Kutlu

Res. Assist.

Recent discussions in the field of psychology confirm the existence of the replication crisis and reveal that psychology has been facing a methodological crisis for several years (Maxwell et al., 2015; Open Science Collaboration, 2015). A major attempt (Open Science Collaboration, 2015) to replicate well-known cognitive and social psychology studies published in high-quality journals resulted in only a quarter of the studies being replicated. These unexpected results led researchers to question and review the research methods and practices used in the field of psychology (Nosek et al., 2015). Compared to other fields of psychology, clinical psychology was late to respond to these methodological discussions (Leichsenring et al., 2017; Sakaluk et al., 2019; Tackett et al., 2017). Clinical psychology research mainly includes studies on psychological evaluation, diagnosis of mental disorders, investigation of individual differences in psychopathologies, and treatment of mental disorders, meaning that the research utilizes both experimental and observational methods (Tackett et al., 2017). Psychotherapy efficacy studies are commonly conducted experimental studies in clinical psychology. Researchers use randomized controlled trials (RCTs) to examine the efficacy of a psychotherapy intervention for a specific mental disorder (Mulder et al., 2018; Wampold et al., 2011). Furthermore, the findings of RCTs are evaluated with meta-analyses, which can quantitatively summarize the results of numerous studies (Berkeljon &amp; Baldwin, 2009; Leichsenring et al., 2017; Smith &amp; Glass, 1977). With the&nbsp;replication crisis, a need to review psychotherapy efficacy studies and meta-analyses in terms of methodological problems has arisen.RCTs may have a number of methodological problems and biases, including (1) small sample size (Button et al., 2013; Sakaluk et al., 2019), (2) allegiance bias (Leichsenring et al., 2017; Leykin &amp; DeRubeis, 2009), (3) selective outcome reporting (Bradley et al., 2017; Miguel et al. 2021; Shinohara et al., 2015), (4) the strictness of inclusion or exclusion criteria (Hoertel et al., 2014, 2015;&nbsp;Westen et al., 2004; von Wolff et al., 2014), (5) using wait-list as a control group (Cuijpers et al., 2016; Furukawa et al., 2014; Munder et al., 2019), (6) randomization and blinding problems (Cuijpers et al., 2010; Cuijpers &amp; Cristea, 2016), (7) the exclusion of drop-out participants from the analyses (Cooper &amp; Conklin, 2015; Cuijpers &amp; Cristea, 2016; Fernandez et al., 2015), and (8) ignoring psychotherapists’ effects (Del Re et al., 2012; Johns et al., 2019; Leichsenring et al., 2017; Owen et al., 2015). These problems can be prevented by applying a rigorous methodology. In terms of meta-analyses, publication bias (Driessen et al., 2015; Flint et al., 2015; Fonagy et al., 2017; Linardon et al., 2019; Niemeyer et al., 2012) and the inclusion of low-quality studies in meta-analyses (Coyne &amp; Kok, 2014; Cuijpers &amp; Cristea, 2016; Hengartner, 2018) deflate the validity of the results of meta-anaylses. Therefore, a new publishing paradigm is needed to overcome publication bias (Bradley et al., 2017). Moreover, eliminating methodological problems and biases of RCTs by itself increases the quality of the studies analyzed in meta-analyses. Considering the problems related to psychotherapy efficacy studies and meta-analyses, it could be argued that methodological crisis in clinical psychology is responsible for the Dodo Bird Verdict (Lambert, 2013). Besides the problems related to RCTs and meta-analyses, the interpretation of the psychotherapy efficacy studies must consider four important issues: meanings of the effects size, the duration of the observed effect, response rate of the treatment, and transfer of the effect to real-world settings.DiscussionGoldfried (2020) asserted that the field of psychotherapy is still an infant field, and it cannot be regarded as a mature science, which has a solid and established core as well as new developments. In contrast, the field of psychotherapy is a conflicting and competitive field in which different theoretical approaches strive to maintain their existence and prove the effectiveness of their methods (Budd &amp; Hughes, 2009). Based on the literature, it could be asserted that psychotherapy is an effective treatment for various mental disorders (Lambert, 2013; Rubio-Aparicio et al., 2018). However, all these methodological problems and biases of the RCTs and meta-analyses indicate two important issues. First, the studies conducted to test the effects of psychotherapies barely meet current scientific standards (Coyne &amp; Kok, 2014; Hengartner, 2018; Leichsenring et al., 2017; Sakaluk et al., 2019). Second, the real-life effectiveness of psychotherapies is less than that found in previous studies (Schäfer &amp; Schwarz, 2019; Wampold, 2019). For example, when specific biases were corrected, the efficacy of psychotherapies for depression was slightly above the accepted threshold (Cuijpers et al., 2018). The findings of RCTs and meta-analyses play a critical role in the selection of treatment options for mental disorders (Shean, 2016). This issue perhaps adds even more ethical responsibilities for clinical psychologists (Tackett et al., 2017). In conclusion, the findings suggest that clinical psychology researchers and clinicians must be aware of the effects of the replication crisis on the field and strive to bring their research closer to up-to-date scientific standards (Tackett et al., 2019).&nbsp;

The Replication Crisis and Psychotherapy Efficacy Studies

Elif

Assist. Prof.

