Psychology

Permanent URI for this collectionhttps://hdl.handle.net/10679/320

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Now showing 1 - 20 of 126

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Adolescent-parent relations in Asian Indian and Salvadoran immigrant families: A cultural-developmental analysis of autonomy, authority, conflict and cohesion
(Wiley, 2015-06) Jensen, L. A.; Gözkan, Ayfer Dost; Psychology; GÖZKAN, Ayfer Dost
From a cultural perspective, this study addressed the two developmental theories that adolescents want more autonomy and fewer parental rules than parents consider appropriate, and that discrepancy between adolescents and parents on views of autonomy and authority result in decreased cohesion and increased conflict. The study included 100 adolescent–parent dyads who were immigrants to the United States from El Salvador and India. While findings pointed to cross-cultural commonalities, such as autonomy seeking among adolescents, they also highlighted the importance of culture to different meanings of autonomy and the limits of the discrepancy thesis. The discussion calls for future scholarship to include concepts of salience to diverse groups such as family interdependence and appreciation for the parental immigrant experience.
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Adolescent–parent relationships and youth well-being in Turkey
(Wiley, 2022-09) Gözkan, Ayfer Dost; Psychology; GÖZKAN, Ayfer Dost
In this article, I review research on adolescent–parent relationships and youth well-being in Turkey. Turkey is a country that has changed rapidly due to urbanization and globalization, and that is characterized by cultural heterogeneity in values, all of which have implications for parent–child relationships. I focus first on parenting styles, and then discuss two dimensions of parenting—warmth and parental control—that are considered more universal and culturally variable, respectively, in terms of their associations with well-being. Overall, research from Turkey is consistent with findings across cultures, showing a positive link between higher warmth and youth well-being. But recent research has challenged the cultural normativity hypothesis, which claims that psychological control may not harm the well-being of children in collectivist cultures because it is perceived as a norm in its sociocultural context. Research from collectivist cultures, including Turkey, suggests that the perception of normativity does not preclude its adversity.
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Adolescents’ conflict resolution with their parents and best friends: links to life satisfaction
(Springer Nature, 2019-10) Gözkan, Ayfer Dost; Psychology; GÖZKAN, Ayfer Dost
Objective The present study aimed to compare the frequency with which adolescents' used different conflict resolution styles in their three close relationships (mother, father and best friend); to examine the associations among adolescents' conflict resolution styles in these relationships and the links between conflict resolution styles and life satisfaction. Methods The participants were adolescents (N = 854; aged 11-19 years), from six secondary schools in a metropolitan city in Turkey, who completed self-report questionnaires. Results In conflicts with their parents, adolescents used constructive styles (problem solving and compliance) more often than dysfunctional styles (withdrawal and conflict engagement). Problem solving was the most frequently used strategy in conflicts with a best friend, followed by conflict engagement, withdrawal, and compliance. Path analysis indicated a strong association between the strategies used to resolve conflicts with parents and with one's best friend, chi(2) = 6.45, df = 6, p = 0.38, CFI/TLI = 1/0.999, RMSEA = 0.007. Across all three relationships problem solving was positively linked to life satisfaction, whereas withdrawal and conflict engagement were negatively linked to life satisfaction, chi(2) = 25.234, df = 24, p = 0.39, CFI/TLI = 0.999/0.999, RMSEA = 0.006. Conclusion There were similarities and differences in the conflict resolution strategies used in the different relationships, which provide support for the social problem solving model as well as for the contextual view of conflict resolution. The findings also underline the importance of constructive conflict resolution to the wellbeing of adolescents and point to the importance of conflict resolution training.
