Gamze

Orçun

Prof.

Virtual client applications can be defined as interactive computer simulations of real clinical situations for purposes such as practice and training (Ellaway et al., 2006). Virtual client applications are used for medical, dentistry, nursing, pharmacy (Cook et al., 2010), and social work students (Washburn &amp; Zhou, 2018). However, these applications are relatively new in mental health education. Virtual contexts may have benefits in mental health education, such as providing experiential learning, visualizations, and simulations of difficult situations and being able to tailor them according to what is needed (Mantovani et al., 2003). As far as is known, no systematic review of virtual client applications has yet to occur regarding psychological interview training. Therefore, a systematic review has been conducted to obtain a general picture of the status of the literature regarding virtual client applications, particularly in the field of psychological interview training. The framework was arrived at by categorizing the findings in psychology- and psychiatry-related studies under the following subheadings: virtual client applications’ objectives, design characteristics, measurement methods, and findings.MethodThe Web of Science and Scopus databases were searched using relevant keywords. The keywords of virtual patient, virtual human, clinical interview, interview skills, psychology,&nbsp;psychiatry, and other related terms were searched within studies’ titles, abstracts, and keywords. The search was conducted in August 2020. Journal articles and conference proceedings were selected from among the search results, and all dates up to August 2020 were included. As a result, 16 studies were included in the systematic review by following the criteria of preferred reporting items for systematic reviews and meta-analyses (PRISMA).ResultsThe objectives of the virtual client applications were categorized as assessing usability, learning diagnostic skills, learning interview skills, developing psychological factors (i.e., self-efficacy, self-confidence), and comparing methods. The majority of the studies focused on the objectives of assessing usability and learning diagnostic skills in psychopathology. The design characteristics of the virtual clients varied among the studies in terms of the information provided about the virtual clients and the technical features of the applications. Some studies presented only psychopathological information about the virtual clients, while other studies had psychopathological information be accompanied by additional information about the virtual clients (e.g., epicrisis). The most preferred visual appearance was a moving avatar. Other preferred visual appearances were videos of real persons and photos of avatars. In addition, the virtual client applications had different technical features in terms of how to communicate with the virtual clients. One commonly preferred method was to send responses and ask questions using a multiple-choice format on the computer screen. Among the measurement methods, self-assessment scales were mostly used. Other forms of assessment were software-based assessment and standardized patient assessment.In terms of assessing usability, the majority of participants were seen to have assessed the virtual client applications quite positively. In addition to these positive evaluations, participants reported some drawbacks such as poor animation quality, lack of spontaneity, and irrelevant responses from the virtual client. Lastly, the majority of the studies indicated the virtual client simulations to have improved participants’ diagnostic, interview skills, and psychological factors (i.e., self-efficacy, self-confidence).DiscussionVirtual client applications offer promising results for improving students’ skills (Calinici et al., 2017; Dupuy et al., 2019, 2020; Foster et al., 2016; Gutiérrez-Maldonado et al., 2014, 2015; Matsumura et al., 2018; Pantziaras et al., 2015a; Washburn et al., 2020) and self-efficacy levels (Calinici et al., 2017; Pantziaras et al., 2015b; Washburn et al., 2020) in psychological interview training. These applications have also predominantly been perceived as userfriendly by students (e.g., Dupuy et al., 2019; Matsumura et al., 2018; Penaloza-Salazar et al., 2011). Despite some of the positive indicators from the studies, other points may also be mentioned that need improvement. The majority of the studies focused on assessing usability assessment and developing diagnostic skills; therefore, other skills or psychological factors (e.g., Washburn et al., 2020) came after these aims. The design of the virtual clients was mostly based on a psychopathological disorder, and further studies may consider enhancing the characteristics of these virtual clients (e.g., demographics, history). The technological medium (e.g., head-mounted display compared to a computer screen) did not appear to influence skill development (Gutiérrez-Maldonado et al., 2015). However, individual characteristics (e.g., the sense of presence [of being in a virtual environment], openness to technology) may play a role regarding the usability of virtual client applications (Kenny et al., 2009) and should be considered in further studies. The measurement methods varied across the studies (e.g., Dupuy et al., 2019; Foster et al., 2015), and this variability made comparing the studies’ outcomes difficult. Also, the difficulty levels of the skill measurements may plausibly have differed in relation to the nature of the virtual client application. Further studies may consider a format in which difficulty levels are adaptable according to the participant. Lastly, the research designs of the studies were mostly based on a single group, pretest-posttest design; only one study was found to implement a follow-up measure (Pantziaras et al., 2015a). In addition to weak research designs, most studies had a pilot structure which made drawing inferences challenging. In conclusion, virtual clients appear to be an alternative tool for supporting students in psychology- and psychiatry-related mental health fields. Although the present framework promises hope for the future, more randomized, controlled, and follow-up studies are needed in order to better understand the effectiveness of the proposed approaches.&nbsp;

