threat arising from the cyber world (Jon-Chao, Chien-Hou, Ming-Yueh, Ru-Ping, &amp; Yi-Ling, 2014). The negative effects of workplace bullying on the individual are also similar to cyberbullying, being as a new form of bullying (Privitera &amp; Campbell, 2009). In recent years, there has been an increased awareness on cyberbullying. Reflecting the concerns of parents, the media, and society, much of the research has focused on cyberbullying between children and adolescents while workplace cyberbullying has not been sufficiently addressed (Coyne et al., 2017; West et al., 2014). In order to better understand and conceptualize workplace cyberbullying, it is believed that more research is needed in this developing field. In this context, this study reviews the literature related to the Workplace Cyberbullying Measure developed by Farley, Coyne, Axtell, and Sprigg (2016). Then, cyberbullying in the workplace has been measured with the Turkish adaptation of this measure by testing its psychometric properties.Method In this study, it is aimed to examine the validity and reliability of the Workplace Cyberbullying Measure (WCM) developed by Farley et al. (2016), which is thought as a short,&nbsp;easy-to-understand and easy-to-use scale. It is also intended to bring this measurement tool into the national literature by conducting its Turkish adaptation. In the translation of the Workplace Cyberbullying Measure, the method proposed by Brislin, Lonner, and Thorndike (1973) and accepted in the literature, was carried out and final shape of the scale in Turkish language which is ready to apply for researches was composed. The study was carried out by two samples in the banking sector in Kastamonu province determined by taking the data of the Banks Association of Turkey into consideration. In the data gathering process, emotional exhaustion scale and job satisfaction scale were also used with Workplace Cyberbullying Measure. In the content validity of the scale, opinions of experts in the field were taken. Structural validity studies of the scale were conducted with two samples and reliability analysis (in terms of internal consistency analysis) was performed for both of the samples. In order to evaluate the validity and reliability of the Workplace Cyberbullying Measure, item analysis and exploratory factor analysis were performed for the data taken from the first sample while confirmatory factor analysis and correlation analysis (with emotional exhaustion scale and job satisfaction scale) were performed for the data taken from the second sample.ResultsThe first sample consists of 322 employees. With the data obtained from this group, item analysis, exploratory factor analysis and internal consistency analysis were conducted respectively. According to the findings of item analysis, the consistency of the items of the scale were determined. Due to findings of exploratory factor analysis it was determined that the scale had a two-factor structure as if in the original. Internal consistency analysis indicated that Cronbach’s Alpha value of the scale (.88) was above the acceptability limit. The second sample consists of 278 employees. With the data obtained from this group, confirmatory factor analysis, internal consistency analysis and correlation analysis (with emotional exhaustion scale and job satisfaction scale) were conducted respectively. According to the findings of confirmatory factor analysis, it can be seen that the two-factor structure of the scale consisting of work-related cyberbullying and person-related cyberbullying was both confirmed as found in the findings of exploratory factor analysis conducted in the first sample and as in the original of the scale. Once again, internal consistency analysis indicated that Cronbach’s Alpha value of the scale (.89) and its factors (.88 for work-related cyberbullying; .90 for person-related cyberbullying) were above the acceptability limit. Findings of correlation analysis (with emotional exhaustion scale and job satisfaction scale) demonstrated that there was a significant and positive relationship between emotional exhaustion and workplace cyberbullying and its factors. Furthermore,&nbsp;there was a significant and negative relationship between job satisfaction and workplace cyberbullying, and its factors. Findings obtained from all these analyses can be evaluated as evidence for validity and reliability of the Workplace Cyberbullying Measure.DiscussionAccording to the results of the analyses related to validity and reliability, it is evaluated that the Turkish form of Workplace Cyberbullying Measure, which overlaps with the original scale and has a two-factor confirmed structure, can be used as a valid and reliable measurement tool for measuring the cyberbullying experiences of employees in the workplace. It should also be noted that the findings of this study are limited to the data obtained from the participants. This study has been carried out with employees in banking sector because of the fact that they are using information and communication technologies intensively. Moreover, future researches which will be conducted with different samples will strengthen the findings of this study related to validity and reliability of the scale. All things considered, the scale examined in this study will contribute as a meaningful tool for future researches in national literature related to workplace cyberbullying problem.

İşyerinde Siber Zorbalık Ölçeği’nin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Sınama Çalışması

Sinem

Mehmet

Sonia

This review aims to introduce shame and guilt in an extensive manner and emphasize their importance in the scope of cognitive psychology. For this purpose, these emotions are detailed from different perspectives. These emotions appear as a reaction when people believe that they violate a rule settled by others. Thus, shame and guilt are social emotions because they are felt against someone else living together in society (Gilbert, 2003). These emotions also affect cognitive functions, such as perspective taking, decision making, and problem solving abilities. Although their effects on behavior and cognitive structures have been studied in clinical and developmental fields of psychology, they have not attracted the same attention in cognitive psychology. However, to explain the reflections they have on observable behaviors, their relation to cognition must be clarified.&nbsp;Fundemental properties cause shame and guilt to differ from basic emotions. Basic emotions emerge as a reflex in the first year of life, whereas shame and guilt require selfconcept development as a precondition to appear. Accordingly, late development of these emotions is described in terms of their functions in social life and their connection to culture. At this point, self-dependent nature and social characteristics of them may define shame and guilt as social emotions. These emotions are also defined as moral emotions because they motivate people to behave in accordance with social rules in society. However, social rules are not same in every culture; therefore, situations that trigger shame and guilt may differ across cultures. In addition, differentiation of shame and guilt from each other should receive considerable critical attention. Although these emotions are often used interchangeably, shame and guilt differ from each other in terms of the destructive nature&nbsp;of shame and the constructive nature of guilt. Self-behavior distiction is emphasized as the main reason why these emotions are related to different characteristics (Lewis, 1971). Likewise, Tracy, and Robins (2004) presented attribution theory, which identifies selfbehavior distinction as the main underlying reason of different outputs of shame and guilt. Shame is elicited by attributing experienced negative events to self, whereas guilt is experienced by attributing this event to a specific behavior. Attributing a negative event to self is more damaging than linking it with current behavior. Shame and guilt are evaluated based on both state and trait levels. While proneness to these emotions is described as a tendency to experience specific emotions in response to various events (Tangney, 1995), state of shame and guilt is described as feelings at the time of events happening (Tangney, Stuewig, &amp; Mashek, 2007). These distinct levels, proneness and state, are thought to affect cognition differently. Nonoverlapping findings for proneness and state levels of shame and guilt show the necessity to consider both levels while evaluating these emotions. Available evolutionary and neurocognitive resources also point out the cognitive aspect of shame and guilt. The evolutionary approach asserts that the function of shame and guilt is to maintain one’s social status in society rather than to ensure survival. Kemeny, Gruenewald, and Dickerson (2004) supported this assertion with the concept of social self-preservation system. They claimed that shame and guilt capture possible danger to the social self in the environment and provide appropriate psychological, physiological, and behavioral responses. Besides, the neurocognitive findings about shame and guilt bring extensions in some brain regions into consideration. Although the aforementioned studies point to the multifaceted relationship of shame and guilt with cognitive psychology, studies on shame and guilt in this field are limited. Even though these few studies in cognitive psychology partially support the current literature (e.g., shame has damaging influence, whereas guilt has beneficial influence), the results are inconsistent across studies and methodological problems need to be addressed. A brief summary is provided about which topics have been studied in relation to shame and guilt emotions in Turkey. In light of the provided examples, shame and guilt have remarkable roles in other fields of psychology. Therefore, cognitive influences of shame and guilt may be discovered in future studies, and underlying mechanisms of behavior may be elucidated. In this way, other fields of psychology can make reasonable inferences about the possible relation of shame and guilt with many other psychological topics. Such inferences indicate increased opportunities of more appropriate treatment and preservation programs for shame or guilt based issues.&nbsp;In summary, this review calls attention to the cognitive aspect of shame and guilt, which are considerable emotions for psychology, and serves as an alternative and essential development in the discovery of behavior and cognition.

Utanç ve Suçluluk Duygularının Bilişsel Psikoloji Kapsamında Değerlendirilmesi

İlknur

Call for Papers Special Issue of Studies in Psychology

Emire

Ayşe

Working memory (WM) can be thought of as a mental notebook that we can use to record useful information for short periods of time when needed in our daily cognitive activities. As defined in Atkinson and Shiffrin’s (1968) model of multiple memory systems, while short-term memory is used more for storage purposes, working memory is a concept that aims to perform operations. Short-term memory controlled by repetition, encoding and search strategies for memorization is used when new information is stored. On the other hand, working memory is used to recall the necessary information from long-term memory and to perform operations on it. Working memory is actually closely related to long-term memory as it works on previously stored information. Working memory refers to the place where information is made sense of and processed (Bruning, 2014).Working memory plays a crucial role in early childhood (0-3 years), emphasized across various fields such as psychology, neuroscience, child development, education, and even economics (Ozawa et al., 2022; Raver and Blair, 2016;) From birth, infants demonstrate remarkable learning and memory capacities, which are significantly shaped by their interactions with their environment (Cowan, 2007). The development of working memory during the first three years is pivotal, supporting the rapid acquisition of new skills through observation and reasoning (Eangle, 2002). Understanding the progression of working memory over time is essential for designing effective strategies to maximize cognitive capacities and for developing appropriate intervention programs.Research consistently shows that working memory performance improves significantly with age. For example, Nikolaewa et al. (2021) demonstrated that working memory skills steadily increase from ages 3 to 14, emphasizing the role of early cognitive support in boosting later academic success. Early intervention programs during this period can lay the groundwork for more complex cognitive abilities in later years.Additionally, working memory is closely linked to other developmental domains, particularly language. Newbury et al. (2016) found strong correlations between early verbal working memory and both receptive and expressive language skills in children aged 2-4, with verbal memory significantly predicting later language development. Similarly, Edmunds et al. (2022) highlighted the relationship between verbal abilities and working memory in children with autism spectrum disorder, where verbal self-talk was found to enhance working memory performance.The environment also plays a critical role in shaping working memory development. Studies have shown that factors such as maternal education, family income, and parental communication positively influence cognitive development (Demeusy et al., 2018; Horton et al., 2020). Buschmann et al. (2015) highlighted the importance of parent-based language interventions, which improved phonological memory and episodic recall in children. Furthermore, Treat et al. (2019) demonstrated that parents’ adverse childhood experiences negatively impacted their children’s working memory and cognitive flexibility.&nbsp;In summary, the development of working memory and its interplay with language, environmental influences, and individual differences, such as attention and gender (Hill et al., 2014; Horton, 2020), is crucial for understanding cognitive growth. This body of research also highlights gaps in the literature and provides directions for future research in early childhood development.There is no systematic analysis in the literature regarding on working memory, especially on the working memory of young children. Such researches will offer an insight to researchers in terms of gaining knowledge about the subject, identifying gaps and needs, and identifying new topics to be researched. It is thought that examining scientific studies on working memory in early childhood in terms of different criteria will be useful in creating early intervention opportunities and guiding researchers who want to work in this field.Therefore, in this study, it was aimed to conduct a systematic analysis of studies between 2015 and 2023 on the working memory of typically developing children aged 0-36 months. Within the scope of the study, answers were sought to the following questions:<ol><li>&nbsp;Do children’s working memory performances vary according to age groups?</li><li>&nbsp;What are the methods and techniques used to measure working memory in infants and toddlers?&nbsp;</li><li>&nbsp;Is there a relationship between working memory development and infants’ language development?</li><li>&nbsp;What are the environmental factors that affect working memory?</li><li>&nbsp;What are the individual differences that affect working memory?</li></ol>MethodThis study conducted a systematic review of studies examining working memory in children aged 0–36 months. The systematic analysis was conducted using the PICOS approach and the basic principles expressed in PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses).The PICOS approach provides a structured framework for conducting systematic reviews and meta-analyses, ensuring clear criteria for study inclusion and improving the validity and reliability of the findings (Higgins et al., 2019). PICOS consists of five key components: Population, Interventions, Comparators, Outcomes, and Study Design. In this study, the population was defined as normally developing children aged 0-36 months, with research focusing on interventions that enhance or measure working memory abilities. Studies without direct relevance to working memory or those involving non-comparable populations were excluded. Comparators include control groups or alternative interventions, allowing for an analysis of the efficacy of various working memory interventions. The outcomes were centered on working memory performance, and only original research designs, such as longitudinal, cross-sectional, and experimental studies, were included, excluding meta-analyses or systematic reviews (Methley et al., 2014; Schardt et al., 2007).The PRISMA protocol ensures transparency, consistency, and objectivity in systematic reviews and meta-analyses (Moher et al., 2009). It consists of four main stages: Identification, Screening, Eligibility, and Inclusion (Liberati et al., 2009). The identification phase involves a thorough search of databases to identify studies related to working memory in children aged 0-36 months. Between March 2015 and August 2023, databases such as PubMed, EBSCO, and others were searched using keywords like "working memory" and "infant," yielding 577 articles. During the screening phase, duplicate and irrelevant studies were removed. A total of 131 duplicate studies were excluded, leaving 446 articles for further review. The eligibility phase involved reviewing the titles and abstracts to ensure that the studies met the inclusion criteria. Studies were included if they focused on normally developing children aged 0-36 months and examined their working memory abilities. Studies on preterm or atypically developing children or those focusing on other cognitive functions like long-term memory were excluded. After this process, 56 relevant studies remained. In the inclusion phase, the selected studies were analyzed for systematic review. The 56 studies included in the analysis are detailed in the appendix of the research. This process ensured that only relevant, high-quality studies were included in the final review. This structured approach enhances the reliability and reproducibility of the systematic review, ensuring that the findings are comprehensive and valid.ResultsThis systematic review aimed to analyze studies focusing on working memory (WM) in children aged 0-36 months, providing insights into age-related changes, environmental and individual factors, and the relationship between WM and language development. The findings enhance the existing literature and open new avenues for research by examining these aspects through the lens of relevant studies.Age-Related Differences in the Working MemoryThe results reveal clear age-related differences in WM performance. For infants aged 0-12 months, studies have shown that they can remember temporal sequences, track auditory cues, and represent objects and their locations (Courage et al., 2006). By 13-24 months, children begin to display more advanced WM skills, such as using perceptual contrasts and retaining numerical information (Simmering \&amp; Perone, 2013). The most complex WM abilities, including multiple identity tracking and symbol-based learning, appear by 25-36 months, which children show an increased ability to encode and sustain memory representations using attentional resources (Baddeley \&amp; Hitch, 1974; Reynolds \&amp; Romano, 2016).These findings align with the broader cognitive development literature, which underscores the rapid growth of WM during early childhood. Baddeley and Hitch (1974) postulated that WM evolves with age and plays a crucial role in supporting other cognitive functions. Diamond and Doar (1989) further demonstrated that WM and executive functions develop rapidly by age three, significantly improving cognitive performance. Overall, the studies reviewed confirm that children employ more efficient strategies for using WM as they grow, influenced by both maturation and experience.Environmental Factors Affecting Working MemoryWM development is closely linked to various environmental factors. The analysis highlights the role of maternal education and family income, showing that children from higher socioeconomic backgrounds typically exhibit stronger WM performance (Horton et al., 2020; Wijeakumar et al., 2019). This finding is consistent with broader research linking socioeconomic status (SES) to cognitive outcomes. Studies like Passarelli-Carrazzoni et al. (2018) and Mooney et al. (2021) found similar associations between SES and WM, emphasizing the importance of early interventions for children from low-SES backgrounds.Parental behaviors, particularly parenting styles and early interactions, significantly shape WM development. Research by Demeusy et al. (2018) and Treat et al. (2019) demonstrated that neglectful or harsh parenting negatively affects children’s WM abilities, while supportive and stimulating interactions promote cognitive growth. This aligns with Bronfenbrenner and Morris’s (2006) ecological systems theory, which emphasizes how child development is shaped by the quality of caregiver-child interactions. Maternal mental health also plays a role, with maternal depression shown to negatively impact children's WM through reduced quality in mother-child interactions (Goodman et al., 2011; Gueron-Sela et al., 2018).Individual Differences in the Working MemoryIndividual factors, such as gender, attention, and neurochemical influences, also impact WM performance in young children. Gender differences in WM were observed in studies like Horton et al. (2020), which found that girls outperformed boys in WM tasks at 18 and 24 months, diverging from some previous findings that favored boys in spatial memory tasks (Harness et al., 2008). However, the developmental trajectory of WM remains a topic of debate, as some studies suggest that gender differences in WM could be shaped by environmental expectations and educational contexts (Hyde et al., 2008).Attention control, another critical factor, has yielded mixed results in its relationship with WM. Cheng et al. (2019a) found that sustained attention positively influences WM performance, while Holmboe et al. (2018) reported no significant long-term relationship between early attention skills and later WM. Dopamine function, measured through indicators like blink rates, has also been linked to WM performance, further emphasizing the role of neurochemical factors in cognitive development (Bacher et al., 2017; Cools \&amp; D'Esposito, 2011).Methods for Measuring Working Memory in InfantsThe systematic review also highlighted the diverse methods used to assess WM in infants. Techniques such as automated eye-tracking (Chhaya et al., 2018; Ross-Sheehy \&amp; Eschman, 2019) and visual paradigms (Wu et al., 2017) offer precise insights into infants’ cognitive processes but can be technically demanding. Game-based memory tasks like Spin the Pots and Object Retrieval provide more naturalistic settings for evaluating WM (Morra et al., 2021; Zosh \&amp; Feigenson, 2015). Neuroimaging methods such as fNIRS have proven useful in studying early brain development and WM processes, though their use requires stillness from the infants and can be costly (Reyes et al., 2020).DiscussionThis review underscores the importance of WM in early cognitive development, highlighting its age-related progression and the significant role played by environmental and individual factors. Maternal education, socioeconomic status, and parental interaction quality are crucial for optimizing WM development. The findings indicate that children from higher socioeconomic backgrounds and those receiving supportive parenting tend to have stronger WM performance. Individual differences, such as gender and neurochemical influences, also affect WM development, though the extent of these effects remains a subject for further research.The review also shows that various methods have been used to measure WM in infants, each with its own strengths and weaknesses. Automated eye tracking and neuroimaging methods offer precise insights but are technically challenging, while game-based tasks provide more naturalistic assessments. These various approaches contribute to a more comprehensive understanding of WM development but also highlight the difficulties in standardizing measurement techniques.Further research is needed to explore under-studied factors such as sleep and screen exposure and to investigate the role of bilingualism and music education on WM in younger children. Expanding research across different cultural contexts is also essential to fully understand WM development in diverse populations. The findings of this review provide a foundation on which future studies can build and highlight the need for targeted interventions that consider both environmental and individual influences on the development of WM.

