Elif

Res. Assist.

Haki

Aycan

Assist. Prof.

The Deese-Roediger-McDermott (DRM) paradigm (Deese, 1959; Roediger &amp; McDermott, 1995), is frequently used to experimentally create false memories. In a typical procedure, semantically-related word lists are studied, each of which is associated with one non-presented critical theme word, followed by a recall or a recognition test. Participants frequently report non-presented critical words at comparable levels with studied words (Roediger &amp; McDermott, 1995). Even if participants are warned about the nature of the DRM effect, false memories for critical lures are almost inevitable (McCabe &amp; Smith, 2002; McDermott &amp; Roediger, 1998). The fact that the created memory illusion is quite powerful has led to the development of various sets of DRM lists in different languages.&nbsp;One of the most frequently used DRM lists was created by Stadler, Roediger, and McDermott (1999). Some researchers have used Stadler et al.’s (1999) DRM lists by translating them into their own language (e.g., Anastasi, Rhodes, Marquez, &amp; Velino, 2005, Spanish; Mısırlısoy, 2004, Turkish; Stein &amp; Pergher, 2001, Brazilian Portuguese; Zeelenberge &amp; Pecher, 2002, Dutch). In fact, translating DRM lists into different languages could potentially impair associations within list words (Anastasi, Rhodes, Marquez, &amp; Velino, 2005). To overcome this problem, researchers have developed various original DRM lists in accordance with unique word characteristics in their own language (e.g., Anastasi, De Leon, &amp; Rhodes, 2005, Spanish; Cadavid &amp; Beato, 2017, Spanish; Göz, 2005, Turkish; Iacullo &amp; Marucci, 2016, Italian). Yet, while some word characteristics (e.g., frequency of use, concreteness, etc.) were controlled&nbsp;in most of the developed lists, emotional valence and arousal of the words have often been ignored. Extensive research has demonstrated that these two dimensions of emotion substantially effect false memories (Dewhurst, Anderson, &amp; Knott, 2012; Gong, Xiao, &amp; Wang, 2016). To our knowledge, currently there are no emotional DRM lists available for use with native Turkish speakers. To this end, we aimed to develop Turkish DRM lists including positive, negative and neutral words that are matched on arousal.Method Ninety-two undergraduate psychology students (79% women) with an average age of 21.14 years (SD = 1.83) participated in this study. Participants were not informed about the nature of the DRM task; neither before the study phase nor before the test phase. DRM lists were created by using the word norms of Tekcan and Göz (2005) for imaginability, concreteness, associations, and frequency, and norms of Kapucu, Kılıç, Özkılıç and Sarıbaz (2018) for valence and arousal. Ten DRM lists were created in each emotion condition (negative, positive, neutral); each list included ten list words related to one critical lure. To prevent high memory load, each participant was presented with five randomly selected DRM lists for each emotion condition, instead of all ten lists. All participants studied positive, negative, and neutral DRM lists in a counterbalanced order followed by a recognition test including studied/old words, critical lures and noncritical lures. For each test item, participants decided whether each item was old or new.&nbsp;ResultsA 3 (emotion: positive, negative, neutral) x 3 (word type: old, critical lure, noncritical lure) two-way repeated measures ANOVA was conducted on participants’ “old” response rates (see Figure 1). As expected, false alarm rates (“old” responses to lures) for critical words (X = 0.61, SS = 0.19) were remarkably higher than those for noncritical words (X = 0.20, SD = 0.13), showing false memory for critical words was successfully created in participants in each emotion condition (F(2, 182) = 510.12, p &lt; .001, η2 = .85). We then analyzed levels of false memories created by each DRM list, separately. To this end, we calculated the percentage of participants who gave an “old” response to each test word. A 3 (emotion: positive, negative, neutral) x 3 (word type: old, critical lure, noncritical lure) two-way between-subjects ANOVA was conducted on these old response rates (see Figure 2). Again, the significant main effect of word type (F(2, 138) = 204.09, p &lt; .001, η2 = .74) showed that old response rates for critical lures (X = 0.63, SD = 0.17) were higher than those for noncritical lures (X = 0.20, SD = 0.13). Sixty-six percent of the negative critical lures, 65% of the positive critical lures and 58% of the neutral critical lures were recognized by the participants as old words.Discussion Emotional meanings of words are frequently ignored in false memory literature despite well-documented emotion-related effects. To our knowledge, this is the first study to develop Turkish emotional DRM lists including positive, negative and neutral words that are controlled on several word characteristics. Levels of false memories created by these newly developed DRM lists were satisfactory on each emotion condition and were comparable with existing studies in the literature (e.g., Stadler et al., 1999; Ulatowska &amp; Olszewska, 2013). We believe that these emotional DRM lists will be useful for researchers working in different areas of psychology who are interested in investigating emotion and false memories in native Turkish-speakers.

DRM, bellek yanılması, duygu, değerlik, uyarılmışlık

Tülay

Prof.

Zeynep

Assoc. Prof.

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.

The Power of Humor: Its Buffering Effect on Negative Job-related Affective Well-being against Job Demands