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Adolescents’ well-being with respect to the patterns of disclosure to and secrecy from parents and the best friend: A person-centered examination
(Springer Nature, 2020-08) Elsharnouby, E.; Gözkan, Ayfer Dost; Psychology; GÖZKAN, Ayfer Dost
Adolescents' disclosure and secrecy behaviors have important implications for their well-being. Previous research examined adolescent disclosure and secrecy mostly in one close relationship (i.e., one's mother). What remains to be addressed is the patterns of disclosure and secrecy considering adolescents' other close relationships and the well-being differences between these patterns. Adopting a person-centered approach, the current study examined constellations of disclosure and secrecy in adolescents' relationships with their mother, father and best friends, and the extent to which these patterns differ with respect to life satisfaction, problem-solving confidence, and anxiety. The sample consisted of middle adolescents (N = 1097; M-age = 15.12; range = 14-16; 61.6% female) from nine public schools in Istanbul, Turkey. Analysis conducted for the whole sample showed that best friends were the most frequently disclosed confidants followed by mothers, and secrecy was similar for best friends and mothers. Adolescents were least likely to disclose to their fathers and keep secrets from them more frequently. Comparisons of the five classes identified with latent profile analysis, however, indicated that the class with the best well-being status (highest life satisfaction, problem-solving confidence, and lowest anxiety) consisted of adolescents who disclosed most often to their mothers, seconded by best friends, and kept secrets less often from their parents than their best friends. The class with the lowest well-being status consisted of adolescents who had lowest disclosure and highest secrecy in three close relationships. Overall, findings underscored the usefulness of person-centered analytic approach showing that while best friends were the primary confidents when examined with a variable-centered approach, adolescents with the highest well-being status reported to disclose most often to their mothers. This finding underlines the importance of sharing personal information and being less secretive especially with mothers in adolescence.
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Are tutor robots for everyone? The influence of attitudes, anxiety, and personality on robot-led language learning
(Springer, 2022-03) Junko, K.; Oranç, C.; Koşkulu, S.; Kumkale, Gökçe Tarcan; Göksun, T.; Kuntay, A. C.; Psychology; KUMKALE, Gökçe Tarcan
Do some individuals benefit more from social robots than others? Using a second language (L2) vocabulary lesson as an example, this study examined how individual differences in attitudes toward robots, anxiety in learning L2, and personality traits may be related to the learning outcomes. One hundred and two native Turkish-speaking adults were taught eight English words in a one-on-one lesson either with the NAO robot (N = 51) or with a human tutor (N = 51). The results in both production and receptive language tests indicated that, following the same protocol, the two tutors are fairly comparable in teaching L2 vocabulary. Negative attitudes toward robots and anxiety in L2 learning impeded participants from learning vocabulary in the robot tutor condition whereas the personality trait of extroversion negatively predicted vocabulary learning in the human tutor condition. This study is among the first to demonstrate how individual differences can affect learning outcomes in robot-led sessions and how general attitudes toward a type of device may affect the ways humans learn using the device.
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Association between children’s temperament and learning behaviors: contribution of relationships with parents and teachers
(Taylor & Francis, 2022) Acar, İbrahim Hakkı; Veziroğlu-Çelik, M.; Barata, Özge; Altay, Selin; Psychology; ACAR, Ibrahim Hakkı; Barata, Özge; Altay, Selin
The present study is an investigation of the contributions of child temperament (persistence and reactivity), parent-child (closeness and conflict), and teacher-child relationship (closeness and conflict), to pre-school children's learning behaviours with a focus on the moderating role of these relationships between child temperament and learning behaviours. Participants were 140 children (59 girls) aged 39 to 77 months (M = 62.57, SD = 8.53). Child temperament and parent-child relationships were reported by parents. Teacher-child relationships and learning behaviours were reported by teachers. Results from regression analyses accounting for the nesting structure of the data showed that reactivity, parent-child conflict, and teacher-child conflict were negatively, and persistence and teacher-child closeness were positively related to children’s learning behaviours. In addition, when the parent-child conflict was at average or high levels, children with higher reactivity displayed lower levels of learning behaviours. The findings highlight that both temperament and relationships with parents and teachers are important for children’s learning behaviours.
