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;

Psikolojik Görüşme Eğitiminde Sanal Danışan  Uygulamaları: Sistematik Bir Derleme

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;

Başkasının Üzüntüsüne Sevinme Ölçeği’nin  Türkçeye Uyarlanması

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;

Pandemide Yas: Dini ve Kültürel Ritüellerini  Yerine Getiremeyen Bireylerin Deneyimleri

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;

Borderline Kişilik Envanteri’nin Psikometrik  Özelliklerinin Ergen Örnekleminde Sınanması

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;

Gelişimsel Niş Ölçeği’nin Türkçeye  Uyarlanması ve Psikometrik Özelliklerinin  İncelenmesi

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;

Psikoloji Öğrencilerinin Kariyer Uyum  Yetenekleri: Demografik Faktörler, Kişilik ve  Pozitif Psikolojik Sermayenin Rolü

Hilal

Fatih

Türker

Ülke Verilerine göre İşgücüne Katılımda Cinsiyet Ayrımı ve Hofstede’nin Kültür Boyutları arasındaki İlişki

İlknur

Belgüzar

Res. Assist. Dr.

The human eye is not merely a physical organ responsible for vision; it has also held symbolic significance in art, representing the imaginative life of the beholder since the Renaissance. Moreover, it is a valuable tool for comprehending the human mind, with a rich history of anatomical and movement-related research dating back to ancient civilizations (Belting, 2020). Across all species with visual structures, eye movements are a shared behaviour that plays a pivotal role in creating a stable visual representation on the retina and facilitating environmental exploration. The primary function of eye movements can be summarized as maintaining a constant image on the retina in the face of a dynamically changing visual environment, enabling a stable and meaningful representation of the observed surroundings, and allowing for detailed information acquisition (Fooken et al., 2021).Eye-tracking technology has become a valuable tool for objectively measuring attention, allowing researchers to investigate where and how long a person looks at specific points. In the early 20th century, objective applications replaced the original observation-based methods of studying eye movements (Wade, 2010). These earlier methods involved invasive techniques that required direct contact with the eyes, usually while the participant was performing a reading task. Today, non-invasive devices with sampling rates ranging from 60 to 2000 Hz offer a reliable approach across various psychological research domains, particularly relevant in the study of visual attention. This technology provides valuable insights into how humans perceive their surroundings, making it a beneficial asset for cognitive psychology as it delves into subjects related to visual attention and the human mind. Furthermore, eye tracking is crucial in psychological research and other fields, such as art, advertising, and industry.When individuals decide to allocate their overt attention to a particular object, they often perform a saccadic eye movement to bring that object into their central, high-resolution vision area, known as the fovea. Depending on our head-body movements or the movements of objects in the environment, various eye movements have the function of directing the fovea to the region of interest. Among these movements, vestibular-ocular reflex (VOR) and optokinetic nystagmus (ON) have a more reflexive nature (Distler &amp; Hoffmann, 2011; Hess, 2011). The most typical example of ON movement in daily life is following a view through the window of a moving train with eye movements. VOR, on the other hand, is a result of the coordination between the sense of balance and the oculomotor system (Hess, 2011). Moreover, when a viewer is in motion while observing a moving object, the eye movement that allows the fovea to maintain the center of interest is called smooth pursuit (Dodge, 1903).&nbsp;Among the various eye movements, saccades and fixations are frequently studied in the context of overt attention mechanisms. When individuals remain stationary while observing an unchanging image, they tend to generate saccadic and fixational eye movements (Gilchrist, 2011; Rayner, 2009). Consequently, the saccade-fixate repertoire is one of the most extensively studied aspects of human eye movements (Foulsham, 2019). Saccades, characterized by their rapid and ballistic nature, efficiently redirect gaze from one point to another. Their primary function is to position the eye so that the fovea can scrutinize a new target (Buswell, 1935; Henderson et al., 2003; Rayner, 2009). Fixations, however, are brief pauses during which the eye remains "relatively" still and allow attentive visual information processing at the fixation point (Findlay &amp; Gilchrist, 2003). Fixations facilitate in-depth analysis of visual information within the attended area. Thus, the dynamic interplay between saccades and fixations is essential for humans to gain knowledge and make sense of the world through eye movements.Saccades are the most frequently occurring eye movements throughout the day, occurring approximately three to four times per second. When obtaining detailed information from a scene between a series of saccades, we refer to eye movements that last between 50 and 600 ms as fixations (Findlay &amp; Gilchrist, 2003). Fixations have a significant function in accomplishing cognitive tasks, and their fundamental characteristics vary depending on the nature of the task at hand (Rayner, 1998). Rayner (2009) observed that viewers typically made fixations lasting approximately 225-325 ms during reading tasks, often accompanied by saccades within one to two degrees. Conversely, fixations typically last between 180 and 330 ms during scene perception or visual search tasks, with