Counseling

The aim of the present study was to test the factor structure, convergent validity, and reliability of the Functions of Identity Scale (FIS) on a Turkish college sample. FIS is a 15-item, self-report instrument consisting of five scales. In line with the original version, both the exploratory and confirmatory factor analysis revealed a five-factor structure, each representing distinct functions of identity formation. Convergent validity of the instrument was proved via bivariate correlations with theoretically comparable scales. Finally, internal consistency coefficients, test-retest values, and item-total correlations demonstrated the reliability of FIS for Turkish use. Overall, the findings suggest that the Turkish version of FIS is a useful instrument to assess the diverse functions of identity among Turkish college students.

The aim of the present study was to test the factor structure and reliability of the "The Adolescent Students' Basic Psychological Needs at School Scale" (ASBPNSS) among Turkish adolescents. In order to test the structure validity of the ASBPNSS, exploratory factor analysis is performed on a sample of 266 participants, and to further investigate the structure validity, confirmatory factor analysis is performed on a second sample of 300 participants. Data collected from a third sample of 303 participants were used in order to test the criterion validity, Cronbach's alpha coefficients and item-total correlations of ASBPNSS. Finally, test-retest reliability of the Turkish ASBPNSS was tested with a fourth sample of 73 participants. The results of the explanatory and confirmatory factor analysis, Cronbach's alpha coefficients and test-retest reliability scores supported the original threefactor structure of the ASBPNSS, suggesting the validity and reliability of the instrument to utilize among Turkish adolescents.

Counselors vary in personality traits, worldviews, epistemic values, cognitive styles, and developmental influences, and these variations in return effect their choice of a guiding theory. This study addresses the variables associated with the theoretical orientations of Turkish psychological counseling students. Participants completed measures of curiosity, thinking styles, epistemological beliefs and a questionnaire on their theoretical choices. Three separate discriminant analysis were conducted to understand which variables differentiate between theoretical orientations. Results of the discriminant analysis revealed that conservative and liberal thinking styles and absorption dimension of curiosity differentiated between theoretical orientations.

Counselors vary in personality traits, worldviews, epistemic values, cognitive styles, and developmental influences, and these variations in return effect their choice of a guiding theory. This study addresses the variables associated with the theoretical orientations of Turkish psychological counseling students. Participants completed measures of curiosity, thinking styles, epistemological beliefs and a questionnaire on their theoretical choices. Three separate discriminant analysis were conducted to understand which variables differentiate between theoretical orientations. Results of the discriminant analysis revealed that conservative and liberal thinking styles and absorption dimension of curiosity differentiated between theoretical orientations.

Öz: Araştırmada, ergenlerin problemli internet kullanımları internet kullanım süreleri, yaşam doyumu ve denetim odağı açısından ele alınmıştır. Araştırmaya İstanbul'da resmi liselere devam eden 119 lise öğrencisi katılmıştır. Araştırmanın verileri, Problemli İnternet Kullanımı Ölçeği, Yaşam Doyumu Ölçeği, Denetim Odağı Ölçeği ve Kişisel Bilgi Formu yoluyla elde edilmiştir. Hiyerarşik regresyon analizi ile elde edilen analiz sonuçları, internet kullanım süresinin, denetim odağının ve yaşam doyumunun problemli internet kullanımının anlamlı yordayıcıları olduğunu göstermektedir.

Present study aimed to examine the role of school social climate on the adolescent students' basic psychological needs at school. Participants were 303 high school students from İstanbul. School Social Climate scale, Adolescent Students' Basic Psychological Needs at School Scale and a Personal Information Form were used to collect data. Three separate regression analysis were conducted to analyse the data. Results of the first regression analysis revealed that independent variables together accounted for the 20% of the variance in autonomy among adolescents. Age, school and peers found to be significant predictors of autonomy. Results of the second regression analysis revealed that independent variables together accounted for the 24% of the variance in relatedness among adolescents. Teachers and peers found to be significant predictors of relatedness. Final regression analysis revealed that independent variables together accounted for the 19% of the variance in competence among adolescents. Only variable that had significant contribution within the model was peers.

The aim of the present study was to test the factor structure, convergent validity, and reliability of the Functions of Identity Scale (FIS) on a Turkish college sample. FIS is a 15-item, self-report instrument consisting of five scales. In line with the original version, both the exploratory and confirmatory factor analysis revealed a five-factor structure, each representing distinct functions of identity formation. Convergent validity of the instrument was proved via bivariate correlations with theoretically comparable scales. Finally, internal consistency coefficients, test-retest values, and item-total correlations demonstrated the reliability of FIS for Turkish use. Overall, the findings suggest that the Turkish version of FIS is a useful instrument to assess the diverse functions of identity among Turkish college students. Key Words Functions of Identity, Functions of Identity Scale, Identity Formation, Scale Validation. Erikson (1959) described human psychosocial development ...

Bu çalışmada ergenlerin problemli internet kullanımında internet kullanım süresi, anne-babanın eğitim düzeyi ile anne-baba cep telefonu ve bilgisayar izlemesinin görece rolünün incelenmesi amaçlanmıştır. İstanbul ilinde yaşları 14 ile 18 arasında değişen 250 lise öğrencisiyle yapılan çalışmada Problemli İnternet Kullanımı Ölçeği, Anne-Baba İzleme Ölçeği ve Kişisel Bilgi Formuyla veriler toplanmıştır. Gerçekleştirilen Hiyerarşik regresyon analizi sonucunda internet kullanım süresi, babanın eğitim düzeyi ve anne-baba bilgisayar izlemesinin birlikte ergenlerin problemli internet kullanımını %16 düzeyinde anlamlı olarak yordadığı bulunmuştur. Anne eğitim düzeyi ve cep telefonu izlemesinin model içindeki katkısı anlamlı bulunmazken, ergenin internet kullanım süresi ve babanın eğitim düzeyinin, anne-baba bilgisayar izlemesine göre model içindeki katkısının görece daha yüksek olduğu saptanmıştır. 

Bu çalışma, psikolojik danışmanlık öğrencilerinin danışman öz-yeterliliklerini yordamada otantiklik ve dünyaya ilişkin varsayımların rolünü anlamak amacıyla gerçekleştirilmiştir. Araştırmanın çalışma grubu, İstanbul'da bulunan iki devlet üniversitesinin Rehberlik ve Psikolojik Danışmanlık Ana Bilim Dalında lisans eğitimi görmekte olan üçüncü (N=123) ve dördüncü (N=195) sınıf öğrencileri oluşturmuştur. Veriler, kişisel bilgi formu, Danışman Öz-Yeterlik Ölçeği, Dünyaya ilişkin varsayımlar ölçeği (iyilik varsayımı alt boyutu) ve Otantiklik Ölçeği kullanılarak toplanmıştır. Araştırma sonucunda, danışman özyeterliliğinin, otantikliğin alt boyutları olan kendine yabancılaşma, dışsal etkiye açıklık ve otantik yaşama ile iyilik varsayımı tarafından yordandığı saptanmıştır.