ZGEFD Çokkültürlülük

Öğretmenlerin Çokkültürlü Eğitime ve Mülteci Öğrencilere Yönelik Tutumları

Asil Ali Özdoğru, Fatma Nur Dolu, Aysenur Akan ve Sena Aldemir

Bu araştırmanın amacı öğretmenlerin sosyodemografik özellikleri ve çokkültürlü eğitim tutumları ile mülteci öğrencilere karşı tutumları arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubunu amaçlı örnekleme yöntemiyle ulaşılan 134 öğretmen oluşturmaktadır. 55’i kadın ve 79’u erkek olan katılımcıların yaşları 23 ila 62 (Ort.=38,70; ss=7,97) arasında değişmektedir. Katılımcılara sosyodemografik sorularla birlikte Öğretmenlerin Çokkültürlü Eğitim Tutum Ölçeği (ÖÇTÖ) ve Mülteci Öğrenci Tutum Ölçeği (MÖTÖ) çevrimiçi olarak uygulanmıştır. Korelasyon analizi sonucunda ÖÇTÖ ve MÖTÖ toplam, MÖTÖ iletişim ve yeterlik alt boyut puanları arasında istatistiksel olarak anlamlı pozitif bir ilişki saptanmıştır. Ölçek puanlarının cinsiyet, yurt dışına çıkma, çokkültürlü deneyime sahip olma, geçmişte mülteci öğrencilerle çalışmış olma, şimdi mülteci öğrencilerle çalışıyor olma ve mülteci öğrencilerle ilgili mesleki gelişim eğitimine katılma durumlarına göre anlamlı farklılık göstermediği bulunmuştur. Öğretmenlerin ÖÇTÖ puanlarının yaşlarıyla ve yaşamlarının çoğunu geçirdikleri yerleşim türüyle ilişkili olduğu bulunmuştur. Öğretmenlerin MÖTÖ puanlarının ise yaş, kıdem, yaşamlarının çoğunu geçirdikleri yerleşim türü ve görev yapılan eğitim kademesiyle ilişkili olduğu görülmüştür.

Anahtar Kelimeler: Mülteci öğrenciler, öğretmen tutumları, çokkültürlü eğitim

Atıf: Özdoğru, A. A., Dolu, F. N., Akan, A. ve Aldemir, S. (2021). Öğretmenlerin çokkültürlü eğitime ve mülteci öğrencilere yönelik tutumları. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 40, 111-122. https://doi.org/10.14582/DUZGEF.2021.181

Teachers’ Attitudes Towards Multicultural Education and Refugee Students

Asil Ali Özdoğru, Fatma Nur Dolu, Aysenur Akan, and Sena Aldemir

The aim of this study is to examine the relationship between teachers' sociodemographic characteristics and their attitudes towards multicultural education and refugee students. Participants consisted of 134 teachers who were recruited through purposive sampling. Ages of the participants ranged from 23 to 62 (M=38,70; sd=7,97), of which 55 were female and 79 were male. Along with sociodemographic questions, Teacher Multicultural Attitude Survey (TMAS) and Refugee Student Attitude Scale (RSAS) were administered online. Correlation analysis revealed a statistically significant correlation between TMAS and RSAS total scores. There was a statistically significant positive correlation between TMAS total scores and RSAS communication subscale scores and RSAS competency subscale scores. The scale scores did not differ significantly for the variables of gender, going abroad, having a multicultural experience, having refugee students in the past, having refugee students currently and participating in any professional education related to refugee students. The teachers’ TMAS scores were found to differ significantly according to their ages and the type of settlement where they have spent most of their lives. It was found that teachers’ RSAS scores correlated with their age, professional experience, settlement type, and school levels they work.

Keywords: Refugee students, teacher attitudes, multicultural education

Citation: Özdoğru, A. A., Dolu, F. N., Akan, A., & Aldemir, S. (2021). Teachers’ attitudes towards multicultural education and refugee students [Abstract]. Dicle University Journal of Ziya Gökalp Faculty of Education, 40, 111-122. https://doi.org/10.14582/DUZGEF.2021.181

EMAK 2021

Okul Öncesi Öğretmenlerinin Karakter Eğitimi Yetkinlik İnançları İle Öğrencilerinin Değerleri Arasındaki İlişki

Eylem Bakır ve Asil Ali Özdoğru

Okul öncesi dönem, çocuğun karakter ve değerlerinin gelişimindeki önemli dönemlerden biridir. Bu dönemde ailenin yanı sıra okul öncesi öğretmenlerinin çocuklara sundukları destek ve katkılar çok önemlidir. Okul öncesi öğretmenlerinin mesleki yeterlik ve yetkinlikleri de çocukların değer gelişimi açısından önemli etkiye sahiptir. Bu çalışmanın temel amacı okul öncesi öğretmenlerinin karakter eğitimi yetkinlik inançlarının öğrencilerinin değerleriyle olan ilişkisini incelemektir. İlişkisel tarama modelinde tasarlanan bu araştırma çalışması, İstanbul’un Anadolu yakasında yer alan Beykoz, Kadıköy ve Ümraniye ilçelerinde Millî Eğitim Bakanlığı’na bağlı anasınıfları ve özel okullar olmak üzere toplam 12 okul öncesi eğitim kurumunda yürütülmüştür. Araştırma kapsamında bu kurumlarda görev yapan 30 okul öncesi öğretmeninden ve onların 253 öğrencisi hakkında velilerinden anket yoluyla veri toplanmıştır. Çalışmada aile ve öğretmen demografik bilgi formu, Karakter Eğitimi Yetkinlik İnancı Skalası (KEYİS) ve Okul Öncesi Değer Ölçeği (OÖDÖ) Aile ve Öğretmen Formu kullanılmıştır. Araştırmanın bulgularına göre öğretmenlerin KEYİS ve OÖDÖ Öğretmen Formu puanları yaş, kurum türü, kıdem, sınıf mevcudu, değerler eğitimine yönelik ders ve hizmet içi eğitim değişkenlerine göre farklılık göstermemektedir. OÖDÖ Aile Formu puanları cinsiyet, eğitim, gelir düzeyi, çocuğa yakınlıkları, okul öncesi eğitim alan çocuk sayısı, meslek değişkenlerine göre farklılık göstermezken yaş ve kurs değişkenlerinde farklılık göstermektedir. OÖDÖ Öğretmen ve Aile Formlarının bazı değer alt boyutlarında anlamlı pozitif korelasyonlar görülmüştür. KEYİS puanları ile OÖDÖ Aile Formu dostluk değer alt boyut puanları arasında da anlamlı pozitif korelasyonlar bulunmuştur. Araştırmanın bulguları alanyazındaki bazı çalışmaların sonuçlarıyla tutarlılık arz etmektedir. Bulgular ilgili araştırmalar ışığında tartışılmış ve sonuç bölümünde önerilerde bulunulmuştur.

Atıf: Bakır, E. ve Özdoğru, A. A. (2021, Aralık 18-19). Okul öncesi öğretmenlerinin karakter eğitimi yetkinlik inançları ile öğrencilerinin değerleri arasındaki ilişki [Sözlü bildiri sunumu]. Eğitimde Mükemmeliyet Araştırmaları Kongresi, İstanbul, Türkiye. https://emak.fsm.edu.tr/

ARQOL COVID-19

Social Contact, Academic Satisfaction, COVID-19 Knowledge, and Subjective Well-being Among Students at Turkish Universities: A Nine-University Sample

Gülsen Erden, Asil Ali Özdoğru, Sami Çoksan, Hale Ögel-Balaban, Yakup Azak, İlkiz Altınoğlu-Dikmeer, Aysun Ergül-Topçu, Yeşim Yasak, Gözde Kıral-Uçar, Seda Oktay, Pelin Karaca-Dinç, Ezgi Didem Merdan-Yıldız, Selen Eltan, Güler Beril Kumpasoğlu, and Gülsen Baytemir

Adverse effects of COVID-19 are seen not only on the physical health of infected individuals but also on their subjective well-being. Sudden changes in social lives, lockdowns, and shifts towards online education have had a negative impact on many people, especially university students. As part of an international study, the current study focused on the well-being of students at Turkish universities in relation to social contact, academic satisfaction, and COVID-19 knowledge. A total of 7363 students from nine universities (86.6% from state universities, 71.04% female, and 73.52% at bachelor’s level) participated in an online survey. Results revealed that females had lower levels of subjective well-being and academic satisfaction. According to a mediation model in the study, the relationship between social contact and well-being was mediated by academic satisfaction and COVID-19 knowledge. Our findings can guide future researchers, mental health professionals, universities, and policymakers to understand and improve subjective well-being of university students.

