Öznur

Assist. Prof. Dr.

Türkan

Prof. Dr.

Çocuk İstismarı ve İhmali Sonrası Psikolojik Sağlamlık: Koruyucu Faktörlere Dair Sistematik İnceleme

Mehmet

Remziye

Sercan

Res. Assist.

Prisons are social spaces in which incarceration is conducted as a method of punishment. The majority of psychology-based studies on prisons generally focused on the prison experiences and situations of prisoners (Bronson &amp; Berzofsky, 2017; Facer-Irwin et al., 2019). Moreover, scant attention has been given to studies that address the social–psychological and spatial aspects of the human–prison relationship in the Turkish literature.The current study used social representation theory (Moscovici, 1984; 1988) to examine individual representations of prisons. Moscovici (1963) defined social representation as the detail “of a social object by the community for the purpose of behaving and communicating” (p. 251). In other words, social representation encompasses the thoughts and meanings that emerge and shared in everyday discussion and communication chaos, which serves the individual need to comprehend the world (Moscovici, 1984). This representation plays a crucial role in shaping one’s ideas about the world, which influences one’s perception and explanation of it (Moscovici, 1988; 2000). Social representation emerges under the influence of direct experience, indirect information, and daily production (e.g., media and daily conversation). Examining social representation through visual outputs poses advantages such as elucidating the active role of a space more clearly, which reveals symbolic and affective representations and the situational characteristics of these representations in an integrated manner (Arruda, 2014; 2015). This study used cognitive mapping, which is essentially an environmental psychology technique, because it provides presents advantages and enables the effective examination of spatial representation. This study aims to reveal the prison representation of three groups, namely, those (i) with prison experience, (ii) without prison experience but are relatives of prisoners, and (iii) without prison experience and prisoner relatives. In addition, this study aims to examine the formation or differentiation of prison representation among the groups.MethodThe sample consists of 50 participants (18 women, 32 men). Ages ranged from 14 to 58 years (M = 29.64; SD = 9.47) across seven provinces in Turkey, namely, Adana, Van, İzmir, Şanlıurfa, Diyarbakır, Bursa, and İstanbul.The study prepared personal information to collect data from the participants such as gender, age, and city. In addition, this form included closed-ended questions about the prison experience of the participants and whether or not they are relatives of prisoners. The semistructured interviews included open-ended questions about the mental representation of the participants of prisons such as What are the first five words that come to mind when you think of prison?, What is the purpose/function of the prison in your opinion?, and What would the ideal prison be like for you? Lastly, we used an A3-size blank white sheet on which the participants can draw their sociospatial representation of prisons.The participants were selected using the purposeful, snowball, and convenience sampling techniques. In this regard, we also obtained support from organizations such as Turkish Bar Associations and Civil Society in the Penal System Association. We ensured that the interviews were conducted in quiet environments in which the participants could feel safe and comfortable. In the first part, the participants filled in the personal information and semistructured interview forms. For the second part, they were given the blank sheet of paper and instructed to visualize their mental image of a prison then draw it.&nbsp;Data were analyzed by open-coded content analysis using MAXQDA 20. Open coding enables the construction of new categories and concepts by discovering various commonalities in the data (Joffe &amp; Yardley, 2004). The third author conducted the coding, which the other authors independently reviewed. Discrepancies related to the coding were negotiated, and the codes were finalized. In the first stage of coding, the study analyzed the responses of the participants at the level of words or word groups and created codes. Subcategories were developed by combining the codes that overlapped with one another. Lastly, the researchers grouped close subcategories under categories.ResultsThe results demonstrated a number of similarities and differences in the prison representations of the three groups. The study observed that the groups with prison experience and without prison experience but with prisoner relatives shared the representations of the isolation experience (e.g., chain and lock), when the cognitive maps and the semistructured interviews were examined. Compared with the semistructured interviews, the participants expressed more spatial elements in cognitive mapping. The drawings of the three groups were common in terms of highlighting the spatial characteristics of prisons (e.g., prison and yards). However, the drawings of the group with prison experience frequently depicted prisoner states (e.g., prisoners who are longing or transferred to another prison) with a high frequency (30.19%), whereas the groups without prison experience but with prisoner relatives and those without prison experience and prisoner relatives (28% and 28.57%, respectively) drew the personal belongings of prisoners and fixtures in prison (e.g., rosaries and posters). In the semistructured interviews, the study noted a clear consensus among the three groups: the need for a compulsory punishment mechanism to fight against crimes.The study then examined the first words thought by the three groups regarding prison using word-level associations of prisons, the group with prison experience frequently expressed their denomination of feelings, such as freedom and longing (37.61%), while