With population aging, many social and clinical problems arise, and one of these problems is the increase in the incidence of dementia and cognitive disorders among elderly individuals (Corrada et al., 2010). Early detection of dementia and timely interventions are crucial in disease management (Geldmacher et al., 2014). Therefore, cognitive assessment of the elderly population should include reliable, valid, and appropriate methods to detect, prevent, or intervene early in cognitive functions and/or disorders (Eyre et al., 2015). Although standardized neuropsychological assessment is one of the most common methods used for this purpose, this method has many limitations due to its face-to-face application (Germine et al., 2019; Miller &amp; Barr, 2017).The age-related physical difficulties in the elderly population could lead to problems in terms of transportation to the hospital. Particularly, the requirement for patients with dementia to reach the hospital can impose a burden on caregivers. Moreover, the accessibility of the cognitive evaluations for individuals living in rural areas decreases because neuropsychologists are often designated in metropolitan cities and central hospitals (Miller &amp; Barr, 2017). In this context, it is essential to develop methods that can be an alternative to face-to-face applications (Germine et al., 2019). In addition to these factors, introducing alternative practices has been increasingly necessary with the suggestion of reducing unnecessary medical interactions due to the COVID-19 pandemic, which carries fatal risks for elderly individuals (Roy et al., 2020). This review aimed to make a general evaluation of digital approaches, including the remote application of cognitive tests via video conference (teleneuropsychology), methods using technologies such as computerized assessment, mobile application, or virtual reality.&nbsp;Studies on teleneuropsychology (for a meta-analysis: Brearly et al., 2017; Marra et al., 2020a) have shown that tests based on verbal application have strong reliability for remote applications. However, factors such as connection speed, physical characteristics of the place where the application is conducted, and test security are essential for the method (Cullum and Grosch, 2012). For this reason, taking precautions related to environmental factors that may affect test performance determine the success of videoconferencing applications. Moreover, if the patient has special needs or requires assistance, it is necessary to take precautions regarding these. At this point, it should be kept in mind that not every patient is suitable for videoconferencing.The digital application of neuropsychological assessment via computer–tablet or mobile technologies allows the applicability of the tests to extended segments and provides richness in terms of measurement and standardization (Germine et al., 2019). Many batteries and applications evaluate core cognitive areas, such as attention, processing speed, memory, executive functions, and visuospatial functions via different tests and tasks (Zygouris &amp; Tsolaki, 2015). Thus, the selection of a battery or specific test in the battery should depend on the intention of use and possibilities. It should be also noted that these batteries and applications are not intended to replace classical neuropsychological evaluation (Aslam et al., 2018; García-Casal et al., 2017). These methods could be use only to identify individuals with cognitive impairment because it is not possible to diagnose dementia with these tests. In addition to computerized batteries and applications, some studies also investigated webbased assessment approaches and digital versions of classical paper–pencil tests, such as Clock Drawing Test (Cohen et al., 2014), Trail Making Test (Fellows et al., 2017), and Montreal Cognitive Assessment (Berg et al., 2018). In addition to these methods, some studies focusing on the possibility of the cognitive assessment with virtual reality provided promising results (e.g., Cabinio et al., 2020; Eraslan Boz et al., 2020).DiscussionDigital approaches for neuropsychological assessment have some advantages, including increased accessibility for patients, decreased costs of medical care for patients and healthcare system, and potential of more sensitive, standardized, and unbiased cognitive assessment (Germine et al., 2019). Thus, it can be thought that neuropsychology will be digitalized in the near future. However, digital approaches also have significant limitations (Miller &amp; Barr, 2017). The first and foremost disadvantage of both remote and computerized cognitive assessment is the limited observation of behaviors and strategies of patients (Cullum &amp; Grosch, 2012). Other disadvantages include the lack of normative and psychometric data of these methods, and factors adversely affecting test performance, such as lack of knowledge and experience of computer use and concerns about computer use (Bilder et al., 2020). Moreover, digital approaches are sensitive to technical specifications of the computer and internet connection speed. Therefore, a critical review of the digital approaches for neuropsychological assessment would benefit future research and clinical studies.&nbsp;

Digital Neuropsychology: Technological Approaches for the  Assessment of Cognitive Functions in Older Adults

Fatih

Behçet

Assoc. Prof.