0-36 Aylık Çocuklarda Çalışma Belleği Gelişimi Üzerine Sistematik Bir İnceleme

Esengül

Assoc. Prof. Dr.

On 31 December 2019, a disease emerged that led to a global pandemic declaration: COVID-19. The importance of protective behaviors (such as physical distancing, wearing masks, and confirming hygiene rules) has been emphasized. Several studies have been conducted to understand the relevant factors that might promote or hinder people’s adherence to new norms. However, most of these studies have been conducted with people who have lived through the pandemic period. There has been little research focusing on the narratives and observations of contact tracing teams has been realized. In addition, research using qualitative methods has been limited. However, it is worthwhile to understand the pandemic situation from the perspective of contact tracing team members who have gained enormous experience and made first-hand observations of peoples’ actions and reactions. This research therefore explored the experiences of contact tracing team members. To do this, we applied a qualitative research method. MethodA total of 12 health workers (six women and six men) who had an active role in the contact tracing team of the Kirsehir Provincial Health Directorate participated in the study. The average age of the staff was 43 years (SD = 6.98), and the average length of service was 21 years. The participants have worked in teams throughout the province at the beginning of the contact tracing works. The necessary ethical approvals were obtained before the start of the interviews. The semi-structured interviews consisted of open-ended questions and a demographic information form prepared by the researchers. The interviews were conducted face-to-face and audio recorded with the consent of the participants. Each interview lasted 323 Psikoloji Çalışmaları - Studies in Psychology 10-15 minutes. The data collection phase was terminated upon reaching the point of saturation. The data were analyzed by applying the thematic analysis method (Braun &amp; Clarke, 2006). In contrast to quantitative research, narratives were evaluated using inductive reasoning. This entailed the adoption of a phenomenological approach and the application of a bottom-up process to the data obtained from the health personnel’s accounts. The initial evaluations led to the creation of codes, which in turn yielded sub-themes. ResultsA bottom-up process was employed to identify themes and meta-themes. These meta-themes which consist of several sub-themes, were as follows: Cognitive processes, experiences, negative emotions, trust, moral processes, adherence with measures, the task of contact tracing, spatial factors, and cultural factors. The meta-theme of cognitive processes has is comprised of four sub-themes; knowledge, cognitive bias, risk perception, and belief in conspiracy theories. Under the meta-theme of experiences, we gathered narratives from participants those related to how people experienced the pandemic. Our participants indicated that the severity of COVID-19 symptoms experienced by individuals during the course of the pandemic is a pivotal factor influencing their adherence to the newly established norms. We identified the sub-themes of experiencing illness, adapting to uncertainty, exposure to social exclusion, and gender differences under this meta-theme. Furthermore, interviewees narrated that some individuals perceived themselves to have been subjected to various forms of social exclusion while infected. It was observed by our participants that individuals were reluctant to acknowledge infection or to disclose their contact with infected individuals. This was driven by a desire to avoid being labelled and socially excluded and to maintain their ability to work and run their business outside the home. The narratives obtained from experts illustrated that individual and their relatives who had contracted the virus expressed negative emotions including fear, anxiety, worry, anger, and sadness. These emotions were identified as a meta-theme of negative emotions. The narratives that we gathered under the meta-theme of trust covered people’s distrust of medication and politicians. In addition, the role of trust in contact tracing teams in facilitating or impeding the effectiveness of their work was pointed out as a crucial factor. Some participants indicated that the moral aspect of actions either prevented or motivated people to comply with the measures, which were differentiated as a distinct meta-theme of moral processes. Although moral processes have overlapping aspects with other themes such as experience, we decided to classify this theme separately to emphasize its importance, particularly in the context of interpersonal and intergroup relations which have been studied in social psychology for decades (see Janoff-Bulmann &amp; Carnes, 2013). The participants who had been involved in contact tracing teams told their observations about individuals who had concealed their contact with infected individuals or provided false information about their symptoms and disregarded the newly emerged norm. These observations can be regarded as evidence that individuals’ moral convictions and standards serve to (de)motivate (im)moral behaviors. The meta-theme of adherence to measures included the codes that indicated the factors that played an important role in the concrete actions taken by people. These factors were grouped under the sub-themes of consciousness and economic conditions. The interviewees talked about their perceptions of spatial factors during the pandemic period. They mentioned that individuals exhibited diminished perception of risk when they were at home. However, the households were predominantly large, which made it challenging to implement preventive measures. The theme of the contact tracing task based on the participants narratives regarding the organizational structure and psychological elements of their teamwork. Finally, the participants described the presence of multitude of cultural elements within their expressions, which were subsequently categorized as cultural norms and rituals. The interviewees posited that cultural norms such as hospitality and proclivity for human relations, as well as cultural rituals such as weddings and funerals, have the effect of violating physical isolation due to the crowded nature of social gatherings. Discussion The themes that emerged from the thematic analysis is generally aligned with the findings from the quantitative research conducted during the COVID-19 pandemic. For instance, our meta-theme of cognitive processes has been demonstrated to be a crucial variable in complying with precautions during the pandemic in quantitative research conducted in an international context (e.g., Lin et al., 2020). Among cognitive processes, optimism bias and high-risk perception have been shown to have a negative effect on protective behaviors (Cihan et al., 2020; DiMaria et al., 2020; Fragkaki et al., 2021; Rajaonah &amp; Zio, 2020; Teovanović et al., 2021; Wise et al., 2020). The findings of our study indicate that moral processes have been associated with protective behaviors (Devereux et al., 2021). In addition, as Diaz and Cova (2021) have suggested, the extent to which individuals adhere to official recommendations during the pandemic is contingent upon their individual moral values. The phenomenon of social exclusion, as narrated by our participants has been identified as a significant demotivator of compliance in other studies (e.g., He et al., 2020). Consequently, the perception of discriminatory and exclusionary behaviors directed towards infected individuals result in reluctance to adhere to self-quarantine measures (He et al., 2020). Additionally, research suggests that the disease period exerts a significant influence on the post-disease period. For example, individuals who have survived the disease demonstrate a greater propensity to comply with the recommended precautions (Ulu &amp; Aslantürk, 2021). Our findings align with these research findings. Moreover, our interviewees mentioned that the pandemic elicited negative emotional responses, which also concurs with the existing literature. Individuals reported experiencing and expressing a range of negative emotions including anxiety, anger, and depression, to a notable degree during the pandemic (Kim et al., 2022). Our participants who worked in contact tracing teams narrated that there is a general lack of compliance with the rules of wearing masks and maintaining physical distance when at home and with relatives. Güzeloğlu (2021) argued that the domestic and collective situations present significant challenges in terms of complying with the precautions, a finding that is also supported by intercultural comparisons (Liu &amp; Mesch, 2020; Ruiz et al., 2021). Besides, our findings pointed out the importance of individuals’ endorsement of cultural norms and values in terms of (non)adherence with precautionary measures taken during the 325 Psikoloji Çalışmaları - Studies in Psychology pandemic. This finding concurs with the literature as well (e.g., Ünlü &amp; Çiçek, 2021). As evidenced by observations and analyses of other scholars, cultural rituals have undermined the efficacy of protective measures throughout the pandemic (e.g., Primc &amp; Slabe-Erker, 2020). Conclusion In accordance with the principles of inductive reasoning, we argue that our results are aligned with the perspective put forth by Cohen and Leung (2011), who suggest the approach of Culture x Person x Situation (CPS) to understand any phenomenon related to human behaviors. This approach posits that, despite the existence of individual differences, people’s behaviors are not independent from the cultural milieu in which they are embedded. Each individual possesses a distinctive personality, yet they are socialized within a specific cultural context. It is not always possible to comprehend behavior that is culturally specific, even when the cultural context is similar. Because there are individual differences in adherence to cultural values and norms. Furthermore, individual and cultural differences may vary depending on the situation or the context. We argue that the holistic approach of CPS provides a comprehensive framework for the re-categorization our findings. Consequently, our themes of cultural norms and rituals can be grouped under the level of culture in the CPS model. Moreover, our themes of cognitive processes, moral processes, feeling of trust, emotions, experiences, and adherence with measures can be classified at the level of person, while the themes of the contact tracing task and spatial factors can be seen as aspects of the situation. Such a holistic view of a phenomenon is not readily amenable to exploration through the logic of deduction Our work, based on phenomenology thus allows us to make such abstractions. In this sense, our work makes a contribution to existing the literature by demonstrating the process of qualitative induction, whereby certain qualitative features are assembled in a manner that resembles another theoretical framework that is already part of the scientific knowledge base.In short, this study allowed us to explore the diversity of human (re)actions as described by experts rather than homogenization and generalization of human behaviors in a global crisis characterized by uncertain circumstances.&nbsp;

Filyasyon Ekibi Çalışanlarının Anlatımıyla COVID-19 Pandemisi

Burcu

Demet

Çevrimiçi ve Yüz Yüze İletişim Ortamlarında Multimodal Dil Kullanımı: Jest Üretimi ve Konuşma Akıcılığı Üzerine Bir Araştırma

Fedai

Prof. Dr.

Rational Emotive-Behavior Therapy (REBT), formulated by Albert Ellis in the latter half of the 20th century, is a psychotherapeutic method that draws inspiration from the principles of the ancient Greek philosopher Epictetus (DiGiuseppe et al., 2013). Epictetus famously asserted, “It’s not what happens to you, but how you react to it that matters” (DiGiuseppe et al., 2013, p. 4). REBT posits that psychological disturbance in individuals is primarily caused by irrational beliefs. These beliefs are categorized into four primary dimensions: demandingness, frustration intolerance, awfulizing, and global evaluation of worth, as outlined by DiGiuseppe et al. (2013). In REBT, irrational beliefs hinder individuals from viewing events realistically, leading them to perceive reality in a way that aligns with their desires (DiGiuseppe, 1996). This perspective can be obstructive in achieving life goals (Turner, 2016). In contrast, beliefs focus on preferences, tolerance, realistic evaluation of negativity, and acceptance (Dryden, 2013). Rational beliefs, unlike irrational ones, are flexible and empirically supportable. REBT advocates that rational and irrational beliefs can coexist and do not necessarily exclude each other (Ellis et al., 2010). REBT has been recognized as an effective method in reducing or eliminating psychological disturbance. Research has demonstrated its effectiveness in treating a range of disorders including anxiety, depression, anger, obsessive-compulsive disorder, and academic procrastination (Düşmez, 2013; Kabadayi &amp; Yüksel, 2021; Matin et al., 2012; O’Toole et al., 2019; Turner et al., 2020). The advancement of technology, particularly in Cognitive Behavioral Therapies (CBT), has been the catalyst for the emergence of new application areas. Smartphones and mobile applications have become integral to psychotherapy, enabling individuals to receive psychological assistance through these mediums (Callan et al., 2021; Koffel et al., 2018). Applications developed for smartphones have shown positive effects in reducing psychological disturbances (Bush et al., 2017; O’Toole et al., 2019). Mobile applications can be used as a complement to face-to-face psychological services or as a standalone service (Boettcher et al., 2018). Typically, these applications function as self-help models aiming to reduce psychological distress (David &amp; David, 2019). Research has demonstrated the effectiveness of mobile application-supported mental health services (Arshad et al., 2019). The widespread use of smartphones among young people today further underscores the importance of integrating mobile applications into mental health services (Crompton &amp; Burke, 2018; Uğur &amp; Turan, 2015). The growing interest of youth in smartphones and their use of technology for psychological support necessitates further research into mobile application-supported interventions. Consequently, this study aims to examine the effect of a MARBEP on university students’ rational and irrational beliefs.&nbsp;MethodThe study employed a 2x3 quasi-experimental design, incorporating pre-test, post-test, and follow-up measurements to assess the impact of the interventions over time. The study focuses on the dependent variable, which is defined as rational and irrational beliefs, and the independent variable, which is termed the MARBEP. The essence of the quasi-experimental design is the implementation of a specific intervention program to the intervention group and the evaluation of this intervention’s effects through measurements taken from both the intervention and control groups. This approach is used to understand the changes produced by the intervention in the dependent variable. In the study, the pre-test, post-test, and a 4-week follow-up test were conducted for both the intervention and control groups. These measurements are crucial in determining the potential impact of the mobile application-supported education program on irrational beliefs.In this study, following an announcement, 107 voluntary participants were screened using the Rational Beliefs Form and the Irrational Beliefs Form, resulting in the selection of 32 participants for the intervention and control groups based on their scores. Participants were randomized to these groups, with the final count being 28 due to various dropouts (13 females and 1 male in the intervention group, 10 females and 4 males in the control group). The average age was determined as 21.64 (SD = 1.45, agerange = 19-24) for the intervention group and 21.86 (SD = 1.70, agerange = 20-26) for the control group.The study used the Rational and Irrational Beliefs Scale (Kabadayi &amp; Güven, 2024) to collect data. The Gazi University Ethics Committee initially provided ethical approval (Date 04.11.2021, Research Code No: 2021-999). Following the announcement of the study, applications were reviewed to form the intervention and control groups. During the study, the intervention group participated in an 8-week online MARBEP. Conversely, the control group received no intervention during the same period. Post-test measurements and a 4-week follow-up test were performed at the end of the program.&nbsp;The MARBEP is an 8-session psychoeducational program based on REBT, with each session lasting 120 min. The main aim of the program is to enhance the rational belief skills of university students by promoting healthy emotions and functional behaviors. The content of the program was tailored to the objectives of the sessions and the desired outcomes. Accordingly, a mobile application encompassing videos, reading materials, exercises, audio&nbsp;recordings, and note-taking features was developed for the participants in the intervention group.In the data analysis phase of the research, the first step involved verifying the integrity of the collected data. Following this, the Shapiro-Wilk test was employed to assess the data’s conformity to a normal distribution. After confirming that the data were normally distributed, one-way analysis of variance (ANOVA) for repeated measures was performed to examine the differences between the groups. Variance equality was assessed using the Levene test, and the homogeneity of variances across measurement times was evaluated through the sphericity test. Where sphericity was not met, corrections were made to the degrees of freedom and analyses were performed using JASP.ResultsIn this study, the initial analysis indicated that the scores for rational and irrational beliefs in the pre-test, post-test, and follow-up measurements for both the intervention and control groups were normally distributed (p &gt; .05).To assess the variations in scores for irrational beliefs across the pre-test, post-test, and follow-up test phases within both the intervention and control groups, ANOVA for repeated measures was used. A significant difference was identified in the scores for irrational beliefs across the pre-test, post-test, and follow-up test in both groups (𝐹(2-26) = 36.902, p &lt; .05). Specifically, the post-test and follow-up scores for irrational beliefs in the intervention group were significantly lower than the pre-test scores. Additionally, the η 2 value indicated a high effect size.For examining the changes in scores for rational beliefs across the pre-test, post-test, and follow-up test in both groups, one-way ANOVA for repeated measures was again used. There was a significant difference in the scores for rational beliefs across these measurements for both groups (𝐹(1.632-26) = 17.997, p &lt; .05). This means that the post-test and follow-up scores for rational beliefs in the intervention group were significantly higher than the pre-test scores. Moreover, the η 2 value indicated a high effect size.DiscussionThis research explores the impact of a MARBEP on university students’ rational and irrational beliefs. The results of the present study showed that there was a significant increase in the rational belief scores of the experimental group participants and no significant change in the rational belief scores of the control group participants. Moreover, there was a significant decrease in the irrational belief scores of the experimental group participants and no significant change in the irrational belief scores of the control group participants.The literature presents studies on the effectiveness of REBT-based interventions (Artıran &amp; DiGiuseppe, 2022; Kabadayi &amp; Yüksel, 2021; Kara et al., 2023; Vertopoulos &amp; Turner, 2017; Yıkılmaz, 2009) and CBT interventions incorporating mobile applications (Hur et al., 2018; Tang &amp; Kreindler, 2017). However, research on mobile applications based on REBT is limited, such as the PsyPills application, which focuses focusing on transforming irrational beliefs into rational ones (David, 2019; David &amp; David, 2019). The efficacy of "CBT MobileWork" combining REBT and CBT in treating depression (Callan et al., 2021) and the effectiveness of a CBT-based application for cancer patients (Greer et al., 2019) have been demonstrated.The results of this study indicate that the MARBEP is effective in decreasing irrational beliefs and increasing rational beliefs, highlighting the potential of REBT-based mobile applications. Applications like “Rational Parenting Coach” also exist in this field, yet they have limited experimental intervention dimensions (David, 2019). The education program follows similar methods as previous studies, such as videos and exercises, but further research is required to establish the effectiveness of mobile application-supported intervention programs (Kabadayi &amp; Güven, 2022).The findings obtained from implementing the MARBEP indicate significant changes in rational and irrational beliefs, demonstrating the effectiveness of REBT-based interventions. The research incorporates stages of psychological assistance processes based on REBT, including the ABC model, B-C path, disputing of irrational beliefs, and focusing on effective rational beliefs (DiGiuseppe et al., 2013; Dryden, 1983; Dryden, 2006; Hickey &amp; Doyle, 2018), aligning with similar REBT studies in the literature (Kabadayi &amp; Yüksel, 2021; Kartol, 2018; Rezaeisharif et al., 2021).Limitations of the study include focusing solely on rational and irrational beliefs as dependent variables and examining only the intervention and control groups, indicated that future research could incorporate a broader range of variables and placebo groups. Additionally, more detailed studies on the usability of the mobile application are recommended. The data of the present study are limited to the responses obtained from self-report questionnaires, and the study group of this research consists only of university students.In conclusion, this study is the first to examine the effectiveness of a MARBEP on university students’ rational and irrational beliefs, highlighting the role and potential of mobile applications in psychological assistance processes. It also points to the need for more research and policy support to enhance the development and effectiveness of mobile applications.