the group without prison experience but with prisoner relatives uttered political-themed phrases such as the government, intellectual crime, and the Kurdish people (20%). The group without prison experience and prisoner relatives more frequently expressed words related to law such as crime, criminal, punishment, and justice (25.33%).In response to the question, Do you think prisons are useful or beneficial for prisoners?, 72.7%, 22.7%, and 4.5% of the group with prison experience answered no, yes, and not sure, respectively. Among the participants without prison experience but with relatives in prison, 53.8%, 7.7%, and 38.5% responded with no, yes, and not sure, respectively. In contrast, 40%, 20%, and 40% of the participants without prison experience and prisoner relatives cited no, yes, and not sure, respectively These results indicate a higher rate of not sure responses among participants in the two groups without prison experience. In other words, the evaluations of participants of prison experience on this issue are more decisively in favor of no.&nbsp;DiscussionIn the cognitive maps and semistructured interviews of the participants with prison experience and without prison experience but with relatives in prison, the study observed common representations of the isolation experience. These shared representations may stand out as a common theme in expressing experiences in prison, which may be influenced by interactions between prisoners and their relatives as well as the heightened sensitivity of relatives to explicit or implicit cues on this issue. Indeed, isolation is a highly significant experience that can lead to negative outcomes, such as withdrawal, risk of alienation, asociality, loss of the ability to stablish boundaries, expression of frustrations through violence, and an increased tendency toward self-harm (Haney, 1993; Richards, 1978).In the semistructured interviews with participants without prison experience and without relatives in prisoners, the study found that prison was predominantly expressed in legal terms (e.g., crime, punishment, and justice). Notably, the study observed that these participants described the situation of prisoners using “external” emotions (e.g., compassion and pity). These results indicate that this group tended to identify with and empathize with prisoners less than did participants in the other groups.The prison representations are organized with internal–external distinction when the results of the cognitive maps are evaluated in general. A number of clear markers demonstrate the worlds inside versus outside the prison based on spatial, emotional, and experiential. Prisons are perceived as self-contained entities that are separate and isolated from external spaces. Similarly, the inside of prisons is characterized by negative emotions and experiences (e.g., fear, torture, and persecution), while the outside is associated with positive emotions (e.g., happiness, freedom, trust, and peace). These findings are seemingly related to the high salience of both spatial and emotional and experiential characteristics of prisons.&nbsp;The results underscore the explicit role of social representation in constructing and maintaining distinct social realities within a system that perpetuates power relation and social inequality. The sociospatial representations of prisons by the three groups fulfill the need to understand, interpret, and predict the world in which one lives, while crystallizing their desire to transform this world according to their expectations and needs (Moscovici, 1984; 1988). The sociospatial representations of prisons differ from a social reality in which participants simply express personal needs. Instead, these representations point to expectations and needs within a given context — in this case, within the components of a powerful social and political system that surrounds them on all sides. For example, the three groups agree on the necessity of a system of punishment as desired by such a system. Simultaneously, as permitted by the system (which implies that the system legitimizes controllable demands without changing the existing basic function of the system). The group with prison experience, in fact, expressed that they view prisons as dysfunctional institutions. This definition, which is similar to a dilemma, becomes comprehensible by emphasizing a context or a social and political system. On the one hand, these systemic elements, which transcend individuality, suggest that the penal system must exist; otherwise, individuals will live in a worse world. However, it implies that the existing functioning must be maintained by correcting minor flaws within the penal system, which holds the reformist perspective. This implication seemingly enables the expression of the ideas that prisons should exist and that they are dysfunctional. Moreover, given that a significant number of participants with prison experience have been in and out of prison for political reasons, their view that prisons as disciplinary institutions do not, in fact, rehabilitate prisoners and deter them from crime is unsurprising. They are individuals with knowledge and experience of the abovementioned disadvantageous conditions of the system (Foucault, 1992). Notably, therefore, the existence of different social realities established and maintained through prison representations within a more inclusive system than these social realities should be emphasized.In summary, the results demonstrate that the prison representations of the participants are substantially constructed by the spatial characteristics of prison, prison experiences, and observations about prison. These results indicate that the human–space relationship as well as the production and experience occurring in daily communication channels are effective in the formation of social representation.

Hapishanelere Yönelik Sosyal Temsillerin İncelenmesi: Deneyim, Mekân ve Gündelik Üretimler

Ayşe

Assoc. Prof. Dr.