With an increased use of social media, significant changes have occurred in human behavior, and numerous new concepts have started to enter the literature. The fear of missing out (FoMO) is one of these concepts. A few studies related to the FoMO scale have been conducted to operationalize FoMO (Przybylski et al., 2013; Zhang et al., 2020). Among these scales, the most widely used measurement is the first FoMO scale (Przybylski et al., 2013), which has a 10-item structure. The validity and reliability of the Turkish adaptation of this first scale have been tested previously within the scope of two different studies (Can &amp; Satici, 2019; Gökler et al., 2016). Some problems have been noted with this first FoMO scale, particularly the Turkish adaptation. Although FoMO is a concept evaluated in social media, the items in the first scale are not related to social media. Thus, Wegmann et al. (2017) added some items to the first FoMO scale and updated the scale to 12 items for including the factors of state FoMO and trait FoMO. The adaptation of this updated scale to Turkish was performed within empirical research (Balta et al., 2020). However, with the questions arising regarding the scale’s adaptation to the Turkish culture, some of the items on the scale still had not been evaluated on social media. Therefore, there is a need for a Turkish version of the new and updated FoMO scale (Çelik &amp; Diker, 2021), which is evaluated in the context of social media.&nbsp;Validity and reliability studies on the new FoMO scales have recently been conducted by Zhang et al. (2020). At this point, it would be proper to evaluate the new FoMO scales in the context of social media. This research thus aims to adapt the newly developed FoMO scale to Turkish in social media and bring it into the national literature.Method To test the psychometric properties of the FoMO scale, data collection was carried out on two different samples using an online survey. In the scale adaptation process, 251 participants were first included in sample 1, and exploratory factor analysis (EFA) was performed to determine the scale’s factor structure. Meanwhile, 353 participants took part in the data set collected for sample 2. These collected data were used in the confirmatory factor analysis (CFA) to verify the scale’s factor structure.The factors of the FoMO scale were examined for convergent and discriminant validity. To provide additional evidence for the construct validity of the scale, a structural equation modeling (SEM) analysis was conducted to test whether FoMO was predicted by variables such as smartphone addiction, life satisfaction, average daily social media usage time, and daily social media checking frequency. Finally, reliability and item analyses of the scale were performed.Results The EFA results showed that the scale had a two-factor structure, including personal FoMO and social FoMO. CFA was also performed on a different set of data to test and verify the structure of the resulting scale with EFA. As a result of the first-order CFA, all factor loadings were found to be significant and the goodness of fit values were at a sufficient level. In addition, the results of composite reliability (CR) and average variance extracted (AVE)— .70 and.50, respectively—were above the recommended values (Fornell &amp; Larcker, 1981; Hair et al., 2019). Therefore, the structures have convergent validity among themselves.Furthermore, the maximum squared variance (MSV) values of the factors in the scale were lower than the AVE values. In addition, the square root values of AVE were higher than the correlation between factors. This shows that the scale has discriminant validity. On the other hand, according to the SEM results, higher-order construct FoMO positively predicted smartphone addiction, average daily social media usage time, and daily social media checking frequency. Finally, the Cronbach’s alpha and composite reliability values of the factors of FoMO and the item analysis results of the scale were above the threshold value recommended in the literature (Field, 2009; Hair et al., 2019).&nbsp;

Fear of Missing Out (FoMO) Scale: Adaptation to Social Media Context and Testing its Psychometric Properties

Beyza

Sena

Parenting is one of the slow life-history strategies that requires socio-ecological stability where individual selfishness is suppressed and close and cooperative social relationships are supported (Gladden &amp; Cleator, 2018). This adaptive strategy manifests in different types of behaviors such as delayed sexual maturity, higher parental care, longer life expectancy, and higher degrees of altruism (Figueredo et al., 2006; Pianka, 1970; Rushton, 1985). This socioecological stability also requires the preservation and maintenance of moral norms. Hence, parental motivation is found to be related with moral sensitivity (Dunkel et al., 2016; Gladden et al., 2009). Also, Kerry and Murray (2018) showed that parental motivation predicted moral wrongness judgments, even among nonparents.Fiske (2011) conceptualized meta-relational threat sensitivity, which suggests that morality is beyond the actors who commit moral violations. Tepe and Aydinli-Karakulak (2019) tested the concept empirically and showed that moral wrongness judgments not only focus on trangressors’ behavior but also consider potential consequences of a morally wrong behavior toward community and future social relationships. In the current research, meta-relational threat sensitivity was measured as an individual predisposition. Simply put, when individuals consider morality at the community level (e.g., if a behavior violates societal harmony, it should not only be the concern of a person who performs this behavior but also be the concern of the society at large), they receive high scores from community based meta-relational threat sensitivity. However, if they consider them as individual cases (e.g., an immoral behavior should be a concern of a person who carries out this behavior), they receive high scores from individual-based meta-relational threat sensitivity.In conformity with relationship regulation theory (Rai &amp; Fiske, 2011), morality is a mechanism that regulates social relationships, and this mechanism can be maintained with four basic relationship motivations: unity, hierarchy, equality, and proportionality. When one of these motivations is violated, moral wrongness perceptions occur. For instance, a mother does not care for her child, the mother’s behavior here is an example of unity violation. In the current research, community-based meta-relational threat sensitivity is hypothesized as a mediator on the link between parental motivation and moral wrongness judgments of unity violation. Overall, it was assumed that parental motivation will be positively associated with moral wrongness judgments of unity violation (Hypothesis 1) and the link between parental motivation and moral wrongness judgments of unity violation will be mediated by community-based meta-relational threat sensitivity (Hypothesis 2).Method Data were collected from 127 (109 women) university undergraduates in Turkey, in return for course credits. Parenting Motivation (PCAT-pn) Questionnaire, State Meta-Relational Threat Scale, eight immoral scenarios, and moral wrongness assessment with three items corresponding to each scenario were used to obtain responses from the participants. Participants completed an online experiment on Qualtrics. Order of the scales was randomized.ResultsExploratory factor analysis examined the factor structures of the newly developed 10- item meta-relational threat scale. The scale tested in the first stage explains 59.81% of the total variance with its two-factor (community and individual levels) structure. None of the items were removed. The scale with its two-factor structure including 10 items showed good reliability. The Cronbach alpha reliability coefficients were .80 and .85 for community and individual levels, respectively.Results showed that parental motivation positively correlated with moral condemnation of unity violations (r&nbsp;=. 20, p &lt; .05) but not with moral condemnation of other violations (e.g., hierarchy, equality, and proportionality). Additionally, community-based meta-relational threat sensitivity seems weakly mediate the relationship between parenting motivation and moral judgments, with an overall score of moral wrongness judgments of&nbsp;each relational violation. But as hypothesized, even though there is a marginal significance, there are indirect effects of community-based meta-relational threat sensitivity (β&nbsp;= .05, %95 CI [−.00, .16]). Both moral wrongness judgments of unity violation (β&nbsp;= .20, %95 CI [.04, .38]) and community-based meta-relational threat sensitivity (β&nbsp;= .21, %95 CI [.04, .38]) were significantly predicted by parental motivation. When the predictors entered together, while parental motivation (β&nbsp;= .15, %95 CI [−.02, .32], p&nbsp;=. 09) was not a significant predictor of moral wrongness judgments of unity violation, community-based meta-relational threat sensitivity was a significant one, (β&nbsp;= .23, %95 CI [.06, .40], p&nbsp;= .01), R2&nbsp;= .09, F (2, 124)&nbsp;=&nbsp;6.13, p&nbsp;&lt; .01. When parental motivation was entered as a single predictor of moral wrongness judgments of unity violation, explanative power of the model reduced, R2&nbsp;= .04, F (1, 125)&nbsp;=&nbsp;5.19, p&nbsp;&lt; .05.DiscussionThe results showed that parental motivation and unity motivation positively linked with each other. This study approached meta-relational threat sensitivity, as an individual predisposition, with two factors (i.e., community-based and individual-based metarelational threat sensitivity). Results indicated that community-based meta-relational threat sensitivity mediates the link between parental motivation and moral wrongness judgments of unity violation. However, results showed a weak mediative role of meta-relational threat sensitivity. In addition, the explanative power of the model was only 9%, which suggests that there are variables needed to be explored on this link.&nbsp;&nbsp;