Virtual Client Applications in Psychological Interview  Training : A Systematic Review

Mehmet

Öğretim Görevlisi

Yasemin

Assist. Prof.

According to Festinger (1954), people tend to compare themselves with others. In this regard, people either positively maintain their self-image or enhance their self-esteem (Buunk et al., 2007). Smith (2000) stated emotions to be found based on social comparisons such as admiration, pity, or sympathy. The way one perceives their social environment is closely related to what kind of emotions emerge through social comparisons. For instance, a misfortune that befalls someone causes people to feel not only pity, upset, and empathy but also happiness, joy, and amusement. People occasionally tend to take some pleasure from the misfortune that befalls another, which the literature refers to as schadenfreude. Schadenfreude is a compound word with Schaden meaning harm and Freude meaning joy. Despite discussions regarding to the origin of the word, van Dijk and Ouwerkerk (2014) asserted schadenfreude to be a loanword for English because it derives from German.Although many studies conventionally measure schadenfreude in response to social circumstances (Dvash &amp; Shamay-Tsoory, 2011; Feather &amp; McKee, 2014; Piskorz &amp; Piskorz, 2009; Smith et. al., 1996), research examining schadenfreude as a trait has been scarce. In a study by Crysel (2014), schadenfreude was measured as a trait through a scale involving 12 items. The findings showed schadenfreude to be influenced by individual differences and to be conceptualizable as a trait instead of an emotional reaction to social cues. Hence, this study aims to adapt Crysel’s Schadenfreude Scale into Turkish and to assess its psychometric properties.Method The present study aims to investigate the validity and reliability of the Turkish version of the Schadenfreude Scale developed by Crysel (2014). The translation of the scale was carried out in line with the literature. Firstly, all items were translated into Turkish by the current study’s researchers. Subsequently, these items were reexamined by an expert in the field, and the expert’s opinions were taken to provide clarity and linguistic equivalency to Turkish grammar and culture. Lastly, the Turkish form of the scale took its final form. The research sample consists of students selected using the convenience sampling method in order to remain consistent with the original study. The study recruited 379 psychology students (48.3% male, 51.7% female) from a public university. As data collection tools, participants were given the Benign and Malicious Envy Scale (Lange &amp; Crusius, 2015) and the Toronto Empathy Questionnaire (Spreng et al., 2009) along with the Schadenfreude Scale. Finally, item, confirmatory factor, construct validity, and internal consistency analyses were conducted to examine the psychometric properties of the Schadenfreude Scale.Results Firstly, the item analysis results show the item-total correlations of the scale items to vary between .27 and .46. Hence, the representativeness and distinctiveness of these items are sufficient. As a result, each item is consistent with the whole scale. Secondly, confirmatory factor analysis was performed for the structural validity. According to the results, the final model was found to be statistically acceptable (χ2 = 61.095, df = 40, χ2 / df = 1.53, AGFI = .95, GFI = .97, CFI = .96, NFI = .90, RMSEA = .03). The results indicate the Turkish form of the scale to consist of 11 items and two factors, just as in Crysel’s (2014) study. The correlation analysis expectedly displayed a significantly positive correlation to exist between the Turkish form of the scale and the factor of malicious envy from the Benign and Malicious Envy Scale (r (377) = .29), whereas a significantly negative correlation was shown to exist between the Turkish form of the scale and the Toronto Empathy Questionnaire (r (377) = -.39). Also, the results show a significantly positive relationship to exist between malicious Schadenfreude and benign Schadenfreude (r (377) = .34). As expected, both malicious and benign Schadenfreude have a significant relationship with the Toronto Empathy Questionnaire (respectively, r (377) = -.47, and r (377) = -.20). The findings regarding the relationship between the Turkish form of the overall scale and its two factors (malicious and benign Schadenfreude) demonstrate a significant relationship to exist between them (respectively, r (377) = .87 and r (377) = .76). Lastly, the analysis revealed no relationship to exist among benign envy, the adapted scale, or its two factors (respectively, r (377) = .00, r (377) = -.01, and r (377) = .02). Lastly, an internal consistency analysis revealed Cronbach’s alpha to be acceptable (.71). In addition, the coefficients for the two factors from the adapted scale were found to be acceptable (respectively, .62 and .71). As a result, the psychometric properties of the adapted scale were found to be sufficient.Discussion The current study has aimed to fill the gap in the Turkish literature regarding the measurement of schadenfreude as a trait. As a result, the Schadenfreude Scale developed by Crysel (2014) has been adapted into Turkish as a statistically valid and reliable measurement tool. The results show support for the validity and reliability of the Turkish form of the scale. The scale consists of 11 items and two factors (i.e., benign and malicious schadenfreude). Compared to the original scale, Turk culture is believed to be able to affect a differentiation regarding the number of items on the adapted scale because social events can be interpreted or perceived differently in different cultures. Consequently, this scale is found to be employable in future research on emotions, interpersonal and intrapersonal processes, the self, and personality traits on account of it having features that are easy to use and useful for assessing.&nbsp;