Keywords: Subjective well-being, Social contact, Academic satisfaction, COVID-19, University students

Citation: Erden, G., Özdoğru, A. A., Çoksan, S., Ögel-Balaban, H., Azak, Y., Altınoğlu-Dikmeer, İ., Ergül-Topçu, A., Yasak, Y., Kıral-Uçar, G., Oktay, S., Karaca-Dinç, P., Merdan-Yıldız, E. D., Eltan, S., Kumpasoğlu, G. B., & Baytemir, G. (2022). Social contact, academic satisfaction, COVID-19 knowledge, and subjective well-being among students at Turkish universities: A nine-university sample. Applied Research in Quality of Life, 17, 2017–2039. https://doi.org/10.1007/s11482-021-10019-7

PDR 2021 B

Beş Oturumluk Bir Psikososyal Destek Programının Mülteci ve Türk Ortaokul Öğrencileri Üzerindeki Etkisi

Hanife Büşra Feyizoğlu Doğrusadık ve Asil Ali Özdoğru

Türkiye, 2021 yılı itibarıyla 3,7 milyonun üzerindeki mülteci nüfusuyla dünyanın en çok mülteciye ev sahipliği yapan ülkesidir. Çoğunluğu Suriyeli ve %47’si 0-18 yaş arası çocuklardan oluşan mültecilerin temel ihtiyaçlarıyla beraber psikososyal açıdan desteklenmesi gereklidir. Bu çalışmanın amacı Türkiye’deki Suriyeli mülteci öğrencilerin ve birlikte eğitim gördükleri Türk öğrencilerin psikososyal gelişimlerini desteklemeye yönelik beş oturumluk bir psikososyal destek programının katılımcı çocuklar üzerindeki etkisini incelemektir. Program İstanbul Sultanbeyli ilçesinde yer alan bir devlet okulunda beşinci sınıfta öğrenim gören 34 öğrenci ile gerçekleştirilmiştir. Seçkisiz olarak belirlenen yedisi Türk, dokuzu Suriyeli 16 öğrenci deney grubuna, yedisi Türk on biri Suriyeli 18 öğrenci kontrol grubuna atanmıştır. Deney grubundaki katılımcılarla haftada bir 90 dakikalık yüz yüze grup oturumları düzenlenmiştir. Her iki gruba da ön test ve son test aşamalarında Çocuklarda Umut Ölçeği, Çocuklar İçin Sosyal Anksiyete Ölçeği, Stirling Çocuklar için Duygusal ve Psikolojik İyi Oluş Ölçeği ile sadece Türk öğrencilere Mülteci Öğrencilere Yönelik Tutum Ölçeği uygulanmıştır. Araştırmanın bulgularına göre deney ve kontrol gruplarının son test aşamasındaki umut, sosyal anksiyete ile duygusal ve psikolojik iyi oluş puanlarında istatistiksel olarak anlamlı bir farklılığa rastlanmamıştır. Ön test ve son test puan farkına bakıldığında, kontrol grubunun ve Suriyeli katılımcıların sosyal anksiyete ile duygusal ve psikolojik iyi oluş puanlarında anlamlı bir artış görülmüştür. Mülteci öğrencilere yönelik tutumlarda ise hem deney hem de kontrol grubunda olumlu yönde anlamlı bir artış gözlemlenmiştir. Bu bulgular, programın süre ve içeriğiyle ilgili bazı düzenlemelerin gerekliliğine işaret etmekle beraber alanyazındaki diğer çalışmalarla kıyaslandığında bazı benzerlik ve farklılıklar göze çarpmaktadır. Çalışmanın bulguları uygulanan programın içeriği ve uygulama koşulları ile kavramsal ve yöntemsel konular üzerinden tartışılmıştır.

Atıf: Feyizoğlu Doğrusadık, H. B. ve Özdoğru, A. A. (2021, Ekim 7-10). Beş oturumluk bir psikososyal destek programının mülteci ve Türk ortaokul öğrencileri üzerindeki etkisi [Sözlü bildiri sunumu]. 22. Uluslararası Psikolojik Danışma ve Rehberlik Kongresi, Muş, Türkiye. https://pdrkongre2021.pdr.org.tr/

The Effect of a Five-Session Psychosocial Support Program on Refugee and Turkish Middle School Students

Turkey is the world's largest refugee-hosting country, with a refugee population of over 3.7 million as of 2021. Refugees, the majority of whom are Syrians and 47% of whom are children between the ages of 0-18, need psychosocial support along with their basic needs. The aim of this study is to examine the effect of a five-session psychosocial support program to support the psychosocial development of Syrian refugee students in Turkey and Turkish students they study with, on participating children. The program was carried out with 34 students studying in the fifth grade in a public school located in the Sultanbeyli district of İstanbul. Sixteen students (seven Turkish and nine Syrians) were randomly assigned to the experimental group and 18 students (seven Turkish and eleven Syrians) were randomly assigned to the control group. 90-minute face-to-face group sessions were held once a week with the participants in the experimental group. Children's Hope Scale, Social Anxiety Scale for Children, Stirling Children's Wellbeing Scale, and, only for Turkish students, Attitude Towards Refugee Students Scale were administered to both groups during the pre-test and post-test stages. According to the findings of the study, no statistically significant difference was found in hope, social anxiety, and emotional and psychological well-being scores of the experimental and control groups at the post-test stage. In terms of the difference between pre-test and post-test scores, a significant increase was observed in the social anxiety and emotional and psychological well-being scores of the control group and Syrian participants. A significant positive increase was observed in attitudes towards refugee students in both the experimental and control groups. These findings point out the necessity of some changes in the duration and content of the program, additionally, there are some similarities and differences when compared to other studies in the literature. The findings of the study were discussed in relation to content and application conditions of the applied program and conceptual and methodological issues.

Citation: Feyizoğlu Doğrusadık, H. B., & Özdoğru, A. A. (2021, October 7-10). The effect of a five-session psychosocial support program on refugee and Turkish middle school students [Oral paper presentation]. 22nd International Congress on Psychological Counseling and Guidance, Muş, Turkey. https://pdrkongre2021.pdr.org.tr/

PDR 2021 A

Çocuk Odaklı Sosyal Uyum Ölçeğinin Geliştirilmesi

Asil Ali Özdoğru, Sırrı Akbaba ve Ebulfez Süleymanlı

Sosyal uyum bir bireyin veya grubun kendi özgür iradesiyle diğer gruplarla ortak bir sosyal hayat yaşamak için ortak amaçlarla hareket etmesi olarak tanımlanmaktadır. Türkiye gibi yoğun göç olan ülkelerde göçmen çocuk ve gençlerin sosyal uyum süreçleri birey ve ailelerin ruh sağlığı ve sosyal entegrasyonu açısından oldukça önemlidir. Bu çalışmada Türkiye’de yer alan göçmen ve yerli çocukların sosyal uyum düzeylerini ölçmeye yönelik bir özbildirim ölçeğinin geliştirilmesi amaçlanmıştır. Çocuk Odaklı Sosyal Uyum Ölçeği (ÇOSUÖ) adı verilen bu ölçeğin geliştirilmesinde yazarlar tarafından alanyazında belirlenen dokuz temayla ilgili 89 maddelik bir Türkçe madde havuzu geliştirilmiştir. Madde havuzu beş kişilik bir uzman görüşüne sunulmuş ve bazı madde ifadeleri yeninden düzenlenmiştir. Kapsam Geçerlik Oranları ile tema temsiliyeti göz önüne alınarak beşli Likert tipinde 27 maddelik bir deneme formu ortaya çıkarılmıştır. Deneme formu bir grup çocuğa uygulandıktan sonra olumsuz ifadeli ters maddeler olumlu ifadeye çevrilmiştir. Ölçeğin 27 maddelik sürümü Türk Kızılay tarafından uygulanan çocuk programlarına katılan 10-18 yaş aralığındaki 838 yerli ve göçmen çocuğa Türkçe ve Arapça olarak uygulanmıştır. Uygulama verileri madde ve faktör analizleriyle incelendiğinde 13 maddenin ölçekten çıkartılması, nihai ölçeğin geriye kalan 14 madde ve iki faktörden oluşması kararlaştırılmıştır. Birinci faktör “düzen” adı verilen 9 maddelik ilk alt ölçeği, ikinci faktör ise “ilişkiler” adı verilen 5 maddelik ikinci alt ölçeği ortaya koymaktadır. Ölçeğin Cronbach Alfa güvenirlik katsayısı toplam ölçek için .879, düzen alt ölçeği için .865 ve ilişkiler alt ölçeği için ise .769 olarak hesaplanmıştır. ÇOSUÖ ölçek puanları Çok Boyutlu Algılanan Sosyal Destek Ölçek puanlarıyla pozitif ve anlamlı bir ilişki içindedir. Bu bulgular göz önüne alındığında Çocuk Odaklı Sosyal Uyum Ölçeği göçmen ve yerli çocukların sosyal uyum düzeylerini ölçmede kullanılabilecek güvenilir ve geçerli bir ölçüm aracı olarak değerlendirilebilir.

Atıf: Özdoğru, A. A., Akbaba, S. ve Süleymanlı, E. (2021, Ekim 7-10). Çocuk Odaklı Sosyal Uyum Ölçeğinin geliştirilmesi [Sözlü bildiri sunumu]. 22. Uluslararası Psikolojik Danışma ve Rehberlik Kongresi, Muş, Türkiye. https://pdrkongre2021.pdr.org.tr/

Development of the Child-Focused Social Cohesion Scale

Social cohesion is defined as an individual's or group's free will to act with common goals in order to live a common social life with other groups. Social adaptation processes of migrant children and youth are very important in terms of mental health and social integration of individuals and families in countries such as Turkey with intensive migration. In this study, it was aimed to develop a self-report scale to measure the social adjustment levels of immigrant and native children in Turkey. For the development of this scale, which is called the Child-Focused Social Cohesion Scale (CFSCS), an item pool of 89 Turkish items related to nine themes derived from the literature was developed by the authors. The item pool was presented to a five-person expert opinion and wordings of some item were edited. A 27-item five-point Likert-type trial form was developed by taking the Content Validity Rates and thematic representation into account. After the trial form was administered to a group of children, negative items were converted to positive items. The 27-item version of the scale was applied in Turkish and Arabic to 838 local and immigrant children between the ages of 10-18 who participated in the children's programs implemented by the Turkish Red Crescent. As a result of item and factor analysis on this data, it was decided that 13 items were removed from the scale and the final scale would consist of the remaining 14 items and two factors. The first factor reveals the first subscale of 9 items called "order", and the second factor reveals the second subscale of 5 items called "relationships". The Cronbach Alpha reliability coefficient of the scale was calculated as .879 for the total scale, .865 for the order subscale and .769 for the relations subscale. CFSCS scores were found to have a positive and significant relationship with Multidimensional Scale of Perceived Social Support scores. Considering these findings, the Child-Focused Social Cohesion Scale can be considered as a reliable and valid measurement tool that can be used to measure the social cohesion levels of immigrant and native children.