Aslan

Nour

A growing body of literature has demonstrated that emotionally arousing items are better remembered than non-arousing neutral items (e.g., Cahill &amp; McGaugh, 1995). However, it is questionable whether the effect of emotional arousal on item memory also extends to associative memory.According to Object-based Binding Theory (OBT; Mather, 2007) the effects of arousal on memory binding depend on “whether the elements to be bound are part of the same object as the arousing item or whether the binding has to occur between different objects” (Mather, 2007, p.12). The theory asserts that emotional arousal enhances binding when the items are within the arousing objects (within-object binding). On the other hand, emotional arousal either has no effect on binding, or even impairs it, when the item to be bound is outside the arousing item (between-object binding).&nbsp;Besides learning associations, whether between-object or within-object, it is also essential to keep information in memory updated. Novak and Mather (2009) found that arousal impaired memory updating for within-object associations. Another study testing between-object binding showed that arousal enhanced memory updating (Mather &amp; Knight, 2008). The present study, therefore, aims to directly compare the effects of negative arousal&nbsp;on memory updating for between-object and within-object associations. We predicted that high arousing stimuli would either impair updating or have no effect on it for within-object associations, but instead would facilitate updating for between-object associations.&nbsp;MethodSeventy-three undergraduate sociology and psychology students (63 women, 10 men) with an average age of 21.7 years, participated in the experiment. The participants were randomly assigned to one of the experimental conditions: between-object and withinobject conditions. In both conditions, photographs of different types of hats were paired with angry (high arousal and negative), sad (low arousal and negative) or neutral female and male faces. Participants in the between-object condition saw the faces and hats on opposite sides of the screen, whereas participants in the within-object condition saw people (faces) wearing the hats. Participants were instructed that they were about to view a series of face-hat pairings and that they should study each pair for a subsequent memory test. At the first learning stage, participants were presented pairs in three emotional categories. At the second learning stage, the same faces were matched with new hats and the participants performed a similar task as in the first stage. In the test phase, half of the pairs of the second learning list were matched correctly, half were matched incorrectly, and participants were asked to decide which pair was correct or incorrect. In addition, a five-minute filler task was used between the learning and test phase.&nbsp;ResultsFollowing the analysis of variance for interaction, planned comparisons based on hypotheses were conducted for accuracy, false alarm, sensitivity, and bias measures.1 False alarms were higher for the angry faces paired with hats in the within-object condition than in the between-object condition, F(1, 71) = 5.26, p &lt; .05, ηp 2 = .07. Furthermore, sensitivity results revealed that participants were better able to discriminate between correct and incorrect angry face-hat pairs in the between-object condition than in the within-object condition, F(1, 71) = 5.49, p &lt; .05, ηp 2 = .07. Similarly, sadness pairs in the between-object conditions were better able to be discriminated than in the within object conditions, F(1, 71) = 7.69, p &lt; .01, ηp 2 = .10. And, neutral pairs in the between-object conditions were better&nbsp;able to be discriminated than in the within object conditions, F(1, 71) = 4.93, p &lt; .05, ηp 2 = .07. In addition, participants showed a more conservative response bias (were more likely to respond with the word “incorrect”) towards sad face-hat pairs compared to angry face-hat pairs in the within-object condition (p &lt; .05).&nbsp;DiscussionThis study investigated the effects of negative high and low emotional arousal on the updating of memory for between-object and within-object associations via a proactive interference paradigm. As predicted, participants gave more false alarms to high arousing stimuli (hats paired with angry faces) in the within-object condition than in the betweenobject condition. At the same time, in terms of each emotion category, participants were better able to discriminate between correct and incorrect pairs in the between-object condition than in the within-object condition. These findings are consistent with OBT’s prediction (Mather, 2007) that remembering the internal properties of an object is more affected by emotional arousal. In addition, it has been shown that emotional arousal leads to memory impairment caused by proactive interference. Unexpectedly, there were no significant differences among emotion categories in the within-object or between-object conditions.

Interference Effects of Emotional Arousal on Recognition Memory: Comparison of Within-object and Between-object Bindings

Canan

Arzu

The Cognitive, Emotional and Behavioral Indicators of Dispositional Gratitude in Close Friendship: The Case of Turkey

Ayşe Sibel

Cognitive control and cognitive flexibility is an essential feature in the ability of an individual to adjust to changing environments and to play a role in goal-oriented behavior (Gabrys, Tabri, Anisman, &amp; Matheson 2018). Cognitive flexibility is associated with the individuals’ capability to adjust the problem solving plan, in compliance with the requirements of the task (Al Jabari, 2012). Cognitive flexibility is linked with multiple thinking strategies and the use of mental frameworks. Cognitively flexible people have capabilities to explore the environment to define emerging changes and generate multiple strategies to be ready (Gurvis &amp; Calarco, 2007). Although there is no consensus within the literature about the definition and measurement of this construct, the core component of cognitive flexibility is “the ability to switch cognitive sets to adapt to the changing environmental stimuli” in most operational definitions (Dennis &amp; Vander Wal, 2010, p. 242). Cognitive control refers to the ability to block non-relevant information while focusing on information that is currently inappropriate for a particular purpose (Gabrys et al., 2018). The cognitive control defines the ability to define, manage, and process the information in an effective and adaptive manner, in order to direct the behavior to the individual’s internal goals (Badre, 2011), and depends on the multiple executive functions, including working memory, blocking, conflict monitoring, and setting change (Gläscher et al., 2012; Mackie, Van Dam, &amp; Fan, 2013). Studies reported on the context of stressful experiences examined&nbsp;&nbsp;cognitive control and flexibility, emotional regulation, and processes related to depressive symptoms. However, it is not fully understood how these capabilities can be expressed in stressful situations (Gabrys et al., 2018). In this respect, Gabrys et al. (2018) have suggested that cognitive control and flexibility can be demonstrated through a variety of key processes such as attention, assessment / reassessment and approval of specific coping strategies, and have developed the Cognitive Control and Flexibility Questionnaire (CCFQ). The purpose of the current research study is to adapt the Cognitive Control and Flexibility Questionnaire, which was designed to measure cognitive flexibility and control levels of individuals in stressful situations, into Turkish.Method The validity and reliability testing study of the scale was conducted with three different study phases. The research was conducted on 47 participants (% 66 female, %34 male) for the first phase of the study, 241 participants (% 65 female, %35 male) for the second phase of the study and 352 participants (%45 female, %55 male) for the third phase of the study, for a total of 640 participants. The psychometric properties of the scale were investigated by linguistic equivalence, item analysis, construct validity (convergent validity, relationships with other constructs, internal consistency) and Cronbach’s alpha reliability testing methods. The Cognitive Flexibility Inventory (Dennis &amp; Vander Wal, 2010), Dispositional Hope Scale (Snyder et al., 1991) and the Perceived Stress Scale (Cohen, Kamarck, &amp; Mermelstein, 1983) were also used for testing the validity.ResultsIn the first phase of the study, the test-retest correlation over two weeks for the linguistic equivalence of the scale was found to be high (appraisal and coping flexibility: r(45) = .88, p &lt; .01; cognitive control over emotion: r(45) = .96, p &lt; .01; total scale: r(45) = .95, p &lt; .01). The results of the confirmatory factor analysis for the construct validity demonstrated that all t values were significant, and the two-factor model, as in its original form, had acceptable fit indexes (χ²/sd = 2.63, NFI = .94, CFI = .96, GFI = .86, AGFI = .82, IFI = .96, SRMR = .07 ve RMSEA = .08). The findings of the Pearson correlation analysis showed that the Turkish form of CCFQ was positively correlated with the Cognitive Flexibility Inventory and Dispositional Hope Scale, and negatively correlated with the Perceived Stress Scale. Cronbach’s alpha internal consistency coefficient was found as .88 for Cognitive Control over Emotion factor, .88 for the Appraisal and Coping Flexibility factor, and .90 for total scale on the second study and as .85, .91 and .91, respectively, on the third phase of the study.Discussion In conclusion, the research findings present evidence that the Turkish form of CCFQ is a valid and reliable measurement tool that can be used to measure the cognitive flexibility of Turkish university students in the context of stress. The measurement tool can be applied in experimental and correlational studies in different fields of psychology by researchers, as well as in determining the cognitive flexibility levels of individuals by the practitioners. As the sample group of this study is composed of university students, it would be useful to test the scale with the other groups to determine the validity of the scale. As the scale is short and easy to implement, it is thought that it will support further research to be done about cognitive control and flexibility.

