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The current study investigated whether there are significant relationships between life satisfaction and meaning in life, hope and COVID-19 fear and the extent to which life satisfaction is predicted by these variables. The study group of this research consists of 1,186 adults with the mean age of 41.04. Study group participants are consists of different cities of different regions of Turkey. As the data collection tools, the life satisfaction scale, the meaning in life scale, the dispositional hope scale and the COVID-19 fear scale were used. The results of the analyses have revealed that meaning in life, hope (actuating thinking and alternative ways thinking) are significant predictors of life satisfaction as positively. Besides, it is seen COVID-19 fear, age, gender and the presence of people infected with COVID-19 around aren’t significant predictors of life satisfaction in adults.

The Adolescent Time Inventory (ATI; Mello & Worrell, 2007 ) is a relatively new measure developed to assess several aspects of time perspective (e.g., time orientation, time attitudes). Time attitudes, one aspect of time perspective, refer to positive and negative feelings about the past, present, and future. In the current 2-sample paper, we examined the internal consistency, structural validity, and convergent validity of scores on the time attitude subscales (TA) of the Turkish ATI ( Mello, Worrell, Şahin-Baltaci, & Tagay, 2015 ). Results from Sample 1 ( N = 244) indicated that scores on 5 of the 6 Turkish ATI-TA subscales—Past Positive, Past Negative, Present Positive, Present Negative, and Future Positive—were internally consistent, and confirmatory factor analyses provided strong support for the structural validity of a 5-factor model as well as the hypothesized 6-factor model, even though internal consistency estimates for Future Negative scores (the sixth factor) were unacceptably low. Results from Sample 2 ( N = 350) provided additional internal consistency and structural validity evidence for scores on the 5-factor model and also provided evidence of convergent validity with self-esteem, well-being, and optimism. Analyses also indicated that scores on the 2 past and 2 present subscales demonstrated configural, metric, and scalar invariance across samples, whereas the Future Positive scores only demonstrated metric invariance. We concluded that these 5 subscales can be used with Turkish adolescents and that the Future Negative subscale needs to be revised and validated in this national context.

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The purpose of this study is to determine whether there is a relationship between self-esteem, locus of control and multidimensional perfectionism, and the extent to which the variables of self-esteem, locus of control and multidimensional perfectionism contribute to the prediction of subjective well-being. The study was carried out with 318 final year (fourth grade) university students. Subjective Well-Being Scale, Rosenberg Self-Esteem Scale, Rotter Internal External Locus of Control Scale and Multi-Dimensional Perfectionism Scale were used in the study. Correlation Coefficient of Pearson Moments and Gradual Regression Analysis were used in the analysis of the data. As a consequence, it was determined that there is a positive relationship between subjective well-being and self-esteem, and a negative relationship between subjective well-being and locus of control and multi-dimensional perfectionism. Also, it was observed that the variables of self-esteem, locus of control and multidimensional perfectionism significatly predict subjective well-being.

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The person that has the biggest value and importance after family is the child's first teacher in his/her life. While the child met the teacher at the beginning of the primary school in the period when pre-school education did not become widespread, now the situation has changed and the importance of pre-school education has expanded, too. Consequently, teachers of pre-school education have important tasks and responsibilities in this stage. The main purpose of this research is to reveal whether there is a relationship between multidimensional perfectionism, humor styles and life satisfaction and the extent to which the variables of multidimensional perfectionism, humor styles contribute to the prediction of subjective well-being. The inputs of the research have been obtained from totally 287 Pre-school Teacher Training students of Mehmet Akif Ersoy University. Life Satisfaction Scale that was developed by Diener, Emmons, Larsen and Griffin (1985) and adapted in Turkish by Köker and Yetim (1991) has been used to determine the students' life satisfaction levels. Besides this scale, the inputs of the study have been obtained by using Multi-Dimensional Perfectionism Scale that was developed by Hewitt and Flett (1989) and adapted in Turkish by Oral (1999) and "Humor Style Scale" that was developed by Weir (2003) and adapted in Turkish by Yerlikaya (2003). Standard multi regression analysis has been used to reveal predictive powers of their perfectionism levels' and their styles of humor's life satisfaction levels of the candidates for pre-school teaching in the research.

Problem Statement: A literature analysis revealed that contact disturbances, self-esteem and life satisfaction have been examined in different studies separately. In particular, the researchers observed that the studies conducted on Gestalt contact disturbances are limited in number. In this study, the variables of contact disturbances, self-esteem and life satisfaction have been examined all together, and their correlations with one another will be examined though path analysis in the structural equality model. Purpose of Study:The aim of the study is to test the model developed in order to determine whether there is a causal relationship among contact disturbances, self-esteem and life satisfaction of university students.Method: This study utilised a qualitative and relational model to examine the correlations among variables. Data for the study was collected through the Gestalt Contact Disturbances Scale, the Short Form of Coopersmith's Self-Esteem Inventory and the Life Satisfaction Scale. The data were analysed using SPSS and LISREL programs. Students in the research group were composed of a total of 414 students (290 females and 124 males) studying in various departments of the faculty of education of Mehmet Akif Ersoy University. Findings:The standardised path values were found to be 0.18 and 0.75 between the contact disturbances potential variables and self-esteem, and 0.61 between the self-esteem potential variable and the life satisfaction potential variable. When the model was tested it was observed that statistically significant correlations were present between contact level and self-esteem (t = -3.42, p<.05), full contact level and self-esteem (t = -8.96, p<.05), dependent contact level and self-esteem (t = 3.14, p<.05), post-1 Assist.Prof.Dr. Mehmet Akif Ersoy University Education Sciences-Guidance and Counseling Department. E-mail ozlemtagay@gmail.com 220Ozlem Tagay contact level and self-esteem (t = 2.35, p<.05), and self-esteem and life satisfaction (t = 8.81, p<.05). Conclusion and Suggestions:The structural model developed based on the causal correlations between contact disturbances, self-esteem and life satisfaction was verified. The researcher also observed that the fit indices of the structural model developed generally met the acceptance value conditions; t values of correlations among all values were significant. Researchers can develop models by using Gestalt contact disturbances and different concepts and can carry out comparative studies by examining Gestalt contact disturbances of different ages and professional groups. Furthermore, psychological counsellors who apply Gestalt therapy can use the Gestalt contact disturbances scale in their studies.