Mobil Uygulama Destekli Akılcı Düşünme Eğitim Programının Üniversite Ögrencilerinin Akılcı ve Akılcı Olmayan Düşüncelerine Etkisi

Zeynep

Ebru

Çok Boyutlu Psikolojik Esneklik Envanterinin Türkçe Uyarlama Çalışması

Özge

Özden

Üniversite Ögrencilerinde Duygu Düzenleme Güçlüğü, Duygulanım, Can Sıkıntısı ve Sosyal Baglamın Durumsal Nomofobiye Etkisi: Deneyim Örnekleme Çalışması

@JOURNAL_BOX_CURRENT

Şükran

Assist. Prof. Dr.

Sibel

Although poverty is an important problem, there is no consensus on the definition of poverty. A recent view indicated that poverty is a multidimensional construct (Bourguignon &amp; Chakravarty, 2019) involving income, education, health access, food security, and life standard indicators. Alkire and Santos (2014) proposed the multidimensional poverty index measuring poverty in three domains: health, education, and life standards. Therefore, the current study also assessed poverty in terms of multiple dimensions (income, education, food insecurity, and material hardship).Poverty is related to several risk factors for children’s development, such as less access to stimulating materials, living in unhealthy neighborhoods (Evans, 2004), living in chaotic houses (Evans et al., 2005), and experiencing negative parenting behaviors (Magnuson &amp; Duncan, 2002). These risk factors have a negative impact on children’s development, including cognitive skills, mental health, education, and behavioral development (e.g., Hair et al., 2015; Schmidt et al., 2021). However, the living conditions in urban and rural poverty show differences. For instance, people have lower education levels and less access to services (Champion &amp; Hugo, 2017), but they have stronger relationships (Paul et al., 2003) in rural regions than in urban regions. Additionally, rural parents are more intrusive (Bornstein et al., 2008), more punitive, and more authoritarian (Lampard et al., 2000), and they invest less in their children’s education (Roscigno et al., 2006); although there are studies reporting similar parenting behaviors (Nacak et al., 2009). However, studies examining the differences in parenting and living conditions that are important for children’s development are limited in Turkey (i.e., Nacak et al., 2011; Özdemir et al., 2020).The current study aims to compare urban and rural poverty in terms of poverty level, home and neighborhood quality, mothers’ parenting behaviors, and beliefs. It was hypothesized that • H1. a) income, b) education level, and c) food insecurity would be higher in urban poverty than in rural poverty. In addition, the differences in material hardship were compared for exploratory reasons.• H2. Home stimulation would be higher in urban poverty than in rural poverty. In addition, the role of chaos would be exploratorily compared between urban and rural poverty. • H3. a) The physical resources and b) neighborhood stress would be higher in urban regions than in rural regions; whereas, c) the social and physical structure of the neighborhood and d) social support would be higher in rural poverty than in urban poverty. Additionally, the differences in parenting behaviors and beliefs would be exploratorily compared, considering the contradictory findings in the literature.&nbsp;MethodThe participants were 275 mothers living in the urban and rural regions of Ankara and Mersin (149 from urban regions, 126 from rural regions). The age range of their children was between 49 and 82 months. The mothers’ education levels were below a university degree. Mothers completed a package of scales. Poverty was measured by several scales. The income-to-needs ratio and parent education were calculated by the information in the demographics form, food insecurity was assessed through the Community Childhood Hunger Identification Project (CCHIP) Hunger Index (Wehler, Scott, &amp; Anderson, 1992), and material hardship was measured by the Household Income-Expense Questionnaire (Baydar et al., 2010). In addition, educational materials and activities in the home environment were assessed through the Home Environ ment Questionnaire (Baydar &amp; Bekar, 2007; Bradley &amp; Caldwell, 1984; Miser &amp; Hupp, 2012), and chaotic conditions in the house were measured through the Confusion, Hubbub, and Order Scale (CHAOS; Matheny et al., 1995). For neighborhood quality, mothers completed the Neighborhood Ecologies Survey (Baydar et al., 2007), which assessed the social and physical structure of the neighborhood, physical resources, and social support in the neighborhood; and the Neighborhood Stress Scale (Kotchick, Dorsey, &amp; Heller, 2005) to assess stress factors in the neighborhood. Mothers’ parenting behaviors were assessed via the Parent Attitude Scale (Demir &amp; Şendil, 2008) for autonomysupporting behaviors and the Child Rearing Questionnaire (Paterson &amp; Sanson, 1999; Yagmurlu &amp; Sanson, 2009) for inductive reasoning behaviors. In addition, open-ended questions were asked to mothers regarding their beliefs on what is necessary for a child to develop, the content of their conversations with their children, and their expectations regarding their children’s educational attainment. Finally, mothers completed a checklist of their children’s daily activities.&nbsp;ResultsUrban and rural poverty were compared in terms of living conditions and parenting behaviors via one-way ANOVA. The results indicated that the income-to-needs ratio, fathers’ education level, food insecurity, home stimulation, physical resources in the neighborhood, neighborhood stress, and mothers’ expectations for their children’s educational attainment were higher in urban poverty, as compared tı rural poverty. In addition, the mothers’ inductive reasoning behaviors were marginally higher in urban mothers than in rural mothers. On the other hand, the social and physical structure of the neighborhood and social support were higher in rural poverty than in urban poverty. However, mothers’ education levels, material hardship, household chaos, and autonomy-supporting behaviors were not different among mothers living in urban and rural poverty.The mothers’ beliefs on child development and the content of their conversations with their children were compared via the chi-square test. Their beliefs on child development were very similar; only rural mothers reported neighborhood opportunities more frequently than urban mothers. In addition, although marginal, play/friends, guidance about life, and clothing were reported more frequently by urban mothers, whereas parenting behaviors and everything were also reported marginally more frequently by rural mothers. For the conversations, urban mothers reported advising children and stimulating activities more frequently, whereas rural mothers reported future and household chores more frequently. Lastly, the children’s daily activities were compared via the chi-square test. The results indicated that children in urban regions were playing with tablets more frequently, whereas children in rural regions were playing with animals and on farms.DiscussionThe poverty variables differed in urban and rural poverty, as expected. Income, fathers’ education, and food insecurity were higher in urban poverty. Previous studies (i.e., Lampard et al., 2000; Roscigno et al., 2006) also indicated higher income and education levels in urban poverty. Job opportunities in urban life might bring more money, and it may be easier to access education opportunities (Champion &amp; Hugo, 2017). Low levels of food insecurity might be explained by the agricultural activities in rural life (Zezza &amp; Tasciotti, 2010). However, material hardship was not different between urban and rural poverty. Specific materials might differ in urban and rural poverty rather than the general score. For instance, families in urban poverty were less likely to have houses or cars, whereas families in rural poverty were less likely to have computers, internet connections, and washing machines. Home stimulation was also higher in urban poverty, which might be explained by the higher income levels of urban families; that is, families with high income might have high purchasing power to buy educational materials (Votruba-Drzal, 2003). On the other hand, chaotic conditions were similar in urban and rural poverty, indicating that chaotic houses are characteristic of both types of poverty.&nbsp;In terms of neighborhood quality, physical resources and neighborhood stress were higher in urban poverty. In rural regions, people have difficulty reaching resources (Vernon-Feagans et al., 2010), and higher crime rates might lead to higher stress levels in urban poverty (Ewart &amp; Suchday, 2002). Additionally, social relations were stronger in rural poverty. Previous studies have indicated that social support is higher in rural regions (Baydar et al., 2010), and this finding aligns with the strong social relations in these regions.&nbsp;Mothers’ autonomy-supporting behaviors were quite similar in urban and rural poverty; however, inductive reasoning behaviors were marginally higher in mothers living in urban poverty. The mothers’ education levels were similar in urban and rural poverty in this study. Since education level is a predictor of parenting behaviors (Carr &amp; Pike, 2012), the similarity in mothers’ parenting behaviors might be explained by the similar education levels. The similarity in parenting behaviors was also in line with a previous study conducted in Turkey (Nacak et al., 2011). Additionally, mothers’ beliefs on the factors affecting children’s development were quite similar, in addition to the content of their conversations and children’s daily activities in the current study. The differences in the answers reflected the differences in the living conditions of urban and rural poverty. For instance, mothers in urban poverty more frequently talked about stimulating activities, whereas mothers in rural poverty more frequently talked about household chores, and these differences reflect the differences in their daily lives.When mothers’ expectations of children’s educational attainment were examined, urban mothers expected their children to attain higher education levels. Previous studies have indicated that parents in rural regions invest less in their children’s education (Roscigno et al., 2006). This finding is in line with their low expectations about children’s educational attainment. Lastly, children’s daily activities had differences between urban and rural poverty. Urban children were playing with tablets, whereas rural children were playing with animals and on farms more frequently. Another study conducted in Turkey also indicated that children in urban life were more likely to engage in indoor activities, while children in rural life were more likely to engage in outdoor activities (Özdirenç et al., 2005), which supported the findings of the current study.&nbsp;The study has some limitations. The sample is not representative of the people in Turkey, which restricts the generalizability of the findings. Because mothers completed the scales, social desirability and common method variance problems might have existed.The current study examined the similarities and differences in urban and rural poverty in terms of poverty indicators, home and neighborhood quality, and parenting in a detailed way. The findings have implications for social policies and future studies. Social policies might focus on improving the life conditions in urban and rural regions regarding region-specific problems. Moreover, future studies might use current findings to interpret their results regarding children’s development in urban and rural poverty conditions.

Kentsel ve Kırsal Yoksullukta Yaşam Koşulları, Ebeveynlik ve Çocukların Günlük Aktiviteleri

Canan

Öğretim Görevlisi Dr.

Türkiye’deki Vatandaşların Demokrasiye İlişkin Sosyal Temsilleri

Simay

The scientific study of aging has been ignored for a long time. The neglect of older adulthood, despite extensive research on infancy, childhood, puberty, and earlier stages of adulthood, can be considered a form of social ignorance. With the aging of the world population, understanding all the dimensions of the aging process has currently become important.Aging is a multidimensional process. The present review focuses on the cognitive aging dimension, specifically on how social and emotional factors affect older adults’ memory performance. A common view about cognitive aging is that all memory processes go downhill due to neural deterioration, but this view is biased. Scientific findings showing that the memory performance of older adults can change across conditions when social and emotional factors are controlled is an indication that memory measurements do not solely reflect neural changes Social and emotional factors that can constitute a disadvantage for older adults can make their memory performance appear lower than it can be (e.g., Mazerolle et al., 2020; Zhang et al., 2021).Age is one of the initial attributes that is perceived about an individual. This in turn affects how the individual is judged. Ageism is a prejudiced view of aging and older adults. Unfortunately, a large-scale study showed that ageism is the most common type of discrimination that is prevalent in 35% of adults over the age of 18 (Ayalon, 2013). The source of prejudice and discrimination toward older adults is stereotype threat. Stereotypes are generalized beliefs about a group. Most stereotypes of aging are negative, and older adults internalize these stereotypes. Stereotype threat can hinder the performance of older adults on memory tests by reducing their self-efficacy (Chasteen &amp; Cary, 2015).Studies show that just being in the laboratory is enough for older adults to experience stereotype threat, and this, in turn, lowers their memory performance (Chasteen et al., 2005; Hess et.al., 2003). In the laboratory, the effects of stereotype threat are commonly studied by creating two conditions such that in one of them, the social threat for older adults is higher. Findings using different paradigms consistently revealed that the memory performance of older adults was lower in the high-threat conditions than in the reduced-threat conditions. Negative stereotypes of aging can be explicitly activated by manipulations such as emphasizing in the instructions that the tasks measure memory (e.g., Hess et al., 2004; Rahhal et al., 2001) or by providing texts supporting the idea that memory is impaired with aging before the memory measurements (Hess et al., 2003). The findings show that the memory performance of older adults decreases in the condition in which stereotype threat is higher, compared to the condition in which the threat is reduced by using neutral instructions or texts. The implicit activation of stereotypes, such as by subliminal presentation of stereotype-related words also shows that older adults’ memory performance decreases under negative stereotype conditions compared to positive ones (Levy, 1996; Stein et al., 2002).The performance of older adults also changes on standardized tests that are commonly used to screen for predementia depending on whether the stereotype threat is high. A recent study showed that in the threat condition in which the comparison of the memory measurements with a young group was emphasized, 40% of the older adults received scores that were within the range for predementia diagnosis. Only 10% were within that range when the threat was reduced by emphasizing that the memory test is age-fair (Mazerolle et al., 2020). In a similar study, the scores of young and older adults on predementia diagnostic tests were also closer to each other in the reduced threat condition than in the threat condition (Mazerolle et al., 2017). These findings suggest that even some of the mild cognitive impairment diagnoses for older adults may reflect the effects of stereotype threat on memory performance instead of neural deterioration. This can contribute to older adults’ stigmatization and social isolation.The relationship between being exposed to aging stereotypes in everyday life and older adults’ cognitive performance errors has also been shown in more ecologically valid studies that involved keeping diaries (Ma et al., 2023).Taken together with the laboratory findings showing that the implicit activation of stereotypes can also impair memory performance, stereotypes of aging do not need to be explicitly stated in everyday verbal communication to affect older adults. A discriminating gaze or a barely noticeable discriminatory behavior can also adversely affect older adults’ memory performance.The motivational and emotional shifts that older adults experience can also affect their memory performance. Older adults value positive emotional experiences because they perceive the time left in their lives as shorter (Carstensen, 2021; Carstensen et al., 1999). The preference for positive experiences extends to their cognitive tendencies as well. Older adults’ attention is directed toward positive stimuli and away from negative stimuli (Mather &amp; Carstensen, 2003). Even the neural response to negative stimuli is reduced below a baseline (Mather et al., 2004). While this finding can be interpreted as a general age-related reduction in the neural response at first glance, the reduction was only for negative stimuli. For positive stimuli, age differences that favor young adults were not observed in the magnitude of the neural response. Information that is attended to is more likely to be retrieved (e.g., Craik, 2020). Expectedly, older adults’ memory performance for positive information is also better than for negative information (Fung &amp; Carstensen, 2003; Sakaki et al., 2019; Zhang et al., 2021). Thus, the emotionally neutral research materials that are often used in memory measurements create a disadvantage for older adults who are more motivated to remember positive information.DiscussionTaken together, these findings emphasize the importance of considering the effects of stereotype threat and the emotional changes that older adults experience. Besides the social and emotional factors, memory measurements can also be influenced by biological and physical changes that older adults experience, such as the changes in their circadian rhythms (May et al., 2023) and motor performance changes (e.g., Frolov et al., 2020). Taking memory measurements under conditions that can provide an advantage for young adults, but a disadvantage for older adults can bias the cognitive aging findings.Scientifically unbiased findings on cognitive aging reflect that not all memory processes are impaired to the same extent. Age-related declines are more often observed on working memory tasks that require the information to be temporarily kept active in memory and to be processed (Park et al., 2002) and on tasks that do not provide a context for the target information (Craik &amp; Rose, 2012). However, on semantic memory tasks that involve the retrieval of acquired facts (Balota et al., 2000) and on implicit memory tasks that involve the automatic retrieval of information (Fleischman et al., 2004), age-related declines are less evident. Even on memory tasks that reveal age differences, the effects of social and emotional factors cannot be denied. An unbiased perspective on cognitive aging does not present an unrealistic picture. It only underscores that aging is multidimensional and that performance measurements need to be taken by considering these dimensions, without making biased assumptions about the results.From an unbiased perspective, aging can be seen as a period of change rather than one of absolute loss. Some changes in older adulthood can also provide some advantages. For example, when emotional changes are considered, the cognitive tendency of older adults toward positive information may support their emotion regulation (Mather, 2012) and well-being (Scheibe &amp; Carstensen, 2010). This view is also complemented by findings showing that older adults interpret their memories of autobiographical events more positively (Gallo et al., 2011), that they use fewer negative words when they talk about their autobiographical memories, and that, unlike young adults, their focus on the negative aspects of social events fades in several months (Ford et al., 2018).When social changes are considered, the social isolation of older adults is not a naturally unfolding process with aging. It is one of the outcomes of prejudice and discrimination toward older adults. Accordingly, it may be important for aging researchers to focus on research investigating the conditions under which prejudice toward older adults can be reduced. Prior findings showed in other contexts that forming accurate impressions of a group that is the target of prejudice (Neuberg, 1989), making individuals take the perspective of that group (Brannon &amp; Walten, 2013), and providing scientific information that contradicts stereotypes (Blair et al., 2001; Park et al., 2007) may be useful in reducing prejudice toward that group. Similar applications may be useful in reducing prejudice toward older adults as well.Given that language is the basis for most thought processes, the language used in research settings and the way research findings are communicated can influence perceptions and understanding of aging. For example, addressing older adults as “old” in the laboratory may create stereotype threat and reduce older adults’ performance. While the term “older” is established in the English language, this is not the case for all languages. A multidimensional approach to the study of aging in the laboratory, by considering the changes that older adults experience and the dissemination of unbiased research findings on aging to the public by using aging terms that would not trigger prejudice and discrimination can be important steps toward reducing ageism.