The Mediating Role of Meta-Relational Threat Sensitivity  on the Relationship between Parental Motivation and Moral  Judgments

Seda

Günay

Prof.

According to Tolman’s (1932) expectancy learning theory, what determines our behavior is our expectation for the outcome of our action. These expectations are behavior-outcome association learnings that one acquires through directly experience or observation in the early years of development (Miller et al., 1990). Many believe that certain expectations about eating and dieting may have an effective role in developing and maintaining eating disorders (Annus et al., 2007; Pearson et al., 2012). According to this view, a person has learned to use eating or diet behavior with the aim of meeting many expectations such as relaxation, relieving negative emotion, feeling safer, and being more attractive. Indeed, research in the literature revealed that unrealistic expectations regarding eating are strongly correlated with anorexia nervosa, bulimia nervosa, and binge eating disorder (Hohlstein et al., 1998; Williams-Kerver et al., 2019). Further, they mediate the effect of other factors such as negative impulsivity on eating disorders (Fischer et al., 2013; Pearson et al., 2012; Pearson et al., 2018; Smith et al., 2018). Studies have also shown that eating expectations also predict the course of treatment of the disorder (Fitzsimmons-Craft et al., 2013) and that symptoms of eating disorder are reduced by changing expectations relating to thinness (Annus et al., 2008). In this respect, understanding the expectations placed on eating, dieting, and thinness appear to be extremely important in prevention and treatment of eating disorders.&nbsp;Accordingly, Hohlstein and colleagues (1998) developed two different inventories to understand the underlying motivations of individual eating and dieting behaviors. To make use of this work, the lack of a measurement in Turkish for such assessments was the starting point of this study. Therefore, this study aimed to adapt these two inventories, the Eating Expectancy Inventory (EEI) and the Thinness and Restricting Expectancy Inventory (TREI), into Turkish. In summary, because these inventories share the same theoretical background and method, the scale (EEI) measuring the expectations from eating, and another scale (TREI) measuring the expectations from dieting and thinness were selected and adapted into Turkish and examined with respect to their psychometric properties.MethodThe study sample consisted of 329 female students between the ages of 19 and 24 (M = 21.41; SD = 1.46), studying at different education levels and different departments of the Ege University. Sixty-three female students (M = 22.44; SD = .98), who could be reached again three weeks after the first application, represent the sample of the test–retest reliability analysis. Participants filled out all the Turkish forms including the following measurements: EEI, TREI, Eating Disorder Examination Questionnaire, Three-Factor Eating Questionnaire (TFEQ-R21), Bulimia Investigatory Test Edinburgh, and Palatable Eating Motives Scale.ResultsThe researchers performed descriptive analyses, criterion-related validity, and correlation analyses for test–retest reliability using SPSS 17, and conducted confirmatory factor analysis using AMOS 25 software. Confirmatory factor analyses were conducted separately to assess the construct validity of the scales and demonstrated that both measuring instruments revealed consistent structures with the original factors of the scales (five factors for T-EEI; one factor for T-TREI). Accordingly, the data revealed that the model fit indexes for the eating expectancy scale fit well in five-factor solutions of the data [χ2 (94, N = 329) = 198,71 p &lt; .000, χ2/df = 2.11, GFI =.93, NFI =.94, CFI = .97 RMSEA=.058]. For the thinness and&nbsp;restricting&nbsp;expectancy scale, the model showed a good fit in the single-factor solution of data [χ2 (2, N = 329) = 5,318 p &lt;.000, χ2/df = 2.66, GFI =.99, NFI =.99, CFI =.99 RMSEA=.071]. The internal consistency coefficients for the sub-dimensions of T-EEI ranged between .75 and .95, and test–retest reliability values ranged between .63 and .83. The internal consistency coefficient of T-TREI was .98 and the test–retest reliability coefficient was .70.&nbsp;DiscussionThis study was conducted with female university students, as in the original study of the scales. To perform the factor analysis, the researchers followed the universally accepted person–item ratio rule (Worthington &amp; Whittaker, 2006), and applied with the current sample size. As a result, consistent with the original measurement tool, five dimensions for T-EEI and the only dimension for T-TREI were confirmed. In addition, the item-test correlation analyses showed that the values for T-EEI and T-TREI had significant relationships, meaning the items were related to the same structure. CFA and item-total correlation values confirmed that both T-EEI and T-TREI measured the structure they intended to measure.Consequently, Turkish forms of the scales were found to be valid and reliable tools in terms of psychometric properties . For future studies, it would be also appropriate to test the validity and reliability of the scales for other age groups, genders, and clinical samples. The authors believed that these inventories would meet an important need in the field of eating disorders, and that they will make wide-range studies possible. In addition, it would be beneficial to evaluate whether there are any other significant expectations from food and to add these variables to the treatment goals of eating disorders.&nbsp;