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The association between learning behaviours and social competence of Turkish preschool children
(Taylor & Francis, 2020-09-09) Celik, M. V.; Acar, İbrahim Hakkı; Psychology; ACAR, Ibrahim Hakkı
The purpose of the current study was to examine the associations between learning behaviours and social competencies of Turkish preschool children. The participants were a total of 140 children (59 girls) with the mean age of 62.56 months (SD = 8.52)enrolled in an urban school district in Turkey. Teachers reported on the children's learning behaviours (competence/motivation, attention/persistence, attitude toward learning) and social competencies (academic skills, peer relations, self-management). Canonical correlation analyses were used to test the multivariate associations between learning behaviours and the social competencies of the children. Results from bivariate correlations showed that all of the three factors for learning behaviours were positively associated with the three factors of social competence. Further, this result was confirmed through canonical correlation analyses showing that all of the learning behaviours strongly contributed to functions related to social competence. There was no gender difference for both learning behaviours and social competence. Limitations and future directions are discussed in the light of the findings.
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Association between performance-based and ratings of Turkish children’s executive function
(Springer, 2021-09) Hamamcı, B.; Acar, İbrahim Hakkı; Uyanık, G.; Psychology; ACAR, Ibrahim Hakkı
This study is an examination of similarities and discrepancies between performance-based measures and ratings (parents and teachers) of executive function in children. Data were collected from 200 Turkish children (103 boys) and, their parents and teachers. Children’s ages ranged from 36 to 71 months (M = 54.01, SD = 9.65). Parents and teachers reported on children’s executive function using the Children's Behavior Questionnaire and Children’s Executive Functioning Inventory. We used eight structured tasks of The Executive Function Touch to assess children’s performance-based executive function. Primarily, based on confirmatory factor analysis, the unidimensional structure of the EF Touch was confirmed with Turkish children. Poor agreement between performance-based and ratings (parents and teachers) was found. In addition, there were also discrepancies between parents and teachers in their ratings of children’s executive function. These observed discrepancies highlight the importance of multi-informant measures of children’s executive function for comprehensive understanding.
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Associations among adolescents’ mindfulness, sympathy, cognitive empathy, and sibling relationships
(Sage, 2024-02) Barata, Özge; Acar, İbrahim Hakkı; Bostancı, S.; Psychology; ACAR, Ibrahim Hakkı; Barata, Özge
In the current study, we examined the direct and indirect paths from mindfulness to adolescents’ sibling relationships through their cognitive empathy and sympathy. The sample consisted of 220 adolescents (50.9 % female) between age of 13 and 17 years (M = 15.86, SD = 0.91). Participants reported their mindfulness (acceptance and awareness), cognitive empathy and sympathy, and sibling relationships. The parallel mediation model revealed that mindful awareness and acceptance predicted kindness, involvement, and empathy within sibling relationships through sympathy. In addition, there was a significant indirect effect of mindful awareness to empathy in sibling relationships through cognitive empathy. Findings provided information regarding the importance of indirect contributions of mindfulness to sibling relationships through cognitive empathy and sympathy.
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The associations between adult attachment, posttraumatic symptoms, and posttraumatic growth
(Informa Group Company, 2016) Arıkan, Gizem; Stopa, L.; Carnelley, K. B.; Karl, A.; Psychology; ARIKAN, Gizem
Background and Objectives: Individual differences after trauma vary considerably and can range from posttraumatic stress disorder (PTSD) to posttraumatic growth (PTG). Current theoretical models cannot fully explain this variability. Therefore, we integrated attachment theory with Ehlers and Clark's model of PTSD to understand whether attachment style is associated with negative appraisals of a traumatic event(s), posttraumatic stress symptoms (PTS), and PTG. Our aim was to test this integrated model PTSD in an analog sample who had experienced at least one traumatic event. Design: We used structural equation modeling to test the association of adult attachment and posttraumatic cognitions (self and world/others) with PTS and PTG using a cross-sectional, correlational design. Methods: The sample comprised 393 university staff and students (RangeAge= 18–49, 85% females) who completed online measures. Results: Attachment anxiety and negative posttraumatic self-cognitions were positively associated. Negative posttraumatic self-cognitions were positively associated with PTS. Attachment anxiety had an indirect effect (via negative posttraumatic self-cognitions) on PTS, whereas attachment avoidance predicted more negative posttraumatic world cognitions and lower perceived PTG. Conclusions: The study highlights the importance of considering how attachment styles influence posttraumatic emotion regulation and cognitive processing of the trauma to determine posttraumatic mental health.