The Adaptation of the Schadenfreude Scale into Turkish  Culture

Eylül

Res. Assist.

Münevver

Sultan

İrem

Demet

That individuals show various physical and emotional reactions in the face of death is considered normal, and this process is considered a part of mourning. Mourning affects every aspect of an individual’s life and is evaluated in social and individual contexts as a multifaceted process. People’s reactions to loss can range the full spectrum from calm acceptance to pathology. Religious and cultural rituals are essential for allowing an individual to prevent mourning from evolving into a pathological process. Individuals who face an uncontrollable event have been observed to be protected through rituals, and this enables the mourning process to be overcome more easily. For this reason, the literature on mourning and loss needs to be examined, especially with regard to situations in which people are unable to perform cultural and religious rituals after suffering a loss. One of these situations involves the COVID-19 pandemic.Many deaths have occurred around the world as a result of the COVID-19 pandemic. The number of deaths has increased, and to control this result of the pandemic, a variety of restrictions and quarantines have been declared. The enacted restrictions and quarantines have interrupted people’s religious and cultural rituals following a loss. For this reason, this study aims to investigate how people have experienced loss under the conditions of the COVID-19 pandemic, where religious and cultural rituals have been restricted.Method Within the aim of this research, semi-structured interviews have been conducted with four participants between the ages of 45-65. In addition to the participants’ age as a criterion for inclusion in the study, participants must have lost a relative within the past year due to COVID-19. Interpretative phenomenological analysis has been used to analyze the recorded and deciphered interviews. Superordinate and subordinate themes were formed as a result of the analysis.Results The first superordinate theme is negative emotions in the absence of rituals. In this superordinate theme, the participants expressed their feelings of sadness, helplessness, and anger toward not being able to perform the rituals in which they wanted to take part. The second superordinate theme is attributions to the rituals with respect to facilitating mourning and includes three sub-themes: Accepting loss, sharing pain, and fulfilling duty. In this superordinate theme, participants explained what they attribute to rituals. They expressed wanting to share the pain of the loss with their loved ones through rituals and to perform the rituals as a duty. Moreover, they claimed that they are not fully aware of their experiences of loss. Therefore, they thought they could not accept their loss and felt that their lost relative was still alive because they were unable to fulfill the religious and cultural rituals they wanted to perform following their loss. As a result, the interpretation was made that participants’ mourning process can be facilitated by performing rituals. The third superordinate theme of mechanisms for coping with loss has three sub-themes: idealizing loss, naming loss, and talking about loss. The participants tried to cope with their losses by idealizing, by trying to describe, and by talking about their losses. In the fourth superordinate theme of compensating for unfulfilled rituals, the participants stated trying to cope with their loss in various ways such as devaluing the rituals or using online channels to compensate for the unfulfilled rituals. The fifth and last superordinate theme is being able to perform rituals despite restrictions. While the participants stated that the quarantine had restricted their freedom and were thus unable to perform the rituals they wanted to perform, they expressed their desire to perform these rituals for the sake of violating the prohibitions. These five themes have been interpreted in the discussion section in light of the Lacanian psychoanalytic approach.Discussion The three essential concepts in Lacanian psychoanalytic theory are real, imaginary, and symbolic registers. According to Lacan, the real register corresponds to an area that cannot be expressed, understood, or symbolized, and the experienced loss is located in the real. According to Lacan, while the symbolic register can moreover be defined as the set of laws and rules that regulate the psychic structure of the subject, rituals therefore take place on the symbolic register. In this context, rituals can be said to have a symbolic function for the participants and help them make sense of their loss and thus accept the loss through symbolization. During the COVID-19 pandemic in particular, the legal decisions that were made can be said to have been dictated to individuals. Therefore, these decisions occur in the imaginary rather than the symbolic register. Moreover, rituals with a symbolic function were unable to be performed due to the restrictions. People who are unable to perform their rituals are also unable to transfer their loss located on the real register over to the symbolic register. Therefore, they experience intense emotions and try to compensate for the inadequacy of rituals in various ways. In this context, the current study points out the importance of the symbolic function, especially with regard to studies on loss and mourning.&nbsp;