Adaptation of the Eating Expectancy Inventory and Thinness  and Restricting Expectancy Inventory to the Turkish, and  Examination of Psychometric Properties

Burcu

Özlem

A Helix of Anxiety: A Qualitative Analysis of  the Personal Experiences of Individuals with Health Anxiety

Timuçin

Bilge

The ambivalent sexism theory contributes to our knowledge of sexism by emphasizing a more indirect form of sexism, benevolent sexism (BS), and its relation to hostility toward women, i.e., hostile sexism (HS, Glick &amp; Fiske, 1996; 2001). Early studies put extensive effort on supporting the multidimensional nature of sexism by showing that BS and HS are distinct but related constructs, and that BS has three subdimensions, namely, protective paternalism (PP), complementary gender differentiation (CGD), and heterosexual intimacy (HI, Glick &amp; Fiske, 1996; Glick et al., 2000). Current studies focused on BS and its relations to system justifying beliefs (Bohner et al., 2010; Jost &amp; Kay, 2005). While these studies emphasize the importance of BS, their focus is limited to BS as a single construct, not its subcomponents. More recently, however, few studies indicated that subcomponents of BS have differing relations to sexist outcomes (Oswald et al., 2019; Salomon et al., 2020).The limited interest in the subcomponents of BS might stem from incongruent findings regarding the construct validity of the ambivalent sexism inventory (ASI). The “preferred structural model” in which BS was defined as a second-order factor was supported in 16 nations, including Turkey (Glick et al., 2000). In the Portuguese and Basque versions of the scale, a four-factor model fitted the data better than alternatives (Costa et al., 2015; Ibabe et al., 2016). Similarly, Sakallı-Uğurlu (2002) observed a four-factor construct for the Turkish version.&nbsp;The present study aimed to reevaluate the construct validity of the Turkish version of the ASI and provide further support for the stability of the observed construct by conducting measurement invariance analyses. Thus, answers to the following research questions were sought:RQ 1. How well is the theoretical construct validity of ASI? RQ 2. What is the “natural construct” represented in ASI? RQ 3. Does ASI have a stabile construct in different samples?Method The data of 1803 participants (1194 women, 593 men and 16 unidentified) from different studies conducted between 2009 and 2019 were arranged. Excluding the participants with missing values on ASI final data set resulted in 1633 participants (see Table 1). Participants were asked to report their gender, major, parents’ education level and occupation via a demographic information form. Another scale of the study is the ASI, a 22-item Likert type scale with six response alternatives. Half of the items measure HS. The subcomponents of BS were PP (four items), CGD (three items), and HI (four items). Sakallı-Uğurlu (2002) adapted the scale to Turkish and reported acceptable reliabilities for BC (α =.78) and DC (α =.87).For the first question of the study, CFAs were conducted to compare alternative models tested by Glick and Fiske (1996) to reveal whether the preferred structural model fit the present data as it did in the original study. For the second question, ESEM was conducted to examine the natural factor structure of the scale. “Psych” package in R was used for these analyses. Finally, “lavaan” and “semTools” packages were used to run invariance analysis for the third question. Following Putnick and Bornstein (2016), measurement invariance was examined by comparing four models: (a) configural, (b) weak/metric, (c) scalar/strong factorial, and (d) strict, residual invariance uniqueness.ResultsCFA findings indicated that a four-factor model had better fit indices compared to alternatives (see Table 2).The ESEM analyses revealed a two-factor structure (i.e., BS and HS) and raised questions about two items (See Table 3). Item 5 had loadings higher than .30 on both factors, and item 6 loaded on HS, instead of BS.&nbsp;Findings supported measurement invariance between public and private university samples for 2-Factor and 4-Factor models (see Table 4). Comparing women and men samples, partial measurement invariance was supported for both factorial solutions (see Table 5). In line with the previous studies, men were more sexist in all sub-constructs, except for CGD (see Table 6).DiscussionThe findings of CFAs provided sound support for the construct validity of ASI, and specifically for the four-factor model. Therefore, future studies investigating multivariate relations of the subfactors of BS with sexist outcomes should consider not defining benevolence as a second-order variable in their models (Ibabe et al., 2016).The natural factor structure of ASI was revealed by ESEM to be made up of HS and BS. However, this research raises concerns regarding the psychometric properties of items 5 and 6. Item 5 may be as strongly associated with PP as it is with HS among younger generations. Item 6 may elicit romantic beliefs rather than sexism. As a result, future research should reconsider the meaning conveyed in ASI items to adapt the scale for younger generations.Findings related to measurement invariance indicated that 2-Factor and 4-Factor solutions were stable between public and private university samples, and between women and men samples. These findings encourage the fact that BS should be considered in detail. Rather than focusing on as a whole, focusing on the different parts of BS may provide a better understanding of its implications.&nbsp;

Re-visiting Ambivalent Sexism Inventory (ASI): Construct  Validity of Benevolent Sexism and Measurement Invariance  of ASI

