Aslı

Assist. Prof.

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

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

Esra

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

Çocuk ve Ergenlere Yönelik Affetme Müdahaleleri: Sistematik Gözden Geçirme

@JOURNAL_BOX_FEATURED

Fatma

Res. Assist.

Zeynep

Burak

Ownership is an abstract connection between a person and an object that grants some rights (Blake &amp; Harris, 2011). Toward the end of the first year of life, infants begin to react when another person takes toys away from them (Ross, 1996). This reaction can signal ownership; however, it could also be a response to an interruption of an enjoyable activity. Understanding ownership development requires an in-depth examination of certain constructs: the sense of self, mental representation, and the comprehension of objectperson relationships (Blake &amp; Harris, 2011). The influence of the sense of self on ownership can be observed with 18–28-month-old infants who pass the self-recognition task (Fasig, 2000). Fasig also reported that knowledge of the extended self relates to comprehending possession. Moreover, children use their personal experiences with objects to understand ownership (Noles &amp; Keil, 2011), and ownership development could be defined by an inherent bias toward possession, for instance, having a unique relationship with an object (Blake &amp; Harris, 2011). Ownership is a multifaceted construct, with various unresolved issues surrounding it: whether an object is owned or not, what types of objects are owned, how ownership is established, how it is transferred, who can be an owner, and what the ownership rights are.&nbsp;Many things in daily life, such as objects, ideas, living beings (as pets), and lands, can be owned. The diversity of these assets elicits judgment about whether an object is owned. Compared to natural objects (e.g., a tree; Neary, Van de Vondervoort, &amp; Friedman, 2012), children expected human-made objects (artifacts; e.g., a book) to have an owner, using physical and verbal cues to decide who the owner is. Verbal cues are more helpful than physical cues, which are inadequate to explain ownership associations, because verbalizing can clarify confusion (Blake et al., 2012; Gelman, 2009; Harris &amp; Koenig, 2006). By age four, children prioritize verbal over physical cues, considering them more reliable information. Recent studies (e.g., Malcolm et al., 2014; Neary, Friedman, &amp; Burnstein, 2009) have demonstrated that both children and adults use gender and age stereotypes in judging ownership (who owns an object). When a conflict arises between one’s desires and ownership rights, young children assume that one would behave according to desire and ignore ownership rights (e.g., Pesowski &amp; Friedman, 2018; Pietraszewski &amp; Shaw, 2015). Although ownership is usually gained through legitimate transfers from one person to another (e.g., a gift), illegitimate transfers do occur (e.g., stealing; Kanngiesser &amp; Hood, 2014a). The comprehension of the discrepancy between these transfers might follow different developmental pathways and indicate diverse cognitive loads. The comprehension of ownership transfer for abstractions, such as ideas, is more complicated than for material objects. Five-year-olds make negative attributions to a person who copies others’ works of art, whereas younger children cannot make this distinction. Owner privilege is another issue; three-year-olds begin to understand normative rules, but two-year-olds also defend their ownership rights (Dunn &amp; Munn, 1987; Rossano et al., 2011). Comprehending ownership is inseparable from prosocial behaviors because children who understand the transfer of ownership tend to share more. The critical role of culture and language in ownership development is another issue included in this review (Yang et al., 2014), particularly because it might interlink with underlying cognitive domains. Moreover, comparing Eastern and Western cultures might explain the different aspects of ownership development, such as labor or legal possession. The measurement of ownership relies heavily on linguistic ability, which might be a confounding variable. This review aims to introduce the multilayered nature of ownership development during early childhood along with its potential relationship to other social and cognitive abilities.DiscussionAlthough few studies have been conducted on ownership development, interest in the topic is growing. In their seminal paper, Blake and Harris (2011, p. 40) proposed that “instead&nbsp;&nbsp;of relying on permanent and concrete ownership indicators, ownership information must be coded through mental representations to accept, track, and update the relationship between owner and owned.” This quotation is critical for revealing the construct’s cognitive underpinnings. Over age three, children begin to identify the person who decides whether others can use an object as that object’s owner. In early childhood, rapid changes in social and cognitive abilities make it impossible to consider ownership without these abilities.&nbsp;

Mülkiyet Kavramının Erken Çocuklukta  Gelişim Süreci ve Farklı Boyutları

Büşra

Fairness is an essential concept for understanding human morality. According to recent findings, the avoidance of having less than others may be a universally important sensitivity, which is consistent with the assumptions of cooperation-based theories (Brosnan &amp; de Waal, 2012). By contrast, the avoidance of having more than others may be related to increased sensitivity to social norms and cultural expectations regarding the emergence of this sensitivity (McAullife, Blake, Steinbeis, &amp; Warneken, 2017). However, the concept promoting the development (or delay) of gaining sensitivity toward unfairness to others is still unknown. The current frameworks of moral psychology describe the moral reasoning related to fairness from the perspective of the evolution of reciprocal altruism (Trivers, 1971). Scholars define fairness as a solution to the bargaining problem (Curry, 2016; Haidt, 2001). In addition to the frameworks intended to enhance the understanding of fairness-related moral reasoning, Fehr and Schmidt (1999) proposed two behavioral forms of fairness sensitivity, namely, avoidance of having less than others (disadvantageous inequity avoidance) and avoidance of having more than others (advantageous inequity avoidance).Distributive fairness is one of the most studied forms of fairness. However, developmental information is required to further understand its role in human cooperation. Similarly, the&nbsp;number of studies that examine fairness sensitivity during infancy is increasing (Burns &amp; Sommerville, 2014; Geraci &amp; Surian, 2011; Lucca, Pospisil, &amp; Sommerville, 2018; Schmidt &amp; Sommerville, 2011). Seemingly, fairness-related sensitivities appear to emerge considerably earlier than previously assumed (Kohlberg, 1981). For example, Meristo, Strid, and Surian (2015) demonstrated that even infants at 10 months can distinguish fair and unfair resource allocations. As such, future studies are required to clarify the mixed evidence obtained from the existing research, which posits that fairness expectations are in place during infancy (e.g., Burns &amp; Sommerville, 2014; Geraci &amp; Surian, 2011; Lucca et al., 2018). Although emerging fairness expectation is a starting point, displaying fair behaviors certainly requires in-depth investigation. Numerous previous findings have illustrated that children aged 4–5 years start to display the avoidance of having less than others (Blake &amp; McAuliffe, 2011; Takagishi, Kameshima, Schug, Koizumi, &amp; Yamagishi, 2010; see also Bereby-Meyer &amp; Fiks, 2013). According to recent findings, disadvantageous inequity avoidance may emerge during early childhood (LoBue, Nishida, Chiong, DeLoache, &amp; Haidt, 2011). By contrast, findings related to the age of onset of advantageous inequity avoidance behavior are mixed. For example, a recent study reports that among seven countries, only children from the United States, Canada, and Uganda (but not from India, Mexico, Peru, and Senegal) rejected gaining more than peers during childhood. Various investigations demonstrated similar results. Moreover, children from Turkey (Acun &amp; Karakelle, 2019) and China (Kajanus, McAuliffe, Warneken, &amp; Blake, 2019) display avoidance of gaining more than peers during childhood. In summary, cross-cultural evidence suggests that disadvantageous inequity avoidance is consistently evident during childhood with less cultural variability. Therefore, avoidance of gaining less than others may be a universally crucial sensitivity consistent with the assumptions of cooperation-based explanations (Brosnan &amp; de Waal, 2012). Alternatively, advantageous inequity avoidance may be more sensitive to social norms and cultural expectations regarding its emergence (McAullife, Blake, Steinbeis, &amp; Warneken, 2017). A body of evidence gained from collectivistic cultures has suggested that children display inequity avoidance at a younger age (Kajanus et al., 2019), whereas other studies put forward that children from collectivistic cultures display inequity avoidance at a later age (Blake et al., 2015). These findings may motivate researchers to re-think the definition of the term cultural.DiscussionAlthough the individualistic/collectivistic dual classification is one of the most referred dimensions for explaining cultural variations, this cultural classification seemingly provides a poor explanation for the emergence of fairness-related sensitivities. In other words, further investigations must exceed individualistic/collectivistic dual perspectives to explain cultural&nbsp;variations in relation to the emergence of inequity avoidance. Therefore, expecting that gaining sensitivity to unfairness to others is closely related to social practices, family attitudes, relationship dynamics, and social context is reasonable. In this manner, determining the age of onset of displaying inequity avoidance is necessary by specifically considering the social context.