corresponding saccades occurring within three to five degrees.During fixations, the eyes remain "relatively" fixed, signifying that the eye is never entirely stationary but exhibits greater stability than other eye movements. Within fixations, continuous subtle movements occur, both vertically and horizontally. These are referred to as fixational eye movements and include microsaccades, drifts, and tremors (Kowler, 2011). The most popular explanation for the function of these micro eye movements, which increase during focusing, is that they maintain the perceived visual information and detailed information from the scene (Martinez-Conde et al., 2006). Moreover, these movements prevent neural adaptation of the nerve cells in the retina, ensuring that they continue firing and thereby preventing perceptual fading of the visual input (Martinez-Conde et al., 2004).Attention can be executed without eye movements; however, with attention, it is possible to plan and initiate eye movements (Liversedge &amp; Findlay, 2000). Covert attention and mental processes can be carried out even without explicit and measurable eye movements, especially in a stimulus-rich visual environment, to select some of the stimuli to be directed to the fovea, which is the area of sharp vision, and to determine the future of the movement. The timing, location, and duration of eye movements were systematically analyzed to provide an objective behavioural representation of overt attention. Overt attention refers to the conscious and selective allocation of attention to particular areas or objects in the visual field. The relationship between eye movements and overt attentional mechanisms is pivotal to understanding how humans engage with their visual surroundings.&nbsp;When individuals are presented with a complex visual scene, several factors come into play that influence their eye movements. These factors encompass both top-down and bottom-up information processing. The spatial and temporal allocation of attention involves top-down processing, such as the goal of an observer, the task at hand, and individual differences. For instance, in a visual search task, eye movements may be driven by the goal of locating a specific target, whereas during a reading task, eye movements are closely linked to word processing. Additionally, contextual cues, such as the presence of salient objects or the spatial arrangement of a visual scene, can also influence the timing and location of eye movements.Given that our eyes can focus on only one location at a time, determining where the viewer initially gazes can be regarded as a parameter of selective visual attention, while the examination of where the eyes fixate and for how long constitutes a parameter of focused attention (Deubel &amp; Schneider, 1996). The analysis of eye movement direction and regions of interest provides valuable insights into the trajectory of attention. Examining the sequence and location of eye movements helps to understand the scan path of these movements (Noton &amp; Stark, 1971). Eye movement patterns are often compared to investigate how different types of stimuli affect attention, explore individual differences, examine visual attention and perception processes between experts and non-experts in a given field, identify biological markers in clinical groups, and evaluate critical cues in social interactions.In addition to the spatial aspects of eye movements, the temporal dynamics of eye movements represent another critical facet for understanding attention mechanisms. Among the time-related parameters of eye movements, the first fixation latency is often used to measure how quickly attention shifts toward a stimulus. This is commonly referred to as the attentional attraction hypothesis. On the other hand, fixation duration is typically used to measure the duration for which attention remains fixed on a specific location or stimulus, thus embodying the attentional disengagement hypothesis (Henderson &amp; Hollingworth, 2000). Although the average duration of fixations, typically around 300 ms, varies depending on factors like the intention of an observer, stimulus characteristics, and individual differences, people often exhibit shorter, more exploratory eye movements when initially encountering a scene (Foulsham, 2019; Rayner, 2009). Conversely, individuals trying to recall a scene or object tend to direct their gaze longer (Foulsham, 2015).&nbsp;In summary, the relationship between the timing of eye movements and the allocation of overt attention to specific objects or regions within the visual field represents a multifaceted interplay. Various factors influence this relationship, including the nature of the visual scene, task demands, and individual differences. This review article provides robust results on eye movements and attention mechanisms, tracing the historical evolution of eye-tracking techniques, categorizing fundamental eye movements through human research, and elucidating the pivotal relationship between eye movements and attention processes, which underpin all cognitive activities. The relationship between eye movements and attention is described according to the temporal and spatial basis of cognitive performance. Additionally, apart from the explicit eye movements discussed in this review, it is argued that individuals can direct their attention to specific regions through implicit attention (Liversedge &amp; Findlay, 2000); hence, more studies should be conducted on eye movement parameters associated with implicit attention mechanisms in the future. Furthermore, it is anticipated that the external validity of these studies will expand with the integration of virtual reality and artificial intelligence-based methods into eye movements and attention research.