Merve

Öğretim Görevlisi

Misophonia, defined as an abnormally strong reaction to a sound with a specific pattern and/or meaning to an individual (Jastreboff &amp; Jastreboff, 2014), is a phenomenon that has not been given enough attention in the literature until recent years. Studies on misophonia consist mostly of case reports; thus, studies with large populations are necessary to understand this phenomenon. Measurement tools have been developed in the international literature in recent years to better understand the nature of misophonia. There are a variety of scales evaluating misophonia, such as the Amsterdam Misophonia Questionnaire (A-MISO-S; Schröder et al., 2013), Misophonia Questionnaire (MQ) (Wu et al., 2014) and MisoQuest (Siepsiak et al., 2020). However, there is no valid and reliable Turkish measurement tool to evaluate the symptoms and effects of misophonia. Therefore, the aim of the current study is to adapt the MQ (Wu et al., 2014) into Turkish.MethodThe items of the MQ were translated into Turkish by a native translator. Whether the items gave the same meaning in different cultures was checked by the researchers. Lastly, the translations were checked by two linguists. After the necessary adjustments were made, the final version of the scale was created. The research was carried out on 638 undergraduate students at Baskent University, from 18 to 26 years of age. Exploratory factor analysis was&nbsp;conducted on 420 participants (73% female, 27% male) and confirmatory factor analysis was conducted on 218 participants (62% female, 38% male).&nbsp;The MQ contains 17 items. The original scale consists of three parts: “misophonia symptoms,” “misophonia emotions and behaviors,” and “misophonia severity.” The items are scored from 0 (not at all true) to 4 (always true). The misophonia symptom factor consists of seven specific sounds that often cause annoyance in individuals. The misophonia emotions and behaviors factor evaluates negative feelings and behaviors developing against misophonia symptoms. Misophonia severity, the last part of the scale, gives information about the severity of misophonia and is not included in the factor structure and scoring. In this section, the participant is asked to score sensitive sounds on a scale from 1 (minimal) to 15 (very severe), according to the degree that it affects their daily life. Scores of seven and above indicate clinically significant misophonia (Wu et al., 2014). The 17 items from section 1 and 2 are included in the scoring of the scale.ResultsWhile the original of the MQ was explained with two factors, based on the results of the exploratory factor analysis, the Turkish adaptation of the scale was explained with three factors—by the number of eigenvalues greater than 1, Horn’s (1965) parallel analysis and screen plot methods. The second original factor, misophonia emotions and behaviors is explained with two sub-factors. To discuss and confirm the accuracy of this factor, it was discussed with the author of the original scale, Dr. Wu. The final version of the scale was formed by renaming the factors. The first factor was named as “misophonia symptom,” the second factor “misophonia emotions and behaviors—avoidance and internalization,” the third factor “misophonia emotions and behaviors—aggression and externalization.” The principal component analysis and direct oblimin rotation methods were used to determine the structural validity of the MQ. According to the exploratory factor analysis results, the Bartlett’s test statistic for sphericity was obtained—(χ2 = 2948.28 df = 136 p &lt; .001)—and the Kaiser-Meyer-Olkin coefficient was .89, so it was found to be sufficient (Alpar, 2017). The percentage of variance for the first, second and third factors were 37.13%, 10.83%, and 7.56%, respectively, with a total variance of 55.2%. According to the confirmatory factor analysis, it was observed that the fit indexes of the model were within acceptable limits: χ2 / df = 2.23, Root Mean Square Error of Approximation (RMSEA) = .07, Comparative Fit Index (CFI) = .91, Goodness of Fit Index (GFI) = .88, and Adjustment Goodness of Fit Index (AGFI) = .84 (Özdamar, 2017). Regarding the discriminant validity, clinical misophonia was observed to have a higher mean in all factors than those without.&nbsp;Based on the results of the reliability analysis of the MQ, the internal consistency coefficient was calculated as .89, and for each of the three factors was .79, .85, and .83 respectively. The split-half reliability coefficient was calculated as .83 (for each subscale factor, it was .86, .87, and .81, respectively) and the test-retest correlation coefficient as .78.DiscussionThe factor structure of the Turkish version of the MQ is different from the original scale. After reaching a consensus with original scale’s author, it was deemed that the construct validity of the scale met the desired criteria in a three-factor structure—using explanatory and confirmatory factor analysis methods. The internal consistency coefficient of the scale was found to be high. Overall, the results of the study indicate that the Turkish version of the MQ has adequate reliability and validity values for a Turkish sample. It is presented as a practical, valid, and reliable measurement tool that can be used in large population studies on misophonia in the Turkish setting.&nbsp;

Validity and Reliability Testing Study of the Turkish Version  of the Misophonia Scale

İlknur

Yeşim

Daniel

Emma

Cognitive Flexibility in Early Childhood: A Contemporary View of the Development of Flexible Goal-Oriented Behavior

Melike

Fatme

Nursing Students’ Attitudes Toward the Elderly: A Systematic Review Based on Studies Conducted in Turkiye

Ayşe

Gill

Prof. Dr.