İleri Yetişkinlerde Bellek Performansı: Kalıp Yargı Tehdidinin ve Pozitif Duygu Değerine Sahip Bilginin Etkisi

Volkan

Nevin

There is a close relationship between language and the self. A comprehensive exploration of language requires examining syntax, semantics, and pragmatics. Syntax deals with the structured arrangement of linguistic expressions, semantics focuses on generating meaning from these arrangements, and pragmatics emphasizes how expressions change with context, bringing social relations into focus. The concept of the self is understood in terms of consciousness, self-consciousness, and social relationships. From an evolutionary perspective, the brain has developed specialized mechanisms to process information about the world, recognize itself, and communicate with others (Heatherton et al., 2007). Consciousness means to perceive, feel, and respond to the world (Armstrong, 1981), while self-consciousness requires organizing and understanding mental states, i.e., it is the “awareness of awareness” (Carruthers, 2000) and the capacity for self-reflection (James, 1890/1950). Social interaction becomes complex and refined through language (Austin, 2020; Vygotsky, 1998), enabling us to build relationships. Therefore, language and the self can be viewed as structures encompassing the world, oneself, and social relationships. This study proposes that the structure of language (syntax-semantics-pragmatics) mirrors the structure of the self (consciousness-self consciousness-social relations). By analyzing these three common components, the study seeks to illuminate how aphasia affects the perception of self. Reviewing the extensive literature on aphasia’s impact on language and communication, this research aims to address the following questions: What is the relationship between language and self? How does language impairment in aphasia affect the self? Before answering these questions, detailed explanations of language, self, and the world are necessary.Language, the World and the SelfThe ability to use language is unique to humans (Chomsky, 2018; Pinker, 2021). However, being a competent speaker requires a developmental process (Crick, 1997; Skinner, 1957). Similarly, the self develops through experience (Crocker &amp; Canavello, 2012; Mead, 1934; Vygotsky, 1998). An infant cannot speak the language proficiently; therefore, it is challenging to consider the infant as possessing a fully developed self (Eagleman, 2022a). Over time, the infant acquires characteristics typical of an adult, such as abstract thinking, humor, reasoning, and existential inquiry (Dumontheil, 2014; Piaget, 1954/2000). Language and the construction of the self seem to be complementary processes.In addition to its objective meaning, the term world also encompasses other people and social relationships (Kelly, 1955/1991; Heidegger, 2008; Sartre, 2009). Naming objects, describing events, and representing facts by language enable us to make sense of the world (Lycan, 2022). On the other hand, language is the expression of thoughts in spoken/written form (Martinich, 1996). Language makes communication with other people (an essential part of the world) possible.In this study, the term “self” refers to a complex entity that consciously interacts with the world (Eagleman, 2022b; Hume, 2009) and is considered self-conscious (Carruthers, 2000; Damasio, 2022; James, 1890/1950; Kant, 2015). It possesses mental states such as emotions and thoughts (Descartes, 1993, 2006; Locke, 2013), maintains its identity over time (Garrett, 2002; Locke, 2013), and is socio-culturally defined (Marx ve Engels 2004; Mead, 1934; Vygotsky, 1998). Research on the self suggests that consciousness, self-consciousness, and social relations are essential elements of the self.Consciousness of the world requires expressing sense data through grammatical and logical linguistic structures. Additionally, self-consciousness deepens through linguistic self-expression. Finally, social interaction, which makes communication possible, relies on language. Given these explanations, a strong relationship between language and the self is expected to be evident. At this point, closely examining language acquisition and exploring the languageself relationship in the context of language development will clarify the framework of the study.Language Acquisition and the SelfInfants are beings capable of producing only meaningless sounds; however, these sounds quickly transform into syllables, then meaningful words, and eventually into sentences (Bleile, 2004). In the early years, babies can only express themselves by crying and/or vegetative sounds; then, they gradually evolve into adults who perceive the world, express their emotions/thoughts and communicate with others via verbal language. From the very beginning, babies have an intention to communicate (Vygotsky,1998). When exposed to verbal language, babies discover that everything has a name and meaning (Vygotsky, 1998). At this stage, semantics gain importance in communication.Starting from sounds, the baby acquires the syntactical rules of language. Using linguistic knowledge, they can communicate more effectively with others and socialize (pragmatic development) (Owens and Farinella, 2019). At this point, it would be appropriate to explain the similarities between language structure and self-structure.Relationship Between Language and the Self: Syntax, Semantic and PragmaticThe self has been defined as a concept that can be understood through consciousness, self-consciousness, and social relationships. The self develops throughout life and should be approached from a developmental perspective. Language consists of three components: syntax, semantics, and pragmatics. (Morris, 1938). The relationship between the self and language can be better understood by defining these three components.SyntaxSyntax deals with the principles and processes that determine how sentences are constructed in a language (Chomsky, 1957/2002). Formal organization is a necessity in the process of the mind’s understanding of the world. This feature of the mind implies being conscious. With this feature, humans can ensure the systematic arrangement of linguistic expressions. Consciousness also emerges as a prerequisite for the rules and principles of the elements of language (syntax).SemanticsSemantics investigates how linguistic expressions establish a connection with the world and carry specific meanings (Lycan, 2022). Humans are capable of creating meaningful coherence from the data in the world. They also attribute meaning to their mental states and behaviors by organizing and interpreting them (Gazzaniga, 1978). Through these meaningful thoughts, they gain knowledge about themselves. To be self-conscious, mental contents should be expressed linguistically. In this case, semantics requires assuming self-consciousness.PragmaticsPragmatics considers how a linguistic expression is used by the speaker in terms of context, purpose, and audience (Austin, 2020; Bates, 1976). As socio-political beings (Aristotle, trans. 1975), humans cannot be thought apart from social relationships (James, 1890/1950; Mead, 1934; Vygotsky, 1998). The self extends beyond the body through communication and social interaction. This indicates the relation between pragmatics and social interaction.Effects of Aphasia on the Self The relationship between language and the self, particularly under the impacts of aphasia, presents an interesting subject. Having problems in language structures such as syntax, semantics, and pragmatics can lead to profound transformations in the perception of the self. Aphasia is often caused by cerebrovascular events (CVEs) that damage areas of the brain related to linguistic functions, especially in the left hemisphere. It impairs one’s ability to comprehend and produce language (Ardila, 2014). The manifestation of aphasia varies by affected brain regions, leading to different symptoms (Basso, 2003); for example, one person may struggle to understand sentences, while another may lose the ability to select the right words (Damasio, 1992). This language disorder is not merely a medical issue but also a psychological and social one. The International Classification of Functioning, Disability and Health (ICF) approach emphasizes the need to consider aphasia from a broader perspective, including body functioning/structure, environment, social participation and self/identity (Simmons-Mackie &amp; Kagan, 2007). This multifaceted impact means that aphasia sufferers often experience significant changes in personal identity, social roles, and relationships; this indicates that they might not feel like the same person they were pre-aphasia (Simmons-Mackie &amp; Elman, 2011).To form the self, one must be able to remain the same over time, in other words, to preserve personal identity (Damasio, 2022; Locke, 2013). Interviewing aphasic individuals, Taubner et al., (2020) asked them whether they still felt like the same person after aphasia. These individuals, emphasizing the distinction between pre- and post-aphasia, express that they are no longer the same person. Aphasia patients frequently express a sense of self-loss, reporting that they "are not the same person as before" (Hinckley, 2006). Language loss is thus deeply tied to the concept of self, as it hinders the expression of one’s inner thoughts and the organization of external stimuli, which areessential elements in forming self-awareness. In the early stages of aphasia, people tend to idealize their former selves (Brumfitt, 1985, 1993). The change in the self is so dramatic that some individuals often view aphasia as a form of "identity theft" (Shadden, 2005).Syntax is one of the language components affected in aphasia (Benson, 1979). According to Damasio (1992), the essence of aphasia is the disruption of the mechanisms used in linguistic processing and translating thoughts into language. Individuals with Broca’s aphasia typically exhibit limited language production, showing agrammatical features (Ardila, 2010, 2014). The impairment of syntax negatively affects these individuals’ ability to organize linguistic input and process sensory data, which is indispensable for the consciousness of the world.Focusing on semantics, Broca’s cases have challenges in naming, understanding and producing irony, metaphorical and abstract words (Sheppard &amp; Sebastian, 2021). In Wernicke’s cases, the situation is more severe since linguistic productions lack meaning (Ardila, 2010). This condition, referred to as "empty speech" makes it difficult to express their thoughts meaningfully. In the absence of this, semantic impairments negatively affect individuals’ selfconsciousness.Pragmatic aspects, which are essential for social interaction, are also impacted in aphasia. In such cases, aphasic individuals distance themselves from social participation and become isolated. This isolation due to communication barriers damages social networks; it further leads to the erosion of the self. Ultimately, aphasia’s impact on syntax, semantics, and pragmatics illuminates how integral language is to the formation and preservation of the self. This suggests that language loss through aphasia represents not only a loss of communication but also a transformation of identity itself.DiscussionThe study showed that there is a relationship between the self and language, focusing on aphasia. This study also attempts to illustrate this by asserting that the dimensions of the self (consciousness, self-consciousness, and social relation) correspond closely with the components of language (syntax, semantics, and pragmatics). Findings of the research on aphasia cases conclude that language loss could indeed be a form of the loss of self.In some cases of aphasia, individuals become unable to use the rules of language; their verbal productions seem to be agrammatical (Ardila, 2014; Basso, 2003). For the listeners, these people sound like uttering chaotic voices that make no sense. They simply cannot manage to organize linguistic elements into an organized and rule-governed unity. Since the conscious awareness enables the perceptual organization of the world, these aphasics, due to problems with syntax, might have problems with that as well.Some other cases of aphasia have problems with semantics (Basso, 2008; Sheppard and Sebastian, 2021). The linguistic productions of these cases lack meaning (Ardila, 2010). This condition, referred to as empty speech, will also affect the individual’s self-awareness. Based on these points, while discussing the relationship between the self and aphasia, Shadden (2005) characterizes aphasia as identity theft. These studies demonstrate that aphasia negatively affects individuals’ awareness of themselves (Hinckley, 2006; Taubner et al., 2020), that is, their self-consciousness.When social relations are considered a component of the self (Shadden, 2005), the changing pragmatic nature of aphasia and the resulting communication disorder inevitably affect social relationships and, consequently, the self. A person who cannot express themselves without language and has difficulty in interacting with others experiences social isolation and loneliness (Nyström, 2006). These feproblems with that as well.elings lead to the individual's alienation from others. This distance from the social relationships gradually diminishes the perception of the self, even threatening to destroy it.Aphasia actually leads individuals into a kind of loneliness. Nyström (2006) considers aphasia as a form of existential loneliness due to these effects. Individuals with aphasia experience emotional, cognitive, social, and existential problems (Musser et al., 2015). Brumfitt (1985; 1993) argues that individuals with aphasia lose their previous self. Later researchers take a step further and view aphasia as an identity theft (Shadden, 2005). In light of the above explanations, aphasia causes a person to lose their sense of self. Answering the question "who am I?" becomes more difficult for individuals with aphasia.

Dil ve Benlik İlişkisi: Afazinin Benlik Üzerindeki Etkileri

Gökçe

Çocuk-Bilgisayar Etkileşiminde İç Motivasyon: Bir Kapsam İncelemesi

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Aslı

Narrative competence plays a crucial role in the development of children’s linguistic and cognitive skills in many respects. Therefore, investigating children’s narrative skills provides enriched information in both domains. Narrative competence involves an integration of multiple systems of language as it requires the simultaneous planning of a meaningful content in terms of a coherent structure, a cohesive language use and a concern for the listeners’ informational needs (Johnston, 2008).&nbsp;Producing narratives requires a coherent organization of the events making up the story around a goal in a way that renders them meaningful in terms of the intentional states of the characters and to express them by use of complex syntactic structures and appropriate lexical items. (Berman &amp; Slobin, 1994; Johnston, 2008). Research on bilingual children’s narrative development is often limited to specific language-pairings (i.e. Spanish/English) and minority contexts where low-socioeconomic status (SES) is another variable playing a key role (Miller et al., 2006).&nbsp;The present study aimed to investigate the effects of L2 (L2: Second language, English) on L1 (L1: Mother tongue, Turkish) and language competence reflected in narratives, both in structural and linguistic aspects. To investigate these questions, narrative skills task was performed with monolingual and bilingual children utilizing the wordless Frog, Where are you? (Mayer, 1969).&nbsp;Method One hundred and twelve five- and seven-year-old monolingual (N = 61) and bilingual (N = 51) children participated in the study. Narrative skills were evaluated only for Turkish for monolingual children, whereas bilingual children were tested in English as well, the latter test taking place on a separate day. In order to assess vocabulary competence for L1 and L2 Türkçe İfade Edici ve Alıcı Dil Testi (TIFALDI, Kazak-Berument &amp; Güven, 2013) and Peabody Picture Vocabulary Test-4 (PPVT-4, Dunn &amp; Dunn, 2012) were administered. In order to assess executive functioning – working memory, the backward digit span task of the Wechsler Intelligence Scale for Children- R (WISC-R, Wechsler, 1974) was used.ResultsNarratives were transcribed and narrative quality was evaluated using Pearson (2002) coding scheme. Narratives were coded on four dimensions: Frog story elements, which refers to the episodic components of the story, sequence, which refers to overall plotline of the story, perspective-and-affect, which refers to referencing and internal states, and engagement, which corresponds to effort for listener engagement (Pearson, 2002). For each dimension 2 (Age: 5-and 7-year-olds) x 2 (Language group: monolingual and bilingual) factorial ANOVAs were conducted. For frog story elements, monolinguals (M = 6.13, SD = 2.81) performed better than bilinguals (M = 4.25, SD = 2.91) for both age groups, F(1, 107) = 12.18, p &lt; .001, η p 2 = .10. For sequence, monolinguals (M = 7.73, SD = 2.59) again performed better than bilinguals (M = 5.35, SD = 2.36), F(1, 107) = 27.39, p &lt; .001, η p 2 = .20. For perspective and affect, monolinguals was a main effect of language group (F(1, 107) = 23.87, p &lt; .001, η p 2 = .18) as well as language and age interaction (F(1, 107) = 30.08, p &lt; .001, η p 2 = .02). Post-hoc t-test showed that five-year-old monolinguals and bilinguals did not differ in their performance, (t(51) = 0.36, p = .72), whereas seven-year-old monolinguals (M = 7.36, SD = 1.45) were better than bilinguals (M = 2.60, SD = 2.63), t(56) = 8.79, p &lt; .001. Finally, for engagement, monolinguals was a main effect of language group (F(1, 107) = 40.48, p &lt; .001, η p 2 = .27) as well as language and age interaction (F(1, 107) = 15.04, p &lt; .001, η p 2 = .12). Post-hoc t-tests indicate that there was no difference between five-year-old bilingals and monolinguals, t(51) = 1.78, p = .08. Seven-year-old monolinguals (M = 5.85, SD = 0.91) were better than bilinguals (M = 3.00, SD = 2.04), t(56) = 7.16, p &lt; .001. Monolingual children (M = .50, SD = .15) were better at incorporating more complex linguistic structures into their narratives compared to bilinguals (M = .36, SD = .19), F(1, 107) = 16.99, p &lt; .001 η p 2 = .14.&nbsp;&nbsp;DiscussionOverall, the present study made it possible to see the effects of early and intense L2 exposure on L1 by utilizing narratives elicited in both L1 and L2. Narratives of bilingual&nbsp;children have been studied more often in societies where L1 is not the dominant language (e.g., Akinci, Jisa, &amp; Kern, 2001; Kaufman, 2001; Kupersmitt &amp; Berman, 2001; Viberg, 2001), with a focus on the development of L2 and often with no data for L1 monolinguals that match the minority’s L1, with some exceptions (e.g., Verhoeven &amp; Boeschoten, 1986). In this respect the results of the current study are important as they provide information on bilingual narrative development in an L1 dominant, high-SES context. Findings raise questions regarding how early immersion schooling should start and how it should be designed to enhance both L1 and L2.

