The rapid development and easy accessibility of internet and personal computers have increased their use in educational environments as well as in every field. In schools, responsibilities of teachers in using technology have increased within the scope of educational processes and management processes and administrative level, and indirectly it has been determinative in their behavior towards the institution. In this respect, teachers' technostress levels which are the pressure they incur in the use of technology, and psychological capital levels which are the positive organizational behaviors, have been investigated in the present study. Two different scales were used in the research conducted with the participation of 228 teachers at different school levels in the academic year of 2016-2017. At the end of the study, it was found that teachers had a high level of psychological capital and a medium level of technostress, and there was a moderate and inverse relationship between their psychological capital and technostress levels. In addition, as a result of the structural equation modeling, it was found that the teachers' technostress levels were important indicator of their psychological capital levels. In this respect, it can be stated that measures to reduce the technostress level will increase the psychological capital level.
This study was conducted to examine the perceived social support and self-esteem as predictors of the psychological resilience of the parents who have children with special educational needs. This study aimed to reveal the relationship between the psychological resilience of the parents who had children with special educational needs and the level of social support they perceived and their self-esteem levels. This research is a correlation study in relational screening model. 235 parents (205 females and 30 males) participated in this study. Personal Information Form, Resilience Scale for Adults, Arıcak Self-Esteem Scale and Revised Parental Social Support Scale were used as data collection instruments. In the evaluation of the data number, percentage, mean and standard deviation were used as descriptive statistical methods. The t-test was used to compare quantitative continuous data between two independent groups, and one way Anova test was used to compare quantitative continuous data between more than two independent groups. Scheffe test was used as a complementary post-hoc analysis to determine the differences after the Anova test. According to the research results, there is a significant relationship between psychological resilience, perceived social support and self-esteem. Perceived social support and self-esteem variables predicted the psychological resilience. The results of the research were discussed in the relevant literature.
The purpose of this study was to examine the psychological resilience of fathers with mentally handicapped children. The study utilized the relational survey model, which is one of the quantitative research models. The unit of analysis of the study was the fathers of children with special educational needs. "The Resilience Scale for Adults" was implemented to construct survey questionnaire and measure the psychological resilience of fathers, as the data collection tool. The study findings depict that the fathers with mentally handicapped children have the highest social competence among the 26-35 age group. The results provide that the group with the highest level of psychological resilience is the group having college or vocational school graduation grade in terms of the educational status of the participants. As for the variable of the job status of fathers, the findings postulate that the future perception level of the employed group is higher than the non-employed group. As a result of the analysis, no statistically significant relationship was found between the psychological resilience levels of total and other sub-dimensions and the total number of children in the family.
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