Citation: Özdoğru, A. A., Akbaba, S., & Süleymanlı, E. (2021, October 7-10). Development of the Child-Focused Social Cohesion Scale [Oral paper presentation]. 22nd International Congress on Psychological Counseling and Guidance, Muş, Turkey. https://pdrkongre2021.pdr.org.tr/

SSM-PH C19 ISWS

Depressive Symptoms in Higher Education Students During the First Wave of the COVID-19 Pandemic. An Examination of the Association With Various Social Risk Factors Across Multiple High- and Middle-Income Countries

S. Van de Velde, V. Buffel, C. van der Heijde, S. Çoksan, P. Bracke, T. Abel, H. Busse, H. Zeeb, F. Rabiee-Khan, T. Stathopoulou, G. Van Hal, J. Ladner, M. Tavolacci, R. Tholen, E. Wouters, and for the C19 ISWS Consortium

Higher-education students face substantial risks for developing depressive symptoms during the COVID-19 pandemic or experiencing exacerbated pre-existing depressive symptoms. This study uses data from the COVID-19 International Student Well-Being Study, which collected data through a non-representative convenience sample in 125 higher-education institutions (HEI) across 26 high- and middle-income countries (N: 20,103) during the first wave of the COVID-19 pandemic. It describes the prevalence of depressive symptoms in higher-education students. We find substantial cross-national variation in depressive symptoms, with lowest mean levels established in the Nordic countries and France, while highest mean levels of depressive symptoms were found in Turkey, South Africa, Spain and the USA. Elevated risk for depressive symptoms was found in female students, students with fewer social support resources and in a more disadvantaged socioeconomic position, and students with a migrant background. COVID-19 related stressors, such as reduced social contact, increased financial insecurity, and academic stress explained a relatively larger proportion of the variance in depressive symptoms compared to non-COVID-19 related stressors. This finding shows that not the pandemic itself, but rather the secondary effects of the pandemic relate to students' mental health. Our results enable HEIs to be better equipped to target groups that are particularly at risk during a pandemic.

Keywords: Depressive symptoms, Higher education students, COVID-19

Citation: Van de Velde, S., Buffel, V., van der Heijde, C., Çoksan, S., Bracke, P., Abel, T., Busse, H., Zeeb, H., Rabiee-khan, F., Stathopoulou, T., Van Hal, G., Ladner, J., Tavolacci, M., Tholen, R., Wouters, E., & for the C19 ISWS Consortium (2021). Depressive symptoms in higher education students during the first wave of the COVID-19 pandemic. An examination of the association with various social risk factors across multiple high- and middle-income countries. SSM - Population Health, 16, 100936. https://doi.org/10.1016/j.ssmph.2021.100936

Okul Dışı Zaman

Çocuk ve Gençlerin Yaşamında Bir Gelişim Bağlamı Olarak Okul Dışı Zaman

Asil Ali Özdoğru

Yaşam boyu insan gelişiminin incelenmesinde farklı bağlamlar göz önüne alınmalıdır. Çocuk ve gençlerin gelişiminde aile ve okul gibi bağlamlar yer almaktadır. Bu başlıca gelişim bağlamlarından biri olan okul dışı zaman, çocukların fiziksel, bilişsel, sosyal ve duygusal gelişiminde önemli bir rol oynamaktadır. Çocuklar günlük zamanlarının yarısından fazlasını ev, oyun alanları ve okul sonrası programlar gibi okul dışı ortamlarda geçirirler. Okul dışı ortam, sınıf içindeki daha standart deneyimlerin sunduğundan farklı olarak çocuklar için bireyselleştirilmiş ve zengin gelişim fırsatları sunabilmektedir. Çocukların okul dışı zaman aktivite ve programlarının incelenmesi yoluyla onların gelişim özellikleri ve örüntüleri hakkında daha bütüncül bir değerlendirme yapılabilir...

Atıf: Özdoğru, A. A. (2021). Çocuk ve gençlerin yaşamında bir gelişim bağlamı olarak okul dışı zaman. İ. Karabıyık ve M. F. Sansar (Ed.), Sosyal bilimlerde güncel araştırma ve incelemeler içinde (sf. 1-15). Ankara: Akademisyen Kitabevi. https://doi.org/10.37609/akya.642

NHB COVID-19

A Multi-Country Test of Brief Reappraisal Interventions on Emotions During the COVID-19 Pandemic