İkinci Dil Ediniminin Okul Öncesi ve Okul Çağı Çocuklarında Anlatı Becerilerinin Kurgusal ve Dilbilgisel Süreçlerine Olan Etkisi

Esra

In current study, it was aimed to systematically review studies examining the effectiveness of forgiveness interventions for children and adolescents.Method This study was a systematic review. The literature review was conducted for 2010-2019 years, in the databases of Wiley Online Library, Taylor and Francis, Springer Link, Scopus, Science Direct, Sage Journals, EBSCOhost and TR Index, between November 2018 and March 2019. The terms of “forgiveness intervention”, “forgiveness group”, “forgiveness therapy”, “forgiveness education” and “forgiveness program” were used for the search. The following selection criteria were identified: (a) studies involving forgiveness group intervention for children and adolescents, (b) studies involving information about the content of intervention programs, (c) studies showing the effects of applied programs by using statistical data. The exclusion criteria were as follows: (a) studies not writing in Turkish or English, (b) studies with only an abstract, (c) studies not using group intervention, (d) review studies, and (e) descriptive studies. A total of 529 research articles were reached and 6 articles have been selected for inclusion within the scope of the study.Results In terms of research group and study design, obtained results are following: Park, et al. (2013) conducted the study with female adolescents (N = 48, Mage = 15.79). This study was based on 3 (pre-test, post-test, follow up test) x 3 (experimental, control, and placebo group) mixed design. Enright, et al. (2014) conducted the study with 8th grade students (N = 132, Mage = 13.48). This study was based on 3 (experimental group) x 2 (pre-test, post-test) mixed design. Taysi and Vural (2016) carried out their study with 4th grade students (N = 122, Mage = 10.00). Their study was based on 3 (pre-test, post-test, follow up test) x 2 (experimental and control group) mixed design. In the study of Vassilopoulos, et.al (2018), the participants were 6th grade students (N = 42, Mage = 11.14). This study was based on mixed design including qualitative and quantitative methods. Quantitative dimension was based on 2 (pre-test and post-test) x 2 (experimental and control group) mixed design. Freedman (2018) conducted the study with high school students (N = 21, Mage = 17.3). Research design was mixed design including qualitative and quantitative methods. Quantitative dimension was based on 2 (pre- and post-test) x 2 (experimental and control group) mixed design. Finally, Rahman, et al. (2018) conducted the study with female early adolescents (N = 8, age range: 11-12). Research design was 3 (pre-test, post-test, follow up test) x 2 (experimental and control group) mixed design.&nbsp;When the studies examined in terms of features of applied programs, following results were obtained. Park et al. (2013) applied “Forgiveness Program for Aggressive Victims”. Enright et al. (2014) applied a class guidance program based on process model. Program focuses importance of forgiveness, aims to gain forgiveness understanding and decrease anger. Taysi and Vural (2016) applied a class guidance program based on process model. Program is “Joyful Forgiveness” for 9-11 age children. Vassilopoulos et al. (2018) applied a class guidance program. Program includes recognition and expression of emotions, relations among emotions, thoughts and behaviors, value of love, forgiveness, developing an act plan for applying forgiveness. Freedman (2018) applied a small group guidance program based on process model. Program includes offence, anger, commitment to forgive, reframing, empathy, compassion and absorption of pain. Rahman et al. (2018) applied forgiveness therapy based on process model. The first 16 sessions were applied as individual therapy; the latter 16 sessions were applied as group therapy.&nbsp;When the studies examined in terms of results, following results were obtained. In the study of Park et al. (2013), after intervention forgiveness, empathy and grades increased, anger, hostile attribution, aggression and delinquency decreased in experimental group. In the study of Enright et al. (2014); after intervention, forgiveness, and willingness to forgive&nbsp;increased, and prejudice decreased in all groups. In the study of Taysi and Vural (2016), forgiveness and hope scores of experimental group increased at post-test. Anger scores of experimental group increased at follow up test. In the study of Vassilopoulos et al. (2018), at post-test, forgiveness and life satisfaction increased, anger decreased in favor of experimental group. In the study of Freedman (2018), a significant difference in favor of experimental group was found in terms of forgiveness, anxiety, depression and hope; however, there wasn’t significant difference between groups in terms of self-esteem. In the study of Rahman et al. (2018), after intervention, forgiveness increased and anger decreased in experimental group.&nbsp;Discussion According to obtained results, forgiveness group interventions for children and adolescents are effective on enhancing of information and skills about forgiveness and development of positive attitudes towards forgiveness. Besides, forgiveness interventions help children and adolescents to cope anger, to decrease depression and to increase hope, and so positively affect mental health.

Çocuk ve Ergenlere Yönelik Affetme Müdahaleleri: Sistematik Gözden Geçirme

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Tülay

Zeynep Merve

In recent years, different methods for controlling the emotional effects caused by the demands in work place began to attract attention. The job demands-resources model is a functional model for assessing the well-being of the employee (Demerouti &amp; Bakker, 2011). Schaufeli and Bakker (2004), pointed out that it should be more effective to decrease the job demands rather than to increase job resources. From this point of view, it is considered that it is important to prevent a negative job-related affective well-being perception in order to enhance the factors related to quality of work life. Humor is an important phenomenon that can have a positive effect on the individual’s perception of well-being. It may decrease the negative job-related affective well-being perception. Based on this idea, this study aims to investigate the moderating role of occupational humorous coping on the relationship between job demands and a negative perception job-related affective wellbeing.MethodThe sample of this research constitutes 319 employees from various cities of Turkey working in the education and health sectors. For measuring job demands, a scale (Xanthopoulou, Bakker, Demerouti, &amp; Schaufeli, 2007) with four sub-scales including workload (4 items), emotional demands (6 items), emotional dissonance (5 items) and organizational changes (7 items); for measuring the negative job-related affective wellbeing perception, 10 items measuring negative job-related affective well-being perception of the Job-related Affective Well-being Scale (Van Katwyk, Fox, Spector, &amp; Kelloway, 2000) and for measuring occupational humorous coping, the Occupational Humorous Coping Scale (23 items), which was developed by Doosje, De Goede, Van Doornen and Goldstein (2010), was used.Results For testing the hypotheses, hierarchical regression and simple slope analyses were conducted. According to the hierarchical regression results, in the first model, job demands have a positive effect on the negative job-related affective well-being perception (B = 0.45, SH = 0.06; R2 = .19, p &lt; .001). In the second model, when occupational humorous coping was added to the equation, the explanatory strength of the model increased (ΔR2 = .18, p &lt; .001) and it was revealed that occupational humorous coping has a negative effect on the negative job-related affective well-being perception (B = -0.44, SH = 0.05). In the third model, the interaction of job demands and occupational humorous coping has an effect (B = -0.15, SH = 0.05) on the negative job-related affective well-being perception (ΔR2 = .02, p &lt; .001). Occupational humorous coping has a moderating effect on the relationship between job demands and the negative job-related affective well-being perception. Thereafter, simple slope analysis and a test for difference in simple slopes revealed that high occupational humorous coping weakens the positive relationship between job demands and the negative job-related affective well-being perception (for high occupational humorous coping: b = .24, t = 3.816, p &lt; .001; for low occupational humorous coping: b = .41, t = 9.171, p &lt; .001; for difference in simple slopes t(604) = 2.096, p &lt; .05). According to this, as the occupational humorous coping tendency increases, the positive relationship between job demands and the negative job-related affective well-being perception decreases.&nbsp;DiscussionThe results of this study showed that employees who have a low ability of occupational humorous coping are at a disadvantage when compared to employees who have a high ability of occupational humorous coping in the context of a negative job-related affective well-being perception against job demands. According to this, it can be said that the occupational humorous coping skills are not only important for the health of employees, but also important for responding to job demands. People are more sensitive to negative stimuli than to positive stimuli (Garcia, Rosenberg, Erlandsson, &amp; Siddiqui, 2010), and the increase in negative feelings in the workplace lead to increasing counterproductive behavior (Fox, Spector, &amp; Miles, 2001). In this context, this study examined the negative jobrelated affective well-being perception. Turkey is a high power distance country (Kabasakal &amp; Dastmalchian, 2001), which means that the status differences in organizations are important. It is thought that high power distance can be a restrictive factor for using humor in the workplace. From this point of view, there can be a greater need for an encouraging organizational climate. The negative and positive affective well-being perceptions can be examined separately. The decrease in negative affective well-being perception does not mean an increase in positive affective well-being perception. Therefore, in future studies, it will be useful to examine the positive job-related affective well-being perception in relation to job demands and also the effects of occupational humorous coping in the context of these relationships.

Mizahın Gücü: Mizahın İş Talepleri Karşısında Olumsuz Duyuşsal İyi Oluş Algısını Azaltıcı Etkisi

Arzu

Yakın Arkadaşlık İlişkisinde Minnettarlık Eğiliminin Bilişsel, Duygusal ve Davranışsal Göstergeleri: Türkiye Örneği

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Psikoloji Çalışmaları-Studies in Psychology, İstanbul Üniversitesi Edebiyat Fakültesi, Psikoloji Bölümü tarafından,  açık erişimli, hakemli, yılda üç kere Nisan, Ağustos ve Aralık aylarında yayınlanan, 1956 yılından beri çıkarılan, uluslararası, bilimsel bir dergidir. Web of Science - Emerging Sources Citation Index (ESCI), TÜBİTAK-ULAKBİM TR Dizin ve Türk Psikiyatri Dizini’nde yer almaktadır. Dergiye yayınlanması için gönderilen bilimsel makaleler Türkçe ya da İngilizce olmalıdır.

Psikoloji Çalışmaları / Studies in Psychology, temel olarak psikolojinin tüm alt alanlarından niteliksel ya da niceliksel görgül araştırmalar yayınlar. Aynı zamanda teorik, metodolojik ve derleme makaleleri kapsamaktadır. Psikoloji ile farklı alanları (Sosyoloji, Psikiyatri, Geriatri, Eğitim, İşletme, Mesleki Sağlık, İletişim, Siyasal Bilimler vb.) bir araya getiren disiplinler arası makaleleri de kabul etmektedir. Derginin hedef kitlesini akademisyenler, araştırmacılar, profesyoneller, öğrenciler ve ilgili mesleki, akademik kurum ve kuruluşlar oluşturur.

Derginin tüm giderleri İstanbul Üniversitesi tarafından karşılanmaktadır. Dergide makale yayını ve makale süreçlerinin yürütülmesi ücrete tabi değildir. Dergiye gönderilen ya da yayın için kabul edilen makaleler için işlemleme ücreti ya da gönderim ücreti alınmaz.

2024 itibariyle basılı versiyon durdurulmuştur. Dergi sadece online olarak yayınlanmaktadır.

Emerging Sources Citation Index (ESCI)

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DOAJ

Türk Psikiyatri Dizini

SOBIAD

Cabells Journalytics

Gale Cengage

APA PsycInfo

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Psikoloji Çalışmaları

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Psikoloji Çalışmaları-Studies in Pscyhology, İstanbul Üniversitesi Psikoloji Bölümü tarafından 1956 yılından beri yayınlanan, açık erişimli, hakemli ve uluslararası bilimsel bir dergidir. Yılda üç kere, Nisan, Ağustos ve Aralık aylarında yayınlanır. Dergi Türkçe ve İngilizce makalelere açıktır. Psikoloji Çalışmaları-Studies in Pscyhology, temel ve uygulamalı alanların ürettiği bilgilerin birbirini beslemesine izin veren bir yayın platformu olma amacını taşımaktadır. Bu çerçevede gerek psikolojinin bütün alt alanlarındaki araştırmalara; gerekse Bilişsel Bilimler, Sinir Bilim, Genetik, Psikiyatri, Geriatri, Eğitim Bilimleri, İletişim Bilimleri, Antropoloji gibi alanları kapsayan disiplinler arası çalışmalara açıktır. Derginin hedef kitlesini akademisyenler, araştırmacılar, profesyoneller, öğrenciler ve ilgili mesleki, akademik kurum ve kuruluşları oluşturur.

Amaç ve Kapsam

<ul type="disc"> <li>Web of Science - Emerging Sources Citation Index (ESCI)  (2018’deki kabulden bu yana, geçmiş sayılar da WoS’a dahil edilmiştir; 2005’ten günümüze sayılar indekslenmektedir.) TÜBİTAK-ULAKBİM TR Dizin</li> <li>Türk Psikiyatri Dizini</li><li>APA PsycInfo</li> <li>DOAJ (Directory of Open Access Journals)</li> <li>SOBİAD</li> <li>EBSCO Academic Search Ultimate</li> <li>EBSCO Central &amp; Eastern European Academic Source</li><li>ERIH PLUS</li><li>Cabells Journalytics </li><li>Gale Cengage </li> </ul>

Dizinler

Dergi yayın etiğinde en yüksek standartlara bağlıdır ve <a href="https://publicationethics.org/" target="_blank">Committee on Publication Ethics (COPE)</a>, <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">Directory of Open Access Journals (DOAJ)</a>, <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a> ve <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> tarafından yayınlanan etik yayıncılık ilkelerini benimser; Principles of Transparency and Best Practice in Scholarly Publishing başlığı altında ifade edilen ilkeler için: <a href="https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing" target="_blank">https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing</a> Gönderilen makaleler derginin amaç ve kapsamına uygun olmalıdır. Orijinal, yayınlanmamış ve başka bir dergide değerlendirme sürecinde olmayan, her bir yazar tarafından içeriği ve gönderimi onaylanmış yazılar değerlendirmeye kabul edilir. Makale yayınlanmak üzere Dergiye gönderildikten sonra yazarlardan hiçbirinin ismi, tüm yazarların yazılı izni olmadan yazar listesinden silinemez ve yeni bir isim yazar olarak eklenemez ve yazar sırası değiştirilemez.İntihal, duplikasyon, sahte yazarlık/inkar edilen yazarlık, araştrma/veri fabrikasyonu, makale dilimleme, dilimleyerek yayın, telif hakları ihlali ve çıkar çatışmasının gizlenmesi, etik dışı davranışlar olarak kabul edilir. Kabul edilen etik standartlara uygun olmayan tüm makaleler yayından çıkarılır. Buna yayından sonra tespit edilen olası kuraldışı, uygunsuzluklar içeren makaleler de dahildir.İntihal Ön kontrolden geçirilen makaleler, iThenticate yazılımı kullanılarak intihal için taranır. İntihal/kendi kendine intihal tespit edilirse yazarlar bilgilendirilir. Editörler, gerekli olması halinde makaleyi değerlendirme ya da üretim sürecinin çeşitli aşamalarında intihal kontrolüne tabi tutabilirler. Yüksek benzerlik oranları, bir makalenin kabul edilmeden önce ve hatta kabul edildikten sonra reddedilmesine neden olabilir. Makalenin türüne bağlı olarak, bunun oranın %15 veya %20'den az olması beklenir.Çift Kör Hakemlikİntihal kontrolünden sonra, uygun olan makaleler baş editör tarafından orijinallik, metodoloji, işlenen konunun önemi ve dergi kapsamı ile uyumluluğu açısından değerlendirilir. Editör, makalelerin adil bir şekilde çift taraflı kör hakemlikten geçmesini sağlar ve makale biçimsel esaslara uygun ise, gelen yazıyı yurtiçinden ve /veya yurtdışından en az iki hakemin değerlendirmesine sunar, hakemler gerek gördüğü takdirde yazıda istenen değişiklikler yazarlar tarafından yapıldıktan sonra yayınlanmasına onay verir.

Politikalar

Dergi açık erişimlidir ve derginin tüm içeriği okura ya da okurun dahil olduğu kuruma ücretsiz olarak sunulur. Okurlar, ticari amaç haricinde, yayıncı ya da yazardan izin almadan dergi makalelerinin tam metnini okuyabilir, indirebilir, kopyalayabilir, arayabilir ve link sağlayabilir. Bu <a href="https://www.budapestopenaccessinitiative.org/translations/turkish-translation" target="_blank">BOAI</a> açık erişim tanımıyla uyumludur. Derginin açık erişimli makaleleri Creative Commons Atıf-GayrıTicari 4.0 Uluslararası (<a href="https://creativecommons.org/licenses/by-nc/4.0/deed.tr" target="_blank">CC BY-NC 4.0</a>) olarak lisanslıdır.

Derginin tüm giderleri İstanbul Üniversitesi tarafından karşılanmaktadır. Dergide makale yayını ve makale süreçlerinin yürütülmesi ücrete tabi değildir. Dergiye gönderilen ya da yayın için kabul edilen makaleler için işlemleme ücreti ya da gönderim ücreti alınmaz.

Yazarlar dergide yayınlanan çalışmalarının telif hakkına sahiptirler ve çalışmaları  Creative Commons Atıf-GayrıTicari 4.0 Uluslararası (<a href="https://creativecommons.org/licenses/by-nc/4.0/deed.tr" target="_blank">CC BY-NC 4.0</a>) olarak lisanslıdır. CC BY-NC 4.0 lisansı, eserin ticari kullanım dışında her boyut ve formatta paylaşılmasına, kopyalanmasına, çoğaltılmasına ve orijinal esere uygun şekilde atıfta bulunmak kaydıyla yeniden düzenleme, dönüştürme ve eserin üzerine inşa etme dâhil adapte edilmesine izin verir.