Cognitive Control and Cognitive Flexibility in the Context of Stress: A Scale Adaptation

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.

Effects of Second Language Acquisition on Narrative Structure and Linguistic Processes in Preschool and SchoolAged Children

Ayşenur

Hanife

In the literature, the concept of caregiving is explained as the provision of support for physical, social, economic, and emotional dimensions, which are handled across a wide spectrum of time frames (Toseland, Smith, &amp; McCallion, 2001).&nbsp;The literature on caregiving consists of various models which try to define the concept of caregiving within the frame of the biopsychosocial perspective (Pearlin, Mullan, Semple, &amp; Skaff, 1990). Lazarus and Folkman’s (1984) transactional stress and coping paradigm constitutes the theoretical basis of these models. The Caregiver Stress Model (Pearlin et al., 1990) which is handled in this study addresses the positive and negative concepts affecting caregivers of patients with a chronic illness as an interaction rather than a situation.The aim of this study is to examine the outcomes of the caregiving process on informal and formal caregivers of hemodialysis patients within the frame of the Caregiver Stress Model. Although social support and coping variables were frequently examined as a moderator variable in the literature, they were suggested as mediator variables within this model. Additionally, while it is not covered in the model, resilience - which is another variable considered to be important in the context of the caregiver literature - was also discussed in this study.&nbsp;In the first hypothesis, the mediator effects of resilience, coping, social support in the relationship between basic needs, vital activities, and burnout were examined within the caregiver stress model. In addition, in the second research question - moderator effects of resilience - coping, social support in the relationship between basic needs, vital activities, and burnout were investigated within the Caregiver Stress Model.Method Fifty informal and sixty three formal caregivers from various dialysis units in Istanbul participated in the study. The Resilience Scale for Adults (Friborg et al. 2003; Basım &amp; Çetin, 2011), The Caregiver Well-Being Scale (Berg-Weger, Rubio, &amp; Tebb, 2000; Demirtepe &amp; Bozo, 2009), The Multidimensional Scale of Perceived Social Support (Zimet et al. 1988; Eker &amp; Arkar, 1995), The Ways of Coping Inventory (Folkman &amp; Lazarus, 1984; Şahin &amp; Durak, 1994), and The Maslach Burnout Inventory (Maslach &amp; Jackson, 1981; Ergin, 1992) were used.&nbsp;Results In the first hypothesis of the study, resilience, self-confident, and optimistic coping styles were found to have full mediator effects on the relationship between basic needs and the personal success sub-dimension of the Maslach Burnout Inventory. The results of this analysis were similar to other studies in the literature using the Caregiver Stress Model (DemirtepeSaygılı &amp; Bozo, 2011). Within the scope of the second research question, the results showed that only the moderator effect of the unconfident coping style was significant between the relationship of the vital activities and personal success (F(1, 109) = 6.330, p &lt; .05).&nbsp;DiscussionWhen we examined the results of this research, some differences were observed with the Caregiver Stress Model - the theoretical basis of this study. Accordingly, the social support that the model suggested as being a mediator variable was not significant in both the mediator and the moderator effects in this study. When the relevant literature was examined, it was seen that social support - which was not compatible with similar studies in the field - was generally considered as a moderator (Cohen &amp; Wills, 1985) and occasionally both a moderator and a mediator variable (Brand, Barry, &amp; Gallagher, 2014).The mediating effect of the coping style variable, as suggested by the model, was found to be significant, as well as the significant moderator effects of this variable. In addition, the mediating effect of the resilience which was introduced in to the model within this study attracted attention in this study.The difficulties of reaching informal and formal caregivers is restrictive because they have limited time due to the workload of caregivers. At the same time, the scales used in the&nbsp;study are completely structured and highly directional. It is thought that the results of the analysis can be affected by these limitations.&nbsp;&nbsp;Nevertheless this study introduces important contributions to the field despite these limitations. In other countries, the caregiver stress model was studied on caregivers of cancer, Alzheimer’s, and AIDS patients (Matthews, Baker, &amp; Spillers, 2003; Pearlin &amp; Mullan, 1994; Stetz &amp; Brown, 2004). In Turkey, only caregivers of children with leukemia have been studied within the frame of this model (Demirtepe-Saygılı &amp; Bozo, 2011). This is the first time that this model has been studied on hemodialysis patients’ relatives and health care providers. Although the Caregiver Stress Model is partially supported by our results, the importance of this study is that this is the firts time that this model has been tested on hemodialysis patients’ caregivers, in the literature.