Adalete İlişkin Hassasiyetlerin Gelişimsel İzleri: Haksızlıktan Kaçınma Davranışına İlişkin Güncel İncelemeler

Gül

Özlem

Social Anxiety Disorder (SAD) negatively impacts people’s lives, causing anxiety and avoidance behaviors in public situations, such as speaking, eating, or meeting people (Işık &amp; Taner, 2006). In the literature, cognitive-behavioral therapies are considered effective in treating SAD. Mindfulness-based therapeutic interventions are also effective in treating psychological disorders (such as depression, anxiety, psychosis, substance use) and reducing anxiety symptoms (Ivanovski &amp; Malhi, 2007). In SAD therapy using mindfulness-based interventions (MBI), social anxiety symptoms and avoidance behaviors decrease (Goldin &amp; Gross, 2010; Goldin, Jazaieri, Heimberg, &amp; Gross, 2017; Kocovski, Fleming, Hawley, Huta, &amp; Antony, 2013). In light of the effectiveness of SAD treatment, it is critical to consider MBI in the context of research results of related literature. For this reason, a systematic review examined the current status of mindfulness-based intervention studies in the context of SAD patients.Method Four databases, EBSCOHost, PubMed, PsycInfo, and PsycARTICLES, were scanned without any time restrictions. The keywords “social anxiety and mindfulness-based therapy,” “social anxiety and mindfulness-based intervention,” “social phobia and mindfulness-based therapy,” and “social phobia and mindfulness-based intervention” were searched in Turkish and English studies. Of the 114 studies found, 93 were excluded for not meeting the inclusion Method Four databases, EBSCOHost, PubMed, PsycInfo, and PsycARTICLES, were scanned without any time restrictions. The keywords “social anxiety and mindfulness-based therapy,” “social anxiety and mindfulness-based intervention,” “social phobia and mindfulness-based therapy,” and “social phobia and mindfulness-based intervention” were searched in Turkish and English studies. Of the 114 studies found, 93 were excluded for not meeting the inclusionResults A total of 1490 samples met the SAD diagnostic criteria of the 21 studies examined. Participants aged between 18 and 71 (M = 32). The study sample sizes varied between 16 and 152 individuals.This study compared MBI with other treatment methods and control groups in 14 articles. Four studies compared Cognitive Behavioral Group Therapy (CBGT) and MindfulnessBased Stress Reduction (MBSR). Both were equally effective in reducing SAD symptoms. Two studies showed that CBGT is more effective at reducing SAD symptoms than MBSR. Inthetwo studies comparing MBSR and Aerobics Exercises Program (AEP), MBSR and AEP both reduced SAD symptoms, with no significant difference between the two groups in one study. Another comparative study of acceptance-based exposure (ABE) and habituationbased exposure (HAB) intervention programs found ABE to be more effective in reducing public speaking anxiety than HAB. In a study comparing Mindfulness and Acceptance-Based Group Therapy (MAGT) with CBGT, no significant difference was found between them, while another study reported that CBGT was more effective in reducing social anxiety symptoms than MAGT.Five studies (23.80%) examined the effectiveness of pre-test, post-test, and follow-up studies without comparison groups. The results concluded that SAD symptoms decreased and MBSR and MAGT intervention programs were effective.Generally, the study results showed that the gains were consistent in the follow-up studies of MBI (with varying time intervals between 6weeks and 12 months). Twelve studies (57.14%) produced follow-up studies. Two (9.52%) of these performed 1-year follow-up studies, and three (14.28%) completed follow-up studies at the third, sixth, ninth, and twelfth-month date after treatment completion. One study performed a 6-week follow-up. Another completed a1-month follow-up. Five studies (23.80%) did a 3-month follow-up study.Discussion Our findings show that mindfulness-based intervention methods are a new and effective treatment of SAD and its symptoms, as in other anxiety disorders. Nevertheless, randomized controlled trials and long-term studies are needed.&nbsp;

Sosyal Anksiyete Bozukluğu Olan Yetişkinlerde  Bilinçli Farkındalık Temelli Müdahalelerin  Etkililiği: Sistematik Bir Gözden Geçirme

Kürşad

Elis

Bilimsellik Değerlerinin İçeriği ve Yapısı

Filiz

Hasan

In moral psychology, two major viewpoints in normative ethics, namely, utilitarianism and deontology, are used to explain moral judgments (Greene, Sommerville, Nystrom, Darley, &amp; Cohen, 2001). Utilitarianism pertains to the view that a morally right action maximizes the well-being of the majority, even if it means hurting the minority (Mill, 1861/1998). Conversely, deontology is the view that a morally right action conforms to universal moral principles, rights, and duties, despite the fact that the action is sub-optimal in promoting the well-being of the majority (Kant, 1785; 1964). To elucidate utilitarian and deontological tendencies, sacrificial moral dilemmas are the most prominent experimental tasks used by scholars in moral psychology. In a typical dilemma, a participant makes a judgment about the appropriateness of an action, which may save five lives at the expense of one. Endorsing or rejecting the action is regarded as a utilitarian or deontological response, respectively. However, scholars criticize the use of sacrificial dilemmas as a measure of utilitarianism on various grounds (e.g., Kahane, 2015; Conway &amp; Gawronsky, 2013). One such ground is a set of recent findings that suggests that the utilitarian response tends to be positively and negatively correlated with psychopathic tendencies and empathic concern for others, respectively (e.g., Bartels &amp; Pizarro, 2011; Conway &amp; Gawronsky, 2013; Kahane, 2015; Koenigs, Kruepke, Zeier, &amp; Newman, 2011).&nbsp;Various studies were conducted to supplement these classic dilemmas with new measures or to replace them entirely because such findings are in contrast with the core idea of utilitarianism: unselfish concern for the well-being of humanity (Conway &amp; Gawronsky, 2013; Gawronsky &amp; Beer, 2017). One of such studies proposes a new measure of utilitarianism called the Oxford Utilitarianism Scale (OUS), which was developed by Kahane et al. (2018). OUS is a nine-item, two-dimensional measure of utilitarianism that comprises instrumental harm (five items; e.g., “It is permissible to torture an innocent person if this would be necessary to provide information to prevent a bomb going off that would kill hundreds of people”) and impartial beneficence (four items; e.g., “From a moral point of view, we should feel obliged to give one of our kidneys to a person with kidney failure since we do not need two kidneys to survive, but only one to be healthy”). Kahane et al. (2018) claim that classic sacrificial dilemmas only measure the instrumental harm dimension of utilitarianism. Conversely, impartial beneficence denotes the willingness to sacrifice one’s interests for the well-being of the majority.Method The present study aimed to develop a new Turkish adaptation of OUS because the previous adaptation (Erzi, 2019) was inconsistent with the original version in several respects. The study recruited 983 participants (714 females and 269 males) aged 18-66 years from various occupational backgrounds who provided online responses to the OUS items and a set of scales. The participants were randomly assigned to two sub-groups for principal and confirmatory factor analyses (PFA and CFA), respectively. For convergent validity analysis, the study employed (a) two subscales of the Interpersonal Reactivity Index (empathic concern and perspective-taking; Davis, 1980; adapted by Engeler &amp; Yargıç, 2007), (b) two subscales of the Dark Triad Dirty Dozen (psychopathy and Machiavellianism; Jonason &amp; Webster, 2010; adapted by Özsoy et al., 2017), (c) cognitive reflection tests 1 and 2 (used by e.g., Aktaş, Yılmaz, &amp; Bahçekapılı, 2017), (d) the impartial donation scenario (Kahane, Everett, Earp, Farias, &amp; Savulescu, 2015), and (e) classical sacrificial dilemmas (Koenigs et al., 2007; adapted by Kumova &amp; Bahçekapılı, 2020).Results The PFA results revealed a two-factor structure similar to the original study, which explains 52.5% of the total variance. Moreover, the CFA results were consistent with the two-factor structure. The results of convergent validity analysis indicated that the instrumental harm dimension was positively correlated with psychopathy and Machiavellianism, which is consistent with expectations. Similarly, the impartial beneficence dimension was positively&nbsp;correlated with empathic concern, perspective-taking, and utilitarian altruism and negatively correlated with psychopathy and Machiavellianism. These findings were consistent with those of the original study. Moreover, the results of the cognitive reflection tests indicated that no relationship exists between instrumental harm or impartial beneficence and analytic thinking tendency. In addition, the study investigated the relationship between OUS and classic sacrificial dilemmas.Discussion Consistent with the findings of Kahane et al. (2018), the scores for instrumental harm and impartial beneficence were positively correlated with utilitarian responses to classic dilemmas. The results revealed that the Turkish version of the OUS is consistent with the original version and can be used by empirical studies on moral judgment to measure utilitarian tendencies. The facts that participation was on a voluntary basis and that the majority of the respondents were women may be considered the major limitations of the present study, which limited the representativeness of the study. Thus, the study recommends the use of gender-balanced samples and incentives, such as course credits or gift checks, for future studies using the Turkish version of the OUS.&nbsp;

Oxford Faydacılık Ölçeği’nin Türkçe Uyarlaması

Ayşe

Dilek

Assoc. Prof.

Zehra

Prof.