Yasemin

Psychometric Features of The Turkish Version of the Negative Mood Regulation Scale

Nagihan

The global population of older adults is increasing rapidly, necessitating diverse approaches to address this demographic shift across societies and families. Türkiye is experiencing a notable demographic change in this increase in older adults, prompting urgent scholarly studies into how intergenerational relationships are in parallel with socioeconomic shifts (Tufan, 2003; 2014).&nbsp;Social, cultural, political, and economic dynamics significantly influence attitudes toward intergenerational relations within families (Kağıtçıbaşı &amp; Ataca, 2015; Lowenstein &amp; Daatland, 2006). The family change model posits that both cultural and socioeconomic contexts shape attitudes toward caring for older parents (Kağıtçıbaşı &amp; Ataca, 2015). In lower socioeconomic status (SES) contexts, children are often perceived in terms of their material or economic (i.e., instrumental) value, particularly in providing “old-age security,” whereas in higher SES contexts, children are valued more for their psychological or emotional contributions. Consequently, in collectivist or lower SES contexts, children are more likely to be viewed as potential caregivers for their aging parents than in individualist or higher SES contexts.&nbsp;Filial obligation norms involve societal expectations concerning children’s roles and responsibilities toward their aging parents. The dual filial piety model (Bedford &amp; Yeh, 2019) distinguishes between reciprocal and authoritarian filial piety, with the former related to parent-child relationship dynamics and the latter associated with socioeconomic and cultural factors. Filial obligation norms play an important role in shaping attitudes and behaviors related to caregiving for older parents (Bedford &amp; Yeh, 2019). In Türkiye, where the elderly population is increasing rapidly, there is a pressing need for studies examining how cultural and socioeconomic shifts influence attitudes toward caring for older parents (Ar &amp; Karanci, 2019; Kağıtçıbaşı &amp; Ataca, 2015; Tufan, 2014).This study examines how attitudes toward caring for older parents as measured by filial obligations norms and the intention to support parents in the future are related to cultural values (relatedness and autonomy values, alongside the instrumental and psychological&nbsp;value attributed to children) as well as sociodemographic variables (including family living arrangements and parental educational attainment). Furthermore, this study examines how material and emotional filial obligation norms predict the intention to provide future support for older parents.Türkiye occupies a unique position in scrutinizing the influence of cultural and sociodemographic factors on attitudes toward eldercare. Cultural values and norms in Türkiye reflect elements of both relatively individualistic Western ideals and collectivist Eastern traditions. Moreover, internal migration patterns from Eastern to Western regions have enriched and complicated the cultural landscape, particularly in urban centers, where a blend of Western Eastern norms is prevalent (Akyil et al. 2016). Akyil and colleagues (2016) explain shifts in family values in Türkiye over recent generations, attributing them to political and economic changes, urbanization (which has led to diminished intergenerational economic reliance), and increased female workforce participation (resulting in reduced maternal authority). Notably, rising values in Türkiye include self-esteem, individual autonomy, and the psychological valuation of children, while diminishing values include authoritarian parental control, filial concern, and intergenerational financial dependencies. Nevertheless, the significance of tightly-knit family bonds persists.Previous studies have examined filial obligation norms in both relatively collectivist (Cheung &amp; Kwan, 2009; Tsutsui et al. 2014) and individualist cultures (Lowenstein &amp; Daatland, 2006), as well as in countries receiving immigrants from collectivist backgrounds (de Valk &amp; Schans, 2008). However, examination of filial obligation norms remains scarce in Türkiye, where a unique blend of individualist and collectivist values is emphasized (Kağıtçıbaşı &amp; Ataca, 2015). Studies conducted in Türkiye have predominantly focused on the attitudes and perceptions of adult children currently providing care for elderly parents, yielding inconsistent findings (Ar &amp; Karanci, 2019; Gök Metin, Karadas, Balci &amp; Cankurtaran, 2019). Consequently, there is a striking need for research in Türkiye that examines attitudes toward eldercare in conjunction with cultural, family, and sociodemographic variables. Notably, it is crucial to examine the attitudes and intentions of young university students, who are likely to assume caregiving responsibilities for their aging parents in the near future (Akyil et al., 2016).&nbsp;In this study, attitudes toward caring for older parents are examined concerning both individualist and collectivist values, family living arrangements, and parental education levels. Drawing upon the family change model (Kağıtçıbaşı, 1996, 2013), family living environments (rural, urban, suburban) are closely related to SES and cultural values. According to this model, higher SES contexts foster emotional dependence and autonomy within family relationships, whereas lower SES contexts engender material and instrumental dependencies. Moreover, feelings of responsibility toward caring for older parents are closely related to SES and cultural influences (Kağıtçıbaşı &amp; Ataca, 2015).Filial obligation norms have been explored with the living environment (Cheung &amp; Kwan, 2009; Lowenstein &amp; Daatland, 2006), highlighting its significance as a sociodemographic variable that shapes cultural and family values alongside socioeconomic development (Dinn &amp; Sunar, 2017; Kağıtçıbaşı et al. 2010). Rogers-Sirin and colleagues (2017) discovered that as maternal education levels increase, traditional collectivist family values, such as harmony and hierarchy-based respect for older family members, decrease.