Testing the Caregiver Stress Model with the Caregivers of Hemodialysis Patients

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.

Forgiveness Interventions for Children and Adolescents: Systematic Review

Samet

Gülay

Studies indicate that cancer causes a negative effect on both the physical and psychological health status of patients. Meta-analysis and review studies demonstrate that psychological therapies show promising effects on reducing the stress levels of cancer survivors and increasing their quality of life (De la Torre-Luque, Gambara, López &amp; Cruzado, 2015; Linden &amp; Girgis, 2012). The concept of acceptance has an important role in the course of the cancer disease. This concept includes acceptance of both the disease itself and the altered body image after treatment (e.g., as common in breast cancer patients). Research indicates that acceptance of the cancer disease increases the commitment to cancer and treatment process (Kamińska et al., 2014). Although Acceptance and Commitment Therapy (ACT) interventions are quite limited, they are promising as an important alternative treatment in reducing the symptoms of cancer survivors (Fashler, Weinrib, Azam ve Katz, 2018). More detailed studies such as systematic reviews or meta-analyses are needed to examine the existing studies in terms of methodological issues and study results. For this reason, a systematic review was carried out in examining the current status of ACT-based treatment studies in the context of cancer patients.Method The EBSCOhost, Web of Science, PubMed, Science Direct and Google Scholar, ULAKBIM, and TR Dizin databases were used to search examples of literature which included studies up to August 2018. The keywords “cancer” and “acceptance and commitment therapy” or “ACT” were used for studies in English and Turkish languages. A total of 205 studies were identified with this search, and then repeated articles were excluded. Following the title and summary review, articles which did not meet the inclusion criteria were excluded. The full text of the remaining 15 studies were examined in detail.ResultsIn total, 1200 people with different types of cancer (mainly breast cancer), were included and various ACT based interventions were implemented through the remaining 15 studies. Almost two thirds of the participants were female (N = 745; 62%) and mainly adults between the ages 12-75 (M = 49.8). The findings were gathered according to their common goals such as psychological flexibility, psychological symptoms and fear of recurrence etc. Eight of the nine studies (89%) measuring psychological flexibility showed significant increases within the group compared to the pre-test and post-test and the gains were maintained for up to 12 months. In all four studies - including the control group - significant differences were observed between the groups and the gains of the treatment group were maintained for up to six months.In eight studies measuring depression (89%), within group differences decreased significantly after ACT treatment and gains remained for up to three months. In addition, in four of the five studies (80%) using the control group, the differences between the groups decreased significantly for depression. The gains were maintained for up to three months after treatment. In seven of the eight studies (88%) measuring anxiety levels, significant differences were found within the group, while the gains were maintained in the three-month follow-up assessment. In the control group comparisons, in three of the five studies (60%), the differences between the groups significantly decreased in terms of anxiety level. The gains were maintained in follow up assessments up to three months later. For stress, significant improvements were observed within the group in four studies, while the gains were maintained for up to 12 months. However, in the comparison of the control group, differences between the groups were significant only in one study. These gains continued for up to three months.Significant improvements were found in quality of life and related variables in all eight studies following the ACT treatment. In addition, treatment gains were maintained for up to&nbsp;12 months. In terms of group differences, in three studies using no-treatment and treatment as the usual control conditions, significant differences were found between the groups in post-test and follow-up assessments for up to six months. Only in the study with normal care control groups, was there no significant difference between the groups in quality of life. In addition to these factors, studies showed that there were significant improvements in posttraumatic growth, spirituality, recurrence anxiety, emotional control and suppression of thoughts compared to both pre-treatment and control groups. Moreover, significant improvements were observed in mindfulness, pain and related symptoms, burnout, sleep problems, and sedentary behaviors compared to the only pre-treatment group. All the gains were maintained after the interventions for an average of 4.1 months for within groups and 5 months on a between-groups basis.DiscussionAs a result, ACT based intervention methods show effective results in reducing the psychological problems of survivors with different types of cancer as a new treatment approach. Although the results show that ACT is an effective treatment for many symptoms of cancer survivors, more controlled, randomized and long-term studies are needed.

Acceptance and Commitment Therapy Interventions in Patients Diagnosed with Cancer: A Systematic Review

İlknur

Emire

Ayşe

A Systematic Review of Working Memory Development in Children Aged 0-36 Months

Esengül

Meral

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;

COVID-19 Pandemic with the Narrative of the Contact Tracing Team Employees

Burcu

Demet

Multimodal Communication in Virtual and Face-to-Face  Settings: Gesture Production and Speech Disfluency

Fedai

Mehmet

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.

The Effect of Mobile Application-Supported Rational Belief Education Program on Rational and Irrational Beliefs of University Students

Ebru

Turkish Adaptation of the Multidimensional Psychological Flexibility Inventory

Özge

Özden

The Effect of Emotion Dysregulation, Affect, Boredom, and Social Context on State Nomophobia among University Students: An Experience Sampling Study (State Nomophobia)

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Studies in Psychology – Psikoloji Çalışmaları is an open access, peer-reviewed, scholarly, international journal published triannually in April, August and December . It has been an official publication of Istanbul University, Faculty of Letters, Department of psychology since 1956.The journal is covered in Web of Science - Emerging Sources Citation Index (ESCI), TÜBİTAK-ULAKBİM TR Index and Türk Psikiyatri Dizini (Turkish Psychiatry Index). The manuscripts submitted for publication in the journal must be scientific and original work in Turkish or English.

Studies in Psychology publishes  qualitative and/or quantitave empirical research articles regarding pscyhology and its sub fields. It covers theoretical, metodological and review articles and book reviews as well. It welcomes inter disciplinary articles combining pscyhology with different fields such as sociology, psychiatry, geriatry, education, business, occupational health, communication, political sciences etc. The target group of the journal consists of academicians, researchers, professionals, students, related professional and academic bodies and institutions.

All expenses of the journal are covered by the Istanbul University. Processing and publication are free of charge with the journal. There is no article processing charges or submission fees for any submitted or accepted articles.