Ke Wang, Amit Goldenberg, Charles A. Dorison, Jeremy K. Miller, Andero Uusberg, Jennifer S. Lerner, James J. Gross, Bamikole Bamikole Agesin, Márcia Bernardo, Olatz Campos, Luis Eudave, Karolina Grzech, Daphna Hausman Ozery, Emily A. Jackson, Elkin Oswaldo Luis Garcia, Shira Meir Drexler, Anita Penić Jurković, Kafeel Rana, John Paul Wilson, Maria Antoniadi, Kermeka Desai, Zoi Gialitaki, Elizaveta Kushnir, Khaoula Nadif, Olalla Niño Bravo, Rafia Nauman, Marlies Oosterlinck, Myrto Pantazi, Natalia Pilecka, Anna Szabelska, I. M. M. van Steenkiste, Katarzyna Filip, Andreea Ioana Bozdoc, Gabriela Mariana Marcu, Elena Agadullina, Matúš Adamkovič, Marta Roczniewska, Cecilia Reyna, Angelos P. Kassianos, Minja Westerlund, Lina Ahlgren, Sara Pöntinen, Gabriel Agboola Adetula, Pinar Dursun, Azuka Ikechukwu Arinze, Nwadiogo Chisom Arinze, Chisom Esther Ogbonnaya, Izuchukwu L. G. Ndukaihe, Ilker Dalgar, Handan Akkas, Paulo Manuel Macapagal, Savannah Lewis, Irem Metin-Orta, Francesco Foroni, Megan Willis, Anabela Caetano Santos, Aviv Mokady, Niv Reggev, Merve A. Kurfali, Martin R. Vasilev, Nora L. Nock, Michal Parzuchowski, Mauricio F. Espinoza Barría, Marek Vranka, Markéta Braun Kohlová, Ivan Ropovik, Mikayel Harutyunyan, Chunhui Wang, Elvin Yao, Maja Becker, Efisio Manunta, Gwenael Kaminski, Dafne Marko, Kortnee Evans, David M. G. Lewis, Andrej Findor, Anais Thibault Landry, John Jamir Benzon Aruta, Manuel S. Ortiz, Zahir Vally, Ekaterina Pronizius, Martin Voracek, Claus Lamm, Maurice Grinberg, Ranran Li, Jaroslava Varella Valentova, Giovanna Mioni, Nicola Cellini, Sau-Chin Chen, Janis Zickfeld, Karis Moon, Habiba Azab, Neil Levy, Alper Karababa, Jennifer L. Beaudry, Leanne Boucher, W. Matthew Collins, Anna Louise Todsen, Kevin van Schie, Jáchym Vintr, Jozef Bavolar, Lada Kaliska, Valerija Križanić, Lara Samojlenko, Razieh Pourafshari, Sandra J. Geiger, Julia Beitner, Lara Warmelink, Robert M. Ross, Ian D. Stephen, Thomas J. Hostler, Soufian Azouaghe, Randy McCarthy, Anna Szala, Caterina Grano, Claudio Singh Solorzano, Gulnaz Anjum, William Jimenez-Leal, Maria Bradford, Laura Calderón Pérez, Julio E. Cruz Vásquez, Oscar J. Galindo-Caballero, Juan Camilo Vargas-Nieto, Ondřej Kácha, Alexios Arvanitis, Qinyu Xiao, Rodrigo Cárcamo, Saša Zorjan, Zuzanna Tajchman, Iris Vilares, Jeffrey M. Pavlacic, Jonas R. Kunst, Christian K. Tamnes, Claudia C. von Bastian, Mohammad Atari, MohammadHasan Sharifian, Monika Hricova, Pavol Kačmár, Jana Schrötter, Rima-Maria Rahal, Noga Cohen, Saiedeh FatahModarres, Miha Zrimsek, Ilya Zakharov, Monica A. Koehn, Celia Esteban-Serna, Robert J. Calin-Jageman, Anthony J. Krafnick, Eva Štrukelj, Peder Mortvedt Isager, Jan Urban, Jaime R. Silva, Marcel Martončik, Sanja Batić Očovaj, Dušana Šakan, Anna O. Kuzminska, Jasna Milosevic Djordjevic, Inês A. T. Almeida, Ana Ferreira, Ljiljana B. Lazarevic, Harry Manley, Danilo Zambrano Ricaurte, Renan P. Monteiro, Zahra Etabari, Erica Musser, Daniel Dunleavy, Weilun Chou, Hendrik Godbersen, Susana Ruiz-Fernández, Crystal Reeck, Carlota Batres, Komila Kirgizova, Abdumalik Muminov, Flavio Azevedo, Daniela Serrato Alvarez, Muhammad Mussaffa Butt, Jeong Min Lee, Zhang Chen, Frederick Verbruggen, Ignazio Ziano, Murat Tümer, Abdelilah C. A. Charyate, Dmitrii Dubrov, María del Carmen M. C. Tejada Rivera, Christopher Aberson, Bence Pálfi, Mónica Alarcón Maldonado, Barbora Hubena, Asli Sacakli, Chris D. Ceary, Karley L. Richard, Gage Singer, Jennifer T. Perillo, Tonia Ballantyne, Wilson Cyrus-Lai, Maksim Fedotov, Hongfei Du, Magdalena Wielgus, Ilse L. Pit, Matej Hruška, Daniela Sousa, Balazs Aczel, Barnabas Szaszi, Sylwia Adamus, Krystian Barzykowski, Leticia Micheli, Nadya-Daniela Schmidt, Andras N. Zsido, Mariola Paruzel-Czachura, Michal Bialek, Marta Kowal, Agnieszka Sorokowska, Michal Misiak, Débora Mola, María Victoria Ortiz, Pablo Sebastián Correa, Anabel Belaus, Fany Muchembled, Rafael R. Ribeiro, Patricia Arriaga, Raquel Oliveira, Leigh Ann Vaughn, Paulina Szwed, Małgorzata Kossowska, Gabriela Czarnek, Julita Kielińska, Benedict Antazo, Ruben Betlehem, Stefan Stieger, Gustav Nilsonne, Nicolle Simonovic, Jennifer Taber, Amélie Gourdon-Kanhukamwe, Artur Domurat, Keiko Ihaya, Yuki Yamada, Anum Urooj, Tripat Gill, Martin Čadek, Lisa Bylinina, Johanna Messerschmidt, Murathan Kurfalı, Adeyemi Adetula, Ekaterina Baklanova, Nihan Albayrak-Aydemir, Heather B. Kappes, Biljana Gjoneska, Thea House, Marc V. Jones, Jana B. Berkessel, William J. Chopik, Sami Çoksan, Martin Seehuus, Ahmed Khaoudi, Ahmed Bokkour, Kanza Ait El Arabi, Ikhlas Djamai, Aishwarya Iyer, Neha Parashar, Arca Adiguzel, Halil Emre Kocalar, Carsten Bundt, James O. Norton, Marietta Papadatou-Pastou, Anabel De la Rosa-Gomez, Vladislav Ankushev, Natalia Bogatyreva, Dmitry Grigoryev, Aleksandr Ivanov, Irina Prusova, Marina Romanova, Irena Sarieva, Maria Terskova, Evgeniya Hristova, Veselina Hristova Kadreva, Allison Janak, Vidar Schei, Therese E. Sverdrup, Adrian Dahl Askelund, Lina Maria Sanabria Pineda, Dajana Krupić, Carmel A. Levitan, Niklas Johannes, Nihal Ouherrou, Nicolas Say, Sladjana Sinkolova, Kristina Janjić, Marija Stojanovska, Dragana Stojanovska, Meetu Khosla, Andrew G. Thomas, Franki Y. H. Kung, Gijsbert Bijlstra, Farnaz Mosannenzadeh, Busra Bahar Balci, Ulf-Dietrich Reips, Ernest Baskin, Byurakn Ishkhanyan, Johanna Czamanski-Cohen, Barnaby James Wyld Dixson, David Moreau, Clare A. M. Sutherland, Hu Chuan-Peng, Chris Noone, Heather Flowe, Michele Anne, Steve M. J. Janssen, Marta Topor, Nadyanna M. Majeed, Yoshihiko Kunisato, Karen Yu, Shimrit Daches, Andree Hartanto, Milica Vdovic, Lisa Anton-Boicuk, Paul A. G. Forbes, Julia Kamburidis, Evelina Marinova, Mina Nedelcheva-Datsova, Nikolay R. Rachev, Alina Stoyanova, Kathleen Schmidt, Jordan W. Suchow, Maria Koptjevskaja-Tamm, Teodor Jernsäther, Jonas K. Olofsson, Olga Bialobrzeska, Magdalena Marszalek, Srinivasan Tatachari, Reza Afhami, Wilbert Law, Jan Antfolk, Barbara Žuro, Natalia Van Doren, Jose A. Soto, Rachel Searston, Jacob Miranda, Kaja Damnjanović, Siu Kit Yeung, Dino Krupić, Karlijn Hoyer, Bastian Jaeger, Dongning Ren, Gerit Pfuhl, Kristoffer Klevjer, Nadia S. Corral-Frías, Martha Frias-Armenta, Marc Y. Lucas, Adriana Olaya Torres, Mónica Toro, Lady Grey Javela Delgado, Diego Vega, Sara Álvarez Solas, Roosevelt Vilar, Sébastien Massoni, Thomas Frizzo, Alexandre Bran, David C. Vaidis, Luc Vieira, Bastien Paris, Mariagrazia Capizzi, Gabriel Lins de Holanda Coelho, Anna Greenburgh, Cassie M. Whitt, Alexa M. Tullett, Xinkai Du, Leonhard Volz, Minke Jasmijn Bosma, Cemre Karaarslan, Eylül Sarıoğuz, Tara Bulut Allred, Max Korbmacher, Melissa F. Colloff, Tiago J. S. Lima, Matheus Fernando Felix Ribeiro, Jeroen P. H. Verharen, Maria Karekla, Christiana Karashiali, Naoyuki Sunami, Lisa M. Jaremka, Daniel Storage, Sumaiya Habib, Anna Studzinska, Paul H. P. Hanel, Dawn Liu Holford, Miroslav Sirota, Kelly Wolfe, Faith Chiu, Andriana Theodoropoulou, El Rim Ahn, Yijun Lin, Erin C. Westgate, Hilmar Brohmer, Gabriela Hofer, Olivier Dujols, Kevin Vezirian, Gilad Feldman, Giovanni A. Travaglino, Afroja Ahmed, Manyu Li, Jasmijn Bosch, Nathan Torunsky, Hui Bai, Mathi Manavalan, Xin Song, Radoslaw B. Walczak, Przemysław Zdybek, Maja Friedemann, Anna Dalla Rosa, Luca Kozma, Sara G. Alves, Samuel Lins, Isabel R. Pinto, Rita C. Correia, Peter Babinčák, Gabriel Banik, Luis Miguel Rojas-Berscia, Marco A. C. Varella, Jim Uttley, Julie E. Beshears, Katrine Krabbe Thommesen, Behzad Behzadnia, Shawn N. Geniole, Miguel A. Silan, Princess Lovella G. Maturan, Johannes K. Vilsmeier, Ulrich S. Tran, Sara Morales Izquierdo, Michael C. Mensink, Piotr Sorokowski, Agata Groyecka-Bernard, Theda Radtke, Vera Cubela Adoric, Joelle Carpentier, Asil Ali Özdoğru, Jennifer A. Joy-Gaba, Mattie V. Hedgebeth, Tatsunori Ishii, Aaron L. Wichman, Jan Philipp Röer, Thomas Ostermann, William E. Davis, Lilian Suter, Konstantinos Papachristopoulos, Chelsea Zabel, Charles R. Ebersole, Christopher R. Chartier, Peter R. Mallik, Heather L. Urry, Erin M. Buchanan, Nicholas A. Coles, Maximilian A. Primbs, Dana M. Basnight-Brown, Hans IJzerman, Patrick S. Forscher, and Hannah Moshontz

The COVID-19 pandemic has increased negative emotions and decreased positive emotions globally. Left unchecked, these emotional changes might have a wide array of adverse impacts. To reduce negative emotions and increase positive emotions, we tested the effectiveness of reappraisal, an emotion-regulation strategy that modifies how one thinks about a situation. Participants from 87 countries and regions (n = 21,644) were randomly assigned to one of two brief reappraisal interventions (reconstrual or repurposing) or one of two control conditions (active or passive). Results revealed that both reappraisal interventions (vesus both control conditions) consistently reduced negative emotions and increased positive emotions across different measures. Reconstrual and repurposing interventions had similar effects. Importantly, planned exploratory analyses indicated that reappraisal interventions did not reduce intentions to practice preventive health behaviours. The findings demonstrate the viability of creating scalable, low-cost interventions for use around the world.