&nbsp;Thus, this study adopts a comprehensive approach, integrating cultural (autonomy and relatedness values, and the value attributed to children) and sociodemographic variables within the framework of the family change model (Kağıtçıbaşı, 1996, 2013). It examines attitudes toward caring for older parents through the lenses of filial obligation norms and intentions for future caregiving. Notably, this study marks the first exploration of the relationship between cultural, sociodemographic factors, and attitudes toward eldercare within the framework of the family change model in Türkiye (Kağıtçıbaşı, 1996, 2013). In addition, this study sheds light on how attitudes toward child rearing and eldercare evolve across socioeconomic differences in Türkiye. The hypotheses (H) of this study are presented below:&nbsp;H1. Participants residing in urban areas and with parents possessing higher education levels exhibit (a) lower scores in terms of material dependencies (instrumental value of children and material filial obligation norms) and (b) higher scores in terms of emotional dependencies (psychological value of children and emotional filial obligations norms) compared with those living outside urban areas and with lower parental education levels.H2(a). The psychological value of children and relatedness values positively predict emotional filial obligation norms, even after controlling for family living arrangements and parental educational levels. (b) The instrumental value of children and relatedness values positively predict material filial obligation norms after controlling for family living arrangements and parental educational levels.H3. Material filial obligation norms positively predict the intention to care for parents in the future, even after accounting for the effects of emotional filial obligation norms.&nbsp;MethodParticipants comprised 364 university students who completed measures assessing filial obligations norms, intention to support parents in the future, cultural values, value of children, and sociodemographic variables.All data were analyzed using SPSS 24.0. First, exploratory factor analyses were conducted for the measure of filial obligation norms, which were translated into Turkish for this study. Subsequently, descriptive and correlational analyses were conducted. Gender differences were examined using one-way ANOVA, while sociodemographics differences were explored using MANOVA. Finally, multiple hierarchal regression analyses were performed.ResultsA series of MANOVAs revealed that participants hailing from urban areas were less inclined to endorse material filial obligation norms, as well as instrumental and psychosocial values of children, compared to their counterparts from non-urban areas. Moreover, individuals with lower maternal educational attainment exhibited higher levels of children’s instrumental value. In addition, those with lower paternal educational levels demonstrated higher levels of material and emotional filial obligation norms, as well as instrumental and psychological values of children, along with relatedness values.To assess H2(a) and (b), hierarchal multiple regression analyses were conducted. In Step 1, family living arrangements and parental education levels were included as control variables. Subsequent analysis revealed that in Step 2, paternal education level, instrumental and psychological values of children, and relatedness values significantly predicted material filial obligation norms. Conversely, the psychological values of children and relatedness values emerged as predictors of emotional filial obligation norms.&nbsp;In investigating H3, hierarchal multiple regression analyses were conducted. In Step 1, gender was included as a control variable due to observed differences in the intention to support parents in the future. The results showed that gender and maternal filial obligation norms significantly predicted the intention to support parents in the future in Step 2.&nbsp;Discussion&nbsp;The findings of this study align with both the family change model (Kağıtçıbaşı &amp; Ataca, 2015) and the dual filial piety model (Bedford &amp; Yeh, 2019). Participants from lower SES backgrounds exhibited higher levels of collectivist values and norms, such as relatedness values, instrumental and psychological values attributed to children, and material and emotional filial obligations norms. Contrary to expectations based on the family change model, participants from higher SES contexts demonstrated lower levels of not only instrumental but also psychological value attributed to children. According to the model, the latter should increase in higher SES or more individualistic contexts. These results imply that young university students with fathers educated to a university level or higher, and/or those from urban areas, tend to harbor relatively negative attitudes toward parenthood or becoming parents in general.&nbsp;Emotional filial obligation norms were predominantly predicted by relatedness and psychological values attributed to children, emphasizing mutual and close family relationships. Conversely, material filial obligation norms were less influenced by these values and were also predicted by the instrumental value attributed to children. These results imply that material filial obligations norms are more susceptible to situational factors, a crucial consideration (e.g., Tsutsuiet al. 2014) for future research in Türkiye. Moreover, the intention to support parents in the future was predicted by gender and material filial obligation norms. Women university students, in particular, exhibited a greater willingness to make sacrifices for their potentially dependent parents in the future. Given that material filial obligations norms represent hierarchy-oriented family relationships and obedience to social norms (Bedford &amp; Yeh, 2019), it is possible that participants who endorsed these norms more readily also expressed greater intention to support their parents in the future.