Editörler, yayınlanan makalede, bulguları, yorumları ve sonuçları etkilemeyen küçük hatalar tespit edilirse düzeltme yayınlamayı düşünebilirler. Editörler, bulguları ve sonuçları geçersiz kılan büyük hatalar / ihlaller söz konusu olduğunda, makaleyi geri çekmeyi düşünmelidir. Yazarlar tarafından araştırma veya yayını kötüye kullanmaya yönelik olasılık söz konusu ise; bulguların güvenilir olmadığına ve yazarların kurumlarının olayı soruşturmadığına dair kanıtlar var veya olası soruşturma haksız veya sonuçsuz görünüyor ise, editörler endişe ifadesi yayınlamayı düşünmelidir. Düzeltme, geri çekme veya endişe ifadesi ile ilgili olarak <a href="https://publicationethics.org/resources/flowcharts/complete-set-english" target="_blank">COPE</a> ve <a href="https://www.icmje.org/recommendations/" target="_blank">ICJME</a> yönergeleri dikkate alınır.Geri ÇekmeDergi geri çekme durumunda <a href="https://publicationethics.org/sites/default/files/retraction-guidelines-cope.pdf" target="_blank">COPE Retraction Guidelines</a>’ı izler. Editör, aşağıdaki durumlarda bir makaleyi geri çekme hakkına sahiptir: <ul><li>Büyük bir hata (örn. yanlış hesaplama veya deneysel hata), uydurma öğeler  (örn. veri) veya tahrifat (örn. görüntü manipülasyonu) gibi bulguların güvenilmez olduğu sonucunu çıkarmaya dair açık kanıtlar varsa; </li><li>İçerikte intihal varsa; </li><li>Uygun atıf yapılmadan başka bir yerde yayınlanmışsa;</li><li>Kullanım izni olmayan materyal veya veri içeriyorsa;</li><li>Telif hakkı ihlali veya başka bir ciddi yasal sorun varsa;</li><li>Etik olmayan araştırma içeriyorsa; </li><li>Hakem değerlendirme sürecinin bozulduğuna veya manipüle edildiğine dair kanıt varsa;</li><li>Yazar(lar), editörün görüşüne göre, çalışmanın yorumlanmasını veya editörlerin ve hakemlerin tavsiyelerini önemli derecede etkileyebilecek, kritik bir çıkar çatışmasını açıklamamış ise.</li></ul>Geri çekme durumunda aşağıdaki adımlar izlenir:<ul><li>Makale başlığını da içeren geri çekme bildirimi derginin bir sonraki sayısında yayınlanır. Geri çekme bildirimi  içindekiler tablosunda sayfa nosu verilerek listelenir. </li><li>Elektronik versiyonda geri çekme bildirimi ile orijinal makale arasında link sağlanır. </li><li>Online makaleden önce geri çekme bildirimini içeren sayfa gelir; okuyucu daha sonra makalenin kendisine geçebilir.</li><li>Orijinal makale, her sayfadaki .pdf üzerinde “geri çekildiğini” belirten bir filigran dışında değişmeden kalır.</li></ul>Yasal Nedenlerle Makalenin KaldırılmasıAşağıdaki durumlarda, üst veriler (başlık ve yazarlar) hariç olmak üzere, makale metni kaldırılır ve makalenin yasal nedenlerle kaldırıldığını bildiren bir sayfa makalenin yerini alır. <ul><li>Makalenin karalayıcı içerik ihtiva ettiği veya başkalarının yasal haklarını ihlal ettiği tespit edilir ve geri çekmenin yeterli bir çözüm olmadığı düşünülürse;</li><li>Makale bir mahkeme kararına konu olmuşsa veya olacağına dair makul bir neden varsa;</li><li>Kamu sağlığı açısından önemli bir risk söz konusu ise;  </li></ul>

Dergide yayınlanan tüm yazıların korunmasını ve kalıcı olarak erişilebilir olmasını sağlamak için makaleler, ulusal bir arşiv sitesi olarak hizmet veren ve aynı zamanda LOCKSS'in içeriği toplamasına, korumasına ve sunmasına izin veren Dergipark'ta saklanmaktadır.Ek olarak, yazarların kendilerinin makalelerinin son PDF sürümünü Open Archives Initiative (<a href="https://www.openarchives.org/" target="_blank">https://www.openarchives.org/</a>) standartlarına uygun açık elektronik arşivlerde arşivlemeleri önerilir. Yazarlar, yayınladıkları arşiv versiyonundan, İ.Ü. Yayınevinin dergi web sitesinin URL'sine bağlantı sağlamalıdır.

Yapay Zeka konusundaki gelişmeler ve akademik yayıncılıkta görülen uygulamalar dikkate alınarak oluşturulan Yapay Zeka Politikası, yazarların, hakemlerin ve editörlerin bu türden teknolojilerin kullanımında uymaları gereken editöryal ve etik ilkeleri içerir. Yapay Zeka politikasının oluşturulmasında, aşağıdaki kaynaklar dikkate alınmıştır:Committee on Publication Ethics <a href="https://publicationethics.org/guidance/cope-position/authorship-and-ai-tools" target="_blank">(COPE) - Authorship and AI tools</a>; International Committee of Medical Journal Editors <a href="https://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html#four" target="_blank">(ICMJE) - Artificial Intelligence (AI)-Assisted Technology; World Association of Medical Editors  (WAME) Chatbots, Generative AI, and Scholarly Manuscripts</a><a href="https://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html#four"></a>Yapay Zeka destekli teknolojiler (Büyük Dil Modelleri [LLM'ler], sohbet robotları veya görüntü oluşturucular gibi), metin, görüntü, ses ve sentetik veriler dahil olmak üzere çeşitli içerikler geliştirebilmekte ve üretebilmektedir. Bu yetenekleri etik ve güvenli bir şekilde kullanıldığında üretkenliği artırabilir ve yeniliği teşvik edebilir; ancak insan yönlendirmesi olmadan kullanımında doğru olmayan ve taraflı sonuçlar; atıf verme konusunda eksikler ve hatalar; gizlilik ve fikri mülkiyet haklarının korunmasında eksiklikler; yazar ve yayıncıların haklarının potansiyel ihlali gibi riskler taşımaktadır. IUPress, Yapay Zeka kullanımı konusunda söz konusu riskleri bertaraf etmeyi amaçlayan aşağıdaki temel ilkeleri benimser:  <ul><li>İçerik üretiminde kullanılan (metin, şekiller, resimler ve kod dahil ancak bunlarla sınırlı olmamak üzere) her türlü Yapay Zeka ile ilgili ayrıntılar çalışmanın uygun bölümünde (bilgi notu olarak ve/veya metod kısmında) beyan edilmeli ve net biçimde açıklanmalıdır. </li><li>Hiçbir Yapay Zeka aracı hiçbir bilimsel çalışmada yazar olarak listelenemez. </li><li>Yazarlar, herhangi bir şekilde Yapay Zeka kullanımı durumunda da çalışmalarının doğruluğu, bütünlüğü ve özgünlüğünden sorumludur; başkalarının fikirleri, verileri, kelimeleri veya diğer materyallerini doğru referanslama ve atıf ile sunmakla yükümlüdürler. </li><li>Hakemler ve editörler gönderilen çalışmayı tamamen ya da kısmen hiçbir üretken Yapay Zeka uygulamasına yükleyemez. </li></ul>IUPress yayınlarının editöryal süreçlerinde, Yapay Zeka ile üretilmiş içerikleri tespit eden yardımcı araçlar editörlerin kullanımındadır. Öte yandan okunurluğu, dil ve grammeri iyileştirme ve geliştirme konusunda önerilerde bulunan Yapay Zeka araçlarının kullanılması yaygındır ve IUPress  yayınlarında bu türden Yapay Zeka araçları editörlerin ve yazarların gözetiminde kullanılabilir.

Yapay Zeka Politikası

<ul><li>Yazarlar, gönderdikleri çalışmayı oluştururken <a target="_blank">Yapay Zeka destekli teknolojiler (Büyük Dil Modelleri [LLM'ler], sohbet robotları veya görüntü oluşturucular gibi) </a>kullandılarsa, bunu  beyan etmekle yükümlüdür. </li><li>Yazarlar hem ön yazıda hem de sunulan çalışmanın uygun bölümünde (bilgi notu olarak ve/veya metod kısmında), hangi Yapay Zeka aracını ve hangi versiyonunu ne amaçla kullandıklarını açıklamalıdır. </li><li>Yapay Zeka destekli teknolojilerden yararlanılarak oluşturulan içeriğin ve alıntıların doğruluğu, geçerliliği ve uygunluğunun sağlanması, olası hata, tutarsızlık ve taraflı sonuçların giderilmesi yazarların sorumluluğundadır. </li><li>Yazarlar, Yapay Zeka destekli teknolojiler ile üretilmiş metinlerde intihal potansiyeli olduğunu dikkate alarak, olası intihali bertaraf etmek için orijinal kaynakları mutlaka kontrol etmelidir. Kontrol ettiğini ve kaynakların orijnal kaynaklar olduğunu teyid etmelidir.  </li><li>Yapay Zeka destekli araçlar (ChatGPT gibi) yazar olarak listelenemez çünkü çalışmanın doğruluğundan, bütünlüğünden ve orijinalliğinden sorumlu olamazlar ve bu sorumluluklar yazarlık için şarttır. Bu nedenle, Yapay Zeka destekli teknolojilerin kullanımını içeren tüm materyallerden yazarlar sorumludur. Yazarlar, makalede yer alan ve çalışmanın hipotezlerini, yorumlarını, sonuçlarını, sınırlamalarını ve çıkarımlarını bildiren tüm ifadelerin kendi fikirlerini temsil ettiğinden emin olmalıdırlar.  </li><li>Yazarların, Yapay Zeka araçlarını temel araştırmacı ve yazar sorumluluklarının yerini alacak, aşağıdaki şekillerde kullanarak oluşturdukları çalışmalar bilimsel yayıncılık ve yayın etiği ilkelerine aykırıdır ve bu türden çalışmaların yayınlarda yer almasına izin verilmez: <ul><li>Titiz revizyon olmadan metin veya kod oluşturma, </li><li>Sağlam bir metodoloji olmadan eksik verileri ikame etmek için sentetik veri üretimi,  </li><li>Özetler veya ek materyaller de dahil olmak üzere her türlü hatalı, sentetik içerik oluşturulması </li><li>Yapay Zeka kullanımı ile görüntü ve şekillerin (resimler, çizelgeler, veri tabloları, tıbbi görüntüler, görüntü parçacıkları, bilgisayar kodları ve formüller) veya orijinal araştırma verilerinin oluşturulması ve manipüle edilmesi (bir görüntü veya şekil içinde belirli bir özelliğin artırılması, gizlenmesi, taşınması, kaldırılması veya eklenmesi).</li></ul></li></ul>

Hakem sürecinde gizliliğin korunması, değerlendirilen çalışmanın bu süreçte paylaşılmaması veya kullanılmaması esastır.  <a></a><a href="https://publicationethics.org/sites/default/files/ethical-guidelines-peer-reviewers-cope.pdf" target="_blank">(COPE – Ethical Guidelines for Peer Reviewers</a>) <ul><li>Hakemler, kendilerine değerlendirme için gönderilen bir makaleyi veya herhangi bir bölümünü gözden geçirme, değerlendirme veya karar verme sürecine yardımcı olması için üretken Yapay Zeka araçlarına veya Büyük Dil Modellerine yüklememelidirler; zira hakemlerin bu türden Yapay Zeka araçlarına içerik yüklemesi yazarların gizlilik ve mülkiyet haklarını ihlal eder.  </li><li>Bilimsel bir makalenin incelenmesi, yalnızca insanlara atfedilebilecek sorumluluktur. Hakem değerlendirmesi için gereken eleştirel düşünme ve orijinal değerlendirme bu teknolojinin kapsamı dışındadır ve teknolojinin makale hakkında yanlış, eksik veya önyargılı sonuçlar üretme riski vardır. Hakem raporu ve karar mektupları, hakemlerin ve editörlerin gönderilen içeriğe ilişkin kişisel değerlendirmelerini yansıtmalıdır. Hakem, raporunun içeriğinden sorumludur ve hesap vermekle sorumludur. </li><li>Yapay Zeka araçları, hakem değerlendirmesi ile bağlantılı olarak hakem değerlendirme raporu dilinin kalitesini artırmak için (çeviri veya dil düzenlemesi için) sınırlı bir şekilde kullanılabilir. Böyle bir kullanım olduğunda, hakem raporu iletirken, kullanımı beyan etmelidir. </li><li>Bir başvuruda üretken Yapay Zekanın uygunsuz veya açıklanmamış kullanımından şüphelenen hakemler, endişelerini dergi editörüne bildirmelidir. </li></ul>

Editörler dergiye gönderilen makalelerin değerlendirme sürecinde gizliliğinin korunmasını sağlamakla yükümlüdürler, değerlendirilen çalışmanın bu sürece dahil olan taraflar dışında paylaşılmaması veya kullanılmaması esastır <a href="https://publicationethics.org/files/Code_of_conduct_for_journal_editors_Mar11.pdf" target="_blank">(COPE – Code of Conduct and Best Practice Guidelines for Journal Editors)</a>.<ul><li>Editörler, yazarların gizlilik ve mülkiyet haklarını ihlal edebileceğinden, gönderilen bir makaleyi veya herhangi bir bölümünü gözden geçirme, değerlendirilme veya karar verme sürecine yardımcı olması için üretken Yapay Zeka  araçlarına veya Büyük Dil Modelleri'ne yüklememelidir. </li><li>Bilimsel bir makalenin editoryal değerlendirmesini yönetmek, yalnızca insanlara atfedilebilecek sorumluluklar anlamına gelir. Üretken Yapay Zeka veya Yapay Zeka destekli teknolojiler, editörler tarafından bir makalenin değerlendirme veya karar verme sürecine yardımcı olmak için kullanılmamalıdır, çünkü bu iş için gereken eleştirel düşünme ve orijinal değerlendirme bu teknolojinin kapsamı dışındadır ve teknolojinin makale hakkında yanlış, eksik veya önyargılı sonuçlar üretme riski vardır. Editör, editoryal süreçten, nihai karardan ve bunların yazarlara iletilmesinden sorumlu ve mesuldür.</li><li>Editörler, karar mektupları veya yayınlanmamış araştırmaların özetlerini oluşturmak için üretken Yapay Zeka aracı kullanmamalıdır. </li><li>Editörler, uygun hakemleri bulma konusunda yardımcı olması için üretken Yapay Zeka araçlarını kullanabilir.</li><li>Editörler, gönderilen bir makalede veya gönderilen bir hakem raporunda üretken Yapay Zeka kullanıldığından şüphelenirse konuyla ilgili editoryal bir değerlendirme yapmalı ve politikayı göz önünde bulundurmalıdır. </li></ul>

Psikoloji Çalışmaları - Studies in Pscyhology, yayın etiğinde en yüksek standartlara bağlıdır ve <a href="https://publicationethics.org/" target="_blank">Committee on Publication Ethics (COPE)</a>, <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">Directory of Open Access Journals (DOAJ)</a>, <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a> ve <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> tarafından yayınlanan etik yayıncılık ilkelerini benimser; Principles of Transparency and Best Practice in Scholarly Publishing başlığı altında ifade edilen ilkeler için adres: <a href="https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing" target="_blank">https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing</a>Gönderilen tüm makaleler orijinal, yayınlanmamış ve başka bir dergide değerlendirme sürecinde olmamalıdır. Her bir makale editörlerden biri ve en az iki hakem tarafından çift kör değerlendirmeden geçirilir. İntihal, duplikasyon, sahte yazarlık/inkar edilen yazarlık, araştrma/veri fabrikasyonu, makale dilimleme, dilimleyerek yayın, telif hakları ihlali ve çıkar çatışmasının gizlenmesi, etik dışı davranışlar olarak kabul edilir.Kabul edilen etik standartlara uygun olmayan tüm makaleler yayından çıkarılır. Buna yayından sonra tespit edilen olası kuraldışı, uygunsuzluklar içeren makaleler de dahildir.Ayrıca Türk Psikologlar Derneği Etik Yönetmeliği de dikkate alınır. Türk Psikologlar Derneği üyesi olan yazarlar aynı zamanda Türk Psikologlar Derneği Etik Kurulana karşı da sorumludur.