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Bases of power and conflict intervention strategy: a study on Turkish managers
(Emerald Group Publishing, 2014-01) Kozan, M. K.; Ergin, Canan; Varoglu, K.; Psychology; ERGİN, Gül Canan
Purpose – This study aims to develop an influence perspective for managerial intervention in subordinates conflicts, which helps to represent various strategies identified in the literature in a single model. Managers' power base was then related to their intervention strategies. Drawing upon Social Judgment Theory, anchoring of subordinates positions is studied as a moderating variable.Design/methodology/approach – Thirty nine supervisors and their 165 subordinates from several organizations in Turkey filled out a questionnaire reporting power base of supervisor and their intervention strategy utilizing the critical incident technique.Findings – Referent power of superior led to mediation in subordinates' conflicts. However, mediation decreased while restructuring, arbitration, and educative strategies increased with increased anchoring of subordinates' positions. These latter strategies mostly relied on reward power of manager. Subordinate satisfaction was highest with mediation and lowest when supervisors distanced themselves from the conflict.Research limitations/implications – The present study could only test the moderating effect of escalation as an anchoring variable. Future studies may look at the anchoring effect of whether the dispute is handled in public or in private, and whether the parties have a competing versus collaborative or compromising styles.Practical implications – Training of managers in mediation may be essential in cultures where they play a focal role in handling subordinates conflicts. Such training may have to take into account their broader influence strategies and use of power.Originality/value – An influence perspective is useful in integrating the vast array of managerial intervention strategies in the literature. Furthermore, the anchoring effect provides a theoretical explanation for managers' use of more forceful intervention with less cooperative subordinates.
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Basic psychological needs in relationships with parents and best friend and identity statuses among Turkish emerging adults
(Springer, 2022-05) Erçelik, Pınar; Gözkan, Ayfer Dost; Psychology; GÖZKAN, Ayfer Dost; Erçelik, Pınar
The present study a) compared emerging adults’ perceived basic psychological needs (autonomy, relatedness, competence) satisfaction (BPNS) in their relationships with their parents and best friends b) examined the links between BPNS and identity statuses (achievement, moratorium, foreclosure, diffusion) c) examined the links between each psychological need and identity statuses in each relationship. A total of 396 emerging adults participated in the study. The perceived BPNS in one’s relationship with his/her mother and one’s best friend was found to be higher than the BPNS with one’s father; further, the BPNS in one’s relationship with one’s best friend was higher than that in one’s relationship with one’s mother – but only among females. Structural equation modeling (SEM), conducted to examine the links between BPNS and identity statuses, showed that the BPNS in participants’ relationship with their friend was positively linked with achievement and inversely linked with moratorium, foreclosure, and diffusion. The BPNS in one’s relationship with one’s mother was positively linked with achievement and negatively linked with moratorium. Higher BPNS in one’s relationship with ones’s father was linked only with higher foreclosure. BPNS in their relationships with best friends predicted four identity statuses. Competence was linked positively with identity achievement and negatively linked with the other identity statuses across the three relationships. Overall, findings underlined the importance of close friendships in the pursuit of identity and the satisfaction of the basic need for competence across the three relationships.