Grief During the Pandemic: The Experiences of Individuals  Unable to Fulfill Their Religious and Cultural Rituals

Koret

Melis

Borderline Personality Disorder (BPD) is generally characterized by unstable interpersonal relationships, volatile affect, identity confusion, and impulsivity and frequently comorbid with substance abuse, self-harm, and attempted suicide (American Psychological Association [APA], 2013). The clinical literature has well established that personality disorders do not develop suddenly in adulthood but rather emerge through subthreshold symptoms in childhood and adolescence (Kaess et al., 2014; Stepp et al., 2016). Considering the complex structure of BPD and its relatively high rate of self-harm/suicide, diagnosing and conducting studies in childhood and adolescence is paramount for following the appropriate treatment protocols (Chanen et al., 2008; Chanen &amp; Kaess, 2012). While the literature has studies examining borderline personality traits in adolescents (Chanen &amp; Kaess, 2012; Sharp &amp; Romero, 2007), the number of such studies in Turkey is quite limited. The aim of the current study is to examine the psychometric properties of the Borderline Personality Inventory (BPI), developed by Leichsenring (1999) and adapted to Turkish by Aydemir et al. (2006), in adolescents and to provide a valid and reliable measurement tool for use in the national literature of Turkey.MethodAfter obtaining the necessary ethical permissions to conduct the current research, a total of 476 female and male adolescent participants between the ages of 14-18 in high schools and university preparatory schools were reached, with voluntary consent being obtained separately from the adolescents and their parents. A scale set consisting of a socio-demographic information form, the BPI, the Eating Attitude Test-26 (EAT-26), and the Strengths and Difficulties Questionnaire (SDQ) was applied to the participants in a classroom environment. When appropriate counseling hours could not be found in the classrooms, the participants were given a sealed envelope and asked to return the completed scale set.ResultsThe construct validity results indicate the BPI to consist of three subfactors: identity and reality diffusion, volatile affect and interpersonal relationships, and impulsivity. Further evidence for the construct validity revealed that after controlling the participants’ weight, a significant positive relationship was observed for the BPI’s total score and subfactor scores with the total score from EAT-26. In addition, the adolescents’ general difficulty scores from the SDQ were significantly and positively correlated with the BPI’s total score and subfactor scores. The Cronbach’s alpha analysis was conducted for reliability, and the internal consistency coefficients for the BPI were found to be .86 for the whole inventory, .85, .76, and .74 for the respective subfactors of identity and reality diffusion, volatile affect and interpersonal relationships, and impulsivity. The independent samples t-test analyses indicated a significant gender difference to be present in the scores for the overall BPI (t (474) = -3.09, p = .002), the subfactor of identity and reality diffusion (t (474) = -3.11, p = .002), and the subfactor of volatile affect and interpersonal relationships (t (474) = -4.51, p = .000), with female adolescents being found to have higher scores than males for each of these significant differences.DiscussionThe aim of this research has been to examine the psychometric properties of the BPI in a sample of Turkish adolescents. The three-factor structure of BPI (i.e., identity and reality diffusion, volatile affect and interpersonal relationships, and impulsivity) as indicated by the present study’s exploratory factor analysis parallels the sub-dimensions of adolescent borderline personality organization defined by Kernberg (1978). The reliability analysis provided further support for the internal consistency of BPI and its subfactors. The present research indicates a gender difference to be present regarding borderline personality symptoms, which is consistent with the literature (Crick et al., 2005; Zanarini et al., 2011). The positive correlations borderline personality traits have with deterioration in eating attitudes and general difficulty levels support the BPI as a measurement tool with sufficient construct validity. This research has provided empirical evidence that the Turkish version of the BPI&nbsp;is a valid and reliable measurement tool for adolescents. Overall, the study contributes to the national literature through its reliability and validity analyses regarding BPI’s use by clinicians and researchers working in the fields of assessment and treatment of borderline personality traits in adolescents.&nbsp;