Human values have been one of the key issues in the social sciences where individuals’ attitudes and behaviors are examined. Values can be defined as relatively stable beliefs that determine the individual and social desirability of goals and behaviors (Schwartz, 1992). This research is based on Schwartz’s (1992) theory of values, which is currently the most used theory in the social sciences. Socialization is the process by which the values, expectations, and beliefs of a society are transferred to the next generations and in which the parents and children mutually interact (Grusec &amp; Goodnow, 1994; Kuczynski, Marshall, &amp; Schell, 1997). The value similarity of parents and children is considered an implication of this value socialization process (Grusec &amp; Davidov, 2007). It has been indicated that there are significant associations between parent–child value similarity and several different factors such as the socioeconomic level of parents, parenting behaviors, age, and the gender of the child (Hitlin, 2006). In middle childhood, during cognitive and socioemotional development, children gain the ability to take the other’s perspective, and so they may have a greater priority toward specific other-oriented values (Döring, Blauensteiner, Aryus, Drögekamp, &amp; Bilsky, 2010). Therefore, examining mother–child value similarity in middle childhood is an interesting topic to research because it is important to understand the effect of increased cognitive skills and reveal this developmental pattern. Starting from this point of view, this study aims to evaluate the similarity between mother–child dyads in terms of the 10 value types of Schwartz and the associations between this similarity and socioeconomic factors in middle childhood.Method A total of 172 mothers (M = 37.31, SD = 4.75) and their children between ages 6–11 years (M = 8.5, SD =1.23) attending 1st, 2nd, 3rd, and 4th grade in primary schools in Ankara participated in the study. The Portrait Value Questionnaire (Schwartz et al., 2001) was used to assess mothers’ values, and the Picture-Based Value Survey (Döring et al., 2010) was used to assess children’s values.Results The results showed that the mothers gave priority to the values of achievement, security, and self-direction and high-order values of self-enhancement and conservation. Moreover, it was found that the children gave priority to values of tradition, benevolence, and universalism and higher-order values of self-transcendence and conservation. The findings showed that there were significant mean differences in value types between the mothers and the children. It was seen that when the mothers had higher scores of power, hedonism, self-direction, universalism, benevolence, and conformity, the children had higher scores of tradition. Furthermore, it was found that the values of the mother–child dyads had lower similarities, and the order of the priority of the value types differed from each other. The results revealed that there were significant relations among the mother’s education, total monthly income, and mother–child value similarity. These relations varied according to the age and gender of the child. The mothers’ education and total monthly income were negatively associated with both mother–older child value similarity and mother–daughter value similarity.Discussion In this study, it was found that while the highest order value types for mothers were achievement, security, and self-direction, the highest order value types for children were tradition, benevolence, and universalism. It was revealed that the mothers’ and the children’s value priorities differed from each other, and the values of the mother–child dyads had lower similarities. This result may be explained by the fact that while young and middle adults&nbsp;give more importance to self-oriented values consistent with their developmental goals, children give more importance to other-oriented values as a result of their socio-cognitional development in middle childhood. Furthermore, it was seen that the mothers’ education and total monthly income were significantly related to mother–child value similarity. These were also negatively related to mother–older child value similarity and mother–daughter value similarity. Mothers of a lower socioeconomic level can be more authoritarian and harsher about the socialization of values for older children. Moreover, they expect girls to adapt to and obey their values by adopting a socialization process according to traditional gender norms. The findings obtained from this research should be evaluated within the limitations of the study. Future longitudinal studies can examine the value development of children and the pattern of parent–child value similarities over time. In future studies, it will be important to address the role of peers and teachers in the value socialization process in middle childhood. Furthermore, the study was conducted with mother–child dyads. Studies with father–child dyads may reveal insightful information in terms of value similarity, and future studies can be conducted with the participation of both parents. Finally, it is thought that repeating the study with a more representative sample in terms of education and income level will increase the generalizability of the findings. The present research is the first study to examine the value similarities of mother–child dyads in middle childhood in Turkey. In conclusion, it is thought that the results of this study can guide professionals in studying value education. Consequently, these findings can provide information about the intergenerational transfer of values.&nbsp;

Anne-Çocuk Çiftlerinin Değer Benzerliği: Orta  Çocukluk Döneminde Bir İnceleme

Barış

Yeliz

This study is an expanded second iteration of a previous study initially carried out during the period from 2017 to 2018. This study aimed to assess study participants enrolled in various universities in Turkey and going through early adulthood (N = 1457), in terms of their daily music-listening habits regarding the mood of the moment and them being introverts (n = 247) or extroverts (n = 282), in the light of certain variables to analyze their emotional reactions.&nbsp;Method This study used the MUSIC model (developed by Rentfrow, Goldberg, and Levitin), the Five Factor Personality Inventory, and Positive and Negative Affect Schedule scales as data collection tools. The study was carried out online, and data were collected over a 2-year period. The study group was composed of 794 women (54.5%) and 663 men (45.5%), with a mean age of 22.33 (SD = 2.54, range = 17–35) years.Results As regards music-listening habits according to gender, women have a more emphasized preference for mellow and contemporary music than men, whereas men more often preferred intense music. Compared with extroverts, introverts less frequently preferred&nbsp;mellow and contemporary/rhythmic/energetic music and opted for the intense music. In general, compared with introverts, extroverts have a marked preference for pop and electronic dance music. Extroverts prefer energetic/rhythmic and conventional genres more than did their introvert peers. When the music categories preferred concerning emotions prior to listening music were compared, those who preferred sophisticated genres scored higher in the positive emotions scale than those who preferred mellow and unpretentious genres. Men experienced higher levels of tension/nervousness than did women after listening to music.Discussion Compared with introverts, extroverts have a marked preference for pop and electronic dance music. Moreover, extroverts prefer energetic/rhythmic and conventional genres more than did their introvert peers. This finding indicates that introverts preferred intense and rebellious tunes, probably owing to their relatively high levels of neuroticism (Chamorro-Premuzic, Gomà-i-Freixanet, Furnham, &amp; Muro, 2009; Chamorro-Premuzic, Swami, Furnham, &amp; Maakip, 2009). A study reported that using music for emotional purposes exhibits a positive correlation with neuroticism. However, to support this interpretation, we found that extroverts felt happier and harbored more positive emotions right before listening to music than introverts. By contrast, introverts exhibited higher levels of tension/nervousness before listening to music. Some studies have found that individuals with higher scores on the extrovert scale were more inclined to positive emotions (Costa &amp; McCrae, 1980; Matthews, Jones, &amp; Chamberlain, 1990; Rusting &amp; Larsen, 1997; Watson &amp; Clark, 1992). By contrast, those with higher neuroticism scores were inclined to negative emotions. In this context, given the introverts’ marked preference for the intense category, the music they listen may be yet another element that expands negative emotions. When comparing the preferred music genres in relation to participants’ positive and negative emotions prior to listening music, those who preferred sophisticated tunes scored higher in the positive emotions scale than those who preferred mellow and unpretentious ones. Clearly, individuals who listen to sophisticated genres such as jazz and classical music harbor a rather cognitive outlook toward music than individuals who prefer the mellow and unpretentious categories. Although the study did not present participants according to their use of music, it is possible to argue that listening to mellow and unpretentious music can be associated with tunes in the background. In this sense, it is logical that the level of positive or negative influence from music is lower. This argument requires more in-depth analysis in subsequent studies. In terms of music-listening habits according to gender, women have a more emphasized preference for mellow and contemporary genres than men, whereas men more often preferred an intense genre. For instance, concerning demographic factors, men listen to music in a cognitive sense, while women are more inclined toward emotional uses (Colley, 2008; Chamorro-Premuzic et al., 2009; Chamorro-Premuzic, Swami, &amp; Cermakova, 2012). In addition, men experienced higher levels of tension/nervousness than women after listening to music. In other words, after listening to music, women experience a more positive emotional state and benefit more from the positive effects of music. However, the study group preferred to listen to music mainly during evenings and night hours. Furthermore, individuals mostly chose to listen to music alone. In this study, listening to music is mainly carried out in solitude because participants took part in the study during night hours. Overall, findings showed that mood was one of the determining factors on the music preferences of introverts and extroverts.&nbsp;

Bireylerin Duygu Durum, İçedönük-Dışadönük  Kişilik Özelliği ve Müzik Tercihleri Arasındaki  İlişkiler

İbrahim

Bahar

Genç Erkek ve Kadın Yol Kullanıcılarının Yaya ve Sürücü  Davranışları Arasındaki İlişkinin Araştırılması

