This study investigated the differences among 465 Turkish first year university students regarding overall wellness and four of its dimensions (cognitive emotional wellness-CEW, relational wellness-RW, life goal-LG, and physical wellness-PW) in terms of self-esteem levels and gender. The data were gathered by administering the Rosenberg Self-Esteem Scale and a short-form of the Wellness Inventory (WI-30). The results of ANOVA showed significant main effects for high-low self-esteem and gender, indicating that those who had a high level of self-esteem, and females, as compared to males, reported higher levels of overall wellness. The results of MANOVA employed on the four wellness subscores yielded a significant main effect for high-low self-esteem and for gender. The findings indicated that students who have higher self-esteem reported higher scores on all the four dimensions of wellness; and females reported higher levels of relational wellness and physical wellness than males.

The purpose of this study is to investigate the guidance resources for parents whose children participated in the identification procedures for the gifted and talented students (GT), and as a result either did or did not qualified to enroll the Science and Art Center (BİLSEM) in Şanlıurfa, Turkey. With this purpose, a four-part survey developed by the researchers was carried out with a total of 261 parents whose children were qualified to enroll (PQE) or not qualified to enroll (PNQE) the BİLSEM. Socio-demographic findings revealed that both groups of parents of all the students who participated in the identification process had a high level of education; but, the PQE higher income and have fewer children than the PNQE. Results on parents' guidance sources and experiences indicated that the source the PQE received the most support at all stages of the identification procedure was class teachers. A third of the parents were involved in the identification procedures either with little or no information. The vast majority of parents stated that they did not benefit from school counseling. Furthermore, it was found that the rate of parents' benefiting from the provisions of other experts' mental health services were limited. Parents who used the school counseling services or the services of other experts reported that assistance was insufficient.

This study examined shyness as a potential mediator in the relationship between academic satisfaction and flourishing among Turkish music teacher education students. Using a questionnaire-based survey design, data were collected from 162 (100 female and 62 male) pre-service music teachers. The Shyness Scale, the Academic Life Satisfaction Scale and the Flourishing Scale were used for data collection. The bootstrap re-sampling method was employed using Hayes’s SPSS PROCESS macro. Results of bivariate correlations showed that, higher academic satisfaction was associated with increased flourishing as expected, whereas higher shyness was associated with decreased flourishing. The mediation model was significant for the contribution of shyness. These findings offer useful implications for the instructors of pre-service music teachers and counseling professionals in higher education.