As of 2024, the print version has been stopped. The journal has become an online-only publication.

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ERIH PLUS

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Türk Psikiyatri Dizini

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Gale Cengage

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Studies in Psychology

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Studies in Psychology-Psikoloji Çalışmaları is an open access, peer-reviewed, scholarly, international journal published triannually in April, August and December. It has been an official publication of Istanbul University, Faculty of Letters, Department of Psychology since 1956. The manuscripts submitted for publication in the journal must be scientific and original work in Turkish or English.Studies in Psychology-Psikoloji Çalışmaları aims to be a platform that enables knowledge generated within the fundamental and applied fields of psychology support each other. Within this frame, it welcomes both research articles from all sub fields of psychology and inter disciplinary studies covering fields such as cognitive sciences, neurology, genetics, psychiatry, geriatry, educationinal sciences, communication sciences and antropology.The target group of the journal consists of academicians, researchers, professionals, students, related professional and academic bodies and institutions.

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<div><ul><li>Web of Science - Emerging Sources Citation Index (ESCI) (since acceptance in 2018, issues included in WoS date back from 2005 to present) </li><li>TÜBİTAK-ULAKBİM TR Index</li><li>Türk Psikiyatri Dizini</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></div>

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The journal is an open access journal and all content is freely available without charge to the user or his/her institution. Except for commercial purposes, users are allowed to read, download, copy, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. This is in accordance with the <a href="https://www.budapestopenaccessinitiative.org/read" target="_blank">BOAI</a> definition of open access.The open access articles in the journal are licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (<a href="https://creativecommons.org/licenses/by-nc/4.0/deed.en" target="_blank">CC BY-NC 4.0</a>) license.

All expenses of the journal are covered by the Istanbul University. Processing and publication are free of charge with the journal. There is no article processing charges or submission fees for any submitted or accepted articles.

Authors publishing with the journal retain the copyright to their work licensed under the Creative Commons Attribution-NonCommercial 4.0 International license (<a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank">CC BY-NC 4.0</a>) (<a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank">https://creativecommons.org/licenses/by-nc/4.0/</a>  ) and grant the Publisher non-exclusive commercial right to publish the work. CC BY-NC 4.0 license permits unrestricted, non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Editor should consider publishing correction if minor errors that do not effect the results, interpretations and conclusions of the published paper are detected. Editor should consider retraction if major errors and/or misconduction that invalidate results and conclusions are detected.Editor should consider issuing an expression of concern if there is evidence of research or publication misconduct by the authors; there is evidence that the findings are not reliable and institutions of the authors do not investigate the case or the possible investigation seems to be unfair or nonconclusive. The guidelines of <a href="https://publicationethics.org/resources/flowcharts/complete-set-english" target="_blank">COPE</a> and <a href="https://www.icmje.org/recommendations/" target="_blank">ICJME</a> are taken into consideration regarding correction, retractions or expression of concern.RetractionJournal follows <a href="https://publicationethics.org/sites/default/files/retraction-guidelines-cope.pdf" target="_blank">COPE’s Retraction Guidelines</a> in case of retraction. The editor has the right to retract an article if: <ul><li>There is clear evidence that the findings are unreliable; either as a result of a major error (e.g. miscalculation or experimental error), or as a result of fabrication (e.g. of data) or falsification (e.g. image manipulation).</li><li>It contains plagiarised content. </li><li>It has been published elsewhere without proper attribution. </li><li>It contains material or data without authorisation for use.</li><li>There is copyright infringement or there is some other serious legal issue.</li><li>It reports unethical research. </li><li>There is evidence that the peer-review process is compromised or manipulated.</li><li>The author(s) failed to disclose a significant competing interest (also known as a conflict of interest) that, in the opinion of the editor, would have unduly influenced the interpretation of the work or the recommendations of the editors and peer reviewers.</li></ul>In case of retraction the following steps are followed:<ul><li>Retraction notice including article title is published in a subsequent issue of the journal. The retraction notice is paginated and listed in the table of contents. </li><li>A link is provided between the retraction notice and the original article in the electronic version. </li><li>The online article is preceded by a page containing the retraction notice; the reader can then proceed to the article itself.</li><li>The original article remains unchanged, except for a watermark on the .pdf on each page stating that it has been &#34;retracted”.</li></ul>Article Removal for Legal ReasonsIn the following circumstances, except the metadata (title and authors), the text of the article is removed and a page informing that the article has been removed for legal reasons replaces the article. <ul><li>The article is found to be defamatory or to infringe the legal rights of others, and retraction is not deemed to be an adequate solution.</li><li>The article has been, or is reasonably likely to be the subject of a court order.</li><li>There is a significant risk to public health. </li></ul>

To guarantee that all papers published in the journal are maintained and permanently accessible, articles are stored in Dergipark which serves as a  national archival web site and at the same time permits LOCKSS to  collect, preserve, and serve the content.Additionally, authors are encouraged to self-archive the final PDF version of their articles in open electronic archives with  that conform to standards of Open Archives Initiative (<a href="https://www.openarchives.org/" target="_blank">https://www.openarchives.org/</a>). Authors should provide a link from the deposited version to the URL of IUPress journal website.

Studies in Pscyhology - Psikoloji Çalışmaları is committed to upholding the highest standards of publication ethics and pays regard to Principles of Transparency and Best Practice in Scholarly Publishing published by the Committee on <a href="https://publicationethics.org/" target="_blank">Publication Ethics (COPE)</a>, the <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>, the <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a>, and the <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> on <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>All submissions must be original, unpublished (including as full text in conference proceedings), and not under the review of any other publication synchronously. Each manuscript is reviewed by one of the editors and at least two referees under double-blind peer review process. Plagiarism, duplication, fraud authorship/denied authorship, research/data fabrication, salami slicing/salami publication, breaching of copyrights, prevailing conflict of interest are unethical behaviors.All manuscripts not in accordance with the accepted ethical standards will be removed from the publication. This also contains any possible malpractice discovered after the publication. In accordance with the code of conduct we will report any cases of suspected plagiarism or duplicate publishing.Additionally, Ethics Codes of Turkish Psychological Association is taken into consideration. Authors who are members of Turkish Psychological Association are accountable to the Ethical Committee of Turkish Psychological Association.