Yaşlı Ebeveynlere Bakım Vermeye Yönelik Tutumlar: Kültürel ve Bazı Sosyal-Demografik Değişkenlerin Rolü

Yusuf

S. Burcu

Yuvamathi

Pamela J.

Prof.

Belonging to and sensing connectedness with a group and/or society is an essential human need. People strive to achieve this feeling and attain a certain resilience when it is accomplished. Individuals shape their behaviors to satisfy this need throughout their lives because they define themselves in relation to the community to which they feel they belong. Thus, they begin contributing to their community and can construct a self with high self-esteem that is adequate, competent, and useful to the community/society to which they feel they belong (Dreikurs Ferguson, 2020). Moreover, some differences exist in the behavioral, cognitive, and affective dimensions of belonging, and it is believed that addressing them separately can more accurately reflect the current context in Türkiye. Community participation constitutes the behavioral dimension of belonging and includes concrete and measurable behaviors in a person’s relationship with the community (e.g., the number of organizations to which one belongs). Connectedness to the community corresponds to a person’s relationship with the community and thus represents the cognitive and affective aspects of belonging (Frost &amp; Meyer, 2012). In Türkiye, LGBTQ+ people’s participation in their community is limited (ILGA–Europe, 2021). Therefore, using a scale that emphasizes cognitive and affective aspects, rather than behavior, would more accurately capture the LGBTQ+ experience of belonging to Türkiye.The endeavor to meet such needs could become particularly significant for marginalized groups such as LGBTQ+ individuals who frequently experience social exclusion and segregation because of stigma and discrimination. LGBTQ+ community connectedness has repeatedly been found to act as a protective factor against adverse mental health conditions stemming from stigma and discrimination (Kaniuka et al., 2018; McConnell et al., 2018; Pflum et al., 2015; Rogers et al., 2021; Zimmerman et al., 2015). However, a valid and reliable measure focusing specifically on LGBTQ+ community connectedness in Türkiye, namely, the relationships LGBTQ+ individuals forge with their communities at the cognitive and emotional levels, is non-existent in the national literature. Therefore, the current study aimed to explore the psychometrics of the Turkish version of the LGBT Community Connectedness Scale (Frost &amp; Meyer, 2012). Accordingly, we examined the instrument’s factor structure, convergent and divergent validity, and internal consistency reliability.MethodThe criterion and snowball sampling techniques were employed to enroll the study sample. The following criteria were established for participation in this study: (1) being older than 18 years old, (2) living in Türkiye, and (3) identifying as a sexual and/or gender minority.The sample comprised 450 individuals aged between 18 and 47 years (M = 22.44, SD = 4.61) and identifying as a gender and/or sexual minority (LGBTQ+). Most participants reported their gender identity as men (N = 159, %35.3), women (N = 134, %29.8), non-binary (N = 19, %4.2), queer men (N = 18, %4), queer (N = 14, %3.1), and gender-fluid (N = 12, %2.7). Most participants reported their sexual orientation as gay (N = 173, %38.4), bisexual (N = 133, %29.6), pansexual (N = 61, %13.6), lesbian (N = 32, %7.1), queer (N = 23, %5.1), and asexual (N = 11, 2.44%).The current study employed the LGBT Community Connectedness Scale, the Multidimensional Social Support Scale, the stress subscale of the Depression, Anxiety, and Stress Scale (DASS–21), and a demographic form. First, two assistant professors of psychological counseling and guidance translated the LGBT Community Connectedness Scale into Turkish , and the researchers developed an initial form. A research assistant and an instructor of counseling who were fluent in English back translated this first Turkish version of the LGBT Community Connectedness Scale. The Turkish version of the back translated LGBT Community Connectedness Scale was confirmed to reflect the original instrument. Subsequently, researchers conducted cognitive interviews with four individuals who identified as a sexual and/or gender minority. Their feedback affirmed that the scale was understandable. The final Turkish version of the LGBT Community Connectedness Scale was then ratified.Ethical permissions were obtained from the TED University Human Research Ethics Committee before the data were collected. The informed consent form was also signed before the questionnaires were administered to ensure that the respondents participated voluntarily. The data were collected between August 2021 and September 2021 via an online survey announced through the social media accounts of the researchers (e.g., Facebook, Instagram, and LinkedIn) and non-governmental organizations (e.g., KAOS GL, Red Umbrella Sexual Health and Human Rights Association, and Pink Life LGBTI+ Solidarity Association). Each questionnaire took approximately 25 minutes to