Citation: Wang, K., Goldenberg, A., Dorison, C. A., Miller, J. K., Uusberg, A., Lerner, J. S., Gross, J. J., Agesin, B. B., Bernardo, M., Campos, O., Eudave, L., Grzech, K., Hausman Ozery, D., Jackson, E. A., Garcia, E. O. L., Drexler, S. M., Jurković, A. P., Rana, K., Wilson, J. P., . . . Moshontz, H. (2021). A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic. Nature Human Behavior, 5, 1089–1110. https://doi.org/10.1038/s41562-021-01173-x

News Release: Study across 87 countries shows simple intervention helps build emotional resilience during COVID-19 (August 2, 2021) https://www.hks.harvard.edu/faculty-research/policy-topics/health/study-helping-people-rethink-their-response-covid-19-can-lead

Basından: COVID-19’un Psikolojik Etkileri İncelendi (5 Ağustos 2021) https://uskudar.edu.tr/tr/icerik/6981/covid-19un-psikolojik-etkileri-incelendi

ICP 2020+ B

Family Functioning and Mental Health Among Turkish University Students

Asil Ali Özdoğru and Melahat Özge Şimşek

OBJECTIVE: Interactions between family members are quite important for individuals’ mental health characteristics. Family adaptation and cohesion were found to promote positive mental health outcomes. On the other hand, problematic family relationships can lead to emotional and behavioral problems among family members. This study aims to explore the relationships between family functioning and mental health conditions of Turkish university students. METHODS: The participants of the study were 263 psychology undergraduate students (33 males and 230 females) at a foundation university in İstanbul. Students completed Turkish versions of the Family Adaptability and Cohesion Scale (FACES-IV) and the Strengths and Difficulties Questionnaire (SDQ). FACES-IV is a 42-item measure that assesses adaptability and cohesion dimensions of family dynamics on a 5-point Likert scale that include six subscales of balanced cohesion, balanced flexibility, disengaged, enmeshed, rigid, and chaotic. SDQ is a 25-item scale that assesses broad strengths and weaknesses regarding emotional and interpersonal adjustment on a 3 point Likert scale that include subscales of emotional symptoms, conduct problems, hyperactivity, peer problems, prosocial behavior, and also a total difficulty score. RESULTS: Correlation analyses showed that there were statistically significant relationships between FACES-IV and SDQ subscale scores. SDQ difficulty scores were negatively correlated with cohesion, flexibility, communication, and satisfaction but positively correlated with disengagement, rigidity, and chaotic. SDQ prosocial behavior scores were positively correlated with cohesion, flexibility, communication, and satisfaction but negatively correlated with disengagement and chaotic. CONCLUSIONS: Findings showed that family functioning has a meaningful relationship with mental health characteristics of Turkish university students. Mental health was positively related to family cohesion, flexibility, communication, and satisfaction, on the other hand, had a negative relationship with disengaged, rigid, and chaotic family functioning. These results add support to earlier findings on the relationship between family interactions and mental health and offer new questions for future studies.

Citation: Özdoğru, A. A., & Şimşek, M. Ö. (2023). Family functioning and mental health among Turkish university students [Conference presentation abstract]. International Journal of Psychology, 58(S1), 513. https://doi.org/10.1002/ijop.13020

ICP 2020+ A

Multicultural Attitudes of Turkish Teachers and Their Attitudes Towards Refugee Students

Asil Ali Özdoğru, Fatma Nur Dolu, Ayşenur Akan, and Sena Aldemir

Objective: The aim of this study is to examine the relationship between teachers’ multicultural attitudes, their attitudes towards refugee students, and sociodemographic characteristics of teachers. Methods: The participants of this study consisted of 135 teachers working in different educational levels in Turkey that were reached through snowball sampling. Ages of the participants ranged from 23 to 62 (M=38.70, SD=7.97) and 55 of them were female (41%) and 79 male (59%). Participants completed an online survey including demographic questions, the Teacher Multicultural Attitude Survey (TMAS), and the Refugee Student Attitude Scale (RSAS). Results: Correlation analysis revealed a statistically significant correlation between the TMAS and RSAS total scale scores [r(124)= 0.23, p<.05]. TMAS total scores were also significantly correlated with RSAS communication subscale scores [r(125)=0.28, p<.01] and the RSAS competency subscale scores [r(128)=0.18, p<.05]. The scale scores did not differ significantly for the variables of gender, traveling abroad, multicultural experience, presence of refugee students in the class, and professional training about refugees. However, there was a significant effect of city size on teachers’ TMAS scores [F(3, 127)=4.09, p<.05]. Teachers who have spent most of their lives in a metropolis (M=73.89, SD=9.73) had higher TMAS scores than those have lived in cities (M=78.21, SD=6.03). Conclusions: There was a positive relationship between teachers’ multicultural attitudes and their attitudes towards refugee students. Teachers who had higher levels of multiculturalism had more positive attitudes in communication and competency with refugee students as well as overall attitudes toward refugee students. Multiculturalism was also found to be positively influenced by living in a metropolis. Implementations and policies that aim to improve teachers’ attitudes towards refugee students should support teachers’ multicultural attitudes.

Citation: Özdoğru, A. A., Dolu, F. N., Akan, A., & Aldemir, S. (2023). Multicultural attitudes of Turkish teachers and their attitudes towards refugee students [Conference presentation abstract]. International Journal of Psychology, 58(S1), 315. https://doi.org/10.1002/ijop.13001

ÜSBİD Kültürleşme

Belçikalı Türk Göçmenlerde Kültürleşme Stratejileri ve Ebeveynlik Tutumu

Birgül Kapaklıkaya Eryörük ve Asil Ali Özdoğru

Bu çalışmanın amacı Belçika’da yaşayan Türk göçmenlerin kültürleşme stratejileri ile ebeveynlik tutumlarını araştırmaktır. Çalışmada katılımcıların cinsiyet, yaş, sosyoekonomik durum gibi sosyodemografik özellikleri de bu amaçla incelenmiştir. Çalışma kapsamında Belçika’da yaşayan 56 kadın ve 25 erkekten oluşan toplam 81 Türk ebeveyne demografik bilgi formu, Ebeveyn Tutum Ölçeği ve Kültürleşme Ölçeğinden oluşan bir anket uygulanmıştır. Anketten elden edilen veriler geçerlik ve güvenirlik analizleri ile ilişkisel analizlere tabi tutulmuştur. Bulgulara göre her iki ölçeğin de Belçikalı Türk göçmenler için geçerli ve güvenilir birer ölçüm aracı olduğu görülmüştür. Entegrasyon kültürleşme stratejisinin demokratik ebeveynlik tutumu ile pozitif, otoriter tutum ile negatif ilişkiye sahip olduğu, asimilasyon kültürleşme stratejisinin ise otoriter ve koruyucu ebeveynlik tutumları ile negatif bir ilişkiye sahip olduğu bulunmuştur. Ayrıca ebeveynlik tutumlarının kuşaklar arasında fark gösterdiği tespit edilmiştir. Çalışmada elde edilen bulgular, Avrupa’da yaşayan Türklerin kültürleşme stratejilerinin farklılık gösterdiğini ve ebeveynlik tutumları ile ilişkili olduğunu göstermektedir. Ebeveynlik tutumlarında kuşaklararası farkların görülmesi de göçmenlerin eğitim, ekonomik ve sosyal-kültürel özelliklerinin çocuk yetiştirme davranışlarıyla ilgili olduğunu teyit etmektedir.

Anahtar Kelimeler: Göçmen, Ebeveynlik, Kültürleşme, Türk, Aile

Atıf: Kapaklıkaya Eryörük, B. ve Özdoğru, A. A. (2021). Belçikalı Türk göçmenlerde kültürleşme stratejileri ve ebeveynlik tutumu. Üsküdar Üniversitesi Sosyal Bilimler Dergisi, 12, 107-134. http://doi.org/10.32739/uskudarsbd.7.12.86

Acculturation Strategies and Parenting Attitudes Among Belgian Turkish Immigrants

Birgül Kapaklıkaya Eryörük and Asil Ali Özdoğru

The aim of this study is to investigate the acculturation strategies and parenting attitudes of Turkish immigrants living in Belgium. Sociodemographic characteristics of the participants such as gender, age, and socio-economic status were also examined in this study. For the purpose of the study, a questionnaire consisting of demographic information form, Parent Attitude Scale and Acculturation Scale was administered to a total of 81 Turkish parents consisting of 56 women and 25 men living in Belgium. The data obtained from the questionnaire were used in validity and reliability analyses and correlational analyses. According to the findings, both scales were found to be valid and reliable measurement tools for Belgian Turkish immigrants. It was found that the integration acculturation strategy had a positive relationship with democratic parenting attitude and a negative relationship with authoritarian attitude, and assimilation acculturation strategy had a negative relationship with authoritarian and protective parenting attitudes. Additionally, it was seen that parenting attitudes showed differences across generations. The findings obtained in the study show that the acculturation strategies of Turks living in Europe show differences and these strategies are related to their parenting attitudes. The observation of intergenerational differences in parenting attitudes also confirms that immigrants' educational, economic and social-cultural characteristics are related to their child-rearing behavior.

Keywords: Immigrant, Parenting, Acculturation, Turkish, Family

Citation: Kapaklıkaya Eryörük, B., & Özdoğru, A. A. (2021). Acculturation strategies and parenting attitudes among Belgian Turkish immigrants [Abstract]. Üsküdar University Journal of Social Sciences, 12, 107-134. http://doi.org/10.32739/uskudarsbd.7.12.86

AMPPS RRR

Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age

Emily M. Elliott, Candice C. Morey, Angela M. AuBuchon, Nelson Cowan, Chris Jarrold, Eryn J. Adams, Meg Attwood, Büşra Bayram, Stefen Beeler-Duden, Taran Y. Blakstvedt, Gerhard Büttner, Thomas Castelain, Shari Cave, Davide Crepaldi, Eivor Fredriksen, Bret A. Glass, Andrew J. Graves, Dominic Guitard, Stefanie Hoehl, Alexis Hosch, Stéphanie Jeanneret, Tanya N. Joseph, Chris Koch, Jaroslaw R. Lelonkiewicz, Gary Lupyan, Amalia McDonald, Grace Meissner, Whitney Mendenhall, David Moreau, Thomas Ostermann, Asil Ali Özdoğru, Francesca Padovani, Sebastian Poloczek, Jan Phillip Röer, Christina C. Schonberg, Christian K. Tamnes, Martin J. Tomasik, Beatrice Valentini, Evie Vergauwe, Haley A. Vlach, and Martin Voracek

Work by Flavell, Beach, and Chinsky indicated a change in the spontaneous production of overt verbalization behaviors when comparing young children (age 5) with older children (age 10). Despite the critical role that this evidence of a change in verbalization behaviors plays in modern theories of cognitive development and working memory, there has been only one other published near replication of this work. In this Registered Replication Report, we relied on researchers from 17 labs who contributed their results to a larger and more comprehensive sample of children. We assessed memory performance and the presence or absence of verbalization behaviors of young children at different ages and determined that the original pattern of findings was largely upheld: Older children were more likely to verbalize, and their memory spans improved. We confirmed that 5- and 6-year-old children who verbalized recalled more than children who did not verbalize. However, unlike Flavell et al., substantial proportions of our 5- and 6-year-old samples overtly verbalized at least sometimes during the picture memory task. In addition, continuous increase in overt verbalization from 7 to 10 years old was not consistently evident in our samples. These robust findings should be weighed when considering theories of cognitive development, particularly theories concerning when verbal rehearsal emerges and relations between speech and memory.