Examination of the Psychometric Properties of the  Borderline Personality Inventory in an Adolescent Sample

Esin

Gülpembe

Arife

Ayşe

Zeynep

Suzan

The concept of niche is widely used in conjunction with the concept of habitat in natural sciences and is used to describe the interaction processes of species within their natural environment. In this respect, the concept of niche contradicts the traditional evolutionary view of the concept of passive organisms and brings a very dynamic perspective to the field (Flynn et al., 2013; Stotz, 2010). With this perspective, the concept of niche becomes involved in psychological approaches that examine the developing individual contextually (Lerner, 2006; Super &amp; Harkness, 1986). In line with all this knowledge, Narvaez et al. (2016b) introduced the concept of evolved developmental niche and developed the Evolved Developmental Niche History (EDNH) as a retrospective measure of early life experiences that includes questions about affectionate touch, corporal punishment, play, family togetherness, and positive and negative home climate. The scale evaluates the familial factors that can contextually affect development. In this respect, the scale corresponds to the current theoretical frameworks at the level of interaction between the individual and contexts. To the best of our knowledge, however, no adapted and/or developed instrument that specifically measures developmental niche by retrospectively evaluating family mechanisms is found in Turkey. The primary aim of the current study is to adapt the EDNH into to Turkish and to evaluate its psychometric properties.&nbsp;Method The first part of the study conducts an exploratory factor analysis as well as validity analyses. The sample for this part of the study consists of university students continuing their undergraduate education in Ankara or Eskişehir. The sample includes a total of 314 university students, of whom 224 (71.3%) are female and 90 (28.7%) are male. The participants’ mean age is 20.63 years (SD = 1.99). The relationships the EDNH has with the Family Climate Scale (Gönül et al., 2018), the Parent-Child Relationship Scale (Aytaç et al., 2018), and the Confusion, Hubbub, and Order Scale (Methany et al., 1982) has been examined to test the construct validity. The data from this part of the study have been analyzed using the program SPSS 23.The second part of the study conducts a confirmatory factor analysis (CFA) over a sample consisting of 327 participants, of whom 271 (82.9%) are female and 56 (17.1%) are male. The participants’ mean age is 20.86 (SD = 2.65). The data from this part of the study have been analyzed using the program AMOS.ResultsAccording to the item-total correlation analysis, correlations for the scale’s items were calculated between .34 and .75. Cronbach’s alpha of internal consistency as obtained for the overall scale is .90, with alphas obtained for the individual factors as follows: .83 for supportive family, .67 for participation in activities, .81 for negative home climate, and .78 for positive home climate. The total score from the EDNH has been negatively correlated with the Confusion, Hubbub, and Order Scale (r = -0.61) and the Parent-Child Relationship Scale’s subscale of negative relationship (r = -0.28) while being positively correlated to the Family Climate Scale’s subscale of emotional adjustment (r = .66) and the Parent-Child Relationship Scale’s subscale of positive relationship (r = .64). A similar pattern was observed for the EDNH’s four subscales. As a result, these findings provide satisfactory evidence for the construct validity of the EDNH.A CFA model was formed in order to test the structure that was obtained from the EFA analysis. Correlated errors were added after examining the modifications. The findings show the model with four factors to fit the data well (χ2(327) = 290.136; df = 127, CFI = .91, RMSEA = .06, GFI = .91.). Factor loadings in terms of the standardized regression weights range from .36 to .89. The model was tested with Item 4, which confirmed Item 4 to not be significantly loaded on the relevant factor. Thus, Item 4 has been removed from the final model.&nbsp;DiscussionThe findings indicate the Turkish version of the EDNH to have a different factor structure than the original scale. The Turkish EDNH has four factors and 19 items instead of one factor and 20 items. Family relations are represented with a broader and more integrative perspective within the EDNH. For this reason, the construct validity of the EDNH was tested by examining its relationships with other scales that evaluate different aspects of the concept of family. The physical characteristics of the individual’s home environment and family routines have been evaluated using the Confusion, Hubbub, and Order Scale; the nature of the relationship between mother and child (e.g., warmth, conflict) has been evaluated using the Parent-Child Relationship Scale; and emotional harmony among all individuals in the family has been evaluated using the Family Climate Scale. The results were in the theoretically expected direction. Specifically, the EDNH has been positively correlated to the scales evaluating positive and supportive family relationships and negatively correlated to a chaotic family environment and adverse parent-child relationships. This finding indicates the adapted scale to be usable for assessing different aspects of the family environment in which the individual has grown up in Turkish culture.&nbsp;