Ethics

Studies in Pscyhology - Psikoloji Çalışmaları adheres to the highest standards in research ethics and follows the principles of international research ethics as defined below. The authors are responsible for the compliance of the manuscripts with the ethical rules.<ul><li>Principles of integrity, quality and ransparency should be sustained in designing the research, reviewing the design and conducting the research.</li><li>The research team and participants should be fully informed about the aim, methods, possible uses and requirements of the research and risks of participation in research.</li><li>The confidentiality of the information provided by the research participants and the confidentiality of the respondents should be ensured. The research should be designed to protect the autonomy and dignity of the participants.</li><li>Research participants should participate in the research voluntarily, not under any coercion.</li><li>Any possible harm to participants must be avoided. The research should be planned in such a way that the participants are not at risk.</li><li>The independence of research must be clear; and any conflict of interest or must be disclosed.</li><li>In experimental studies with human subjects, written informed consent of the participants who decide to participate in the research must be obtained. In the case of children and those under wardship or with confirmed insanity, legal custodian’s assent must be obtained.</li><li>If the study is to be carried out in any institution or organization, approval must be obtained from this institution or organization.</li><li>In studies with human subject, it must be noted in the method’s section of the manuscript that the informed consent of the participants and ethics committee approval from the institution where the study has been conducted have been obtained.</li></ul>

It is authors’ responsibility to ensure that the manuscript is in accordance with scientific and ethical standards and rules. Submitting their manuscripts, authors are deemed to ensure that submitted work is original and certify that the manuscript has not previously been published elsewhere or is not currently being considered for publication elsewhere, in any language.Copyright material (e.g. tables, figures or extensive quotations) must be reproduced only with appropriate permission and acknowledgement. It is authors’ responsibility to get necessary permissions. Applicable copyright laws and conventions must be followed.The author(s) of the original research articles is defined as a person who is significantly involved in “conceptualization and design of the study”, “collecting the data”, “analyzing the data”, “writing the manuscript”, “reviewing the manuscript with a critical perspective” and “planning/conducting the study of the manuscript and/or revising it”. All the authors of a submitted manuscript must have direct scientific and academic contribution to the manuscript. The author(s) must meet all these criteria described above.Fund raising, data collection or supervision of the research group are not sufficient roles to be accepted as an author. The individuals who do not meet the authorship criteria but contributed to the study must take place in the acknowledgement section. Individuals providing technical support, assisting writing, providing a general support, providing material or financial support are examples to be indicated in acknowledgement section.The order of names in the author list of an article must be a co-decision and it must be indicated in the signed <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form.</a> If not indicated, alphabetical order according to surnames is used. All authors must disclose all issues concerning financial relationship and conflict of interest that may potentially influence the results of the research or scientific judgment.Author(s) are to take into consideration the required revisions in accordance with the review reports sent by the editor. Author(s) must send the rearranged article to the editor togather with the list of done/undone revisions writing the reasons.When an author discovers a significant error or inaccuracy in his/her own published paper, it is the author’s obligation to promptly cooperate with the Editor-in-Chief to provide retractions or corrections of mistakes.

Editors evaluate manuscripts for their scientific content without regard to all kinds of discrimination and prejudice. They are responsible for providing a fair double-blind peer review of the submitted articles for publication.Editor(s) ensures that all the information related to submitted manuscripts is kept as confidential before publishing. Editor(s) is obliged to keep the unaccepted manuscripts, the decisions about the manuscripts and the reports providing the basis for the decisions, confidential, and not to disclose to anybody, except the board members of Studies in Psychology, these information.Editor(s) has the full authority to assign a reviewer and is responsible for final decision for publication of the manuscripts in the Journal. Editor(s) does not allow any conflicts of interest between the authors, and reviewers.In case that the manuscript is in line with the general scientific and formal principles, editor(s) presents the submitted manuscript to at least two national and/or international reviewers. If the reviewers have conflict of judgement, the editor(s) assigns a third reviewer. Editor(s) accepts the manuscript for publication after author(s) does the revisions considered necessary by the reviewers. In case that there is conflict between the revisions suggested by the reviewers, the editor(s) carries the authority to make the final decision taking into consideration the reasoned explanations of the authors.Reviewers evaluate manuscripts based on content without regard to all kinds of discrimination and prejudice. They must reach an objective judgment as a result of their reviews and justify it. They must be careful that their reports include constructive criticism and review for authors.They must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the Editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the Editor and excuse himself from the review process.The reviewers cannot discuss the manuscripts with other persons.The reviewers are not allowed to have copies of the manuscripts for personal use and they cannot share manuscripts with others without permission of the editor.Unless the authors and editor permit, the reviews of referees cannot be published or disclosed.In particular situations, the editor may share the review of one reviewer with other reviewers to clarify a particular point. The anonymity of the referees is important.

Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by editor-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope.The editor hands over the papers matching the formal rules to at least two national/international referees for double-blind peer review evaluation and gives green light for publication upon modification by the authors in accordance with the referees’ claims.

Peer Review

Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by Editor-in-Chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope. Editor-in-Chief evaluates manuscripts for their scientific content without regard to ethnic origin, gender, citizenship, religious belief or political philosophy of the authors and ensures a fair double-blind peer review of the selected manuscripts.The selected manuscripts are sent to at least two national/international external referees for evaluation and publication decision is given by Editor-in-Chief upon modification by the authors in accordance with the referees’ claims.Editor-in-Chief does not allow any conflicts of interest between the authors, editors and reviewers and is responsible for final decision for publication of the manuscripts in the Journal.Reviewers’ judgments must be objective. Reviewers’ comments on the following aspects are expected while conducting the review.- Does the manuscript contain new and significant information?- Does the abstract clearly and accurately describe the content of the manuscript?- Is the problem significant and concisely stated?- Are the methods described comprehensively?- Are the interpretations and consclusions justified by the results?- Is adequate references made to other Works in the field?- Is the language acceptable?Reviewers must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process.The editor informs the reviewers that the manuscripts are confidential information and that this is a privileged interaction. The reviewers and editorial board cannot discuss the manuscripts with other persons. The anonymity of the referees is important.