Eye Movements and Active Visual Attention Processes

Ezgi

Assoc. Prof. Dr.

Tülin

Prof. Dr.

Non-Suicidal Self-Injury among Turkish Young Adults: An Investigation of Intrapersonal Factors

Nuri

Assist. Prof. Dr.

Kenan

Deniz

Social creativity and social competition are distinct paths to achieving self-esteem. Social identity theory posits that social creativity strategies (new dimension / changing the out-group / changing the values) undermine collective action for social change, bolster the existing social status system, and ensure its continuity (Tajfel &amp; Turner, 1979). According to Becker and Tausch (2015), social creativity and collective action have different implications in terms of intergroup relations. The former does not necessarily imply challenging the stability and legitimacy of the status quo, while the latter directly seeks to change group-based hierarchy in favour of the in-group. When we also think intuitively, we can expect that there is no (or negative if there is) relationship between social creativity and social competition, as social identity theory postulates that individuals are more likely to appeal to social creativity strategies if cognitive alternatives are not available (Hogg &amp; Abrams, 1998) and if group boundaries are perceived as impermeable (Tajfel &amp; Turner, 1979). We can assume that when social competition is not possible due to several factors, social creativity may act as a buffer that keeps individuals’ self-esteem high.&nbsp;Social creativity’s role in social stability may be more complex than one might think. It may facilitate social change movements as well as strengthen the desire for social stability (van Bezouw et al., 2021). Some studies have revealed a positive relationship between social creativity and social stability (Becker, 2012; Douglas et al., 2005). On the other hand, a few studies have suggested that some creativity strategies trigger collective action orientation more than other strategies (Lalonde et al., 2016; Odağ et al., 2016). For example, a successful reappropriation process may boost self-esteem (Galinsky et al., 2003), serve to empower group identity, and facilitate social change movements (Odağ et al., 2016; Uluğ &amp; Acar, 2019).&nbsp;Although social identity theory suggests that those who identify with their in-group prefer social creativity or social competition strategies over individual mobility, the relationship between identification and these two variables has not been sufficiently clarified at the empirical level. The relationship between female identification and collective action is weak in some studies (Mikołajczak et al., 2022) but strong in others (Liss et al., 2004). The nature of the relationship between identification and social creativity strategies is also poorly understood (Becker, 2012; Mummendey et al., 1999).&nbsp;Studies suggest that ideological and political worldviews are strongly related to collective action orientation (Jost et al., 2017). However, the predictive effect of political view on collective action is an interestingly understudied topic (Becker, 2020; Choma et al., 2020). Studies on the relationship between political view and collective action generally focus on the liberal-conservative or left-right divide (Hoyt et al., 2018; Mikołajczak &amp; Becker, 2019; Moreira et al., 2018; Saeri et al., 2015). Left-leaning and liberal ideologies are associated with an increase in collective action orientation, while right-leaning and conservative ideologies are associated with a decrease in collective action orientation (Gupta &amp; Briscoe, 2020; Sabucedo et al., 2011; Saeri et al., 2015). These findings suggest that political opinion may be influential on the tendency to participate in the women's rights movement, which is a left-oriented and progressive social movement. Therefore, in this study, we thought that political view should be included in the hypothesized model as a control variable that should be considered when trying to understand the relationship between the variables.In this study, we hypothesized that identification with female identity predicts collective action orientation for improving women’s social status through social creativity strategies. For example, “changing the out-group” strategy was expected to predict collective action participation negatively, while “new dimension” and “changing the values” strategies were expected to predict it positively.MethodA total of 219 female college students from two state universities in Turkey were recruited for this study in 2019. Participants were provided with the Identification Scale (Kirchler et al., 1994), an adapted version of the Social Creativity Strategy subscales (Breinlinger &amp; Kelly, 1994), the Collective Action Orientation Scale (Lalonde &amp; Cameron, 1993), and a single item asking the participants’ political view. Structural equation modeling in which identification is exogenous, collective action orientation is endogenous, and creativity strategies are mediator variables was tested by AMOS 23.0.ResultsIdentification with female identity was significantly and positively correlated with all variables except the political view. As expected, collective action orientation correlated positively with the “new dimension” and “changing the values” strategies while negatively with the “changing the out-group” strategy. Collective action orientation was also positively correlated with the political view, such that left-wing participants were more willing to participate in demonstrations toward improving the social status of women.The structural equation modeling results showed that “changing the out-group” strategy (𝛽 = -.24, SE = .03, p &lt; .001) predicts collective action negatively, while the “new dimension” (𝛽 = .16, SE = .03, p = .020) and “changing the values” (𝛽 = .25, SE = .04, p &lt; .001) strategies predict it positively. In addition, the findings demonstrated that “changing the out-group” (𝛽 = -.05, SE = .03, %95 CI [-.113, -.001], p = .044) plays a negative, “changing the values” (𝛽 = .08, SE = .04, %95 CI [.026, .178], p = .002) and “new dimension” strategies (𝛽 = .04, SE = .02, %95 CI [.004, .111], p = .025) play a positive mediator role in the relationship between identification with female identity&nbsp;DiscussionFew researchers have addressed the question of whether some social creativity strategies have a facilitating role in collective action. The results of the present study generally suggest that social creativity strategies can have important implications for reducing social inequality among disadvantaged group members. It appears that social creativity strategies are not only cognitive strategies that support a new positive perspective on in-group identity but also mechanisms that reinforce or undermine motivations in collective action.