Keywords: Development, rehearsal, verbalization, memory, short-term memory, working memory, Registered Replication Report, open data, open materials, preregistered

Citation: Elliott, E. M., Morey, C. C., AuBuchon, A. M., Cowan, N., Jarrold, C., Adams, E. J., Attwood, M., Bayram, B., Beeler-Duden, S., Blakstvedt, T. Y., Büttner, G., Castelain, T., Cave, S., Crepaldi, D., Fredriksen, E., Glass, B. A., Graves, A. J., Guitard, D., Hoehl, S., . . . Voracek, M. (2021). Multilab direct replication of Flavell, Beach, and Chinsky (1966): Spontaneous verbal rehearsal in a memory task as a function of age. Advances in Methods and Practices in Psychological Science, 4(2), 1-20. https://doi.org/10.1177/25152459211018187

USPK 2021

Sağlıklı Bireyler ve Depresyon Hastalarında Bedenlenmiş Biliş

Asil Ali Özdoğru, Fatma Duygu Kaya Yertutanol, Elif Kocapehlivan ve Arife Buse Kement

AMAÇ: Bedenlenmiş biliş kuramına göre insandaki bilişsel süreçler bedensel ve davranışsal süreçlere bağlıdır ve bedenle ilgili özellikler tarafından şekillenmektedir. Örneğin sağlak insanlar pozitif değerliği olan kelimeleri sağ yön ile ilişkilendirirken solak insanlar sol yönü tercih etmektedir. Bu çalışmada sağlıklı bireyler ile yeğin depresyon bozukluğuna sahip bireylerin yatay ve dikey düzlemde duygu kelimelerini konumlandırmasına bakılarak bedenlenmiş bilişsel süreçlerinin karşılaştırılması amaçlanmıştır. YÖNTEM: Deneysel yönteme sahip araştırmada kontrol grubunda 3 sağlıklı, deney grubunda 3 depresyon hastası sağlak kadınla çalışılmıştır. Yaş ortalamaları kontrol grubu için 25,00 (SS=1,73), deney grubu için 38,33’tür (SS=7,51). Katılımcıların tanıları bir psikiyatrist tarafından MINI 5.0 kullanılarak tespit edilmiştir. Katılımcılardan kendilerine verilen 20 duygu kelimesini hem yatay hem de dikey koordinat düzleminde bir kâğıda yerleştirmeleri istenmiştir. Kelimelerin değerlik ve uyarıcılık düzeyleri önceden yapılan bir pilot çalışmayla belirlenmiştir (n=40). SONUÇ: Yatay düzlemde deney grubu kontrol grubuna göre tüm kelimeleri yukarı-sağa, pozitif kelimeleri yukarı, negatif kelimeleri sağa, pozitif-uyarıcılığı yüksek kelimeleri yukarı yerleştirmiştir. Dikey düzlemde ise deney grubu kontrol grubuna göre pozitif kelimeleri yukarı-sola, negatif kelimeleri yukarı, uyarıcılığı yüksek kelimeleri yukarı, uyarıcılığı düşük kelimeleri yukarı-sola, pozitif-uyarıcılığı düşük kelimeleri yukarı-sola, negatif-uyarıcılığı düşük kelimeleri yukarı yerleştirmiştir. Kelimelerin değerlik ve uyarıcılık düzeylerine göre yerleşiminde anlamlı fark bulunmamıştır. Ortalamalar karşılaştırıldığında kontrol grubu dikey düzlemde kelimeleri daha yukarı-sağa, yatay düzlemde aşağı-sağa konumlandırmıştır. TARTIŞMA: Hasta ve sağlıklı gruplar karşılaştırıldığında kelime yerleştirme koordinatları yatay ve dikey düzlem arasında fark gösterdiği gibi sağ-sol ve aşağı-yukarı yönler açısından da farklılık göstermektedir.

Atıf: Özdoğru, A. A., Kaya Yertutanol, F. D., Kocapehlivan, E. ve Kement, A. B. (2021, Mayıs 26). Sağlıklı bireyler ve depresyon hastalarında bedenlenmiş biliş [Poster sunumu]. 24. Ulusal Sosyal Psikiyatri Kongresi, Çevrimiçi. http://sosyalpsikiyatrikongresi.org/

Etkileşim Okul Dışı Zaman

Lise Öğrencilerinin Okul Dışı Zaman Kullanımları: Değişken ve Birey Merkezli Bir Yaklaşım

Asil Ali Özdoğru

Çocuk ve ergenlerin gelişiminde okul ve aileye ek olarak okul dışı zaman bağlamı önemli fırsatlar sunabilmektedir. Öğrencilerin okul dışı zaman kullanımının daha iyi incelenebilmesi için aktivite çeşitliliği, yoğunluğu ve profillerinin araştırılması gerekmektedir. Bu çalışmanın amacı, lise öğrencileri arasındaki farklı zaman kullanım profillerini değişken merkezli tanımlayıcı istatistiklerin yanı sıra birey merkezli kümeleme analizi yoluyla ortaya çıkarmaktır. Çalışmaya İstanbul’daki bir devlet lisesinin ikinci ve üçüncü sınıflarında öğrenim gören 93 kız ve 87 erkek, toplam 180 öğrenci katılmıştır. Öğrencilere, araştırmacı tarafından hazırlanan kişisel bilgi formu ile zaman kullanım anketi uygulanmıştır. Ortalama zaman kullanım değerlerine göre haftalık toplam zaman içerisinde en yüksek ortalamaya sahip ilk üç aktivite sırasıyla (1) internet veya sosyal medya kullanmak, (2) ders çalışmak ve (3) televizyon izlemek şeklinde gözlenmiştir. Öğrencilerin aktivitelere ayırdıkları zaman, haftanın günü, cinsiyet, sınıf, akademik başarı ve aile gelir durumu ile ilişkilidir. Öğrencilerin zaman kullanımlarına göre üç farklı profil ortaya çıkmıştır ve bu profiller cinsiyet, sınıf ve akademik başarı açısından farklılaşmaktadır. Sonuçlar öğrencilerin gelişiminde önemli bir yer tutan okul dışı zaman bağlamının daha yakından ve derinlikli incelenmesinin ve değerlendirilmesinin gerekliliğine işaret etmektedir.

Anahtar Kelimeler: Lise öğrencileri, okul dışı zaman, serbest zaman, kümeleme analizi

Atıf: Özdoğru, A. A. (2021). Lise öğrencilerinin okul dışı zaman kullanımları: Değişken ve birey merkezli bir yaklaşım. Etkileşim, 7, 12-30. https://doi.org/10.32739/etkilesim.2021.7.116

Out-of-School Time Uses of High School Students: A Variable- and Person-Centered Approach

Asil Ali Özdoğru

In addition to school and family, out-of-school time context can provide important opportunities in the development of children and adolescents. In order to examine the students’ use of out-of-school time better, activity diversity, intensity, and profiles should be studied. The aim of this study is to identify different time use profiles among high school students through person-centered cluster analysis as well as variable-centered descriptive statistics. A total of 180 students, 93 female and 87 male, from the tenth and eleventh grades of a public high school in İstanbul participated in the study. A personal information form and a time use questionnaire prepared by the researcher were administered to the students. According to average time use, the first three activities with the highest values in weekly total time were (1) using internet or social media, (2) studying, and (3) watching television. The time that students devote to the activities was related to the day of the week, gender, grade level, academic achievement, and family income. Three different profiles emerged as a result of time use of the students and these profiles differed in terms of gender, grade level, and academic achievement. The results indicate the need for a closer and in-depth examination and evaluation of the out-of-school time context, which plays an important role in the development of students.