<div>Manuscpript is to be submitted online via <a href="https://iupress.istanbul.edu.tr/en/journal/sp/home" target="_blank">https://iupress.istanbul.edu.tr/en/journal/sp/home</a> and it must be accompanied by a cover letter indicating that the manuscript is intended for publication, specifying the article category (i.e. research article, review etc.) and including information about the manuscript (see the Submission Checklist). In addition, Ethics Committee Approval Certificatei <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form</a> that has to be signed by all authors must be submitted.</div>1. The author who submitted the manuscript online becomes the corresponding author for the evaluation and publication process.2. MS Office Word in either .doc or .docx file formats should be used for the manuscript preparation. Entire manuscript should be A4 paper sized with 3 cm page margins, 12 pt. Times New Roman and double spaced.3. Manuscript that does not include any author information should be prepared as follows:3.1.    The first page should include a summary (250-300 words) and 3-6 keywords beneath it.3.2.    The second page should be composed of the English translation of the abstract (250-330 words) and 3-6 keywords.3.3. The third page should include an extended abstract in English (1500-2000 words). Extended abstract in English is mandatory for the manuscripts in Turkish. It is not required for the manuscript is in English.3.4. The main text with title of the manuscript should start on the page following the abstracts/extended abstract. Running head, in parentheses, should be written under title.3.5. All articles should be no more than 8000 words, excluding abstracts, appendices and bibliography. If the article contains more than one study, the word count may increase.3.6. Research articles should be composed of introduction, method, results and discussion sections. It is not necessary to put “introduction” heading in introduction section. Review papers should include an introduction section framing the issue (without an “introduction” heading) and a discussion section.3.7. The author(s) may create additional sub/headings that they found useful. Letters or numbers must not be used for heading. APA Style 7th edition’s heading system should be utilized.3.8. The placement of tables and figures should be stated in main text with specific mention to its number (For instance, “Figure 3 should be placed here.”). Tables should be prepared in line with the APA 7th edition guideline.3.9. References section must start on a separate page following main text. References must be in line witht APA 7th editon guidelines and must be carefully checked. References must be ordered alphabetically by the author last names. Any reference in references section must have been mentioned in main text and any citation in main text must be mentioned in references section.3.10. Figures and tables, respectively, should be placed on separate pages following references section with any titles and explanations if it exists.4. Any text editing except MS Word auto-check must not be used throughout the manuscript preparation (especially automatic numbering must not be used).5. The final edition of the manuscript after peer-review process must be organized for publication as explained above. A cover page having the fully descriptive title of the manuscript and, affiliation, title, e-mail address, postal address, phone and fax number of the author(s) must be added before abstract section. 6. The pre-publish confirmation copy that was sent from the publisher is shared with the corresponding author. It is requested to be checked by author(s) within the highlighted timespan. Any possible typesetting errors should be reported. This latest copy that was checked by the author(s) is published after the correction of typesetting errors, if any, following the final confirmation of the editorial team.7. Every academician who has studied in psychology or related fields may be a reviewer of the Studies in Psychology. You may send your academic CV to editor-in-chief (<a href="mailto:sp@istanbul.edu.tr" target="_blank">sp@istanbul.edu.tr</a>) to apply to be a reviewer.

Author Guidelines

Before beginning the online submission process please read the Information for Authors and make sure you have the followings available:Cover letter to the editor<ul type="disc"> <ul type="circle"> <li style="text-align: left;">The category of the manuscript</li> <li style="text-align: left;">Confirming that “the paper is not under consideration for publication in another journal”.</li> <li style="text-align: left;">Including disclosure of any commercial or financial involvement.</li> <li style="text-align: left;">Confirming that the statistical design of the research article is reviewed.</li> <li style="text-align: left;">Confirming that last control for fluent English was done.</li> <li style="text-align: left;">Confirming that journal policies detailed in Information for Authors have been reviewed.</li> <li style="text-align: left;">Confirming that the references cited in the text and listed in the references section are in line with APA 7.</li> </ul> </ul><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form</a>Permission of previous published material if used in the present manuscript<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/A98FD1D3903F4C7A95465ECE0BE680F2" target="_blank">Title page</a><ul type="disc"> <ul type="circle"> <li style="text-align: left;">The category of the manuscript</li> <li style="text-align: left;">The title of the manuscript both in Turkish and in English</li> <li style="text-align: left;">All authors’ names and affiliations (institution, faculty/department, city, country), e-mail addresses</li> <li style="text-align: left;">Corresponding author’s email address, full postal address, telephone and fax number</li> <li style="text-align: left;">ORCIDs of all authors.</li> </ul> </ul>Main Manuscript Document<ul type="disc"> <ul type="circle"> <li style="text-align: left;">The title of the manuscript both in Turkish and in English</li> <li style="text-align: left;">Abstracts 250-300 words in Turkish and 250-300 words in English</li> <li style="text-align: left;">Key words: 3 to 6 words both in Turkish and in English</li> <li style="text-align: left;">Extended Abstract (1500-2000 words) in English (only for Turkish articles)</li> <li style="text-align: left;">Main article sections</li> <li style="text-align: left;">Grant support (if exists)</li> <li style="text-align: left;">Conflict of interest (if exists)</li> <li style="text-align: left;">Acknowledgement (if exists)</li> <li style="text-align: left;">References</li> <li style="text-align: left;">All tables, illustrations (figures) (including title, description, footnotes)</li> </ul> </ul>Manuscript Submission<ul type="disc"> <li style="text-align: left;">DergiPark manuscript submission site of the journal is: <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;">The manuscript must be submitted through the account of the corresponding author. The account of authors other than the corresponding author or someone else who is not included as an author in the work must not be used for submission. All correspondence regarding the submission is made with the corresponding author through e-mail via the DergiPark system.</li> <li style="text-align: left;">While uploading Main Document, make sure that the main document has no information that clarify the author’s identity. Due to double blind peer review, Main Document must not include Title Page, the name of author or any other detail that can disclose the author identity.</li> </ul><ul type="disc"> </ul>Files to be uploaded separately<ul><li>Copyright Agreement Form</li><li>Permissions obtained for previously published material if used in the present manuscript</li><li>Title page<ul><li>Financial Support (please specify if any)</li><li>Conflict of Interest (please specify if any)</li><li>Acknowledgments (please specify if any)</li><li>Notes: This information is given if the work that is the subject of the article was presented in a congress or produced from a thesis</li></ul></li><li>Main Manuscript Document</li></ul>The title of the manuscript both in Turkish and in EnglishAbstracts 250-300 words in Turkish and 250-300 words in EnglishKey words: 3 to 6 words both in Turkish and in EnglishExtended Abstract (1500-2000 words) in English (only for Turkish articles)Main article sectionsConflict of interest (if exists)Acknowledgement (if exists)ReferencesAll tables, illustrations (figures) (including title, description, footnotes)Ethics committee approval form, if available.<ul type="disc"> </ul>