Miray

Süleyman

In clinical literature, eating disorders are defined as symptoms that occur in eating and eating-related behaviors. However, such symptoms are expressions of problems related to being-in-the-world with personal meaning, wherein the body and mind are simultaneously affected (Van Deurzen &amp; Arnold-Baker, 2017). Acting to overcome body–mind dualism, Merleau-Ponty (2017), in his analysis of the body, showed the dialectical intersection of the object–body and subject–body on the lived body. This phenomenon also elucidates relations with the “other,” because the lived body is contacted only through another person. Eating problems are one of the issues that can be evaluated in this way. Although these problems arise in the context of personal distress, over time, they both become objects of change and a means for self-transformation, derived from the eating action as well as the manner in which the problems turn into expressions and point to people’s ways of existence. Therefore, the present study aims to examine the self and the existence of the world from a holistic perspective.Method This qualitative study investigated the experiences of seven women who exhibited high body shape dissatisfaction, as determined using the Body Image Form (Batur, 2004), and admittedly have problems in eating attitudes or habits, as determined using the Eating Disorder Examination Questionnaire (EDE-Q) (Fairburn &amp; Beglin, 1994; Baktıroglu, 2019). The participants were seven women between the ages of 21 to 29 years, exhibiting restrictive&nbsp;eating and dieting behaviors, and scoring at least one standard deviation from the mean of the EDE-Q scale. In-depth interviews were conducted, and data analysis was performed using the interpretative phenomenological analysis method, with the purpose of exploring the experiences of the participants.Results Based on the results of the analysis, 11 themes emerged from the participants’ data, namely, a superordinate theme (ontological insecurity), two main themes (self/body-expressions and body/self-expressions), and eight subthemes (swallowing anxiety, individuality need, petrification, self-awareness, isolation, body ownership, grinding, and dysmorphic shame). These eight themes belonged to two areas of experience related to the eating problems of the participants, that is, self/body and body/self. Self/body experience is formed based on how the participants defined themselves, how they were associated, and how they expressed the sources of their thoughts. On another note, body/self-experience is formed based on how the participants assessed their bodies and associated weight, diet, and eating problems.Discussion The study showed that the basic existential emotions observed in people with eating problems are existential problems in terms of revealing the experience of the embodied body. The ontology of eating problems has a fundamental element which is deeply rooted in the existence of the individual and inhuman reality. Considering that the participants had an ontologically insecure existence, one may presume that such individuals had an antithesis between the loss of existence within the other and isolation in itself, and that a third dialectical opportunity was either lost or never gained. The phenomenon of dialectical impossibility can become apparent in the efforts of existentially insecure people to fulfill their individuality need and body ownership. In the expressions of the participants, the researchers observed that the feeling of own body spread to the family as our bodies. Eating problems can be handled as a struggle to embrace the concept of own body against the feeling of diffused bodily ownership. In the individual reflection of such problems of early childhood and adolescence to adult life, the dominance of the object–body over the lived body comes to the forefront (Bowden, 2012). In this domination, a cyclical state of self-awareness may occur, in which the view of the object–body is attributed to the view of the other. Thus, the object–body may become prone to shame. However, even if these findings were holistically evaluated, the fact that the participants were clinically diagnosed with eating disorders, gender distribution was not equal, and self-experience was not addressed on the scales are considered limitations in terms of integrating the findings and generalizing the results. Therefore, the researchers recommend further studies that address such limitations.&nbsp;

“Benliğin Evi” Olarak Beden: Yeme  Sorunlarının Öznel Deneyiminin İncelenmesi

Pynar

Arzu

Some children exhibit harmful behavioral problems toward themselves and others. Unless necessary counseling and guidance services intervene for problematic behaviors encountered in early childhood, these behaviors can continue until adolescence and provide a basis for serious social-behavioral problems, and academic difficulties that have negative consequences on children, family, and society (Galboda-Liyanage, Prince, &amp; Scott, 2003). Pro-social behavior is a voluntary aid action that aims to benefit others while considering their needs and well-being (Eisenberg, 1988). Actions such as helping, compassion, sharing, collaboration, rescue, protection, and defense are pro-social behaviors (Zahn-Waxler &amp; Smith, 1992).Emotions have a crucial role in behavior, decision-making, memory, and social relationships. They can cause problems when not expressed at the appropriate time, circumstance, and intensity (Gross &amp; Thompson, 2007). Emotional regulation is the process of regulating one’s emotions. It is affected by factors, such as when and how the emotions are experienced and how they are expressed (Gross, 1998).&nbsp;When wishes, interests, values, beliefs, or needs are different or contradictory, the resulting tension is defined as conflict (Deutsch, 1973, as cited in Johnson &amp; Johnson, 2004). It may be a constructive or destructive process depending on its management. A constructive conflict resolution can be an opportunity for learning, understanding, and personal growth; however, destructive conflict resolution harms individuals (Deutsch, 1994).The study examines the effectiveness of the “We Can Resolve Our Conflicts” training program on a sample of Western Thrace Minority elementary school students. It assesses the impact of conflict resolution training on students’ constructive conflict resolution skills, emotion regulation skills, pro-social behavior skills, and conduct problems.The training program, developed by Akgün and Araz (2010a, 2010b, 2014), promotes and develops constructive conflict resolution skills in Turkish elementary school students. It is a school-based prevention program consisting of 21 sessions. Mood labeling, reading emotional expressions, active listening activities, anger management, and cooperative conflict resolution skills are the program components. The program proved effective in two studies (Akgün &amp; Araz, 2014; Akgün, Araz, &amp; Karadağ, 2007). The assumption was that training group students compared with control group students would indicate increased conflict resolution skills, emotion regulation, and pro-social skills. We also expected the training group students to demonstrate decreased conduct problems.Method Elementary school students from second through sixth grade, participated in the study. The training group consisted of 103 students, and the control group consisted of 74 students. We assessed both groups, before and after the training, on conflict resolution skills (Conflict Scenarios, Akgün et al., 2007), emotion regulation skills (Emotion Regulation Checklist, Shields &amp; Cicchetti, 1997; adapted to Turkish by Kapçı, Uslu, Akgün, &amp; Acer, 2009), pro-social behavior skills, and conduct problems (Strengths and Difficulties QuestionnaireSDQ, Goodman, 1997; adapted to Turkish by Güvenir et al., 2008). Conflict resolution skills were measured and collected from students who answered the three scenarios, whereas classroom teachers gathered the measures of the other variables.&nbsp;This study employs a pre and post-test control group design. The training group students received the conflict resolution training twice a week in 40-minute sessions, whereas the control group did not receive any training.&nbsp;Results Independent samples t-tests were performed to assess the equivalence of training and control groups in the pre-test phase concerning the dependent variables. No significant differences were observed between the two groups in conflict resolution skills (t(175) =&nbsp;&nbsp;-.64, p &gt; .05), in pro-social behavior skills (t(175) = -1.91, p &gt; .05), and conduct problems (t(175) = 1.88, p &gt; .05). However, results revealed statistically significant a priori differences on emotion regulation skills (t(149) = 2.860 p &lt; .01) between the two groups.One-way analyses of covariance (ANCOVA) using group (training vs. control) as the independent variable revealed the post-test score as the dependent variable and pre-test scores as the covariate. Further, a 2 (gender) x 2 (training-control group) x 2 (pre-test–posttest) factorial analysis of variance in which the last variable involving repeated measures was also performed. Analyses results showed that students’ constructive conflict resolution skills, emotion regulation skills, and pro-social behavior skills were improved, and their conduct problems decreased.&nbsp;Discussion Results supported the study hypotheses. The findings of this study are consistent with the findings of previous studies (Akgün et al., 2007; Akgün &amp; Araz, 2014). It appears that school-based prevention programs are successful and necessary in enhancing social and emotional skills.&nbsp;There are several limitations to the present study. First, this study was not carried out in a public primary school with daily attendance but in a foreign language school. Furthermore, all training was provided only by the first researcher and there were difficulties with the measurement procedures. A follow-up study could not be performed. Conducting similar research with different samples in official primary schools after obtaining the necessary permissions from the Pedagogical Institute of the Greek Ministry of Education will strengthen the obtained results.&nbsp;

“Anlaşmazlıklarımızı Çözebiliriz” Çatışma  Çözümü Eğitim Programı: Batı Trakya İlköğretim Örneklemi