Frances

Physical Symptoms or Somatisation? Turkish Immigrants’ Experiences and Understandings of Common Mental Health Difficulties: A Systematic Review (Thematic Synthesis)

F. Büşra

Uzman

Aysu

Autobiographical memory may be constructed to reflect individual’s needs, goals, and motives at the time of encoding and retrieval (Conway &amp; Pleydell-Pearce, 2000). This memory may enable individuals to obtain information about the self by remembering previous experiences and to develop and maintain self-concept (Bluck et al., 2005; Brewer, 1986). Selfconcept, which is closely related to autobiographical memory, contains various information, such as age, gender, physical characteristics, goals, attitudes, beliefs, and values, including social roles (Borden &amp; Horowitz, 2008). By definition, social roles are norms that determine the behavior of an individual within certain contexts according to one’s social position (Hare, 2003; Sarbin &amp; Allen, 1968). An individual may play many social roles throughout life such as being a friend, student, employer, sibling, or parent. However, these roles may differ in terms of goals and the direction to which these goals direct an individual (Sheldon &amp; Elliot, 2000). As a part of the self, social roles determine the expected behavior of individuals in specific contexts according to social position (e.g., student and friend). For example, researchers find that the friendship role is inherently rewarding and associated with intrinsic motivation, while external rewards, such as grades and academic achievement, frequently motivate the student role (Sheldon &amp; Elliot, 2000). Given that social roles are associated with different goals and motivations, and autobiographical memory is recalled in line with such goals and motivations, this study expects that potential links exist between social roles and the recall of autobiographical memory.To the best of our knowledge, very few studies to date address the effects of social roles on autobiographical memory, and these studies mainly highlight memory themes (Nakash et al., 2001). Moreover, no research investigates whether or not and how social roles impact the retrieval of autobiographical memory. For this reason, the current study aims to explore the potential effects of social roles (i.e., being a student and a friend) on the contents, functions, phenomenological characteristics, and centrality of autobiographical memory.MethodData were collected using an online questionnaire. The participants were undergraduate students (n = 106; M(age) = 20.90, SD(age) = 3.33) who reported two memories related to thefriendship (friend memory) and studentship (student memory) roles, respectively. They then evaluated each memory in terms of function using the Thinking About Life Experiences scale,of phenomenological characteristics using the Autobiographical Memory Questionnaire, and of centrality to oneself and life using the Centrality of Events Scale. To control for the order effect, half of the participants were first assigned under the friend-role memory condition, while the other half were first assigned under the student-role memory condition. The study coded the contents of the memories by referring to the “Coding Guide for Self-Defining Events” by Thorne and McLean (2001). Thus, the study coded memory narrativesaccording to contents and categorized under the following themes: life-threatening events, recreation, relationships, achievement/mastery, and guilt/shame (Thorne &amp; McLean, 2001).ResultsThe results demonstrated that friend and student memories differed in terms of theme, function, and emotional valence. Relational themes were more frequent in the friend (71.7%) than in the student (4.7%; p &lt; .001) memories. However, achievement themes were more pronounced in the student (32%) than in the friend (9%; p &lt; .001) memories.Memories of friend and student roles also differed in function. The participants rated friend-role memories higher than they did the student-role memories in the self-related functions (t(105) = −2.40, p =.018, d = .23) as well as social functions (t(105) = −6.30, p = .000, d = .61), but they did not differ in terms of directive functions [t(105) = −.73, p =.46, d = .07].Regarding the phenomenological properties, the participants rated friend-role memories higher than they did student-role memories in positive emotions (t(105) = −2.50, p = .014, d = .28) and in the representation of the current self (t(105) = −4.50, p &lt;.001, d = .54). The study noted no other differences between the two types of memories regarding phenomenological characteristics (all p values &gt; .05).Moreover, the study found differences in the centrality of an event in life. The participants rated the friend-role memories higher than they did the student-role memories as a reference point for other events (t(105) = −2.03, p = .044, d = .20) and a perception of the event as a central component of personal identity (t(105) = −3.30, p = .001, d = .32). In addition, the study observed no difference between memory types in viewing the event as a turning point in one’s life story (p = .68).DiscussionThese findings demonstrate that the friend- and student-role memories differ from each other in terms of theme, emotional valence, function, and centrality to the self. Furthermore, these findings imply that the characteristics of autobiographical memory may differ according to the social roles that triggered the memory. One focus of this study is whether or not the context of a social role triggers a particular memory theme. If specific goals are associated with a social role, then the study expects that memories triggered within this role context will frequently contain themes in line with these goals. Sheldon and Elliot (2000) reveal that goals, such as establishing social relationships and having a pleasant time, intrinsically motivate the friendship role, while goals, such as academic achievement, extrinsically motivate the student role. In line with this finding, the majority of the friendshiprole memories revealed in the current study contain relational themes. In addition, the study observes success/failure themes more frequently in student-role memories compared with other themes. This theme is also noted more frequently in student- than friend-role memories. These findings highlight that the themes of memories may be a reflection of the goals and motivations that underlie different social roles.The findings also illustrate that friend-role memories carried more positive emotions than did student-role memories. The friend role, which is more intrinsically motivated (e.g., having pleasure), may have led the participants to memories with relational themes, while the student role, which is more extrinsically motivated (e.g., having high grades), may have directed the participants toward achievement themes. Given that intrinsic motivation is more related to positive emotions than extrinsic motivation (Ernst et al., 2018; Ryan &amp; Deci, 2000), the difference in the positive emotions of these memories may also be due to variances in motivations that underlies these two types of social roles.The evaluation of memories related to the friendship role as memories that fulfill functions related to the self may be a reflection of the contribution of friendship relationships in the self-formation and socialization processes of individuals to autobiographical memory. The shaping of the self and identity is a process that becomes evident from adolescence and continues throughout life. The relationships that come to the fore in this process include peers and friends instead of family members (Arnett, 2000). Empirical evidence widely supports and accepts the view that friendship relationships are highly effective in the construction of the self (e.g., McNamara Barry et al., 2014). In the current study, the fact that memories in the context of the friend role were mostly recalled to fulfill self-related functions, such as self-regulation and self-continuity, supports this view.Furthermore, the study observes that memories recalled in the context of the friend role served social functions, such as meeting new people, strengthening existing relationships, developing close and deep relationships, establishing social bonds, and creating empathy more than did student-role memories. In early adulthood, scholars posit that friendships fulfill individual and social needs (Zarbatany et al., 2004). Previous studies find that memories related to close relationships, such as romantic ones, serve strong social functions (Alea &amp; Bluck, 2007). Consistent with these findings, the current study reveals that memories related to friendship, which is another form of a close relationship, serve social functions.Finally, memories related to the role of friends lie at the center of the identity of an individual and are viewed as a reference point for various events in life. This finding may point to the long-term effects of experiences gained from friendship relationships.When interpreting the findings, considering certain limitations is important. One of them may be that the sample consists only of university students in their early adulthood and of predominantly female students. In the future, testing the variables by using different samples and by considering demographic variables, such as age and gender, may enrich the findings in this field. Another limitation may be the online collection of data. In this case, the participants may have continued without communicating with the researcher when question arise about the scale items. To minimize this possibility, the researchers conducted a pilot study prior to the actual data collection phase. With guidance from data and feedback obtained from the pilot study, the statements used in the questionnaires were presented to be as clear, precise, and understandable as possible.As part of the effort to elucidate memory processes by considering social and cultural contexts, this study examined autobiographical memories in the context of student and friend roles. In future studies, examining the effect of the association of social roles to different goals and motivations on the processes of remembering the past may help in enhancing the understanding of the relationship among social role, identity, and memory process.

