The purpose of this study is to examine the mediator role of cognitive flexibility and difficulties in emotion regulation in the relationship between resilience and distress tolerance amongst college students. The sample of the study involved 1114 students (771 females, 343 males) from various universities in Turkey. The mean age of the sample was 20.65 (Sd=2.77). The Resilience Scale, Distress Tolerance Scale, Cognitive Flexibility Scale, and Difficulties in Emotion Regulation Scale (DERS) had been used to collect data. In this study, a Serial Multiple Mediation Model was used, as proposed by Hayes. The findings showed that people with a higher level of distress tolerance possess higher degrees of cognitive flexibility and that cognitively more flexible individuals experience less difficulty in emotion regulation, and thus, lower levels of difficulty in emotion regulation were associated with an increase in resilience. Furthermore, the model in its entirety had proven to be statistically significant, accounting for 42% of the total variance.
In this study, by translating the Mindfulness in Teaching Scale (MTS) developed by Frank, Jennings and Greenberg [1] into Turkish, it was aimed to investigate the psychometric properties of the Turkish version of the scale among Turkish educators. The adaptation study of the scale started with the linguistic equivalence study. After revealing that the scale was equivalent to the original form linguistically, Confirmatory Factor Analysis (CFA) was applied for the construct validity. As a result of CFA, it was observed that the two-factor structure of goodness of fit was excellent (c2/sd=2.111, IFI=.93, CFI=.93, GFI=.95 and RMSEA=.054) whereas the single factor structure was at acceptable level (c2/sd=2.982, IFI=.87, CFI=.87, GFI=.93 and RMSEA=.072) based on the compliance index value calculations. The Cronbach's-alpha internal consistency coefficient was found to be .64 for the Interpersonal Mindfulness subscale, .80 for the Intrapersonal Mindfulness subscale, and .78 for the whole scale. While the corrected item total correlations ranged from .30 to .65, it was found that t-test results for the scores of the upper 27% and lower 27% groups were significant, and the scale indicated significant relationships with the Mindful Attention Awareness Scale (MAAS) (p<.05). In order to determine the test-retest reliability, correlation coefficient was found to be statistically significant in accordance with the measurements made in 3-week interval. Overall findings demonstrated that the Mindfulness in Teaching Scale is a valid and reliable measurement tool for Turkish educators.
Öz. Bu araştırma, TEOG sınavına hazırlanan ergenlerin annelerine uygulanan Ebeveyn Stresini Yönetme Programı'nın (ESYP) annelerin anne-babalık stres ve ebeveyn mantıkdışı inanç düzeylerine ve ergenlerin anne baba beklentilerine ilişkin stres ve mantıkdışı inanç düzeylerine etkisini inceleyen yarı deneysel bir çalışmadır. Araştırmada Anne-Baba Stres Ölçeği, Anne-Babaların Akılcı Olmayan İnanç Ölçeği, Anne Baba Beklenti Ölçeği ve Ergenlerde Mantıkdışı İnanç Ölçeği kullanılmıştır. Araştırma 16 anne ve 16 ergen üzerinde yürütülmüştür. Deney grubundaki annelere 6 oturumluk ESYP uygulanırken, kontrol grubuna herhangi bir program uygulanmamıştır. Deney grubuna ESYP uygulandıktan sonra her iki gruptaki annelere ve ergenlere son-test ve izleme testi yapılmıştır. Deney grubu ve kontrol grubu arasındaki ön-test, son-test ve izleme testi puanlarının dağılımları arasındaki farka bakılarak programın etkililiği ve kalıcılığı incelenmiştir. Bulgular, ESYP'nin annelerin ebeveyn stresini, ebeveyn mantıkdışı inanç düzeylerini ve ergenlerin anne baba beklentilerine ilişkin stres ve mantıkdışı inanç düzeylerini azaltmada anlamlı düzeyde etkili olduğunu ve bu etkinin kalıcı olduğunu göstermiştir.
This study aims to test the validity and reliability of the Turkish adaption of Hofmann, Carpenter and Curtis' (2016) Interpersonal Emotion Regulation Scale (IERS). The original scale is comprised of four subdimensions; namely, enhancing positive affect, perspective taking, soothing, and social modeling. The study was carried out with 326 students from various departments of Medipol University. Work on adapting the scale began with an attempt to find linguistic equivalence. After ensuring this linguistically equivalence for the scale's original form, a Confirmatory Factor Analysis was launched to examine its construct validity. The results of this confirmatory factor analysis revealed that the four-factor original structure of the scale was also valid for the Turkish sample and the goodness of fit indices of the scale was within acceptable limits. The Cronbach-Alpha internal consistency coefficient was found as .92 for the overall scale. The scale shows outstanding psychometric characteristics.
The aim of this study was to adapt and validate Mindful Self-Care Scale (MSCS) with a normative Turkish sample. Participants of the study were 330 university students (232 females and 98 males) along with the age mean of 20.22 (SD=1.32). In order to validate the six factor structure of Mindful Self-care Scale, a confirmatory factor analysis was conducted. For providing evidence over convergent validity, Mindful Attention Awareness Scale-Adolescent version (Brown, West, Loverich and Biegel, 2011) was concurrently used. The results of the confirmatory factor analysis displayed satisfactory evidence for the six factor Mindful Self-Care Scale (χ2 / df = 1.7; GFI = 0.87, CFI = 0.92; TLI = .91; RMSEA = 0.05). The scale was also found to be significantly correlated to Mindful Attention Awareness Scale-Adolescent (r=.27, p<.001). Also, the Cronbach Alpha value for the whole scale was found .89 yielding satisfactory evidence for the internal consistency of the instrument. The results of the study tentatively yielded that the Mindful Self-Care Scale is a valid and reliable assessment tool of self-care in Turkish culture. As well, further studies examining the psychometric properties of Mindful Self-Care Scale are still needed with larger and diverse samples.
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