Muhammed

Helping, cooperation, and sharing behaviors have long been investigated in the field of prosocial behavior (Paulus, 2014; Svetlova, Nichols, &amp; Brownell, 2010). Types of prosocial behaviors may emerge at different ages because these behaviors require distinct perceptions of other individuals’ purposes, emotions, or desires. Accordingly, studies have been conducted to assess when prosocial behaviors emerge, how they develop, and which factors influence their emergence (Brownell, Svetlova, Anderson, Nichols, &amp; Drummond, 2013).These studies have leveraged various methods to assess prosocial behaviors. Prosocial behaviors were assessed according to parent/teacher reports or individual tasks (Arı &amp; Yaban, 2016). However, one of the most notable limitations of this method is how different reporters can reflect the truth while others only create a halo effect (Toplak, West, &amp; Stanovich, 2013). This limitation has led to an increase in individual tasks using structured observations in recent studies. The major limitation of structured observation is that researchers may cause generalization problems by restricting the behavior of the child with their control, because they are also present in the experimental room. Ensuring naturalistic observations without any interventions is important in terms of behavior description, and the external validity of structured observations (Ponitz, McClelland, Matthews, &amp; Morrison, 2009). Therefore, prosocial behaviors should be examined by using naturalistic observations. For this reason,the purpose of this study is twofold: describe the types of prosocial behaviors observed in children’s kindergarten environments without any intervention and determine if any prosocial behavior not specified in the literature is observed.Method The study comprised 16 children aged 13–23 months (M = 17.87, S = 3.32), 30 children aged 24–35 months (M = 29.96, S = 3.91), 28 children aged 36–47 months (M = 40.92, S = 3.8), 32 children aged 48–59 months (M = 51.59, S = 3.52), and 35 children aged 60–70 months (M = 63.71, S = 3.71); thus, 141 children aged from 13–70 months were observed. In this study, a small video recording device was used. The researcher performing this part of the research noted that short anecdotal recordings of observed behavior were used in addition to the video recording, because the latter may miss certain interactions among children. Moreover, the ad-lib method was used in the observation of prosocial behaviors after the pilot studies were conducted. Consequently, children were observed during their free play times, structured play times, and activity times (e.g., physical or cognitive activity time). A total of 500 minutes of observation were conducted for each age group. The study comprised four sessions in the group that was aged 1–2 years. In other age groups, two sessions were conducted for each class.Results Our results demonstrated that helping, sharing, compliant, and comforting behaviors were observed in children aged 12–23 months. Sharing, comforting, and compliant prosocial behaviors occurred in children aged 13 months. Helping, informing, and cooperation behaviors were observed at 14, 24, and 29 months, respectively. After the children had aged 24 months, additional behaviors (e.g., motivating and protecting the rights of others), which can be defined as “acting for the benefit of others,” were observed.Discussion The findings are consistent with those of other studies, suggesting that various types of prosocial behaviors begin to emerge in the first two years of life (Svetlova et al., 2010; Warneken &amp; Tomasello, 2007). The observations revealed that teachers and caregivers had positive and negative effects on the prosocial behaviors of children. Some teachers directly interfered when the children were sharing things with or helping each other; other teachers designed activities that could restrain (e.g., providing a separate pastel set for each child during activity times) or encourage (e.g., putting pastels in the middle of the table) children’s prosocial behaviors. An essential point indicated by the results is that the recipients of prosocial behavior were generally the children who were physical disability inadequate. This finding also supports Paulus’ (2014) results. Additionally, children who behaved prosocially recognized the conditions in a more advanced manner. The literature has demonstrated that peer-to-peer experiences and interactions in the past can also influence the emergence of prosocial behaviors, as stated by Eisenberg, Fabes, &amp; Spinrad, 2006. Behaviors were spontaneously examined without intervention. However, because the ad-lib method is a non-systematic natural observation method, it is an important limitation of this study. Another limitation of the observation method is that the data do not apply to quantitative analysis. Because no systematic observation and data are collected from a single school, inferring that the prosocial behaviors observed in an age group can be observed in all children of the same age group would be inappropriate. For the same reasons, a conclusion that children do not or rarely demonstrate prosocial behaviors in certain age groups might be incorrect. In summary, this study emphasized the importance of the multidimensional nature of prosocial behaviors by highlighting the contribution of socialization processes, personality traits, and cognitive skills.

13-70 Aylık Çocuklarda Prososyal Davranışlar: Doğal Gözlem Çalışması

Halil

Abdi

Numerous pandemics, such as the Spanish flu, Asian flu, Hong Kong flu, and swine flu, have occurred through human history. The coronavirus first appeared in Wuhan Province in China, and the World Health Organization declared COVID-19 as a global pandemic on March 11, 2020. By March 5, 2021, more than 115 million people were diagnosed with coronavirus, and more than 2 million people died due to coronavirus worldwide (WHO, 2021). The coronavirus pandemic affected other countries worldwide, including Turkey.Although governments implement several measures to prevent the spread of disease during pandemics, one of the most crucial factors is individual reactions to a pandemic (Bish &amp; Michie, 2010). Various psychological factors affect such individual reactions. Investigating these factors is vital in terms of prevention and intervention because they have important roles in successfully controlling pandemics. One of these psychological factors is anxiety. It motivates people to exhibit protective behaviors and, at an excessive level, may trigger the development of psychological problems (Taylor, 2019; Wheaton, et al., 2012). Therefore, measuring anxiety levels during a pandemic is valuable. Hence, this study aims to adapt the Coronavirus Anxiety Inventory (CAI; Wheaton, Ward, Sanders, Reel, &amp; van Meter, 2020) into Turkish and examine its reliability and validity.&nbsp;Method This study was conducted with two different participant groups. In the pilot study, participants included 350 undergraduate students (264 females and 86 males), whereas in the final study, participants included 428 undergraduate students (335 females and 93 males). A demographic information form, CAI, and Depression Anxiety Stress Scale (DASS21; Yıldırım, Boysan, &amp; Kefeli, 2018) were used to collect data. Furthermore, to analyze data, the researchers used confirmatory factor analysis (CFA), item analysis, Cronbach’s alpha internal consistency coefficient, and correlation analysis.Results The pilot study was conducted for the version of CAI that comprised 10 items based on five-point Likert-type scale. The results showed that CAI had low item loads, corrected item–total correlations, and Cronbach’s alpha values, in addition single-factor structure was unconfirmed. Therefore, a final study was performed for the version of CAI that comprised 10 items based on seven-point Likert-type scale. In the final study, all corrected item–total correlations showed to be higher than 0.40, except for the ninth item; hence, the researchers excluded it from the analysis. The Cronbach’s alpha internal consistency coefficient was 0.84 for nine items. The results of the first CFA showed that the single-factor structure with nine items have inadequate fit indices. Thus, based on the modification indices, the error variances of items two and five as well as items three and four were linked. The results of the last CFA (X2 /df = 2.90, RMSEA = 0.06, CFI= 0.98, TLI= 0.97, WRMR = 0.55) revealed adequate fit indices (Bentler, 1980; Browne &amp; Cudeck, 1993; Kline, 2011, Marsh et al., 2006; Yu, 2002). The item loads ranged from 0.56 to 0.81. The results of zero-order correlations showed that CAI scores were statistically significant and positively associated with depression (r(426) = 0.34, p &lt; 0.01), anxiety (r(426) = 0.38, p &lt; 0.01) and stress (r(426) = 0.45, p &lt; 0.01).Discussion This study provides several evidences that the Turkish adaptation of CAI comprising nine items based on a seven-point Likert-type scale (1 = none; 7 = very much) is a reliable and valid instrument for measuring coronavirus-related anxiety in undergraduate students. Numerous studies have been conducted abroad on reactions toward pandemics and the psychological factors underlying these reactions (Bish &amp; Michie, 2010; Karademas et al., 2013; Moussaoui, Ofosu &amp; Desrichard, 2020; Oosterhoff &amp; Palmer, 2020; Pasion, Paiva, Fernandes, &amp; Barbosa, 2020; Rubaltelli et al.,., 2020; Wang et al., 2020; Wise et al., 2020; Vally, 2020); however, similar&nbsp;studies conducted in Turkey are scarce (e.g. Ceviz et al., 2020; Kuru &amp; Uymaz, 2020). Hence, researchers may use CAI to examine the relationship between university students’ level of coronavirus-related anxiety and their reactions toward the pandemic. Additionally, such a tool may be used to determine university students who have high levels of coronavirusrelated anxiety and those do not feel any anxiety, and interventions may be designed for the needs of these students. In future studies, the inclusion of different groups, such as health workers, adults, or parents, may prove beneficial.In this study, item nine (To what extent has the threat of Coronavirus influenced your travel plans?) had an insufficient corrected item–total correlation value. Hence, the researchers excluded it from the analysis. COVID-19 pandemic in Turkey started in March 2020 and reached its first peak in April 2020; however, higher education continued during these months. Thus, university students may not have travel plans during these months. The low corrected item–total correlation value for item nine may be related to the participants’ lack of travel plans. On another note, this result may be a result of lockdown practices. Future studies may retest whether item nine works at different times and in different sample groups.&nbsp;

Koronavirüs Anksiyete Envanteri (KAE): Türkçeye Uyarlama, Geçerlik ve Güvenirlik Çalışması