&nbsp;Identification with female identity leads to various social creativity strategies that differ in their relationship to collective action. Specifically, changing the values strategy was the most triggering social creativity strategy in terms of the collective action orientation, while changing the out-group strategy had an inhibiting effect. According to the model validated in our study, as women's identification levels increase, their collective action orientation increases through the level of resorting to new dimension and changing the values strategies. Although these findings contradict the explanations of social identity theory on creativity strategies (Tajfel &amp; Turner, 1979), they support the findings of recent experimental studies (e.g., Becker, 2012; Derks et al., 2007; Lalonde et al., 2016) suggesting that social creativity strategies may trigger the desire for social competition.&nbsp;Broadly, these results are compatible with social identity theory and collective action literature. Identification with the in-group has been shown to increase collective action orientation in studies conducted with various disadvantaged groups (e.g., Bourguignon et al., 2020; Lalonde &amp; Cameron, 1993). Some of these studies have treated woman identity as a two-dimensional structure that includes the woman identity dimension and the feminist identity dimension. These studies argue that women's orientation to collective action is only weakly related to identification with female identity, and that the main dimension determining collective action is identification with the politicized feminist identity (e.g., Mikołajczak et al., 2022; van Breen et al., 2017). A relatively larger number of studies on this subject have considered female identity as a unidimensional construct and have revealed that identification with this identity strongly predicts collective action (Kelly &amp; Breinlinger, 1995; Özkan, 2014). In parallel with these studies, in the current study in which we consider female identity as a unidimensional construct, we observe that identification with female identity also positively predicts collective action orientation.When low-status groups perceive their characteristics as favorable or realize that they are more successful than out-groups on an alternative dimension, they are motivated to exhibit the same success on the status-defining dimension (Becker, 2012; Derks et al., 2007; Odağ et al., 2016). The findings of this study on the relationship between new dimension strategy, changing the values strategy, and collective action orientation are compatible with both this assumption and the social identity model of collective action (see van Zomeren et al., 2008). According to this model, apart from in-group identification and perceived injustice, a strong belief in efficacy is also necessary for collective action participation. Low-status groups can achieve this sense of competence by resorting to social creativity strategies (Derks et al., 2007).Our findings on the positive relationship between changing the comparison group and collective action orientation are also in line with the triadic social stratification perspective (see Caricati, 2012; Caricati &amp; Owuamalam, 2020). According to this approach, one of the important reasons why disadvantaged groups legitimize the social status system and do not take action to change this system is that they focus on the relative opportunities provided to them by this status structure. Therefore, this perspective explains why women who compare themselves not with men but with women of lower social status do not engage in collective action.Despite its contributions to the literature, the present study has some limitations. The role of emotions and social-structural factors need to be examined in future studies. Although group-based positive emotions are often emphasized in the relationship between social creativity strategies and collective action orientation, negative emotions such as anger caused by perceived injustice also predict the intention to participate in collective action (Stewart et al., 2016). In future studies, it will be useful to examine the role of variables such as positive (e.g., pride) and negative (e.g., contempt) emotions and efficacy beliefs in the relationship between creativity strategies and collective action orientation.&nbsp;The current study tested the basic assumptions of social identity theory in a culture-neutral manner. On the other hand, studies in the literature have pointed to the role of cultural and sociological factors in the rise of social movements in response to gender-based discrimination (DeBlaere et al., 2014). Variables such as internalized sexism and adherence to gender roles and norms (Radke et al., 2016), which can have inhibiting effects on participation in collective action, vary across cultures (Khairullah &amp; Khairullah, 2009). In addition, social capital, life experiences, and relationships with significant others have an impact on collective action orientation (Kim, 2018; Liss et al., 2004; Nelson et al., 2008). Therefore, it is possible that these variables to determine which social creativity strategies are employed and how these strategies direct collective action orientation.To sum up, in the current study, we have not only identified a positive relationship between identification with female identity and collective action orientation, but also showed that social creativity strategies play a mediating role in the relationship between these two variables. Women with higher levels of identification are more likely to positively evaluate the characteristics of their identity and engage in strategies of comparing women's identity with men's identity on an alternative dimension (in which women are relatively superior), which in turn increases collective action orientation. On the other hand, as women's level of comparison with other women who are more disadvantaged than themselves increases, their collective action orientation decreases. Our findings suggest that social creativity strategies are not only cognitive strategies that promote in-group identity and boost self-esteem but are also means to strengthen the weakening motivation to engage in collective action.