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Behavioral functioning of school-aged children with non-syndromic craniosynostosis
(Springer Nature, 2020-04) Saydam, Fehime Senem Zeytinoğlu; Ozek, M. M.; Marcus, J.; Crerand, C.; Psychology; SAYDAM, Fehime Senem Zeytinoğlu
Purpose This study investigated the risk for children with non-syndromic craniosynostosis to develop behavioral problems during school age determined by the type of craniosynostisis, age at first surgery, and number of surgeries. Method Final sample consisted of 43 children aged between 6 years and 8 months and 17 years and 1 month (M = 10 years and 5 months). Behavioral problems were assessed with Child Behavioral Checklist (CBCL). Results Our sample had higher scores on the CBCL than the general population; specific elevations were observed including somatic complaints, aggressive behavior, social problems, attention problems, and thought problems and rule-breaking behavior. Behavioral functioning varied by number of surgical procedures, type of craniosynostosis, and age at first surgery. Conclusion For school-aged NSC children's behavioral functioning, diagnosis specific patterns especially impacted by the first age of the surgery and number of surgeries.
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Bosphorus connecting Europe and Asia: Couple and family therapy in Turkey
(Taylor and Francis, 2023-10-16) Söylemez, Y.; Saydam, Fehime Senem Zeytinoğlu; Psychology; SAYDAM, Fehime Senem Zeytinoğlu
This chapter dives into what psychotherapy is like in Turkey and the unique cultural aspects that impact families and individuals. The authors highlight the challenges and barriers they face and their hopes for therapy in Turkey moving forward. Walking through the development of CFT in Turkey, the authors focus on different theories and approaches helping the reader to get a better understanding of therapy in other places and cultures.
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The bright and dark sides of work life" TPD work and organizational psychology special issue
(Turkish Psychologists Assoc, 2019) Sümer, Hayriye Canan; Göncü-Köse, A.; Toker, Y.; Ok, A. B.; Gökalp, A.; Mete, İpek; Demircioglu, Z. I.; Psychology; SÜMER, Hayriye Canan
N/A
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Can you see me at my worst? A latent Profile analysis of students and teachers’ perceptions of student behavior problems
(Springer, 2023-11) Acar, İbrahim Hakkı; Altundal, Merve Nur; Kırbaşoğlu, Mukaddes Kevser; Kırmızıtaş, Melike; Psychology; ACAR, Ibrahim Hakkı; Altundal, Merve Nur; Kırbaşoğlu, Mukaddes Kevser; Kırmızıtaş, Melike
There is renewed interest in multi-informant and person-centered approaches to comprehending the nature of students’ behavior problems. However, most previous studies utilized single-informant or variable-based approaches. To address this gap, we aspired to identify profiles of student behavior problems, consequently comparing student-reported profiles and teacher-reported profiles. We recruited 904 students (68.3% Males) across ten schools. Students’ age ranged from 9 to 16 years (M = 11.87, SD = 1.21). Teachers and students reported students’ emotional problems, conduct problems, hyperactivity, and peer problems using the Strengths and Difficulties Questionnaire (SDQ; Goodman 2001). Results from latent profile analysis (LPA) supported a 3-profile solution as optimal for student reports (Low Behavior Problem [BP] (67.4%), High BP (17.4%), and Social-Emotional BP (15.1%) and a 4-profile solution for teacher reports (Low BP (34.3%), High BP (13.4%)Social-Emotional BP (15.4%), and Externalizing BP (37%). Results from both LPA and bivariate correlation analyses showed some discrepancies between teachers’ and students’ perceptions. These discrepancies are discussed in the context of a multi-informant approach.