Adapting the Evolved Developmental Niche History to  Turkish and Investigating Its Psychometric Properties

Selma

Assoc. Prof.

In Turkey, psychology has become a popular major over the last 20 years. Due to this ascending demand, new undergraduate psychology programs were founded, and the Turkish Higher Education Institution has increased quotas for existing programs (Arık, 2015). After graduation, psychology students will likely face fierce competition for master’s programs and employment opportunities. As the core concept of career construction theory (Savickas, 2013), career adaptability is important for the employability, career success, and satisfaction of graduates and employees (Nilforooshan &amp; Salimi, 2016). Considering the increasing number of psychology students and graduates, this study aims to depict the antecedents of psychology undergraduates’ career adaptability by testing the predictive roles of demographic factors and personality traits on career adaptability and the mediating role positive psychological capital (PsyCap) has in these associations.Career adaptability incorporates exploring one’s abilities and interests accurately, inquiring into prospective career paths, making the right career decisions, and being able to cope with the changes in work life (Nilforooshan &amp; Salimi, 2016). Career adaptability comprises four dimensions: concern, control, curiosity, and confidence, each of which encompasses the necessary attitudes, beliefs, and competencies for fostering adaptive behaviors in career-related changes, transitions, and traumas (Savickas, 2013).Demographic variables such as age, education level, and SES have been emphasized in the literature on career development (Ünsal, 2014). Family-related variables also play an important role in individuals’ self-construction as well as career construction (Savickas, 2013). Among these demographic variables, parents’ education levels, family income level, and childhood neighborhood have the potential to affect undergraduates’ career adaptability, as these variables influence their social networks, self-development and career development, and opportunities. The big five personality traits have been extensively studied as precursors of job performance and career success. Among those five traits, conscientiousness (Rudolph et al., 2017), openness to experience (Zacher, 2014b), and extroversion have been found to be positively associated and neuroticism to be negatively associated (Nilforooshan &amp; Salimi, 2016; Zacher, 2014b) with career adaptability, while controversial findings have been found regarding agreeableness (Bozionelos, 2004; Gelissen &amp; de Graaf, 2006).Luthans et al. (2004) coined the overarching term of PsyCap to express self-efficacy, hope, resilience and optimism and emphasized its importance in today’s competitive work environment. Both demographic variables and personality traits are relatively stable compared to PsyCap (Luthans et al., 2007a). The existing literature has indicated demographic variables (e.g., Schelleman-Offermans &amp; Massar, 2020) and personality (e.g., Bozgeyikli, 2017) to be likely to precede PsyCap. In addition, PsyCap has been reported to have a unique explanatory power over work-related attitudes and behaviors (Avey et al., 2010b). Taking these into account, this study scrutinizes the mediating role PsyCap has on the relationship between the career adaptability and the predictors of demographic variables and personality.MethodThe data were gathered from 355 psychology undergraduates in Istanbul, Turkey. Participants responded to online surveys comprised of the Big Five Inventory (John et al., 1991), the Positive Psychological Capital Questionnaire (Luthans et al., 2007a), the Career Adapt-Abilities Scale (Savickas &amp; Porfeli, 2012), and a demographic information form that also includes questions regarding the participants’ career objectives.&nbsp;ResultsThe hypothesis testing was conducted using Model 4 in the software PROCESS Macro (Hayes, 2021). The analyses pertaining to the effect the demographic variables have on career adaptability reveal the administrative size of the place where the participants spent most of their life to positively predict career adaptability (R2 = .014, F = 4.911, B = 1.254, t = 2.216, p &lt; .05). Despite its significant predictive value on career adaptability, the hypothesis regarding father’s education level was rejected, as it negatively predicted career adaptability (R2= .011, F = 3.965, B = -0.980, t = -1.991, p &lt; .05). The results do not support PsyCap having a mediating role on the relationship between the demographic variables and career adaptability.Among the big five personality traits, openness to experience (R2 = .153, F = 63.843, B = 0.633, t = 7.990, p &lt;. 01), conscientiousness (R2= .194, F = 84.945, B = 0.845, t = 9.217, p &lt; .01), extroversion (R2= .098, F = 38.130, B = 0.643, t = 6.175, p &lt; .01), and agreeableness (R2= .062, F = 23.387, B = 0.512, t = 4.836, p &lt; .01) were found to positively predict career adaptability, while neuroticism was found to have a negative effect on career adaptability (R2= .015, F = 5.215, B = -0.236, t = -2.284, p &lt; .05). The results regarding the indirect effects personality traits have on career adaptability reveal PsyCap to act as a mediator in these associations. Both the correlation and mediation analyses also revealed that, among the antecedent variables, PsyCap has the strongest association with career adaptability.DiscussionAmong the antecedents of career adaptability, the demographic variables had minor effects, while personality and in particular PsyCap explained most of the variance in the level of career adaptability. Findings about PsyCap are especially promising, as PsyCap can be improved with intervention programs (e.g., Luthans et al., 2010). University career counsellors should consider implementing career development programs that involve interventions for developing undergraduates’ PsyCap pre-graduation. Such intervention programs not only have the potential to positively affect university students’ prospective careers but may also have positive influences over all aspects of their lives.&nbsp;