The Mediating Role of Social Creativity Strategies in the Relationship Between Identification with Female Identity and Collective Action

Talat

Gülkader

Cortical Organization of Action and Object Naming in Turkish: A Transcranial Magnetic Stimulation Study

Beril

Nuray

Development of Traditional Masculinity Ideology Scale and Its Association with Ambivalent Sexism

@JOURNAL_BOX_CURRENT

Burcu

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

@JOURNAL_BOX_EARLYVIEW

Aslı

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

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

Esra

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

Forgiveness Interventions for Children and Adolescents: Systematic Review

@JOURNAL_BOX_FEATURED

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

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

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

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

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

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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Managing Editor

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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.

Policies

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

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

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

Editor should consider publishing correction if minor errors that do not effect the results, interpretations and conclusions of the published paper are detected. Editor should consider retraction if major errors and/or misconduction that invalidate results and conclusions are detected.Editor should consider issuing an expression of concern if there is evidence of research or publication misconduct by the authors; there is evidence that the findings are not reliable and institutions of the authors do not investigate the case or the possible investigation seems to be unfair or nonconclusive. The guidelines of <a href="https://publicationethics.org/resources/flowcharts/complete-set-english" target="_blank">COPE</a> and <a href="https://www.icmje.org/recommendations/" target="_blank">ICJME</a> are taken into consideration regarding correction, retractions or expression of concern.

