The aim of this study was to examine whether adolescents' career exploration is predicted by perceived social support. Participants were 718 seventh, eighth, ninth and tenth grade students. In this research, simultaneous regression analysis assessed the contributions of perceived social support to the adolescent's career exploration. Perceived family social support, perceived friends' social support, and perceived significant other social support correlated significantly with the career exploration. The simultaneous regression analysis showed that perceived family social support, perceived friends' social support, and perceived significant other social support were a significant predictor of career exploration.

The aim of this research is to investigate the validity and reliability of the Turkish version of the Relational Approach to Work Scale (Matthew, Buontempo & Block, 2013). The participants of research were 294 (168 female and 126 male) university students. Results of confirmatory factor analysis demonstrated that the scale yielded 2 factors, as original form: (relational and independent; x²= 999.43, df= 273, RMSEA= .095, CFI= .96, IFI= .96, NFI= .95, RFI= .94, NNFI= .96, SRMR= .067). The internal consistency coefficients were found as .93 for the relational subscale and as .91 for the independent subscale. The corrected item-total correlations of the scale ranged from .54 to .76. Overall findings demonstrated that this scale had high levels of validity and reliability and that it can be used as a valid and reliable instrument in order to measure the approach to work accurately. Further studies utilizing Relational Approach to Work Scale are important for its psychometric effectiveness.

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This research is aimed at examining the validity and reliability of the Turkish version of the Time Attitude Scale. Data were collected from 433 adolescents; 206 males and 227 females participated in the study. Confirmatory factor analysis performed to discover the structural validity of the scale. The internal consistency method was used for reliability analysis. Confirmatory factor analysis revealed a good fit to the data (X² = 724.42, DF = 390, RMSEA = .045, GFI = .90, CFI = .91, IFI = .91, NNFI = .90, and SRMR = .04). The internal consistency coefficients of six subscales were found to be .67 for past positive, .72 for past negative, .81 for present positive, .72 for present negative, .77 for future positive, and .63 for future negative. The result of the item analysis showed that corrected item-total correlations ranged from .29 to .67, and were statistically significant at the p<0.001 level. These results evidenced that the Turkish version of the scale is a valid and reliable instrument.

The aim of this study was to investigate the mediating effect of adolescent–parent career congruence in the relationships between academic expectations stress and school attachment, and academic expectations stress and career exploration. Data were collected from a sample of 476 adolescents. This study found that adolescent–parent career congruence predicted career exploration and school attachment, academic expectations stress predicted school attachment, but academic expectations stress did not predict career exploration. The results suggested that the relationship between academic expectations stress and school attachment, and academic expectations stress and career exploration, were partially mediated by adolescent–parent career congruence.

The primary goal of the current study was to investigate the mediating and moderating effects of the academic self-efficacy in the relationship between student academic support and personal growth initiative. The Turkish version of the Personal Growth Initiative Scale, the Student Academic Support Scale, and the Academic Self-efficacy Scale were administrated to a sample of 237 university students, between the ages of 18 and 23. The present study showed that academic self-efficacy and student academic support were positively related to personal growth initiative. Regression-based mediation analysis indicated that the effect of student academic support on personal growth initiative was mediated by academic self-efficacy. However, the effect of student academic support on personal growth initiative was not moderated by academic self-efficacy. These findings suggested that the student academic support was both direct and indirect effects on personal growth initiative.

En este estudio, el objetivo fue examinar el nivel de adicción a los juegos en línea entre los estudiantes de secundaria en términos de necesidades psicológicas básicas y búsqueda de sensaciones. El grupo de estudio consistió en 214 estudiantes de secundaria, 150 de los cuales eran hombres y 64 mujeres. Los datos del estudio se recolectaron utilizando la Escala de Adicción a los Juegos en Línea, la Escala de Necesidades Psicológicas Básicas y la Escala de Búsqueda de Sensaciones. La variable dependiente de la investigación es la adicción a los juegos en línea, mientras que las variables independientes son la búsqueda de emoción, las necesidades psicológicas básicas, el género, el tipo de juego en línea que el individuo aprende en línea y el tipo de juego en línea. El análisis de regresión múltiple se utilizó para determinar si las variables independientes predijeron la variable dependiente. De acuerdo con el resultado del análisis de correlación, se ha encontrado que existe una relación positiva y significativa entre la adicción al juego en línea y la búsqueda de sensaciones y las necesidades psicológicas básicas. In this study, it was aimed to examine the level of online game addiction among high school students in terms of basic psychological needs, sensation seeking and some variables. The study group of the study consisted of 214 high school students, 150 of whom were male and 64 female. Data from the study were collected using the Online Game Addiction Scale, the Basic Psychological Needs Scale, and the Sensation Seeking Scale. The dependent variable of the research is the online game addiction, while the independent variables are the search for excitement, basic psychological needs, gender, the type of online game the individual learns online and the type of online game played. Multiple regression analysis was used to determine whether the independent variables predicted the dependent variable. In addition, it was determined by independent sample t test whether the level of online gaming addiction differed according to sex, and at the same time whether the individual was different according to the type of online game or not was also examined by one way variance analysis. According to the result of correlation analysis, it has been found that there is a positive and significant relationship between online gaming addiction and the sensation seeking and basic psychological needs. Besides, it was also determined that the level of online game addiction differ statistically significantly depending on the variables such as gender, from whom the game was learned and the type of online game.

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