Keywords: high school students, out-of-school time, free time, cluster analysis

Citation: Özdoğru, A. A. (2021). Out-of-school time uses of high school students: A variable- and person-centered approach [Abstract]. Etkileşim, 7, 12-30. https://doi.org/10.32739/etkilesim.2021.7.116

JESP Cross-Cultural Tears

Tears Evoke the Intention to Offer Social Support: A Systematic Investigation of the Interpersonal Effects of Emotional Crying Across 41 Countries

Janis H. Zickfeld, Niels van de Ven, Olivia Pich, Thomas W. Schubert, Jana B. Berkessel, José J. Pizarro, Braj Bhushan, Nino Jose Mateo, Sergio Barbosa, Leah Sharman, Gyöngyi Kökönyei, Elke Schrover, Igor Kardum, John Jamir Benzon Aruta, Ljiljana B. Lazarevic, María Josefina Escobar, Marie Stadel, Patrícia Arriaga, Arta Dodaj, Rebecca Shankland, Nadyanna M. Majeed, Yansong Li, Eleimonitria Lekkou, Andree Hartanto, Asil A. Özdoğru, Leigh Ann Vaughn, Maria del Carmen Espinoza, Amparo Caballero, Anouk Kolen, Julie Karsten, Harry Manley, Nao Maeura, Mustafa Eşkisu, Yaniv Shani, Phakkanun Chittham, Diogo Ferreira, Jozef Bavolar, Irina Konova, Wataru Sato, Coby Morvinski, Pilar Carrera, Sergio Villar, Agustin Ibanez, Shlomo Hareli, Adolfo M. Garcia, Inbal Kremer, Friedrich M. Götz, Andreas Schwerdtfeger, Catalina Estrada-Mejia, Masataka Nakayama, Wee Qin Ng, Kristina Sesar, Charles T. Orjiakor, Kitty Dumont, Tara Bulut Allred, Asmir Gračanin, Peter J. Rentfrow, Victoria Schönefeld, Zahir Vally, Krystian Barzykowski, Henna-Riikka Peltola, Anna Tcherkassof, Shamsul Haque, Magdalena Śmieja, Terri Tan Su-May, Hans IJzerman, Argiro Vatakis, Chew Wei Ong, Eunsoo Choi, Sebastian L. Schorch, Darío Páez, Sadia Malik, Pavol Kačmár, Magdalena Bobowik, Paul Jose, Jonna K. Vuoskoski, Nekane Basabe, Uğur Doğan, Tobias Ebert, Yukiko Uchida, Michelle Xue Zheng, Philip Mefoh, René Šebeňa, Franziska A. Stanke, Christine Joy Ballada, Agata Blaut, Yang Wu, Judith K. Daniels, Natália Kocsel, Elif Gizem Demirag Burak, Nina F. Balt, Eric Vanman, Suzanne L. K. Stewart, Bruno Verschuere, Pilleriin Sikka, Jordane Boudesseul, Diogo Martins, Ravit Nussinson, Kenichi Ito, Sari Mentser, Tuğba Seda Çolak, Gonzalo Martinez-Zelaya, and Ad Vingerhoets

Tearful crying is a ubiquitous and likely uniquely human phenomenon. Scholars have argued that emotional tears serve an attachment function: Tears are thought to act as a social glue by evoking social support intentions. Initial experimental studies supported this proposition across several methodologies, but these were conducted almost exclusively on participants from North America and Europe, resulting in limited generalizability. This project examined the tears-social support intentions effect and possible mediating and moderating variables in a fully pre-registered study across 7007 participants (24,886 ratings) and 41 countries spanning all populated continents. Participants were presented with four pictures out of 100 possible targets with or without digitally-added tears. We confirmed the main prediction that seeing a tearful individual elicits the intention to support, d = 0.49 [0.43, 0.55]. Our data suggest that this effect could be mediated by perceiving the crying target as warmer and more helpless, feeling more connected, as well as feeling more empathic concern for the crier, but not by an increase in personal distress of the observer. The effect was moderated by the situational valence, identifying the target as part of one's group, and trait empathic concern. A neutral situation, high trait empathic concern, and low identification increased the effect. We observed high heterogeneity across countries that was, via split-half validation, best explained by country-level GDP per capita and subjective well-being with stronger effects for higher-scoring countries. These findings suggest that tears can function as social glue, providing one possible explanation why emotional crying persists into adulthood.

Citation: Zickfeld, J. H., van de Ven, N., Pich, O., Schubert, T. W., Berkessel, J. B., Pizarro, J. J., Bhushan, B., Mateo, N. J., Barbosa, S., Sharman, L., Kökönyei, G., Schrover, E., Kardum, I., Aruta, J. J. B., Lazarevic, L. B., Escobar, M. J., Stadel, M., Arriaga, P., Dodaj, A., . . . Vingerhoets, A. (2021). Tears evoke the intention to offer social support: A systematic investigation of the interpersonal effects of emotional crying across 41 countries. Journal of Experimental Social Psychology, 95, 104137. https://doi.org/10.1016/j.jesp.2021.104137

American Psychologist Obituary

Robert F. McMorris (1934–2020)

Asil Ali Özdoğru

Memorializes Robert F. McMorris (1934–2020). McMorris was a professor of educational psychology in the Department of Educational and Counseling Psychology at the University at Albany, State University of New York (SUNY Albany). He was an expert in educational and psychological measurement and evaluation, known for his contributions on answer changing in test taking and the use of humor in teaching and testing. With David A. Payne, McMorris coedited what was hailed as an “outstanding anthology”—Educational and Psychological Measurement: Contributions to Theory and Practice—which made two editions, in 1967 and in 1975. ...

Citation: Özdoğru, A. A. (2021). Robert F. McMorris (1934–2020). American Psychologist, 76(2), 396. https://doi.org/10.1037/amp0000772

TJMS Sleep-Deprivation

Sodium Valproate Improves Sensorimotor Gating Deficit Induced by Sleep-Deprivation in Low Doses

Muhammet Tekin, Fatma Duygu Kaya Yertutanol, Burcu Çevreli, Asil Ali Özdoğru, Hamza Kulaksız, and İsmail Tayfun Uzbay

Background/aim: Sleep-deprivation disrupts prepulse inhibition of acoustic startle reflex and can be used to mimic psychosis in experimental animals. On the other hand, it is also a model for other disorders of sensory processing including migraine. The aim of this study is to assess the effects of sodium valproate, a drug that is used in a variety of neuropsychiatric disorders, on normal and disrupted sensorimotor gating in rats. Materials and methods: 62 Wistar Albino rats were randomly distributed into 8 groups. Subchronic and intraperitoneal sodium valproate were administrated to the sleep-deprived and non-sleep-deprived rats by either in 50-100 or 200 mg/kg/day. Prepulse inhibition test and locomotor activity test were performed. Sleep-deprivation induced by the modified multiple platform method. Results: Sleep-deprivation impaired prepulse inhibition, decreased startle amplitude and increased locomotor activity. Sodium valproate did not significantly alter prepulse inhibition and locomotor activity in non-sleep-deprived and sleep-deprived groups. On the other hand, all doses decreased locomotor activity in drug treated groups, and low dose improved sensorimotor gating and startle amplitude after sleep-deprivation. Conclusion: Low dose sodium valproate improves sleep-deprivation-disrupted sensorimotor gating, and this finding may rationalize the use of sodium valproate in psychotic states and other disorders of sensory processing. Dose-dependent effects of sodium valproate on sensorimotor gating should be investigated in detail.

Keywords: Sleep deprivation; prepulse inhibition; psychosis; rat; sensorimotor gating; sodium valproate.

Citation: Tekin, M., Kaya Yertutanol, F. D., Çevreli, B., Özdoğru, A. A., Kulaksız, H., & Uzbay, İ. T. (2021). Sodium valproate improves sensorimotor gating deficit induced by sleep-deprivation in low doses. Turkish Journal of Medical Sciences, 51, 1521-1530. https://doi.org/10.3906/sag-2011-229

Death Studies CORPD

Adaptation and Evaluation of COVID-19 Related Psychological Distress Scale Turkish Form

Tuğba Ay, Deniz Oruç, and Asil Ali Özdoğru

This study aimed to adapt COVID-19 Related Psychological Distress Scale (CORPD) into Turkish and evaluate its psychometric properties. Participants were assessed across the CORPD Turkish form, Symptom Checklist-90-Revised anxiety subscale, Fear of COVID-19 Scale, and the Brief Resilience Scale. Exploratory and confirmatory factor analyses confirmed a two-factor model in different subsamples, with satisfactory reliability. The total and subscale scores of the CORPD Turkish Form were positively correlated with anxiety and fear of COVID-19, and negatively correlated with resilience. The findings suggest that the CORPD Turkish form is a valid and reliable measure to assess the COVID-19 related psychological distress.

Citation: Ay, T., Oruç, D., & Özdoğru, A. A. (2021). Adaptation and evaluation of COVID-19 related Psychological Distress Scale Turkish form. Death Studies, 46(3), 560-568. https://doi.org/10.1080/07481187.2021.1873459

SJPH C19 ISWS

The COVID-19 International Student Well-being Study

Sarah Van de Velde, Veerle Buffel, Piet Bracke, Guido Van Hal, Nikolett M. Somogyi, Barbara Willems, Edwin Wouters, and for the C19 ISWS Consortium

As a large international consortium of 26 countries and 110 higher-education institutions (HEIs), we successfully developed and executed an online student survey during or directly after the initial peak of the COVID-19 pandemic. The COVID-19 International Student Well-being Study (C19 ISWS) is a cross-sectional multicountry study that collected data on higher-education students during the COVID-19 outbreak in the spring of 2020. The dataset allows description of: (1) living conditions, financial conditions, and academic workload before and during the COVID-19 outbreak; (2) the current level of mental well-being and effects on healthy lifestyles; (3) perceived stressors; (4) resources (e.g., social support and economic capital); (5) knowledge related to COVID-19; and (6) attitudes toward COVID-19 measures implemented by the government and relevant HEI. The dataset additionally includes information about COVID-19 measures taken by the government and HEI that were in place during the period of data collection. The collected data provide a comprehensive and comparative dataset on student well-being. In this article, we present the rationale for this study, the development and content of the survey, the methodology of data collection and sampling, and the limitations of the study. In addition, we highlight the opportunities that the dataset provides for advancing social science research on student well-being during the COVID-19 pandemic in varying policy contexts. Thus far, this is, to our knowledge, the first cross-country student well-being survey during the COVID-19 pandemic, resulting in a unique dataset that enables high-priority socially relevant research.