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

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

Ethics

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

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

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

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

Peer Review

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

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

Author Guidelines

Before beginning the online submission process please read the Information for Authors and make sure you have the followings available:Cover letter to the editor<ul type="disc"> <ul type="circle"> <li style="text-align: left;">The category of the manuscript</li> <li style="text-align: left;">Confirming that “the paper is not under consideration for publication in another journal”.</li> <li style="text-align: left;">Including disclosure of any commercial or financial involvement.</li> <li style="text-align: left;">Confirming that the statistical design of the research article is reviewed.</li> <li style="text-align: left;">Confirming that last control for fluent English was done.</li> <li style="text-align: left;">Confirming that journal policies detailed in Information for Authors have been reviewed.</li> <li style="text-align: left;">Confirming that the references cited in the text and listed in the references section are in line with APA 7.</li> </ul> </ul><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form</a>Permission of previous published material if used in the present manuscript<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/A98FD1D3903F4C7A95465ECE0BE680F2" target="_blank">Title page</a><ul type="disc"> <ul type="circle"> <li style="text-align: left;">The category of the manuscript</li> <li style="text-align: left;">The title of the manuscript both in Turkish and in English</li> <li style="text-align: left;">All authors’ names and affiliations (institution, faculty/department, city, country), e-mail addresses</li> <li style="text-align: left;">Corresponding author’s email address, full postal address, telephone and fax number</li> <li style="text-align: left;">ORCIDs of all authors.</li> </ul> </ul>Main Manuscript Document<ul type="disc"> <ul type="circle"> <li style="text-align: left;">The title of the manuscript both in Turkish and in English</li> <li style="text-align: left;">Abstracts 250-300 words in Turkish and 250-300 words in English</li> <li style="text-align: left;">Key words: 3 to 6 words both in Turkish and in English</li> <li style="text-align: left;">Extended Abstract (1500-2000 words) in English (only for Turkish articles)</li> <li style="text-align: left;">Main article sections</li> <li style="text-align: left;">Grant support (if exists)</li> <li style="text-align: left;">Conflict of interest (if exists)</li> <li style="text-align: left;">Acknowledgement (if exists)</li> <li style="text-align: left;">References</li> <li style="text-align: left;">All tables, illustrations (figures) (including title, description, footnotes)</li> </ul> </ul>Manuscript Submission<ul type="disc"> <li style="text-align: left;">DergiPark manuscript submission site of the journal is: <a href="https://dergipark.org.tr/tr/journal/502/submission/step/manuscript/new" target="_blank">https://dergipark.org.tr/tr/journal/502/submission/step/manuscript/new</a></li> <li style="text-align: left;">The manuscript must be submitted through the account of the corresponding author. The account of authors other than the corresponding author or someone else who is not included as an author in the work must not be used for submission. All correspondence regarding the submission is made with the corresponding author through e-mail via the DergiPark system.</li> <li style="text-align: left;">While uploading Main Document, make sure that the main document has no information that clarify the author’s identity. Due to double blind peer review, Main Document must not include Title Page, the name of author or any other detail that can disclose the author identity.</li> </ul><ul type="disc"> </ul>Files to be uploaded separately<ul><li>Copyright Agreement Form</li><li>Permissions obtained for previously published material if used in the present manuscript</li><li>Title page<ul><li>Financial Support (please specify if any)</li><li>Conflict of Interest (please specify if any)</li><li>Acknowledgments (please specify if any)</li><li>Notes: This information is given if the work that is the subject of the article was presented in a congress or produced from a thesis</li></ul></li><li>Main Manuscript Document</li></ul>The title of the manuscript both in Turkish and in EnglishAbstracts 250-300 words in Turkish and 250-300 words in EnglishKey words: 3 to 6 words both in Turkish and in EnglishExtended Abstract (1500-2000 words) in English (only for Turkish articles)Main article sectionsConflict of interest (if exists)Acknowledgement (if exists)ReferencesAll tables, illustrations (figures) (including title, description, footnotes)Ethics committee approval form, if available.<ul type="disc"> </ul>