Etik

Psikoloji Çalışmaları - Studies in Pscyhology araştırma etiğinde en yüksek standartları gözetir ve aşağıda tanımlanan uluslararası araştırma etiği ilkelerini benimser. Makalelerin etik kurallara uygunluğu yazarların sorumluluğundadır.<ul><li>Araştırmanın tasarlanması, tasarımın gözden geçirilmesi ve araştırmanın yürütülmesinde, bütünlük, kalite ve şeffaflık ilkeleri sağlanmalıdır.</li><li>Araştırma ekibi ve katılımcılar, araştırmanın amacı, yöntemleri ve öngörülen olası kullanımları; araştırmaya katılımın gerektirdikleri ve varsa riskleri hakkında tam olarak bilgilendirilmelidir.</li><li>Araştırma katılımcılarının sağladığı bilgilerin gizliliği ve yanıt verenlerin gizliliği sağlanmalıdır.</li><li>Araştırma katılımcıların özerkliğini ve saygınlığını koruyacak şekilde tasarlanmalıdır.</li><li>Araştırma katılımcıları gönüllü olarak araştırmada yer almalı, herhangi bir zorlama altında olmamalıdırlar.</li><li>Katılımcıların zarar görmesinden kaçınılmalıdır. Araştırma, katılımcıları riske sokmayacak şekilde planlanmalıdır.</li><li>Araştırma bağımsızlığıyla ilgili açık ve net olunmalı; çıkar çatışması varsa belirtilmelidir.</li><li>İnsan denekler ile yapılan deneysel çalışmalarda, araştırmaya katılmaya karar veren katılımcıların yazılı bilgilendirilmiş onayı alınmalıdır. Çocukların ve vesayet altındakilerin veya tasdiklenmiş akıl hastalığı bulunanların yasal vasisinin onayı alınmalıdır.</li><li>Çalışma herhangi bir kurum ya da kuruluşta gerçekleştirilecekse bu kurum ya da kuruluştan çalışma yapılacağına dair onay alınmalıdır.</li><li>İnsan öğesi bulunan çalışmalarda, “yöntem” bölümünde katılımcılardan “bilgilendirilmiş onam” alındığının ve çalışmanın yapıldığı kurumdan etik kurul onayı alındığının belirtilmesi gerekir.</li></ul>

<div>Makalelerin bilimsel ve etik kurallara uygunluğu yazar(ların) sorumluluğundadır. Yazar(lar) makaleyi gönderdikleri zaman orijinal olduğu; daha önce başka bir yerde yayınlanmadığı; başka bir yer veya bir dilde yayınlanmak üzere değerlendirme sürecinde olmadığı konusunda teminat vermiş sayılırlar.Telif gerektiren materyaller (örneğin tablolar, şekiller veya büyük alıntılar) gerekli izin ve teşekkürle kullanılmalıdır. Gerekli izinlerin alınıp alınmadığından yazar(lar) sorumludur. Uygulamadaki telif kanunları ve anlaşmaları gözetilmelidir.“Yazar” yayınlanan bir araştırmanın fikri çerçevesini ortaya koyan, çalışmayı planlayan, verilerin elde edilmesine, analizine ya da yorumlanmasına belirgin katkı yapan; yazının yazılması ya da bunun içerik açısından eleştirel biçimde gözden geçirilmesinde görev yapan kimse(ler)dir. Gönderilen makalede tüm yazarların akademik ve bilimsel olarak doğrudan katkısı olmalıdır. Yazar olarak gösterilen tüm bireyler sayılan tüm ölçütleri karşılamalıdır veya yukarıdaki ölçütleri karşılayan her birey yazar olarak gösterilebilir.Fon sağlanması, veri toplanması ya da araştırma grubunun yöneticiliği tek başına yazarlık hakkı kazandırmaz. Yazarlık için yeterli ölçütleri karşılamayan ancak çalışmaya katkısı olan kişilere (teknik destek, materyal veya finansman sağlama, genel rehberlik vb.) istenirse dipnotta yer alacak şekilde teşekkür edilir.Yazarların isim sıralaması ortak verilen bir karar olmalıdır. Tüm yazarlar yazar sıralamasını temliknamede imzalı olarak belirtmek zorundadırlar. Belirtilmediği durumda soyadına göre alfabetik sıra kullanılır. Bütün yazarlar araştırma sonucunu ya da bilimsel kararı etkileyebilecek finansal ilişkileri ve çıkar çatışmasını açıklamalıdır.Yazar(lar) editör tarafından gönderilen hakem raporları doğrultusunda gereken düzenlemeleri incelemek ve dikkate almak ile yükümlüdür. Yeniden düzenlenmiş makaleyi ve yapılan/yapılmayan düzenlemeleri gerekçelerini de yazarak bir liste halinde editöre göndermelidir.Bir yazar kendi yayınlanmış yazısında belirgin bir hata ya da yanlışlık tespit ederse, bu yanlışlıklara ilişkin düzeltme ya da geri çekme için editör ile hemen temasa geçme ve işbirliği yapma sorumluluğunu taşır. </div>

<div>Editör(ler) makaleleri, yazarlara veya konuya dair her türlü toplumsal ayrımcılık ve önyargılardan uzak olarak ele alırlar. Yayına gönderilen makalelerin adil bir şekilde çift taraflı kör hakem değerlendirmesinden geçmelerini sağlamakla yükümlüdürler.Editör(ler) gönderilen makalelere ilişkin tüm bilginin, makale yayınlanana kadar gizli kalacağını garanti ederler. Editör(ler) yayına kabul edilmeyen makaleleri, makale hakkında verilen kararı ve karara mesnet teşkil eden raporları yazar(lar) ve Psikoloji Çalışmaları kurulları harici kimselere açıklamamak ve saklı tutmak ile yükümlüdür.Editör(ler) hakem atama konusunda tam yetkiye sahiptir ve Dergide yayınlanacak makalelerle ilgili nihai kararı vermekle yükümlüdür. Yazarlar ve hakemler arasında çıkar çatışmasına izin vermez.Editör(ler), gönderilen makale genel olarak bilimsel ve biçimsel esaslara uygun ise, yurtiçinden ve/veya yurtdışından en az iki hakemin değerlendirmesine sunar. Hakemler arasında karar hakkında görüş uyuşmazlığı var ise üçüncü bir hakeme gönderir. Hakemler gerek gördüğü takdirde yazıda istenen değişiklikler yazarlar tarafından yapıldıktan sonra yayınlanmasına onay verir. Birbiri ile uyumsuz düzenleme önerileri söz konusu olur ise yazar(lar)ın gerekçeli açıklamalarını da göz önüne alarak nihai kararı verme yetkisine sahiptir.Hakemler makaleleri her türlü toplumsal ayrımcılık ve önyargılardan uzak olarak ele alırlar. Değerlendirmelerinin sonucunda nesnel bir yargıya varmalı ve bunu gerekçeleriyle açıklamalıdırlar. Raporlarının yazar(lar) için geliştirici olacak değerlendirmeler ve eleştiriler içermesine özen göstermelidirler.Gönderilmiş yazılara ilişkin tüm bilginin gizli tutulmasını sağlamalı ve yazar tarafında herhangi bir telif hakkı ihlali ve intihal fark ederlerse editöre raporlamalıdırlarHakem, makale konusu hakkında kendini vasıflı hissetmiyor ya da zamanında geri dönüş sağlaması mümkün görünmüyorsa, editöre bu durumu bildirmeli ve hakem sürecine kendisini dahil etmemesini istemelidir.Hakemler başka kişilerle makaleleri tartışamazlar. Hakemlerin kendileri için makalelerin kopyalarını çıkarmalarına izin verilmez ve editörün izni olmadan değerlendirme için gelen makaleleri başkasına veremezler.Hakem raporları yazar ve editörün izni olmadan basılamaz ve açıklanamaz.Bazı durumlarda editörün kararıyla, ilgili hakemlerin makaleye ait değerlendirmeler aynı makaleyi değerlendiren diğer hakemlere gönderilerek hakemlerin bu süreçte aydınlatılması sağlanabilir. Bu durumda hakemlerin isimlerinin korunmasına özen gösterilir. </div>

Daha önce yayınlanmamış ya da yayınlanmak üzere başka bir dergide halen değerlendirmede olmayan ve her bir yazar tarafından onaylanan makaleler değerlendirilmek üzere kabul edilir. Gönderilen ve ön kontrolü geçen makaleler iThenticate yazılımı kullanılarak intihal için taranır. İntihal kontrolünden sonra, uygun olan makaleler baş editör tarafından orijinallik, metodoloji, işlenen konunun önemi ve dergi kapsamı ile uyumluluğu açısından değerlendirilir. Seçilen makaleler en az iki ulusal/uluslararası hakeme çift taraflı kör hakemlik ile değerlendirmeye gönderilir; yayın kararı, hakemlerin talepleri doğrultusunda yazarların gerçekleştirdiği düzenlemelerin ve hakem sürecinin sonrasında baş editör tarafından verilir.

Hakemlik Hakkında

Editör(ler) makaleleri, yazarlara veya konuya dair her türlü toplumsal ayrımcılık ve önyargılardan uzak olarak ele alırlar. Yayına gönderilen makalelerin adil bir şekilde çift taraflı kör hakem değerlendirmesinden geçmelerini sağlamakla yükümlüdürler.Editör(ler) gönderilen makalelere ilişkin tüm bilginin, makale yayınlanana kadar gizli kalacağını garanti ederler. Editör(ler) yayına kabul edilmeyen makaleleri, makale hakkında verilen kararı ve karara mesnet teşkil eden raporları yazar(lar) ve Psikoloji Çalışmaları kurulları harici kimselere açıklamamak ve saklı tutmak ile yükümlüdür.Editör(ler) hakem atama konusunda tam yetkiye sahiptir ve Dergide yayınlanacak makalelerle ilgili nihai kararı vermekle yükümlüdür. Yazarlar ve hakemler arasında çıkar çatışmasına izin vermez.Editör(ler), gönderilen makale genel olarak bilimsel ve biçimsel esaslara uygun ise, yurtiçinden ve/veya yurtdışından en az iki hakemin değerlendirmesine sunar. Hakemler arasında karar hakkında görüş uyuşmazlığı var ise üçüncü bir hakeme gönderir. Hakemler gerek gördüğü takdirde yazıda istenen değişiklikler yazarlar tarafından yapıldıktan sonra yayınlanmasına onay verir. Birbiri ile uyumsuz düzenleme önerileri söz konusu olur ise yazar(lar)ın gerekçeli açıklamalarını da göz önüne alarak nihai kararı verme yetkisine sahiptir.Hakemler makaleleri her türlü toplumsal ayrımcılık ve önyargılardan uzak olarak ele alırlar. Değerlendirmelerinin sonucunda nesnel bir yargıya varmalı ve bunu gerekçeleriyle açıklamalıdırlar. Raporlarının yazar(lar) için geliştirici olacak değerlendirmeler ve eleştiriler içermesine özen göstermelidirler.Gönderilmiş yazılara ilişkin tüm bilginin gizli tutulmasını sağlamalı ve yazar tarafında herhangi bir telif hakkı ihlali ve intihal fark ederlerse editöre raporlamalıdırlar.Hakem, makale konusu hakkında kendini vasıflı hissetmiyor ya da zamanında geri dönüş sağlaması mümkün görünmüyorsa, editöre bu durumu bildirmeli ve hakem sürecine kendisini dahil etmemesini istemelidir.Hakemler başka kişilerle makaleleri tartışamazlar. Hakemlerin kendileri için makalelerin kopyalarını çıkarmalarına izin verilmez ve editörün izni olmadan değerlendirme için gelen makaleleri başkasına veremezler.Hakem raporları yazar ve editörün izni olmadan basılamaz ve açıklanamaz.Bazı durumlarda editörün kararıyla, ilgili hakemlerin makaleye ait değerlendirmeler aynı makaleyi değerlendiren diğer hakemlere gönderilerek hakemlerin bu süreçte aydınlatılması sağlanabilir. Bu durumda hakemlerin isimlerinin korunmasına özen gösterilir.

Daha önce yayınlanmamış ya da yayınlanmak üzere başka bir dergide halen değerlendirmede olmayan ve her bir yazar tarafından onaylanan makaleler değerlendirilmek üzere kabul edilir. Gönderilen ve ön kontrolü geçen makaleler iThenticate yazılımı kullanılarak intihal için taranır. İntihal kontrolünden sonra, uygun olan makaleler baş editör tarafından orijinallik, metodoloji, işlenen konunun önemi ve dergi kapsamı ile uyumluluğu açısından değerlendirilir.Baş Editör, makaleleri, yazarların etnik kökeninden, cinsiyetinden, uyruğundan, dini inancından ve siyasi felsefesinden bağımsız olarak değerlendirir. Yayına gönderilen makalelerin adil bir şekilde çift taraflı kör hakem değerlendirmesinden geçmelerini sağlar.Seçilen makaleler en az iki ulusal/uluslararası hakeme değerlendirmeye gönderilir; yayın kararı, hakemlerin talepleri doğrultusunda yazarların gerçekleştirdiği düzenlemelerin ve hakem sürecinin sonrasında baş editör tarafından verilir.Baş editör; yazarlar, editörler ve hakemler arasında çıkar çatışmasına izin vermez. Hakem atama konusunda tam yetkiye sahiptir ve dergide yayınlanacak makalelerle ilgili nihai kararı vermekle yükümlüdür.Hakemlerin değerlendirmeleri objektif olmalıdır. Hakem süreci sırasında hakemlerin aşağıdaki hususları dikkate alarak değerlendirmelerini yapmaları beklenir.-Makale yeni ve önemli bir bilgi içeriyor mu?-Öz, makalenin içeriğini net ve düzgün bir şekilde tanımlıyor mu?-Yöntem bütünlüklü ve anlaşılır şekilde tanımlanmış mı?-Yapılan yorum ve varılan sonuçlar bulgularla kanıtlanıyor mu?-Alandaki diğer çalışmalara yeterli referans verilmiş mi?-Dil kalitesi yeterli mi?Hakemler, gönderilen makalelere ilişkin tüm bilginin, makale yayınlanana kadar gizli kalmasını sağlamalı ve yazar tarafında herhangi bir telif hakkı ihlali ve intihal fark ederlerse editöre raporlamalıdırlar. Hakem, makale konusu hakkında kendini vasıflı hissetmiyor ya da zamanında geri dönüş sağlaması mümkün görünmüyorsa, editöre bu durumu bildirmeli ve hakem sürecine kendisini dahil etmemesini istemelidir.Değerlendirme sürecinde editör hakemlere gözden geçirme için gönderilen makalelerin, yazarların özel mülkü olduğunu ve bunun imtiyazlı bir iletişim olduğunu açıkça belirtir. Hakemler ve yayın kurulu üyeleri başka kişilerle makaleleri tartışamazlar. Hakemlerin kimliğinin gizli kalmasına özen gösterilmelidir.

Makale gönderimi online olarak ve <a href="https://iupress.istanbul.edu.tr/tr/journal/sp/home" target="_blank">https://iupress.istanbul.edu.tr/tr/journal/sp/home</a><a href="http://istanbul.edu.tr:8080/tr/journal/sp/home" target="_blank"> </a>üzerinden yapılmalıdır. Gönderilen yazılar, yazının yayınlanmak üzere gönderildiğini ifade eden, makale türünü belirten ve makaleyle ilgili bilgileri içeren (bkz: Son Kontrol Listesi) bir mektup; yazının elektronik formunu içeren Microsoft Word 2003 ve üzerindeki versiyonları ile yazılmış elektronik dosya, Etik Kurul Onay Belgesi ve tüm yazarların imzaladığı <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/E51F3CD5466F4402BCA88F30B3132DB4" target="_blank">Telif Hakkı Anlaşması Formu</a> eklenerek gönderilmelidir.1.    Web sayfası üzerinden başvuruyu gerçekleştiren yazar, değerlendirme ve yayın süreci boyunca iletişim kurulacak kişidir.2.    Makale taslağının hazırlanışı için MS Office Word programı ve .doc ya da .docx dosya formatı kullanılmalıdır. Tüm taslak; A4 sayfa boyutlarında, kenar boşlukları 3’er cm, yazı tipi 12 punto büyüklüğünde Times New Roman ve çift satır aralığı olacak şekilde düzenlenmelidir.3.   Makale taslağı yazar(lar)a dair hiçbir kişisel bilgi bulunmamasına özen gösterilerek- şu sırayla hazırlanmalıdır:3.1.    İlk sayfada 250-300 kelimelik bir makale özeti ve özetin altında 3-6 adet anahtar kelime olmalıdır.3.2.    İkinci sayfada 250-330 kelimelik İngilizce özet (abstract) ve özetin altında 3-6 adet anahtar kelime (keywords) yer almalıdır.3.3.    Üçüncü sayfada 1500-2000 kelimelik İngilizce genişletilmiş özet yer almalıdır. İngilizce genişletilmiş özet Türkçe makaleler için zorunludur. İngilizce makaleler için genişletilmiş özet istenmez.3.4.    Geniş özeti takiben yeni sayfadan itibaren makalenin ana metni, makalenin başlığıyla başlamalıdır. Başlığın altına parantez içinde kısa başlık yazılmalıdır.3.5.    Tüm makale özetler, ekler ve kaynakça hariç en fazla 8000 kelimeden oluşmalıdır. Eğer makale birden fazla çalışmayı içeriyorsa kelime sayısı artabilir.3.6.    Araştırma makaleleri giriş, yöntem, bulgular ve tartışma bölümlerini içermelidir. Giriş bölümüne ayrıca giriş başlığı yazılmasına gerek bulunmamaktadır. Derleme makalelerde konunun çerçevesini çizen bir giriş bölümü (giriş başlığı yazılmaksızın) ve bir tartışma bölümü yer almalıdır.3.7.    Bunların dışında yazar(lar), metnin akışında uygun gördükleri gibi başlık ve alt başlıklar oluşturabilir. Başlıklandırmada numara ya da harf sistemi kullanılmamalı, bunun yerine APA 7 versiyonundaki başlıklandırma sisteminden yararlanılmalıdır.3.8.    Ana metin içinde şekil ve tabloların yer alması gereken yerler, şekil ve tablo numaraları belirtilerek işaretlenmelidir (“Şekil 3. Buraya Yerleştirilmelidir” gibi). Tablolar APA 7 formatına göre hazırlanmalıdır.3.9.    Ana metinden sonra kaynakça kısmı ayrı bir sayfada başlamalıdır. Kaynakça, APA 7 formatı uyarınca düzenlenmeli ve dikkatlice kontrol edilmelidir. Kaynaklar, yazar soy ismine göre alfabetik sırayla sıralanmalıdır. Kaynakçada geçen her kaynak ana metinde, ana metinde geçen her atıf kaynakçada yer almalıdır.3.10.    Kaynakçadan sonra her biri ayrı bir sayfada olmak üzere sırasıyla şekil ve tablolar -başlıkları ve varsa açıklamalarıyla birlikte- yer almalıdır.4.    Makale taslağında Word programının “yazım denetimi” dışında -özellikle otomatik numaralandırma gibi- hiçbir otomatik metin düzenleme özelliği kullanılmamalıdır.5.    Makalelerin hakem sürecinden geçtikten sonraki nihai hali yayınlanmak üzere yukarıda açıklandığı gibi düzenlenmelidir. Özetten önce, bir <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/B39604607C194D0C927DAD5E53C83DFC" target="_blank">kapak sayfasına</a> makalenin başlığı, yazar(lar)ın ismi(isimleri), unvanları, kurum bilgileri, telefon, faks numaraları, e-mail adresleri eklenmelidir. 6.    Yayın evinden gelen yayın öncesi onay kopyası, iletişilen yazarla paylaşılır ve belirtilen süre içinde kontrol edilip dizgi hataları varsa rapor edilmesi istenir. Yazar(lar)ın kontrol ettiği bu kopya, dizgi hataları varsa düzeltildikten sonra editoryal ekibin son onayından geçerek yayınlanır.7.    Psikolojide ya da yakın alanlarda akademik çalışmalar yapmış tüm öğretim üyeleri Psikoloji Çalışmaları’nın hakemi olabilir. Hakemlik başvurusu için akademik özgeçmişinizi, baş editöre (<a href="mailto:sp@istanbul.edu.tr" target="_blank">sp@istanbul.edu.tr</a>) gönderebilirsiniz.