complete.Data cleaning and assumption checks were accomplished before the analyses were performed. Subsequently, confirmatory factor analyses were conducted to determine the factor structure of the LGBT Community Connectedness Scale apropos the sample of the current study. The convergent validity of the LGBT Community Connectedness Scale was tested against the Multidimensional Social Support Scale and its divergent validity was calculated by utilizing the stress subscale ofDASS–21. The Pearson Correlation Coefficient was considered in the evaluations.ResultsConfirmatory factor analyses were executed to obtain construct validity. The results indicated a mediocre fit with the data (𝜒² (20) = 7.84, p = .00, CFI = .93, GFI = .92, TLI = .90, RMSEA =.12, SRMR =.05). Hence, the modification indices were scrutinized and the errors between Item 7 (You really feel that any problems faced by LGBT community are also your own problems) and Item 8 (You feel a bond with other same-gender similar others), and between Item 6 (If we work together, gay, bisexual and lesbian people can solve problems in LGBT community) and Item 7 (You really feel that any problems faced by LGBT community are also your own problems.) were freely estimated. The outcomes obtained after the modification indices were considered verified the factor structure of the LGBT Community Connectedness Scale apropos the sample of the current study (𝜒² (18) = 4.73, p = .00, CFI = .97, GFI = .95, TLI = .95, RMSEA = .09, SRMR = .04). The convergent validity of the scale was determined by probing its relationship with the Multidimensional Social Support Scale. A weak but positive association (r = .18, p &lt;.01) was found between the two scales. The divergent validity of the LGBT Community Connectedness Scale was examined via its relationship with the DASS –21 stress subscale. The results revealed no association between the two scales (r = .04, p &gt; .05). Finally, the internal consistency of the LGBT Community Connectedness Scale was examined using the Cronbach Alpha, which was calculated at .90, indicating high internal reliability.DiscussionThis study adapted the LGBT Community Connectedness Scale into Turkish and examined its validity and reliability with a sample of individuals identifying as LGBTQ+ and living in Türkiye. The construct validity of the scale was investigated using CFA. The results revealed a unidimensional structure of the scale with eight items, as in the original form. Evidence for the convergent validity of the LGBT Community Connectedness Scale was obtained via the consideration of its relationship with the Multidimensional Social Support Scale. The divergent validity of the LGBT Community Connectedness Scale was determined by the proof that no relationship existed between the scale and the stress subscale of DASS–21. Moreover, the scale’s reliability was validated through its high internal consistency. Overall, the findings endorse the sufficiency of the psychometrics of the LGBT Community Connectedness Scale for use with LGBTQ+ adults and affirmits application in Turkish culture. The LGBT Community Connectedness Scale is a short and one-factor scale that is easily scored and applied. Its use in Türkiye is expected to enhance the relevant national literature because it is the first measurement tool to assess the community connectedness of LGBTQ+ people.Future directions for research include testing the LGBT Community Connectedness Scale to ensure its validity across diverse participant profiles such as full-time workers, older adults, and individuals in smaller towns or rural areas. Researchers could employ the test-retest method in future studies to further explore the reliability of the scale. Validity studies could collect data evenly across gender identity and sexual orientation groups to examine the measurement invariance of participant scores on the LGBT Community Connectedness Scale.Moreover, prospective studies investigating the use of the minority stress model (Meyer, 2003) in Turkish culture could incorporate connectedness as a control variable among the protective factors for the LGBTQ+ community. Mental health professionals working with adults can employ the LGBT Community Connectedness Scale to assess the community connectedness of LGBTQ+ individuals and tailor services based on their evaluated levels of connectedness to encourage their well-being amidst societal discrimination and stigma. Professionals can utilize the scale scores as a reference to help them design individual and group counseling interventions to enhance the well-being of LGBTQ+ clients and evaluate the effectiveness of their interventions in fostering connectedness with the LGBTQ+ community. Such validations would highlight the practical value of the LGBT Community Connectedness Scale in therapeutic interventions.

LGBT Topluluğuna Bağlılık Ölçeğinin Türkçe Formunun Psikometrik Özelliklerinin Sınanması

Seçkin

Gamze

Semra

Özgür

İlknur

Afazide Adılların İşlemlenmesi Sırasında Gözlenen Niceleyici Yayma Hataları

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

Belgüzar

Res. Assist. Dr.