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Change in one couple’s online therapy process: An HSCED application
(Taylor & Francis, 2023-08) Söylemez, Y.; Gürmen, Münevver Selenga; Johnson, L.; Psychology; ACAR, Münevver Selenga Gürmen
Couples therapy is an effective intervention for relationship problems. Despite the growing need and interest in online couples therapy during the pandemic, there is a dearth of outcome and/or process research. The current study applies the Hermeneutic Single Case Efficacy Design (HSCED) to examine the effectiveness of couples therapy across 24 weeks of treatment with a young couple who had to stay apart during the pandemic. A rich case record consisting of quantitative measures, change interviews and a case file was gathered. Based on the information, the authors developed opposing (affirmative and skeptic) arguments regarding whether the client changed over therapy and whether therapy was responsible for these changes. The results showed some improvement in the couple’s relationship attributes, attachment behaviors as well as presenting problems. The couple attributed most change to the therapy process and the relationship that they have with their therapist. It appeared that the change took place over the first 16 sessions, and together with extra-therapeutic factors, online couples therapy appeared to contribute to this change. The complex, nonlinear, and multi-layered nature of change in couples therapy was discussed in terms of clinical implications.
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The children's social understanding scale: construction and validation of a parent-report measure for assessing individual differences in children's theories of mind
(American Psychological Association, 2014) Tahiroğlu, Deniz; Moses, L. J.; Carlson, S. M.; Mahy, C. E. V.; Olofson, E. L.; Sabbagh, M. A.; Psychology; TAHİROĞLU, Deniz
Children’s theory of mind (ToM) is typically measured with laboratory assessments of performance. Although these measures have generated a wealth of informative data concerning developmental progressions in ToM, they may be less useful as the sole source of information about individual differences in ToM and their relation to other facets of development. In the current research, we aimed to expand the repertoire of methods available for measuring ToM by developing and validating a parent-report ToM measure: the Children’s Social Understanding Scale (CSUS). We present 3 studiesassessing the psychometric properties of the CSUS. Study 1 describes item analysis, internal consistency, test–retest reliability, and relation of the scale to children’s performance on laboratory ToM tasks. Study 2 presents cross-validation data for the scale in a different sample of preschool children with a different set of ToM tasks. Study 3 presents further validation data for the scale with a slightly older age group and a more advanced ToM task, while controlling for several other relevant cognitive abilities. The findings indicate that the CSUS is a reliable and valid measure of individual differences in children’s ToM that may be of great value as a complement to standard ToM tasks in many different research contexts.
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Construct validity and predictors of three-dimensional citizenship performance in Turkey
(Turkish Psychologists Assoc, 2019) Ceylan, S.; Ergin, Canan; Psychology; ERGİN, Gül Canan
The current study examined the construct validity and predictors of the three-dimensional citizenship performance construct in employed samples in Turkey. Three independent studies were conducted. First, the face and content validity of the citizenship performance construct was examined in a sample of ten participants via semi-structured interviews. Second, the factor structure, discriminant validity, and internal consistency of citizenship performance were examined in a sample of 213 employees. Third, utilizing the target similarity model, the relationships of citizenship performance with personality variables, job involvement, job satisfaction, group cohesiveness, organizational justice, and organizational commitment were tested in a sample of 613 participants. Results provided psychometric support for the three-dimensional citizenship performance conceptualization and scale in the Turkish context. Theoretical and practical implications of the findings are discussed.
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The contributions of children’s social competence, aggression, and anxiety to their play behaviours with peers
(Taylor & Francis, 2021) Asik-Ozturk, M.; Ahmetoglu, E.; Acar, İbrahim Hakkı; Psychology; ACAR, Ibrahim Hakkı
The purpose of this study was to investigate the contributions of children's social competence, aggression, and anxiety to their play behaviours with peers. A total of 149 preschoolers aged 36-73 months (M = 54.6 months, SD = 0.99; 50.3% girls) and their 46 teachers in Turkey recruited for the current study. Teachers reported on children's social competence, aggression, and anxiety. Children's peer relations during play were observed. Results from the regression models showed that children's social competence positively and anxiety negatively were associated with children's peer interactions during play. Children's gender was negatively associated with their play behaviours, indicating girls had higher levels of positive interactions with peers than boys did. Limitations and future directions of the current study are discussed.

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