Yazım Kuralları

Makaleyi göndermeden önce Yazarlara Bilgi’yi lütfen okuyun ve aşağıdakilerin eksik olmadığından emin olun:Editöre mektup<ul type="disc"> <ul type="circle"> <li style="text-align: left;">Makalenin türü</li> <li style="text-align: left;">Başka bir dergiye gönderilmemiş olduğu bilgisi</li> <li style="text-align: left;">Sponsor veya ticari bir firma ile ilişkisi (varsa belirtiniz)</li> <li style="text-align: left;">Kaynakların APA 7’ye göre belirtildiği</li> <li style="text-align: left;">İngilizce yönünden kontrolünün yapıldığı</li> <li style="text-align: left;">Yazarlara Bilgide detaylı olarak anlatılan dergi politikalarının gözden geçirildiği</li> </ul> </ul><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/E51F3CD5466F4402BCA88F30B3132DB4" target="_blank">Telif Hakkı Anlaşması Formu</a>Daha önce basılmış material (yazı-resim-tablo) kullanılmış ise izin belgesi<a href="http://cdn.istanbul.edu.tr/FileHandler2.ashx?f=kapaksayfasisp_636996636331116674.docx" target="_blank">Makale kapak sayfası</a><ul type="disc"> <ul type="circle"> <li style="text-align: left;">Makalenin kategorisi</li> <li style="text-align: left;">Makalenin Tükçe ve İngilizce başlığı</li> <li style="text-align: left;">Yazarların ismi soyadı, unvanları ve bağlı oldukları kurumlar (üniversite ve fakülte bilgisinden sonar şehir ve ülke bilgisi de yer almalıdır), e-posta adresleri</li> <li style="text-align: left;">Sorumlu yazarın e-posta adresi, açık yazışma adresi, iş telefonu, GSM, faks nosu</li> <li style="text-align: left;">Tüm yazarların ORCID’leri</li> </ul> </ul>Makalenin ana metni<ul type="disc"> <ul type="circle"> <li style="text-align: left;">Makalenin Türkçe ve İngilizce başlığı</li> <li style="text-align: left;">Özetler 250-300 kelime Türkçe ve 250-300 kelime İngilizce</li> <li style="text-align: left;">Anahtar Kelimeler: 3-6 arası Türkçe ve 3-6 arası İngilizce</li> <li style="text-align: left;">Makale Türkçe ise, İngilizce genişletilmiş özet (Extended Abstract) 1500-2000 kelime</li> <li style="text-align: left;">Makale ana metin bölümleri</li> <li style="text-align: left;">Finansal Destek (varsa belirtiniz)</li> <li style="text-align: left;">Çıkar Çatışması (varsa belirtiniz)</li> <li style="text-align: left;">Teşekkür (varsa belirtiniz)</li> <li style="text-align: left;">Kaynaklar</li> <li style="text-align: left;">Tablolar-Resimler, Şekiller (başlık, tanım ve alt yazılarıyla)</li> </ul> </ul>Makale Gönderme<ul type="disc"> <li style="text-align: left;">Makalenin gönderileceği DergiPark sayfası adresi: <a href="https://dergipark.org.tr/tr/journal/502/submission/step/manuscript/new" target="_blank">https://dergipark.org.tr/tr/journal/502/submission/step/manuscript/new</a></li><li style="text-align: left;">Yapılan başvurularda, çalışmanın sorumlu yazarının (corresponding author) hesabı kullanılmalıdır. Sorumlu yazarın dışındaki yazarların ya da çalışmada yazar olarak yer almayan bir başkasının hesabı kullanılmamalıdır. Başvuru ile ilgili bütün yazışmalar DergiPark sistemi üzerinden gönderilen elektronik posta ile sorumlu yazara iletilmektedir.</li> <li style="text-align: left;">Makale ana metninin dosyasını (Main Document)  yüklerken, çift taraflı kör hakem süreci gereği, bu dosyanın yazar kimliğini deşifre eden hiçbir unsur barındırmadığından emin olun. Makale ana metni dosyası (Main Document) başlık sayfasını (Title Page) içermemeli; yazar adı geçen ya da yazar adlarını ifşa edebilecek bölümler içermemeli (Örneğin: Teşekkür, her sayfada tekrar eden ve yazar adlarını içerebilen başlık).</li> </ul>Ayrı Ayrı Yüklemeniz gereken dosyalar<ul type="disc"> <li style="text-align: left;">Telif Hakkı Anlaşması Formu</li> <li style="text-align: left;">Resim, Tablo vb başka kaynaktan alındıysa izin belgesi</li> <li style="text-align: left;">Makale Kapak Sayfası</li><ul><li style="text-align: left;">Finansal Destek (varsa belirtiniz)</li><li style="text-align: left;">Çıkar Çatışması (varsa belirtiniz)</li><li style="text-align: left;">Teşekkür (varsa belirtiniz)</li><li style="text-align: left;">Notlar: Makaleye konu olan çalışmanın daha önce bir kongrede sunulması ya da bir tez çalışmasından üretilmesi durumunda bu bilgi verilir.</li></ul> <li style="text-align: left;">Makale Ana Metni Dosyası  (Bu dosya aşağıdaki unsurları içermelidir)</li> </ul><ul type="disc"> <ul type="circle"> <li style="text-align: left;">Makalenin Türkçe ve İngilizce başlığı</li> <li style="text-align: left;">Özetler 250-300 kelime Türkçe ve 250-300 kelime İngilizce</li> <li style="text-align: left;">Anahtar Kelimeler: 3-6 arası Türkçe ve 3-6 arası İngilizce</li> <li style="text-align: left;">Makale Türkçe ise, İngilizce genişletilmiş Özet (Extended Abstract)  1500-2000 kelime</li> <li style="text-align: left;">Makale ana metin bölümleri</li> <li style="text-align: left;">Finansal Destek (varsa belirtiniz)</li> <li style="text-align: left;">Çıkar Çatışması (varsa belirtiniz)</li> <li style="text-align: left;">Kaynaklar</li> <li style="text-align: left;">Tablolar-Resimler, Şekiller (başlık, tanım ve alt yazılarıyla)</li><li style="text-align: left;">Varsa etik kurul onay formu</li></ul></ul><ul type="disc"> </ul>

Referans Stili ve FormatıPsikoloji Çalışmaları-Studies in Pscyhology, metin içi alıntılama ve kaynak gösterme için APA (American Psychological Association) kaynak sitilinin 7. edisyonunu benimser. APA 7. Edisyon hakkında bilgi için:-    American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.-    <a href="http://www.apastyle.org/" target="_blank">http://www.apastyle.org/</a>Kaynakların doğruluğundan yazar(lar) sorumludur. Tüm kaynaklar metinde belirtilmelidir. Kaynaklar aşağıdaki örneklerdeki gibi gösterilmelidir.Metin İçinde Kaynak GöstermeKaynaklar metinde parantez içinde yazarların soyadı ve yayın tarihi yazılarak belirtilmelidir. Birden fazla kaynak gösterilecekse kaynaklar arasında (;) işareti kullanılmalıdır. Kaynaklar alfabetik olarak sıralanmalıdır.Örnekler:Birden fazla kaynak;(Esin ve ark., 2002; Karasar 1995)Tek yazarlı kaynak;(Akyolcu, 2007)İki yazarlı kaynak;(Sayıner ve Demirci, 2007, s. 72)Üç, dört ve beş yazarlı kaynak;Üç ve daha çok yazarlı kaynaklarda ilk kullanımda da geçerli olmak üzere; (Ailen ve ark., 2000) Kaynaklar Bölümünde Kaynak GöstermeKullanılan tüm kaynaklar metnin sonunda ayrı bir bölüm halinde yazar soyadlarına göre alfabetik olarak numaralandırılmadan verilmelidir.Kaynak yazımı ile ilgili örnekler aşağıda verilmiştir.Kitapa) Dergimize Gönderilen Makale Türkçe Dilinde Yazıldıysa Kitap Referansı:Karasar, N. (1995). Araştırmalarda rapor hazırlama (<a href="http://8.bs/" target="_blank" style="font-style: italic;">8. bs</a>). 3A Eğitim Danışmanlık Ltd.<div>Kamien, R. ve Kamien, A. (2014). Music: An appreciation. McGraw-Hill Education.</div>b) Türkçeye Çevrilmiş Kitap:Mucchielli, A. (1991). Zihniyetler (A. Kotil, Çev.). İletişim Yayınları. (Orijinal eserin basım tarihi 1990, 7. Baskı)c) Editörlü KitapÖren, T., Üney, T. ve Çölkesen, R. (Ed.). (2006). Türkiye bilişim ansiklopedisi. Papatya Yayıncılık.d) Çok Yazarlı Türkçe KitapTonta, Y., Bitirim, Y. ve Sever, H. (2002). Türkçe arama motorlarında performans değerlendirme. Total Bilişim.e) Dergimize Gönderilen makale İngilizce dilinde yazıldıysa Kitap Referansı:Karasar, N. (1995). Araştırmalarda rapor hazırlama (8th ed.) [Preparing research reports]. 3A Eğitim Danışmanlık Ltd.Kamien, R., &amp; Kamien, A. (2014). Music: An appreciation. McGraw-Hill Education.f) Dergimize gönderilen makale Türkçe dilinde yazıldıysa Kitap İçerisinde Bölüm:Bassett, C. (2006). Cultural studies and new media. G. Hall ve C. Birchall (Ed.), New cultural studies: Adventures in theory içinde (s. 220–237). Edinburgh University Press.g)  Dergimize gönderilen makale İngilizce dilinde yazıldıysa Kitap İçerisinde BölümBassett, C. (2006). Cultural studies and new media. In G. Hall &amp; C. Birchall (Eds.), New cultural studies: Adventures in theory (pp. 220–237).  Edinburgh University Press.Erkmen, T. (2012). Örgüt kültürü: Fonksiyonları, öğeleri, işletme yönetimi ve liderlikteki önemi [Organization culture: Its functions, elements and importance in leadership and business management]. In M. Zencirkıran (Ed.), Örgüt sosyolojisi [Organization sociology] (pp. 233–263). Dora Basım Yayın.h) Yayımcının ve Yazarın Kurum Olduğu YayınTürk Standartları Enstitüsü. (1974). Adlandırma ilkeleri. Yazar.Makalea) Dergimize Gönderilen Makale Türkçe Dilinde Yazıldıysa Makale Referansı:Mutlu, B. ve Savaşer, S. (2007). Çocuğu ameliyat sonrası yoğun bakımda olan ebeveynlerde stres nedenleri ve azaltma girişimleri. İstanbul Üniversitesi Florence Nightingale Hemşirelik Dergisi, 15(60), 179–182.b) Dergimize Gönderilen Makale İngilizce Dilinde Yazıldıysa Makale Referansı:de Cillia, R., Reisigl, M., &amp; Wodak, R. (1999). The discursive construction of national identity. Discourse and Society, 10(2), 149–173. http://dx.doi.org/10.1177/0957926599010002002c) Yirmiden Fazla Yazarlı MakaleKalnay, E., Kanamitsu, M., Kistler, R., Collins, W., Deaven, D., Gandin, L., Iredell, M., Saha, S., White, G., Woollen, J., Zhu, Y., Chelliah, M., Ebisuzaki, W., Higgins, W., Janowiak, J., Mo, K. C., Ropelewski, C., Wang, J., Leetmaa, A., . . . Joseph, D. (1996). The NCEP/NCAR 40- year reanalysis project. Bulletin of the American Meteorological Society, 77(3), 437–471. <a href="http://doi.org/fg6rf9" target="_blank">http://doi.org/fg6rf9</a>d) DOI’si Olmayan Online Edinilmiş MakaleAl, U. ve Doğan, G. (2012). Hacettepe Üniversitesi Bilgi ve Belge Yönetimi Bölümü tezlerinin atıf analizi. Türk Kütüphaneciliği, 26, 349–369. Erişim adresi: http://www.tk.org.tr/e) DOI’si Olan MakaleTurner, S. J. (2010). Website statistics 2.0: Using Google Analytics to measure library website effectiveness. Technical Services Quarterly, 27, 261–278. http://dx.doi.org/10.1080/ 07317131003765910f) Advance Online Olarak Yayımlanmış MakaleSmith, J. A. (2010). Citing advance online publication: A review. Journal of Psychology. Advance online publication. http://dx.doi.org/10.1037/a45d7867g) Popüler Dergi MakalesiSemercioğlu, C. (2015, Haziran). Sıradanlığın rayihası. Sabit Fikir, 52, 38–39.Tez, Sunum, Bildiria) Türkçe TezlerSarı, E. (2008). Kültür kimlik ve politika: Mardin’de kültürlerarasılık. (Yayınlanmamış Doktora Tezi). Ankara Üniversitesi.b)Ticari Veritabanında Yer Alan Yüksek Lisans Ya da Doktora TeziVan Brunt, D. (1997). Networked consumer health information systems (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (UMI No. 9943436)c) Kurumsal Veritabanında Yer Alan İngilizce Yüksek Lisans/Doktora TeziYaylalı-Yıldız, B. (2014). University campuses as places of potential publicness: Exploring the politicals, social and cultural practices in Ege University (Doctoral dissertation). Retrieved from: Retrieved from http://library.iyte.edu.tr/tr/hizli-erisim/iyte-tez-portalid) Web’de Yer Alan İngilizce Yüksek Lisans/Doktora TeziTonta, Y. A. (1992). An analysis of search failures in online library catalogs (Doctoral dissertation, University of California, Berkeley).  http://yunus.hacettepe.edu.tr/~tonta/yayinlar/phd/ickapak.htmle) Dissertations Abstracts International’da Yer Alan Yüksek Lisans/Doktora TeziAppelbaum, L. G. (2005). Three studies of human information processing: Texture amplifica&#173;tion, motion representation, and figure-ground segregation. Dissertation Abstracts International: Section B. Sciences and Engineering, 65(10), 5428.f) Sempozyum KatkısıKrinsky-McHale, S. J., Zigman, W. B., &amp; Silverman, W. (2012, August). Are neuropsychiatric symptoms markers of prodromal Alzheimer’s disease in adults with Down syndrome? In W. B. Zigman (Chair), Predictors of mild cognitive impairment, dementia, and mortality in adults with Down syndrome. Symposium conducted at American Psychological Association meeting, Orlando, FL.g) Online Olarak Erişilen Konferans Bildiri ÖzetiÇınar, M., Doğan, D. ve Seferoğlu, S. S. (2015, Şubat). Eğitimde dijital araçlar: Google sınıf uygulaması üzerine bir değerlendirme [Öz]. Akademik Bilişim Konferansında sunulan bildiri, Anadolu Üniversitesi, Eskişehir. Erişim adresi: http://ab2015.anadolu.edu.tr /index.php?menu=5&amp;submenu=27h) Düzenli Olarak Online Yayımlanan BildirilerHerculano-Houzel, S., Collins, C. E., Wong, P., Kaas, J. H., &amp; Lent, R. (2008). The basic nonuniformity of the cerebral cortex. Proceedings of the National Academy of Sciences, 105, 12593-12598.http://dx.doi.org/10.1073/pnas.0805417105i) Kitap Şeklinde Yayımlanan BildirilerSchneider, R. (2013). Research data literacy. S. Kurbanoğlu ve ark. (Ed.), Communications in Computer and Information Science: Vol. 397. Worldwide Communalities and Challenges in Information Literacy Research and Practice içinde (s. 134–140). Cham, İsviçre: Springer.http://dx.doi.org/10.1007/978-3-319-03919-0j) Kongre BildirisiÇepni, S., Bacanak A. ve Özsevgeç T. (2001, Haziran). Fen bilgisi öğretmen adaylarının fen branşlarına karşı tutumları ile fen branşlarındaki başarılarının ilişkisi. X. [Sözlü Sunum] Ulusal Eğitim Bilimleri Kongresi Abant İzzet Baysal Üniversitesi, Bolu.Diğer Kaynaklara) Gazete YazısıToker, Ç. (2015, 26 Haziran). ‘Unutma’ notları. Cumhuriyet, s. 13.b) Online Gazete YazısıTamer, M. (2015, 26 Haziran). E-ticaret hamle yapmak için tüketiciyi bekliyor. Milliyet. Erişim adresi: http://www.milliyet.com.trc) Web Page/Blog PostBordwell, D. (2013, June 18). David Koepp: Making the world movie-sized [Web log post]. Retrieved from http://www.davidbordwell.net/blog/page/27/d) Online Ansiklopedi/SözlükBilgi mimarisi. (2014, 20 Aralık). Vikipedi içinde. Erişim adresi: http://tr.wikipedia.org/wiki/Bilgi_mimarisiMarcoux, A. (2008). Business ethics. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/entries/ethics-business/e) PodcastRadyo ODTÜ (Yapımcı). (2015, 13 Nisan). Modern sabahlar [Sesli Podcast Bölümü]. http://www.radyoodtu.com.tr/f) Bir Televizyon Dizisinden Tek Bir BölümShore, D. (Senarist), Jackson, M. (Senarist) ve Bookstaver, S. (Yönetmen). (2012). Runaways [Televizyon dizisi bölümü]. D. Shore (Baş yapımcı), House M.D. içinde. New York, NY: Fox Broadcasting.g) Müzik KaydıSay, F. (2009). Galata Kulesi. İstanbul senfonisi [CD] içinde. İstanbul: Ak Müzik.

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