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

Göz Hareketleri ve Aktif Görsel Dikkat Süreçleri

Ezgi

Tülin

Türkiye’deki Genç Yetişkinlerde Kendine Zarar Verme Davranışıyla İlişkili Psikolojik Faktörlerin İncelenmesi

Nuri

Kenan

Deniz

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

Kadın Kimliğiyle Özdeşleşme ve Kolektif Eylem Arasındaki İlişkide Sosyal Yaratıcılık Stratejilerinin Aracı Rolü

Talat

Assist. Prof.

Gülkader

Türkçede Eylem ve Nesne Adlandırmanın Kortikal Organizasyonu: Transkraniyal Manyetik Uyarım Çalışması

Beril

Assoc. Prof.

Nuray

Geleneksel Erkeklik İdeolojisi Ölçeği'nin Geliştirilmesi ve Çelişik Duygulu Cinsiyetçilik ile İlişkisi

@JOURNAL_BOX_CURRENT

@JOURNAL_BOX_EARLYVIEW

Aslı

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

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

Tülay

Zeynep

Zeynep Merve

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

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

Canan

Arzu

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

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Psikoloji Çalışmaları-Studies in Psychology, 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 Psychology, 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.

2024 itibariyle basılı versiyon durdurulmuştur. Dergi sadece online olarak yayınlanmaktadır.

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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 type="disc"> <li>Web of Science - Emerging Sources Citation Index (ESCI)  (2018’deki kabulden bu yana, geçmiş sayılar da WoS’a dahil edilmiştir; 2005’ten günümüze sayılar indekslenmektedir.) TÜBİTAK-ULAKBİM TR Dizin</li> <li>Türk Psikiyatri Dizini</li> <li>DOAJ (Directory of Open Access Journals)</li> <li>SOBİAD</li> <li>EBSCO Academic Search Ultimate</li> <li>EBSCO Central &amp; Eastern European Academic Source</li><li>ERIH PLUS</li><li>Cabells Journalytics </li> </ul>

Dizinler

Dergi yayın etiğinde en yüksek standartlara bağlıdır ve <a href="https://publicationethics.org/" target="_blank">Committee on Publication Ethics (COPE)</a>, <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">Directory of Open Access Journals (DOAJ)</a>, <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a> ve <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> 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.

Editörler, yayınlanan makalede, bulguları, yorumları ve sonuçları etkilemeyen küçük hatalar tespit edilirse düzeltme yayınlamayı düşünebilirler. Editörler, bulguları ve sonuçları geçersiz kılan büyük hatalar / ihlaller söz konusu olduğunda, makaleyi geri çekmeyi düşünmelidir. Yazarlar tarafından araştırma veya yayını kötüye kullanmaya yönelik olasılık söz konusu ise; bulguların güvenilir olmadığına ve yazarların kurumlarının olayı soruşturmadığına dair kanıtlar var veya olası soruşturma haksız veya sonuçsuz görünüyor ise, editörler endişe ifadesi yayınlamayı düşünmelidir. Düzeltme, geri çekme veya endişe ifadesi ile ilgili olarak <a href="https://publicationethics.org/resources/flowcharts/complete-set-english" target="_blank">COPE</a> ve <a href="https://www.icmje.org/recommendations/" target="_blank">ICJME</a> yönergeleri dikkate alınır.

Dergide yayınlanan tüm yazıların korunmasını ve kalıcı olarak erişilebilir olmasını sağlamak için makaleler, ulusal bir arşiv sitesi olarak hizmet veren ve aynı zamanda LOCKSS'in içeriği toplamasına, korumasına ve sunmasına izin veren Dergipark'ta saklanmaktadır.Ek olarak, yazarların kendilerinin makalelerinin son PDF sürümünü Open Archives Initiative (<a href="https://www.openarchives.org/" target="_blank">https://www.openarchives.org/</a>) standartlarına uygun açık elektronik arşivlerde arşivlemeleri önerilir. Yazarlar, yayınladıkları arşiv versiyonundan, İ.Ü. Yayınevinin dergi web sitesinin URL'sine bağlantı sağlamalıdır.

