Ιn a sample of Turkish adolescents (N = 1614), we investigated whether pursuing social demonstration-approach goals (to attain popularity), next to social development goals (to cultivate meaningful relationships), explains differences in need satisfaction and frustration and coping. Cluster analysis showed that students who favored social development over social demonstration-approach goals reported less need frustration and defensive coping than students who favored both goals. These results were replicated with a prospective analysis with part of the initial sample (N = 425) as students who endorsed both goals reported more defensive coping five months later than students who mainly favored social development goals over social demonstration-approach goals.

This study aims to analyze the relationships among social skills level, problem solving and bullying in adolescents. The research is carried out according to the surveying model with a sample of 392 students (210 female and 182 male) who completed a measurement package which contained the Turkish versions of Matson Evaluation of Social Skills with Youngsters (MESSY), Problem Solving Inventory for Children and Bullying Questionnaire. Pearson product moment correlation coefficients and stepwise regression analysis were utilized in analyzing the data. While the study concluded a positive and significant relationship between positive social skills degrees and subcategories of 'trust' and 'avoidance', a negative significant relationship is observed between negative social skills degrees and 'trust', 'self-discipline' and 'avoidance' subcategories of problem solving. Moreover, as a negative significant relationship is explored positive social skills degrees and bullying behavior degrees, a positive significant relationship is found between negative social skills degrees and bullying behavior and being bullied degrees.

The purpose of this study is to examine secondary school student perceptions of parental attitudes with regards to specific variables. Independent samples t test for parametric distributions and one-way variance analysis (ANOVA) was used for analyzing the data, when the ANOVA analyses were significant Scheffe test was conducted on homogeneous variance and Tamhane's T2 test was conducted when the analyses were not homogeneous. Kruskall Wallis H test was conducted on non-parametric distributions and Mann Whitney-U test was conducted when the Kruskall Wallis H analyses were significant. It was observed that the democratic attitude dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the gender, number of siblings and income level variables; but is significantly different according to the parental educational status, whether parents are alive and marital status of the parents' variables. It was observed that the protective-willing dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the gender, income level, whether parents are alive and marital status of the parents' variables; but is significantly different according to the parental educational status and number of siblings' variables. It was observed that the authoritarian dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the educational status of mother, number of siblings, income level, whether parents are alive and marital status of parents variables; but is significantly different according to the gender and educational status of the father variables.

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