Keywords: COVID-19, Corona, Higher education, Student well-being, multi-country study

Citation: Van de Velde, S., Buffel, V., Bracke, P., Van Hal, G., Somogyi, N. M., Willems, B., Wouters, E., & for the C19 ISWS Consortium (2021). The COVID-19 International Student Well-being Study. Scandinavian Journal of Public Health, 49, 114-122. https://doi.org/10.1177/1403494820981186

NHB Social Perception

To Which World Regions Does the Valence–Dominance Model of Social Perception Apply?

Benedict C. Jones, Lisa M. DeBruine, Jessica K. Flake, Marco Tullio Liuzza, Jan Antfolk, Nwadiogo C. Arinze, Izuchukwu L. G. Ndukaihe, Nicholas G. Bloxsom, Savannah C. Lewis, Francesco Foroni, Megan L. Willis, Carmelo P. Cubillas, Miguel A. Vadillo, Enrique Turiegano, Michael Gilead, Almog Simchon, S. Adil Saribay, Nicholas C. Owsley, Chaning Jang, Georgina Mburu, Dustin P. Calvillo, Anna Wlodarczyk, Yue Qi, Kris Ariyabuddhiphongs, Somboon Jarukasemthawee, Harry Manley, Panita Suavansri, Nattasuda Taephant, Ryan M. Stolier, Thomas R. Evans, Judson Bonick, Jan W. Lindemans, Logan F. Ashworth, Amanda C. Hahn, Coralie Chevallier, Aycan Kapucu, Aslan Karaaslan, Juan David Leongómez, Oscar R. Sánchez, Eugenio Valderrama, Milena Vásquez-Amézquita, Nandor Hajdu, Balazs Aczel, Peter Szecsi, Michael Andreychik, Erica D. Musser, Carlota Batres, Chuan-Peng Hu, Qing-Lan Liu, Nicole Legate, Leigh Ann Vaughn, Krystian Barzykowski, Karolina Golik, Irina Schmid, Stefan Stieger, Richard Artner, Chiel Mues, Wolf Vanpaemel, Zhongqing Jiang, Qi Wu, Gabriela M. Marcu, Ian D. Stephen, Jackson G. Lu, Michael C. Philipp, Jack D. Arnal, Eric Hehman, Sally Y. Xie, William J. Chopik, Martin Seehuus, Soufian Azouaghe, Abdelkarim Belhaj, Jamal Elouafa, John P. Wilson, Elliott Kruse, Marietta Papadatou-Pastou, Anabel De La Rosa-Gómez, Alan E. Barba-Sánchez, Isaac González-Santoyo, Tsuyueh Hsu, Chun-Chia Kung, Hsiao-Hsin Wang, Jonathan B. Freeman, Dong Won Oh, Vidar Schei, Therese E. Sverdrup, Carmel A. Levitan, Corey L. Cook, Priyanka Chandel, Pratibha Kujur, Arti Parganiha, Noorshama Parveen, Atanu Kumar Pati, Sraddha Pradhan, Margaret M. Singh, Babita Pande, Jozef Bavolar, Pavol Kačmár, Ilya Zakharov, Sara Álvarez-Solas, Ernest Baskin, Martin Thirkettle, Kathleen Schmidt, Cody D. Christopherson, Trinity Leonis, Jordan W. Suchow, Jonas K. Olofsson, Teodor Jernsäther, Ai-Suan Lee, Jennifer L. Beaudry, Taylor D. Gogan, Julian A. Oldmeadow, Benjamin Balas, Laura M. Stevens, Melissa F. Colloff, Heather D. Flowe, Sami Gülgöz, Mark J. Brandt, Karlijn Hoyer, Bastian Jaeger, Dongning Ren, Willem W. A. Sleegers, Joeri Wissink, Gwenaël Kaminski, Victoria A. Floerke, Heather L. Urry, Sau-Chin Chen, Gerit Pfuhl, Zahir Vally, Dana M. Basnight-Brown, Hans I. Jzerman, Elisa Sarda, Lison Neyroud, Touhami Badidi, Nicolas Van der Linden, Chrystalle B. Y. Tan, Vanja Kovic, Waldir Sampaio, Paulo Ferreira, Diana Santos, Debora I. Burin, Gwendolyn Gardiner, John Protzko, Christoph Schild, Karolina A. Ścigała, Ingo Zettler, Erin M. O’Mara Kunz, Daniel Storage, Fieke M. A. Wagemans, Blair Saunders, Miroslav Sirota, Guyan V. Sloane, Tiago J. S. Lima, Kim Uittenhove, Evie Vergauwe, Katarzyna Jaworska, Julia Stern, Karl Ask, Casper J. J. van Zyl, Anita Körner, Sophia C. Weissgerber, Jordane Boudesseul, Fernando Ruiz-Dodobara, Kay L. Ritchie, Nicholas M. Michalak, Khandis R. Blake, David White, Alasdair R. Gordon-Finlayson, Michele Anne, Steve M. J. Janssen, Kean Mun Lee, Tonje K. Nielsen, Christian K. Tamnes, Janis H. Zickfeld, Anna Dalla Rosa, Michelangelo Vianello, Ferenc Kocsor, Luca Kozma, Ádám Putz, Patrizio Tressoldi, Natalia Irrazabal, Armand Chatard, Samuel Lins, Isabel R. Pinto, Johannes Lutz, Matus Adamkovic, Peter Babincak, Gabriel Baník, Ivan Ropovik, Vinet Coetzee, Barnaby J. W. Dixson, Gianni Ribeiro, Kim Peters, Niklas K. Steffens, Kok Wei Tan, Christopher A. Thorstenson, Ana Maria Fernandez, Rafael M. C. S. Hsu, Jaroslava V. Valentova, Marco A. C. Varella, Nadia S. Corral-Frías, Martha Frías-Armenta, Javad Hatami, Arash Monajem, MohammadHasan Sharifian, Brooke Frohlich, Hause Lin, Michael Inzlicht, Ravin Alaei, Nicholas O. Rule, Claus Lamm, Ekaterina Pronizius, Martin Voracek, Jerome Olsen, Erik Mac Giolla, Aysegul Akgoz, Asil A. Özdoğru, Matthew T. Crawford, Brooke Bennett-Day, Monica A. Koehn, Ceylan Okan, Tripat Gill, Jeremy K. Miller, Yarrow Dunham, Xin Yang, Sinan Alper, Martha Lucia Borras-Guevara, Sun Jun Cai, Dong Tiantian, Alexander F. Danvers, David R. Feinberg, Marie M. Armstrong, Eva Gilboa-Schechtman, Randy J. McCarthy, Jose Antonio Muñoz-Reyes, Pablo Polo, Victor K. M. Shiramazu, Wen-Jing Yan, Lilian Carvalho, Patrick S. Forscher, Christopher R. Chartier, and Nicholas A. Coles

Over the past 10 years, Oosterhof and Todorov’s valence–dominance model has emerged as the most prominent account of how people evaluate faces on social dimensions. In this model, two dimensions (valence and dominance) underpin social judgements of faces. Because this model has primarily been developed and tested in Western regions, it is unclear whether these findings apply to other regions. We addressed this question by replicating Oosterhof and Todorov’s methodology across 11 world regions, 41 countries and 11,570 participants. When we used Oosterhof and Todorov’s original analysis strategy, the valence–dominance model generalized across regions. When we used an alternative methodology to allow for correlated dimensions, we observed much less generalization. Collectively, these results suggest that, while the valence–dominance model generalizes very well across regions when dimensions are forced to be orthogonal, regional differences are revealed when we use different extraction methods and correlate and rotate the dimension reduction solution.

Citation: Jones, B. C., DeBruine, L. M., Flake, J. K., Liuzza, M. T., Antfolk, J., Arinze, N. C., Ndukaihe, I. L. G., Bloxsom, N. G., Lewis, S. C., Foroni, F., Willis, M. L., Cubillas, C. P., Vadillo, M. A., Turiegano, E., Gilead, M., Simchon, A., Saribay, S. A., Owsley, N. C., Jang, C., . . . Coles, N. A. (2021). To which world regions does the valence–dominance model of social perception apply? Nature Human Behavior, 5, 159–169. https://doi.org/10.1038/s41562-020-01007-2

FYI 2021

Do not merely practice your art, but force your way into its secrets; it deserves that, for only art and science can exalt man to divinity.

Ludwig van Beethoven (1812) Letter to Emilie


Truth is powerful, and, if not instantly, at least by slow degrees, may make good her possession. Gleams of good sense may penetrate through the thickest clouds of error. … and, as the true object of education is not to render the pupil the mere copy of his preceptor, it is rather to be rejoiced in, than lamented, that various reading should lead him into new trains of thinking; open to him new mines of science and new incentives to virtue; and perhaps, by a blended and compound effect, produce in him an improvement which was out of the limits of his lessons, and raise him to heights the preceptor never knew.

William Godwin (1797) The Enquirer

Cellular landscape cross-section through a eukaryotic cell
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