The Effects of Social Roles on Autobiographical Memory: The Content, Functions and Phenomenological Characteristics of the Friend-role and the Student-role Memories

Esra

Selma

From Perfectionism to Burnout: Testing of a Serial Mediation Model with Self-Esteem and Workaholism

Eser

Gökdeniz

On the Relationship Between Leader-Member Exchange and Employees’ Turnover Intentions: Examination of Mediation Role of Trust in Leader

Nevra

Mehmet

Muazzez

Exploring the Association between Calling and Work Engagement: The Mediating Role of Psychological Needs Satisfaction and Perception of Meaningful Work

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@JOURNAL_BOX_EARLYVIEW

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

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

@JOURNAL_BOX_FEATURED

Tülay

Zeynep

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

Canan

Arzu

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

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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.

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EBSCO

ERIH PLUS

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DOAJ

Türk Psikiyatri Dizini

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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.

Aim and Scope

<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> </ul></div>

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The journal 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 <a href="https://publicationethics.org/" target="_blank">Committee on 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> The subjects covered in the manuscripts submitted to the Journal for publication must be in accordance with the aim and scope of the Journal. Only those manuscripts approved by every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Changing the name of an author (omission, addition or order) in papers submitted to the Journal requires written permission of all declared authors.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. Plagiarism Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. If plagiarism/self-plagiarism will be found authors will be informed. Editors may resubmit manuscript for similarity check at any peer-review or production stage if required. High similarity scores may lead to rejection of a manuscript before and even after acceptance. Depending on the type of article and the percentage of similarity score taken from each article, the overall similarity score is generally expected to be less than 15 or 20%. Double Blind Peer-Review After plagiarism check, the eligible ones are evaluated by the editors-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope. The editor provides a fair double-blind peer review of the submitted articles and hands over the papers matching the formal rules to at least two national/international referees for evaluation and gives green light for publication upon modification by the authors in accordance with the referees’ claims.

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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.

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 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. A12.c) Web Page/Blog PostBordwell, D. (2013, June 18). David Koepp: Making the world movie-sized [Web log post]. Retrieved from http://www.davidbordwell.net/blog/page/27/d) Online Encyclopedia/DictionaryIgnition. (1989). In Oxford English online dictionary (2nd ed.). Retrieved from http://dictionary.oed.comMarcoux, A. (2008). Business ethics. In E. N. Zalta (Ed.). The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/entries/ethics-business/e) PodcastDunning, B. (Producer). (2011, January 12). inFact: Conspiracy theories [Audio podcast].  http://itunes.apple.com/f) Single Episode in a Television SeriesEgan, D. (Writer), &amp; Alexander, J. (Director). (2005). Failure to communicate. [Television series episode]. In D. Shore (Executive producer), House; New York, NY: Fox Broadcasting.g) MusicFuchs, G. (2004). Light the menorah. On Eight nights of Hanukkah [CD]. Brick, NJ: Kid Kosher.

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Issue Type	Regular
Editor(s)	İlknur Özalp Türetgen
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Studies in Psychology

VOLUME 42, ISSUE 1, 2022

The Replication Crisis and Psychotherapy Efficacy Studies

Digital Neuropsychology: Technological Approaches for the Assessment of Cognitive Functions in Older Adults

Fear of Missing Out (FoMO) Scale: Adaptation to Social Media Context and Testing its Psychometric Properties

The Mediating Role of Meta-Relational Threat Sensitivity on the Relationship between Parental Motivation and Moral Judgments

Adaptation of the Eating Expectancy Inventory and Thinness and Restricting Expectancy Inventory to the Turkish, and Examination of Psychometric Properties

A Helix of Anxiety: A Qualitative Analysis of the Personal Experiences of Individuals with Health Anxiety

Re-visiting Ambivalent Sexism Inventory (ASI): Construct Validity of Benevolent Sexism and Measurement Invariance of ASI

Validity and Reliability Testing Study of the Turkish Version of the Misophonia Scale

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