Reference Style and FormatStudies in Pscyhology- Psikoloji Çalışmaları complies with APA (American Psychological Association) style 7th Edition for referencing and quoting. For more information:-    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>Citations in the TextCitations must be indicated with the author surname and publication year within the parenthesis.If more than one citation is made within the same paranthesis, separate them with (;).Samples:More than one citation;(Esin et al., 2002; Karasar, 1995)Citation with one author;(Akyolcu, 2007)Citation with two authors;(Sayıner &amp; Demirci, 2007)Citation with three, four, five authors;In references with three or more authors, valid for the first use; (Ailen et al., 2000)Citations in the ReferenceAll the citations done in the text should be listed in the References section in alphabetical order of author surname without numbering. Below given examples should be considered in citing the references.Basic Reference TypesBooka) Turkish BookKarasar, N. (1995). Araştırmalarda rapor hazırlama (8th ed.) [Preparing research reports]. 3A Eğitim Danışmanlık Ltd.b) Book Translated into TurkishMucchielli, A. (1991). Zihniyetler [Mindsets] (A. Kotil, Trans.). İletişim Yayınları. (Original work was published in 1990, 7th Edition.)c) Edited BookÖren, T., Üney, T., &amp; Çölkesen, R. (Eds.). (2006). Türkiye bilişim ansiklopedisi [Turkish Encyclopedia of Informatics]. Papatya Yayıncılık.d) Turkish Book with Multiple AuthorsTonta, Y., Bitirim, Y., &amp; Sever, H. (2002). Türkçe arama motorlarında performans değerlendirme [Performance evaluation in Turkish search engines]. Total Bilişim.e) Book in EnglishKamien R., &amp; Kamien A. (2014). Music: An appreciation.  McGraw-Hill Education.f) Chapter in an Edited BookBassett, 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.g) Chapter in an Edited Book in TurkishErkmen, 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) Book with the same organization as author and publisherAmerican Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Author.Articlea) Turkish ArticleMutlu, B., &amp; Savaşer, S. (2007). Çocuğu ameliyat sonrası yoğun bakımda olan ebeveynlerde stres nedenleri ve azaltma girişimleri [Source and intervention reduction of stress for parents whose children are in intensive care unit after surgery]. Istanbul University Florence Nightingale Journal of Nursing, 15(60), 179–182.b) English Articlede 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) Journal Article with DOI and More Than Twenty AuthorsKalnay, 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) Journal Article from Web, without DOISidani, S. (2003). Enhancing the evaluation of nursing care effectiveness. Canadian Journal of Nursing Research, 35(3), 26-38. Retrieved from http://cjnr.mcgill.cae) Journal Article wih DOITurner, 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 PublicationSmith, J. A. (2010). Citing advance online publication: A review. Journal of Psychology. Advance online publication. http://dx.doi.org/ 10.1037/a45d7867g) Article in a MagazineHenry, W. A., III. (1990, April 9). Making the grade in today’s schools. Time, 135, 28–31.Doctoral Dissertation, Master’s Thesis, Presentation, Proceedinga) Dissertation/Thesis from a Commercial DatabaseSarı, E. (2008). Cultural identity and politics: Interculturalism in Mardin. (Unpublished PhD Thesis). Ankara University.b) Dissertation/Thesis from an Institutional DatabaseVan Brunt, D. (1997). Networked consumer health information systems (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9943436)c) Dissertation/Thesis from WebYaylalı-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) Dissertation/Thesis abstracted in Dissertations Abstracts InternationalTonta, 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) Master's/PhD Thesis in Dissertations Abstracts InternationalAppelbaum, 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) Symposium ContributionKrinsky-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 the meeting of the American Psychological Association, Orlando, FL.g) Conference Paper Abstract Retrieved OnlineLiu, S. (2005, May). Defending against business crises with the help of intelligent agent based early warning solutions. Paper presented at the Seventh International Conference on Enterprise Information Systems, Miami, FL. Abstract retrieved from http://www.iceis.org/iceis2005/abstracts_2005.htmh) Conference Paper - In Regularly Published Proceedings and Retrieved OnlineHerculano-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) Proceeding in Book FormSchneider, 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 in (s. 134–140). Cham, İsviçre: Springer. http://dx.doi.org/10.1007/978-3-319-03919-0j) Paper PresentationNguyen, C. A. (2012, August). Humor and deception in advertising: When laughter may not be the best medicine. Paper presented at the meeting of the American Psychological Association, Orlando, FL.Other Sourcesa) Newspaper ArticleBrowne, R. (2010, March 21). This brainless patient is no dummy. Sydney Morning Herald, 45.b) Newspaper Article with no AuthorNew drug appears to sharply cut risk of death from heart failure.(1993, July 15). The Washington Post, p. 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Editor(s)	İlknur Özalp Türetgen
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