Reference Style and FormatStudies in Pscyhology- Psikoloji Çalışmaları complies with APA (American Psychological Association) style 7th Edition for referencing and quoting. For more information:-    American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.-    <a href="http://www.apastyle.org" target="_blank">http://www.apastyle.org</a>Citations in the TextCitations must be indicated with the author surname and publication year within the parenthesis.If more than one citation is made within the same paranthesis, separate them with (;).Samples:More than one citation;(Esin et al., 2002; Karasar, 1995)Citation with one author;(Akyolcu, 2007)Citation with two authors;(Sayıner &amp; Demirci, 2007)Citation with three, four, five authors;In references with three or more authors, valid for the first use; (Ailen et al., 2000)Citations in the ReferenceAll the citations done in the text should be listed in the References section in alphabetical order of author surname without numbering. Below given examples should be considered in citing the references.Basic Reference TypesBooka) Turkish BookKarasar, N. (1995). Araştırmalarda rapor hazırlama (8th ed.) [Preparing research reports]. 3A Eğitim Danışmanlık Ltd.b) Book Translated into TurkishMucchielli, A. (1991). Zihniyetler [Mindsets] (A. Kotil, Trans.). İletişim Yayınları. (Original work was published in 1990, 7th Edition.)c) Edited BookÖren, T., Üney, T., &amp; Çölkesen, R. (Eds.). (2006). Türkiye bilişim ansiklopedisi [Turkish Encyclopedia of Informatics]. Papatya Yayıncılık.d) Turkish Book with Multiple AuthorsTonta, Y., Bitirim, Y., &amp; Sever, H. (2002). Türkçe arama motorlarında performans değerlendirme [Performance evaluation in Turkish search engines]. Total Bilişim.e) Book in EnglishKamien R., &amp; Kamien A. (2014). Music: An appreciation.  McGraw-Hill Education.f) Chapter in an Edited BookBassett, C. (2006). Cultural studies and new media. In G. Hall &amp; C. Birchall (Eds.), New cultural studies: Adventures in theory (pp. 220–237). Edinburgh University Press.g) Chapter in an Edited Book in TurkishErkmen, T. (2012). Örgüt kültürü: Fonksiyonları, öğeleri, işletme yönetimi ve liderlikteki önemi [Organization culture: Its functions, elements and importance in leadership and business management]. In M. Zencirkıran (Ed.), Örgüt sosyolojisi [Organization sociology] (pp. 233–263). Dora Basım Yayın.h) Book with the same organization as author and publisherAmerican Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Author.Articlea) Turkish ArticleMutlu, B., &amp; Savaşer, S. (2007). Çocuğu ameliyat sonrası yoğun bakımda olan ebeveynlerde stres nedenleri ve azaltma girişimleri [Source and intervention reduction of stress for parents whose children are in intensive care unit after surgery]. Istanbul University Florence Nightingale Journal of Nursing, 15(60), 179–182.b) English Articlede Cillia, R., Reisigl, M., &amp; Wodak, R. (1999). The discursive construction of national identity. Discourse and Society, 10(2), 149–173. http://dx.doi.org/10.1177/0957926599010002002c) Journal Article with DOI and More Than Twenty AuthorsKalnay, E., Kanamitsu, M., Kistler, R., Collins, W., Deaven, D., Gandin, L., Iredell, M., Saha, S., White, G., Woollen, J., Zhu, Y., Chelliah, M., Ebisuzaki, W., Higgins, W., Janowiak, J., Mo, K. C., Ropelewski, C., Wang, J., Leetmaa, A., . . . Joseph, D. (1996). The NCEP/NCAR 40- year reanalysis project. Bulletin of the American Meteorological Society, 77(3), 437–471. <a href="http://doi.org/fg6rf9" target="_blank">http://doi.org/fg6rf9</a>d) Journal Article from Web, without DOISidani, S. (2003). Enhancing the evaluation of nursing care effectiveness. Canadian Journal of Nursing Research, 35(3), 26-38. Retrieved from http://cjnr.mcgill.cae) Journal Article wih DOITurner, S. J. (2010). 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Studies in Psychology

VOLUME 42, ISSUE 2, 2022

Psikolojik Görüşme Eğitiminde Sanal Danışan Uygulamaları: Sistematik Bir Derleme

Başkasının Üzüntüsüne Sevinme Ölçeği’nin Türkçeye Uyarlanması

Pandemide Yas: Dini ve Kültürel Ritüellerini Yerine Getiremeyen Bireylerin Deneyimleri

Borderline Kişilik Envanteri’nin Psikometrik Özelliklerinin Ergen Örnekleminde Sınanması

Gelişimsel Niş Ölçeği’nin Türkçeye Uyarlanması ve Psikometrik Özelliklerinin İncelenmesi

Psikoloji Öğrencilerinin Kariyer Uyum Yetenekleri: Demografik Faktörler, Kişilik ve Pozitif Psikolojik Sermayenin Rolü

Ülke Verilerine göre İşgücüne Katılımda Cinsiyet Ayrımı ve Hofstede’nin Kültür Boyutları arasındaki İlişki

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