The authors examined the prevalence of and reasons, or excuses, for academic procrastination as a function of gender and academic grade level. In Study 1, a factor analysis of responses by 203 Turkish undergraduate students to an academic procrastination measure provided evidence of reliability and validity for the revised scale. In Study 2,784 students (363 women, 421 men; M age = 20.6 years, SD age = 1.74 years) completed the validated Turkish Procrastination Assessment Scale-Students. The results were that 52% of students self-reported frequent academic procrastination, with male students reporting more frequent procrastination on academic tasks than female students. Significantly more female students than male students reported greater academic procrastination because of fear of failure and laziness; male students reported more academic procrastination as a result of risk taking and rebellion against control than did female students.

The purpose of the study was to investigate the applicability of the Perceived Stress Scale (PSS) to a Turkish sample. PSS (Cohen, Kamarck, & Mermelstein, 1983) is a general appraisal instrument that measures the degree to which situations in one's life are appraised as stressful. Five hundred and eight freshman students at the Middle East Technical University at the age of 16–29 filled in the Turkish translation of the PSS. The alpha coefficient for the Turkish version of PSS was found as 0.84, and PSS correlated 0.61 with the General Health Questionnaire. Exploratory and confirmatory factor analysis of the PSS showed that the scale consisted of two factors: Perceived Helplessness factor and Perceived Self‐efficacy. In general, the data indicated that the PSS provides a reliable and valid measure of perceived stress for a Turkish sample. The findings provide useful information for researchers and practitioners wishing to adapt foreign psychological tests to different cultures, especially in relation to the assessment of university students. Copyright © 2008 John Wiley & Sons, Ltd.

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The authors examined the prevalence of chronic procrastination (decisional, avoidant, and arousal styles) as functions of demographic variables among 354 Turkish adults (148 men, 206 women; M age = 38.7 years, SD = 8.26 years). Prevalence analyses showed that among Turkish participants, 17.5% were indecisive procrastinators, 13.8% were avoidant procrastinators, and 14.7% were arousal procrastinators. Results did not yield significant differences for gender or age on any forms of procrastination, which is consistent with other international samples. However, significant differences emerged depending on the number of children such that Turkish adults who had more than 3 children claimed to be more indecisive than they claimed to be arousal or avoidant procrastinators. Respondents with less than a graduate degree reported higher rates of indecision than did respondents with at least a graduate degree.

The number of Turkish citizens entering the U.S. for their studies is growing more rapidly than almost any other group. The purpose of the current study was to investigate how acculturation factors affect psychological adaptation of Turkish students in the U.S. One hundred and twenty-four Turkish students participated in the study. Regression analyses revealed that social support and self-esteem were predictors of psychological adjustment. Implications suggest that Turkish students, as with other international students as previous research has suggested, should have a strong network of both co-national students and other social connections.

The authors investigated the relative contribution of peer relations, family structure, and demographic variables in predicting loneliness in adolescents. Ninth-grade high school students (N = 756) from 8 different schools representing various socioeconomic status in Ankara, Turkey, completed the UCLA Loneliness Scale (D. Russell, L. A. Peplau, & M. L. Ferguson, 1978), the Family Structure Assessing Instrument (A. Gülerce, 1996), and an author-constructed questionnaire involving demographic information and variables on peer relations. Results of multiple regression analyses indicated that all three sets of variables accounted for 41% of the variance in loneliness scores. Additionally, peer relations contributed 34% of the variance, family structure 14%, and demographic variables 3%. Within the limits of the study, peer relations appear to be the best predictors of adolescent loneliness.

The current study investigated the reliability and validity of the Turkish version of the Heartland Forgiveness Scale (HFS). The Turkish version of the HFS, the Ruminative Response Scale (RRS), and the Satisfaction with Life Scale (SWLS) were administered to 796 Turkish university students (430 women, 366 men) with a mean age of 20.6 yr. (SD = 2.1). Internal consistency reliability was calculated and Cronbach alpha coefficients ranged between .71 and .82. Criterion validity (Pearson correlation) between the HFS and other scales ranged from -.09 to .34. Additionally, a confirmatory factor analysis was conducted to assess the fit of the standard three-factor solution of the HFS. The results suggested that the Turkish version of the HFS had adequate internal consistency, criterion validity, and reflected the standard three-factor structure, indicating that it can be reliably used to measure forgiveness among a Turkish sample.

The authors aimed to examine the relation between shyness and dysfunctional relationship beliefs and to extend findings of previous studies to understand the role of fear of negative evaluation and self-esteem in shyness. Participants were 415 Turkish undergraduate students at Middle East Technical University. The participants completed Turkish versions of the J. M. Cheek and A. H. Buss (1981) Shyness Scale, the Interpersonal Cognitive Distortions Scale (Z. Hamamci & S. Büyükoztürk, 2004) the Brief Fear of Negative Evaluation Scale (M. R. Leary, 1983), and the M. Rosenberg (1965) Self-Esteem Scale. Bivariate correlations showed that shyness had a significant positive correlation with unrealistic relationship expectations and interpersonal rejection. Fear of negative evaluation and self-esteem also had significant relations to shyness. A stepwise regression analysis indicated that fear of negative evaluation, self-esteem, and interpersonal rejection were significant predictors of shyness, and self-esteem was the best predictor. These results provided evidence of the role of distorted relationship beliefs, approval concerns, and self-evaluations in shyness for Turkish university students. The authors discuss the findings in terms of relevant literature and cultural issues.