Aylin

Rukiye

Türkan

Offenders frequently experience several psychological struggles such as anger and ineffective problem-solving skills. Therefore, it is imperative to implement effective intervention programs for offenders in prisons (Alexander, 2000; Hayward, McMurran, &amp; Sellen, 2008). For a number of years, programs based on the cognitive behavioral approach have been implemented so as to reduce recidivism and increase offenders’ social skills. Studies have revealed that these programs are effective in enhancing social skills, problem-solving skills, and anger management as well as preventing recidivism (Hollin, 1999; Lipsey, Chapman, &amp; Landenberger, 2001). However, only a paucity of research has examined the effectiveness of the programs that have been developed for offenders in Turkey. Accordingly, the purpose of this study was to develop a psychoeducational intervention program for adult offenders and examine its efficacy.Method The participants included 60 male offenders between 26 and 44 years of age (M = 36.02, SD = 6.24) who were due to be released in a year. They were assigned to either an education (N = 30) or comparison group (N = 30). Ethical permission was obtained from the Ege University Scientific Research and Publication Ethics Committee. Furthermore, permission was obtained from the General Director of Prisons and Detention Houses of the Ministry of Justice to implement the program. The participants’ offenses included crimes of injury, threatening behavior, and murder. The education group participated in a six-week program, namely, the Community Reintegration Program. The program comprised three modules: anger, stress, and communication skills. They also completed the Perceived Stress Scale, Trait Anger and Anger Expression Scale, Communication Skills Scale, and Information Form.&nbsp;Results A series of 2 (Group: Education vs. Comparison) X 2 (Time: Pre-test vs. Post-test) repeated measures ANOVA and ANCOVA analyses were conducted to examine the effectiveness of the Community Reintegration Program. The findings revealed that the interaction effects of time and group were statistically significant for basic skills and self-expression (Wilk’s λ = .834, F(1, 58) = 11.578, p &lt; .001, η2 = .17), caring communication (Wilk’s λ = .915, F(1, 58) = 5.394, p &lt; .05, η2 = .09), willingness to communicate (Wilk’s λ = .933, F(1, 58) = 4.182, p &lt; .05, η2 = .07), active listening and non-verbal communication (Wilk’s λ = .868, F(1, 58) = 8.789, p &lt; .01, η2 = .13), and complying with communication principles (Wilk’s λ = .828, F(1, 58). A series of 2 (Group: Education vs. Comparison) X 2 (Time: Pre-test vs. Post-test) repeated analyses showed that the interaction effects of time and group were statistically significant for anger control (Wilk’s λ = .815, F(1, 58) = 13.185, p &lt; .001, η2 = .19), anger-out (Wilk’s λ = .856, F(1, 58) = 9.785, p &lt; .01, η2 = .14), and anger-in (Wilk’s λ = .863, F(1, 58) = 9.204, p &lt; .01, η2 = .14). However, the interaction effect was not statistically significant for perceived stress/distress (Wilk’s λ = .992, F(1, 58) = .476, p &gt; .05, η2 = .008). A series of ANCOVA analyses revealed that there were no significant effects of intervention on trait anger (F(1, 57) = 3.028, p &gt; .05) and insufficient self-efficacy (F(1, 57) = 0.00, p &gt; .05), after controlling pre-test measurements.Discussion The results revealed that following the intervention while the participants in the education group expressed anger-in and anger-out less, they conveyed controlled anger more. These findings indicate that the program allowed the education group to express their anger in a healthy manner. Participation in the program was associated with the scores of basic skills and selfexpression, caring communication, willingness to communicate, active listening and non-verbal communication, and complying with communication principles. The findings concur with those of previous studies that have revealed that participation in intervention programs was associated with communication skills (Hayward et al., 2008).&nbsp;Perceived stress/distress and insufficient self-efficacy scores increased in both the education and comparison groups. This may be because imprisonment is a stressful experience (Nurse, Woodcock, &amp; Ormsby, 2003). However, it is recommended that the duration of the stress module should be increased. Furthermore, it is suggested that the content should be revised and interactive practices such as homework, games, and discussion groups added. The implementation of an intervention program developed for adult offenders may be regarded as a strength of this study because of the limited number of studies in this area in Turkey. Furthermore, the effectiveness of the program was noteworthy in that the participants had committed different crimes. However, the study has several limitations. First, no follow-up measurements were obtained. Second, because the participants were in an open prison, the findings of this study cannot be generalized to other offenders in different types of institutions. Finally, there were no female participants.&nbsp;&nbsp;

Yetişkin Hükümlüler için Topluma Yeniden  Uyum Programı’nın Etkililiği

@JOURNAL_BOX_CURRENT

@JOURNAL_BOX_EARLYVIEW

Tülay

Zeynep Merve

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

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

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

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

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

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

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

Amaç ve Kapsam

<ul><li>Web of Science - Emerging Sources Citation Index (ESCI)</li><li>TÜBİTAK-ULAKBİM TR Dizin </li><li>Türk Psikiyatri Dizini</li><li>DOAJ (Directory of Open Access Journals)</li></ul>

Dizinler

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

Politikalar

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

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

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

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

Etik

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

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

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

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

Hakemlik Hakkında

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

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

Makale gönderimi online olarak ve <a href="https://iupress.istanbul.edu.tr/tr/journal/sp/home" target="_blank">https://iupress.istanbul.edu.tr/tr/journal/sp/home</a><a href="http://istanbul.edu.tr:8080/tr/journal/sp/home" target="_blank"> </a>üzerinden yapılmalıdır. Gönderilen yazılar, yazının yayınlanmak üzere gönderildiğini ifade eden, makale türünü belirten ve makaleyle ilgili bilgileri içeren (bkz: Son Kontrol Listesi) bir mektup; yazının elektronik formunu içeren Microsoft Word 2003 ve üzerindeki versiyonları ile yazılmış elektronik dosya ve tüm yazarların imzaladığı <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/E51F3CD5466F4402BCA88F30B3132DB4" target="_blank">Telif Hakkı Anlaşması Formu</a> eklenerek gönderilmelidir.1.    Web sayfası üzerinden başvuruyu gerçekleştiren yazar, değerlendirme ve yayın süreci boyunca iletişim kurulacak kişidir.2.    Makale taslağının hazırlanışı için MS Office Word programı ve .doc ya da .docx dosya formatı kullanılmalıdır. Tüm taslak; A4 sayfa boyutlarında, kenar boşlukları 3’er cm, yazı tipi 12 punto büyüklüğünde Times New Roman ve çift satır aralığı olacak şekilde düzenlenmelidir.3.   Makale taslağı yazar(lar)a dair hiçbir kişisel bilgi bulunmamasına özen gösterilerek- şu sırayla hazırlanmalıdır:3.1.    İlk sayfada 250-300 kelimelik bir makale özeti ve özetin altında 3-6 adet anahtar kelime olmalıdır.3.2.    İkinci sayfada 250-300 kelimelik İngilizce özet (abstract) ve özetin altında 3-6 adet anahtar kelime (keywords) yer almalıdır.3.3.    Üçüncü sayfada 650-850 kelimelik İngilizce genişletilmiş özet yer almalıdır. İngilizce genişletilmiş özet Türkçe makaleler için zorunludur. İngilizce makaleler için genişletilmiş özet istenmez.3.4.    Geniş özeti takiben yeni sayfadan itibaren makalenin ana metni, makalenin başlığıyla başlamalıdır. Başlığın altına parantez içinde kısa başlık yazılmalıdır.3.5.    Araştırma makaleleri giriş, yöntem, bulgular ve tartışma bölümlerini içermelidir. Giriş bölümüne ayrıca giriş başlığı yazılmasına gerek bulunmamaktadır.3.6.    Derleme makalelerde konunun çerçevesini çizen bir giriş bölümü (giriş başlığı yazılmaksızın) ve bir tartışma bölümü yer almalıdır.3.7.    Bunların dışında yazar(lar), metnin akışında uygun gördükleri gibi başlık ve alt başlıklar oluşturabilir. Başlıklandırmada numara ya da harf sistemi kullanılmamalı, bunun yerine APA 6 versiyonundaki başlıklandırma sisteminden yararlanılmalıdır.3.8.    Ana metin içinde şekil ve tabloların yer alması gereken yerler, şekil ve tablo numaraları belirtilerek işaretlenmelidir (“Şekil 3. Buraya Yerleştirilmelidir” gibi). Tablolar APA 6 formatına göre hazırlanmalıdır.3.9.    Ana metinden sonra kaynakça kısmı ayrı bir sayfada başlamalıdır. Kaynakça, APA 6 formatı uyarınca düzenlenmeli ve dikkatlice kontrol edilmelidir. Kaynaklar, yazar soy ismine göre alfabetik sırayla sıralanmalıdır. Kaynakçada geçen her kaynak ana metinde, ana metinde geçen her atıf kaynakçada yer almalıdır.3.10.    Kaynakçadan sonra her biri ayrı bir sayfada olmak üzere sırasıyla şekil ve tablolar -başlıkları ve varsa açıklamalarıyla birlikte- yer almalıdır.4.    Makale taslağında Word programının “yazım denetimi” dışında -özellikle otomatik numaralandırma gibi- hiçbir otomatik metin düzenleme özelliği kullanılmamalıdır.5.    Makalelerin hakem sürecinden geçtikten sonraki nihai hali yayınlanmak üzere yukarıda açıklandığı gibi düzenlenmelidir. Özetten önce, bir <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/B39604607C194D0C927DAD5E53C83DFC" target="_blank">kapak sayfasına</a> makalenin başlığı, yazar(lar)ın ismi(isimleri), unvanları, kurum bilgileri, telefon, faks numaraları, e-mail adresleri eklenmelidir. Yazarların var ise teşekkür gibi notları dipnot olarak eklenerek Word belgesi şeklinde doğrudan baş editöre gönderilmelidir.6.    Yayın evinden gelen yayın öncesi onay kopyası, iletişilen yazarla paylaşılır ve belirtilen süre içinde kontrol edilip dizgi hataları varsa rapor edilmesi istenir. Yazar(lar)ın kontrol ettiği bu kopya, dizgi hataları varsa düzeltildikten sonra editoryal ekibin son onayından geçerek yayınlanır.7.    Psikolojide ya da yakın alanlarda akademik çalışmalar yapmış tüm öğretim üyeleri Psikoloji Çalışmaları’nın hakemi olabilir. Hakemlik başvurusu için akademik özgeçmişinizi, baş editöre (<a href="mailto:sp@istanbul.edu.tr" target="_blank">sp@istanbul.edu.tr</a>) gönderebilirsiniz.