The Career Adaptability of Psychology Students: The  roles of Demographic Variables, Personality, and Positive Psychological Capital

Hilal

Fatih

Türker

The Relationship between Gender Gap  in Employment and Hofstede’s Culture  Dimensions depending on Country Scores

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

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

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

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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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

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Tülay

Zeynep Merve

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

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

@JOURNAL_BOX_MOSTREAD

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.

Emerging Sources Citation Index (ESCI)

EBSCO

ERIH PLUS

TR Dizin

DOAJ

Türk Psikiyatri Dizini

SOBIAD

Cabells Journalytics

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Studies in Psychology

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Editor in Chief

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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>

Indexing and Abstracting

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

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

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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.

<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/656EF70E3DFF4B26ACAF35F268C46B2B" target="_blank">Title page</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/978DE9B66C7A448EA42CDB08033C8ABC" target="_blank">Author Form</a>

Ensure that the following items are present:●    Cover letter to the editor•    The category of the manuscript•    Confirming that “the paper is not under consideration for publication in another journal”.•    Including disclosure of any commercial or financial involvement.•    Confirming that the statistical design of the research article is reviewed.•    Confirming that last control for fluent English was done.•    Confirming that journal policies detailed in Information for Authors have been reviewed.•    Confirming that the references cited in the text and listed in the references section are in line with APA 7.●    <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/JTA6CLJ8T5/55968BAB7E2B4FB690F1F53AFB79E24D" target="_blank">Title page</a>•    The category of the manuscript•    The title of the manuscript both in Turkish and in English•    All authors’ names and affiliations (institution, faculty/department, city, country), e-mail addresses•    Corresponding author’s email address, full postal address, telephone and fax number•    ORCIDs of all authors.●    <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/334611D7C63745B7B059DFD72749560F" target="_blank">Main Manuscript Document:</a>•    The title of the manuscript both in Turkish and in English•    Abstracts (250-300 words) both in Turkish and in English (250-330 words)•    Key words: 3 to 6 words both in Turkish and in English •    Extended Abstract (1500-2000 words) in English (only for Turkish articles)•    Main article sections•    References•    All tables, illustrations (figures) (including title, description, footnotes

Issue Type	Regular
Editor(s)	İlknur Özalp Türetgen
Cover (PDF)
Front Pages (PDF)

Studies in Psychology

VOLUME 42, ISSUE 2, 2022

Virtual Client Applications in Psychological Interview Training : A Systematic Review

The Adaptation of the Schadenfreude Scale into Turkish Culture

Grief During the Pandemic: The Experiences of Individuals Unable to Fulfill Their Religious and Cultural Rituals

Examination of the Psychometric Properties of the Borderline Personality Inventory in an Adolescent Sample

Adapting the Evolved Developmental Niche History to Turkish and Investigating Its Psychometric Properties

The Career Adaptability of Psychology Students: The roles of Demographic Variables, Personality, and Positive Psychological Capital

The Relationship between Gender Gap in Employment and Hofstede’s Culture Dimensions depending on Country Scores

INFORMATION

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