Psikoloji Çalışmaları - Studies in Pscyhology, yayın etiğinde en yüksek standartlara bağlıdır ve <a href="https://publicationethics.org/" target="_blank">Committee on Publication Ethics (COPE)</a>, <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">Directory of Open Access Journals (DOAJ)</a>, <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a> ve <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> 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, Etik Kurul Onay Belgesi 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 250-330 kelimelik İngilizce özet (abstract) ve özetin altında 3-6 adet anahtar kelime (keywords) yer almalıdır.3.3.    Üçüncü sayfada 1500-2000 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.    Tüm makale özetler, ekler ve kaynakça hariç en fazla 8000 kelimeden oluşmalıdır. Eğer makale birden fazla çalışmayı içeriyorsa kelime sayısı artabilir.3.6.    Araştırma makaleleri giriş, yöntem, bulgular ve tartışma bölümlerini içermelidir. Giriş bölümüne ayrıca giriş başlığı yazılmasına gerek bulunmamaktadır. 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 7 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 7 formatına göre hazırlanmalıdır.3.9.    Ana metinden sonra kaynakça kısmı ayrı bir sayfada başlamalıdır. Kaynakça, APA 7 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. 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

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 APA 7’ye 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) 1500-2000 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><ul><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;">Notlar: Makaleye konu olan çalışmanın daha önce bir kongrede sunulması ya da bir tez çalışmasından üretilmesi durumunda bu bilgi verilir.</li></ul> <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)  1500-2000 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;">Kaynaklar</li> <li style="text-align: left;">Tablolar-Resimler, Şekiller (başlık, tanım ve alt yazılarıyla)</li><li style="text-align: left;">Varsa etik kurul onay formu</li></ul></ul><ul type="disc"> </ul>

Referans Stili ve FormatıPsikoloji Çalışmaları-Studies in Pscyhology, metin içi alıntılama ve kaynak gösterme için APA (American Psychological Association) kaynak sitilinin 7. edisyonunu benimser. APA 7. Edisyon hakkında bilgi için:-    American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.-    <a href="http://www.apastyle.org/" target="_blank">http://www.apastyle.org/</a>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;Üç ve daha çok yazarlı kaynaklarda ilk kullanımda da geçerli olmak üzere; (Ailen ve ark., 2000) 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" style="font-style: italic;">8. bs</a>). 3A Eğitim Danışmanlık Ltd.<div>Kamien, R. ve Kamien, A. (2014). Music: An appreciation. McGraw-Hill Education.</div>b) Türkçeye Çevrilmiş Kitap:Mucchielli, A. (1991). Zihniyetler (A. Kotil, Çev.). İletişim Yayınları. (Orijinal eserin basım tarihi 1990, 7. Baskı)c) Editörlü KitapÖren, T., Üney, T. ve Çölkesen, R. (Ed.). (2006). Türkiye bilişim ansiklopedisi. Papatya Yayıncılık.d) Çok Yazarlı Türkçe KitapTonta, Y., Bitirim, Y. ve Sever, H. (2002). Türkçe arama motorlarında performans değerlendirme. Total Bilişim.e) Dergimize Gönderilen makale İngilizce dilinde yazıldıysa Kitap Referansı:Karasar, N. (1995). Araştırmalarda rapor hazırlama (8th ed.) [Preparing research reports]. 3A Eğitim Danışmanlık Ltd.Kamien, R., &amp; Kamien, A. (2014). Music: An appreciation. 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 University Press.g)  Dergimize gönderilen makale İngilizce dilinde yazıldıysa 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 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). Dora Basım Yayın.h) Yayımcının ve Yazarın Kurum Olduğu YayınTürk Standartları Enstitüsü. (1974). Adlandırma ilkeleri. 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) Yirmiden Fazla Yazarlı MakaleKalnay, E., Kanamitsu, M., Kistler, R., Collins, W., Deaven, D., Gandin, L., Iredell, M., Saha, S., White, G., Woollen, J., Zhu, Y., Chelliah, M., Ebisuzaki, W., Higgins, W., Janowiak, J., Mo, K. C., Ropelewski, C., Wang, J., Leetmaa, A., . . . Joseph, D. (1996). The NCEP/NCAR 40- year reanalysis project. Bulletin of the American Meteorological Society, 77(3), 437–471. <a href="http://doi.org/fg6rf9" target="_blank">http://doi.org/fg6rf9</a>d) 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.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).  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. [Sözlü Sunum] Ulusal Eğitim Bilimleri Kongresi 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 [Sesli Podcast Bölümü]. 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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<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/E51F3CD5466F4402BCA88F30B3132DB4" target="_blank">Telif Hakkı Anlaşması Formu</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/AFF81ED92F4546B0B14976647A16E0D8" target="_blank">Makale kapak sayfası</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/B7DB8E8AEB6B495EB0134E1E8EAA7BD5" target="_blank">Yazar Formu</a>

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