Yazım Kuralları

<div>Makaleyi göndermeden önce Yazarlara Bilgi’yi lütfen okuyun ve aşağıdakilerin eksik olmadığından emin olun:Editöre mektup<ul type="disc"> <ul type="circle"> <li style="text-align: left;">Makalenin türü</li> <li style="text-align: left;">Başka bir dergiye gönderilmemiş olduğu bilgisi</li> <li style="text-align: left;">Sponsor veya ticari bir firma ile ilişkisi (varsa belirtiniz)</li> <li style="text-align: left;">Kaynakların APA6’ya göre belirtildiği</li> <li style="text-align: left;">İngilizce yönünden kontrolünün yapıldığı</li> <li style="text-align: left;">Yazarlara Bilgide detaylı olarak anlatılan dergi politikalarının gözden geçirildiği</li> </ul> </ul><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/E51F3CD5466F4402BCA88F30B3132DB4" target="_blank">Telif Hakkı Anlaşması Formu</a>Daha önce basılmış material (yazı-resim-tablo) kullanılmış ise izin belgesi<a href="http://cdn.istanbul.edu.tr/FileHandler2.ashx?f=kapaksayfasisp_636996636331116674.docx" target="_blank">Makale kapak sayfası</a><ul type="disc"> <ul type="circle"> <li style="text-align: left;">Makalenin kategorisi</li> <li style="text-align: left;">Makalenin Tükçe ve İngilizce başlığı</li> <li style="text-align: left;">Yazarların ismi soyadı, unvanları ve bağlı oldukları kurumlar (üniversite ve fakülte bilgisinden sonar şehir ve ülke bilgisi de yer almalıdır), e-posta adresleri</li> <li style="text-align: left;">Sorumlu yazarın e-posta adresi, açık yazışma adresi, iş telefonu, GSM, faks nosu</li> <li style="text-align: left;">Tüm yazarların ORCID’leri</li> </ul> </ul>Makalenin ana metni<ul type="disc"> <ul type="circle"> <li style="text-align: left;">Makalenin Türkçe ve İngilizce başlığı</li> <li style="text-align: left;">Özetler 250-300 kelime Türkçe ve 250-300 kelime İngilizce</li> <li style="text-align: left;">Anahtar Kelimeler: 3-6 arası Türkçe ve 3-6 arası İngilizce</li> <li style="text-align: left;">Makale Türkçe ise, İngilizce genişletilmiş özet (Extended Abstract) 650-850 kelime</li> <li style="text-align: left;">Makale ana metin bölümleri</li> <li style="text-align: left;">Finansal Destek (varsa belirtiniz)</li> <li style="text-align: left;">Çıkar Çatışması (varsa belirtiniz)</li> <li style="text-align: left;">Teşekkür (varsa belirtiniz)</li> <li style="text-align: left;">Kaynaklar</li> <li style="text-align: left;">Tablolar-Resimler, Şekiller (başlık, tanım ve alt yazılarıyla)</li> </ul> </ul>Makale Gönderme<ul type="disc"> <li style="text-align: left;">Makalenin gönderileceği DergiPark sayfası adresi: <a href="https://dergipark.org.tr/tr/journal/502/submission/step/manuscript/new" target="_blank">https://dergipark.org.tr/tr/journal/502/submission/step/manuscript/new</a></li><li style="text-align: left;">Yapılan başvurularda, çalışmanın sorumlu yazarının (corresponding author) hesabı kullanılmalıdır. Sorumlu yazarın dışındaki yazarların ya da çalışmada yazar olarak yer almayan bir başkasının hesabı kullanılmamalıdır. Başvuru ile ilgili bütün yazışmalar DergiPark sistemi üzerinden gönderilen elektronik posta ile sorumlu yazara iletilmektedir.</li> <li style="text-align: left;">Makale ana metninin dosyasını (Main Document)  yüklerken, çift taraflı kör hakem süreci gereği, bu dosyanın yazar kimliğini deşifre eden hiçbir unsur barındırmadığından emin olun. Makale ana metni dosyası (Main Document) başlık sayfasını (Title Page) içermemeli; yazar adı geçen ya da yazar adlarını ifşa edebilecek bölümler içermemeli (Örneğin: Teşekkür, her sayfada tekrar eden ve yazar adlarını içerebilen başlık).</li> </ul>Ayrı Ayrı Yüklemeniz gereken dosyalar<ul type="disc"> <li style="text-align: left;">Telif Hakkı Anlaşması Formu</li> <li style="text-align: left;">Resim, Tablo vb başka kaynaktan alındıysa izin belgesi</li> <li style="text-align: left;">Makale Kapak Sayfası</li> <li style="text-align: left;">Makale Ana Metni Dosyası  (Bu dosya aşağıdaki unsurları içermelidir)</li> </ul><ul type="disc"> <ul type="circle"> <li style="text-align: left;">Makalenin Türkçe ve İngilizce başlığı</li> <li style="text-align: left;">Özetler 250-300 kelime Türkçe ve 250-300 kelime İngilizce</li> <li style="text-align: left;">Anahtar Kelimeler: 3-6 arası Türkçe ve 3-6 arası İngilizce</li> <li style="text-align: left;">Makale Türkçe ise, İngilizce genişletilmiş Özet (Extended Abstract)  600-800 kelime</li> <li style="text-align: left;">Makale ana metin bölümleri</li> <li style="text-align: left;">Finansal Destek (varsa belirtiniz)</li> <li style="text-align: left;">Çıkar Çatışması (varsa belirtiniz)</li> <li style="text-align: left;">Teşekkür (varsa belirtiniz)</li> <li style="text-align: left;">Kaynaklar</li> <li style="text-align: left;">Tablolar-Resimler, Şekiller (başlık, tanım ve alt yazılarıyla)</li></ul></ul><ul type="disc"> </ul></div>

