The aim of this research is to analyze the effect of forgiveness flexibility of university students on altruism using the structural equation model. In the 2018-2019 academic year at Sakarya University Faculty of Education, a total of 716 students, 500 of whom were women (69.8) and 216 of whom were men (30.2), took part in the research. Altruism Scale, Forgiveness Flexibility Scale and Personal Information Form were used as data collection tools. Structural equation modeling was performed to determine the impact of forgiveness flexibility on altruism. As a result of the research, it has been seen that, among the university students, the recognition dimension of the forgiveness flexibility scale predicts the dimensions of aid based on physical strength and aid based on intimate feeling significantly; while it does not predict the dimensions of participating in volunteering activities, financial aid, aid under traumatic situations, aid to older people/patients and aid in educational process. The internalization and practice dimensions of forgiveness flexibility have been also found to predict all sub-dimensions of altruism significantly.
The purpose of this research is to determine the predictive level of Covid-19 awareness and general belongingness on Covid-19 phobia (fear). Additionally, whether the fear of Covid-19 differs according to sources of information about coronavirus and mood swings during the pandemic period is also examined in this study. The study group of the research consists of a total of 352 university students, 280(%79.54) female, and 72 (%20.46) male. The study was designed in accordance with the correlational research design. In the research findings, it was found that general belongingness to Covid-19 and its awareness significantly predict the fear of Covid-19. In another result of the study, it was observed that university students’ fear of Covid-19 differs according to the source from which they have received information about Covid-19, and the mood changes during the pandemic period.
The aim of the study is to develop a scale which determines forgiveness flexibility level of secondary education students and to test reliability and validity of the scale. The study was actualized with 651 secondary education students. As result of exploratory factor analysis, which was used to test structure validity of the scale, a structure which explains 45.5% variance of total scale was attained. According to results of exploratory factor analysis, total 14 items collected at three factors. Factors were identified as recognition of forgiveness, internalization of forgiveness and practice of genuine forgiveness. When scale's reliability study was made by splithalf reliability method, correlation found .71 (p<.01). It can be said based on the findings that Forgiveness Flexibility Scale High School Form is a reliable and valid instrument which can be used in the fields of education and psychology.Keywords: Forgiveness; Forgiveness Flexibility Scale; Validity; Reliability.(Extended English abstract is at the end of this document) ÖzetAraştırmanın amacı, ortaöğretim öğrencilerinde affetme esnekliğini belirleyen bir ölçek geliştirmek ve ölçeğin geçerlik ve güvenirliğini test etmektir. Araştırma 651 ortaöğretim öğrencisi ile gerçekleştirilmiştir. Ölçeğin yapı geçerliliğini test etmek için kullanılan açımlayıcı faktör analizi sonucunda ölçeğin toplam varyansının %45.5'ini açıklayan bir yapı elde edilmiştir. Açımlayıcı faktör analizi sonuçlarına göre; toplam 14 madde, üç faktörde toplanmaktadır. Faktörler affetmeyi tanıma, affetmeyi içselleştirme ve gerçek affetmeyi uygulama olarak tanımlanmıştır. Ölçeğin güvenirlik çalışması testi ikiye ayırma yöntemi ile gerçekleştirildiğinde .71 (p<.01) korelasyon bulunmuştur. Bu sonuçlara dayanarak Affetme Esnekliği Lise Formu Ölçeğinin eğitim ve psikoloji alanında kullanılabilecek, geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir. Affetmenin iki türü bulunmaktadır. Birey, karar temelli affetmeyi gerçekleştirdiğinde hatalı kişiye karşı olan kaçınma ya da intikam alma gibi olumsuz davranışlarını kontrol etmeye karar verir ve hatalı durumdan önceki ilişkiyi sürdürmeye çalışır (Worthington, 2003). Birey, kararsal affetmeyi gerçekleştirmek ister ve hala üzgün, bilişsel olarak öfke, kaygı ve depresyon yönelimli ve güdüsel olarak intikam ve kaçınma yönelimli olabilir. Buna rağmen bazı durumlarda karar temelli affetme duygusal affetmeyi harekete geçirebilmektedir (Worthington ve Scherer, 2004).Affetmenin ikinci türü olan duygusal affetme kırgınlık, öfke, düşmanlık ve nefret gibi olumsuz duygular kümesinden kaynaklanmaktadır (Özgün, 2010). Duygusal affetme, köklerini duygusal deneyimlerde bulan bir yapı olarak incelenmiştir (Worthington ve Scherer, 2004).Çolak, T. S., Koç, M., Eker, H., & Düşünceli, B. (2017). Ortaöğretim Öğrencilerinde Affetme Esnekliği Ölçeği: Geçerlik ve güvenirlik çalışması. Journal of Human Sciences, 14(1), 63-73. doi:10.14687/jhs.v14i1.3578 65 Affetme, bireyi öfke ve suçluluk duygularından kurtaran güçlü bir terapötik müdahaledir (Fitzgibbons...
In this study, it is aimed to determine which social support systems respectively preferred by students to meet their basic needs. The research was conducted with 347 university students from Sakarya University Faculty of Education, 243 of whom were female and 104 of whom were male. A ranking chart was used to determine the rank of fulfilment of the five basic needs of the students, as in the Maslow's hierarchy of needs, (physiological, safety, love and belonging, esteem, and self-actualization), by social support systems (family, relatives, friends, teacher-school, and society). The data was analyzed by rank order judgment scaling. As a result of the research, it was found that university students regard family as the primary social support system in meeting all their needs (physiological, safety, love and belonging, esteem, and self-actualization). The ranking does not change in meeting the needs of safety, love and belonging, and esteem; in meeting the physiological needs, it was observed that relatives are preferred more than friends. Another finding of the research is that in meeting the need for selfactualization, relatives are preferred the least.
Considering that the therapeutic relationship and therapeutic conditions are inseparable conditions for the counseling process, it is important to bring a scale to the Turkish literature to examine the interpersonal stress experienced by counselors during the counseling process. In this research, the scale adaptation process from one language to another language was carried out. In this context, validity and reliability studies were carried out in 4 different samples. As a result of the research, it was seen that there was a moderate and high-level significant relationship between the Turkish and English forms of the scale in all of the items. With this, it is seen that the four-dimensional structure (χ2/sd=2.881) was confirmed in the CFA results of the linguistic adaptation process in the validity and reliability study of ISSC. When the fit values of the ISSC are examined (RMSEA=.08, SRMR=.07, GFI=.89, and AGFI=.85), it is seen that the four-dimensional structure of the scale's CFA results is confirmed. Considering the item-total correlation of the ISSC, it is seen that the item-total scores vary between .237 and .634. The Cronbach Alpha coefficient calculated for the reliability coefficient of the scale was found to be .878, and the McDonald's ω coefficient was .874. When the test-retest results of the Turkish version of the scale were examined, it was concluded that the reliability value was r=.79 (p
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