Referans Stili ve FormatıPsikoloji Çalışmaları-Studies in Pscyhology, metin içi alıntılama ve kaynak gösterme için APA (American Psychological Association) kaynak sitilinin 6. edisyonunu benimser. APA 6. Edisyon hakkında bilgi için:-    American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: APA.-    <a href="http://www.apastyle.org/" target="_blank">http://www.apastyle.org/</a>Kaynakların doğruluğundan yazar(lar) sorumludur. Tüm kaynaklar metinde belirtilmelidir. Kaynaklar aşağıdaki örneklerdeki gibi gösterilmelidir.Metin İçinde Kaynak GöstermeKaynaklar metinde parantez içinde yazarların soyadı ve yayın tarihi yazılarak belirtilmelidir. Birden fazla kaynak gösterilecekse kaynaklar arasında (;) işareti kullanılmalıdır. Kaynaklar alfabetik olarak sıralanmalıdır.Örnekler:Birden fazla kaynak;(Esin ve ark., 2002; Karasar 1995)Tek yazarlı kaynak;(Akyolcu, 2007)İki yazarlı kaynak;(Sayıner ve Demirci, 2007, s. 72)Üç, dört ve beş yazarlı kaynak;Metin içinde ilk kullanımda: (Ailen, Ciambrune ve Welch 2000, s. 12–13) Metin içinde tekrarlayan kullanımlarda: (Ailen ve ark., 2000)Altı ve daha çok yazarlı kaynak;(Çavdar ve ark., 2003)Kaynaklar Bölümünde Kaynak GöstermeKullanılan tüm kaynaklar metnin sonunda ayrı bir bölüm halinde yazar soyadlarına göre alfabetik olarak numaralandırılmadan verilmelidir.Kaynak yazımı ile ilgili örnekler aşağıda verilmiştir.Kitapa) Dergimize Gönderilen Makale Türkçe Dilinde Yazıldıysa Kitap Referansı:Karasar, N. (1995). Araştırmalarda rapor hazırlama (<a href="http://8.bs/" target="_blank">8. bs</a>). Ankara: 3A Eğitim Danışmanlık Ltd.Kamien, R. ve Kamien, A. (2014). Music: An appreciation. New York, NY: McGraw-Hill Education.b) Türkçeye Çevrilmiş KitapMucchielli, A. (1991). Zihniyetler (A. Kotil, Çev.). İstanbul: İletişim Yayınları.c) Editörlü KitapÖren, T., Üney, T. ve Çölkesen, R. (Ed.). (2006). Türkiye bilişim ansiklopedisi. İstanbul: Papatya Yayıncılık.d) Çok Yazarlı Türkçe KitapTonta, Y., Bitirim, Y. ve Sever, H. (2002). Türkçe arama motorlarında performans değerlendirme. Ankara: Total Bilişim.e) Dergimize Gönderilen Makale İngilizce Dilinde Yazıldıysa Kitap Referansı:Karasar, N. (1995). Araştırmalarda rapor hazırlama (8th ed.) [Preparing research reports]. Ankara, Turkey: 3A Eğitim Danışmanlık Ltd.Kamien, R., &amp; Kamien, A. (2014). Music: An appreciation. New York, NY: McGraw-Hill Education.f) Dergimize gönderilen makale Türkçe dilinde yazıldıysa Kitap İçerisinde Bölüm:Bassett, C. (2006). Cultural studies and new media. G. Hall ve C. Birchall (Ed.), New cultural studies: Adventures in theory içinde (s. 220–237). Edinburgh, UK: Edinburgh University Press.Erkmen, T. (2012). Örgüt kültürü: Fonksiyonları, öğeleri, işletme yönetimi ve liderlikteki önemi. M. Zencirkıran (Ed.), Örgüt sosyolojisi kitabı içinde (s. 233–263). Bursa: Dora Basım Yayın.g) Türkçe Kitap İçerisinde BölümBassett, C. (2006). Cultural studies and new media. In G. Hall &amp; C. Birchall (Eds.), New cultural studies: Adventures in theory (pp. 220–237). Edinburgh, UK: Edinburgh University Press.Erkmen, T. (2012). Örgüt kültürü: Fonksiyonları, öğeleri, işletme yönetimi ve liderlikteki önemi [Organization culture: Its functions, elements and importance in leadership and business management]. In M. Zencirkıran (Ed.), Örgüt sosyolojisi [Organization sociology] (pp. 233–263). Bursa, Turkey: Dora Basım Yayın.h) Yayımcının ve Yazarın Kurum Olduğu YayınTürk Standartları Enstitüsü. (1974). Adlandırma ilkeleri. Ankara: Yazar.Makalea) Dergimize Gönderilen Makale Türkçe Dilinde Yazıldıysa Makale Referansı:Mutlu, B. ve Savaşer, S. (2007). Çocuğu ameliyat sonrası yoğun bakımda olan ebeveynlerde stres nedenleri ve azaltma girişimleri. İstanbul Üniversitesi Florence Nightingale Hemşirelik Dergisi, 15(60), 179–182.b) Dergimize Gönderilen Makale İngilizce Dilinde Yazıldıysa Makale Referansı:de Cillia, R., Reisigl, M., &amp; Wodak, R. (1999). The discursive construction of national identity. Discourse and Society, 10(2), 149–173. http://dx.doi.org/10.1177/0957926599010002002c) Yediden Fazla Yazarlı MakaleLal, H., Cunningham, A. L., Godeaux, O., Chlibek, R., Diez-Domingo, J., Hwang, S.-J. ... Heineman, T. C. (2015). Efficacy of an adjuvanted herpes zoster subunit vaccine in older adults. New England Journal of Medicine, 372, 2087–2096. http://dx.doi.org/10.1056/NEJMoa1501184d) DOI’si Olmayan Online Edinilmiş MakaleAl, U. ve Doğan, G. (2012). Hacettepe Üniversitesi Bilgi ve Belge Yönetimi Bölümü tezlerinin atıf analizi. Türk Kütüphaneciliği, 26, 349–369. Erişim adresi: http://www.tk.org.tr/e) DOI’si Olan MakaleTurner, S. J. (2010). Website statistics 2.0: Using Google Analytics to measure library website effectiveness. Technical Services Quarterly, 27, 261–278. http://dx.doi.org/10.1080/ 07317131003765910f) Advance Online Olarak Yayımlanmış MakaleSmith, J. A. (2010). Citing advance online publication: A review. Journal of Psychology. Advance online publication. http://dx.doi.org/10.1037/a45d7867g) Popüler Dergi MakalesiSemercioğlu, C. (2015, Haziran). Sıradanlığın rayihası. Sabit Fikir, 52, 38–39.Tez, Sunum, Bildiria) Türkçe TezlerSarı, E. (2008). Kültür kimlik ve politika: Mardin’de kültürlerarasılık. (Yayınlanmamış Doktora Tezi). Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.b)Ticari Veritabanında Yer Alan Yüksek Lisans Ya da Doktora TeziVan Brunt, D. (1997). Networked consumer health information systems (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (UMI No. 9943436)c) Kurumsal Veritabanında Yer Alan İngilizce Yüksek Lisans/Doktora TeziYaylalı-Yıldız, B. (2014). University campuses as places of potential publicness: Exploring the politicals, social and cultural practices in Ege University (Doctoral dissertation). Retrieved from: Retrieved from http://library.iyte.edu.tr/tr/hizli-erisim/iyte-tez-portalid) Web’de Yer Alan İngilizce Yüksek Lisans/Doktora TeziTonta, Y. A. (1992). An analysis of search failures in online library catalogs (Doctoral dissertation, University of California, Berkeley). Retrieved from http://yunus.hacettepe.edu.tr/~tonta/yayinlar/phd/ickapak.htmle) Dissertations Abstracts International’da Yer Alan Yüksek Lisans/Doktora TeziAppelbaum, L. G. (2005). Three studies of human information processing: Texture amplifica&#173;tion, motion representation, and figure-ground segregation. Dissertation Abstracts International: Section B. Sciences and Engineering, 65(10), 5428.f) Sempozyum KatkısıKrinsky-McHale, S. J., Zigman, W. B., &amp; Silverman, W. (2012, August). Are neuropsychiatric symptoms markers of prodromal Alzheimer’s disease in adults with Down syndrome? In W. B. Zigman (Chair), Predictors of mild cognitive impairment, dementia, and mortality in adults with Down syndrome. Symposium conducted at American Psychological Association meeting, Orlando, FL.g) Online Olarak Erişilen Konferans Bildiri ÖzetiÇınar, M., Doğan, D. ve Seferoğlu, S. S. (2015, Şubat). Eğitimde dijital araçlar: Google sınıf uygulaması üzerine bir değerlendirme [Öz]. Akademik Bilişim Konferansında sunulan bildiri, Anadolu Üniversitesi, Eskişehir. Erişim adresi: http://ab2015.anadolu.edu.tr /index.php?menu=5&amp;submenu=27h) Düzenli Olarak Online Yayımlanan BildirilerHerculano-Houzel, S., Collins, C. E., Wong, P., Kaas, J. H., &amp; Lent, R. (2008). The basic nonuniformity of the cerebral cortex. Proceedings of the National Academy of Sciences, 105, 12593-12598.http://dx.doi.org/10.1073/pnas.0805417105i) Kitap Şeklinde Yayımlanan BildirilerSchneider, R. (2013). Research data literacy. S. Kurbanoğlu ve ark. (Ed.), Communications in Computer and Information Science: Vol. 397. Worldwide Communalities and Challenges in Information Literacy Research and Practice içinde (s. 134–140). Cham, İsviçre: Springer.http://dx.doi.org/10.1007/978-3-319-03919-0j) Kongre BildirisiÇepni, S., Bacanak A. ve Özsevgeç T. (2001, Haziran). Fen bilgisi öğretmen adaylarının fen branşlarına karşı tutumları ile fen branşlarındaki başarılarının ilişkisi. X. Ulusal Eğitim Bilimleri Kongresi’nde sunulan bildiri, Abant İzzet Baysal Üniversitesi, Bolu.Diğer Kaynaklara) Gazete YazısıToker, Ç. (2015, 26 Haziran). ‘Unutma’ notları. Cumhuriyet, s. 13.b) Online Gazete YazısıTamer, M. (2015, 26 Haziran). E-ticaret hamle yapmak için tüketiciyi bekliyor. Milliyet. Erişim adresi: http://www.milliyet.com.trc) Web Page/Blog PostBordwell, D. (2013, June 18). David Koepp: Making the world movie-sized [Web log post]. Retrieved from http://www.davidbordwell.net/blog/page/27/d) Online Ansiklopedi/SözlükBilgi mimarisi. (2014, 20 Aralık). Vikipedi içinde. Erişim adresi: http://tr.wikipedia.org/wiki/Bilgi_mimarisiMarcoux, A. (2008). Business ethics. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/entries/ethics-business/e) PodcastRadyo ODTÜ (Yapımcı). (2015, 13 Nisan). Modern sabahlar [Podcast]. Erişim adresi: http://www.radyoodtu.com.tr/f) Bir Televizyon Dizisinden Tek Bir BölümShore, D. (Senarist), Jackson, M. (Senarist) ve Bookstaver, S. (Yönetmen). (2012). Runaways [Televizyon dizisi bölümü]. D. Shore (Baş yapımcı), House M.D. içinde. New York, NY: Fox Broadcasting.g) Müzik KaydıSay, F. (2009). Galata Kulesi. İstanbul senfonisi [CD] içinde. İstanbul: Ak Müzik.

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