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Aims: This study aimed to evaluate the fear of happiness among college students and its relationship to gender, childhood psychological trauma, and dissociation. Setting and Design: College students were addressed as study population, and a relational screening method was implemented. Materials and Methods: Among 184 participants, 93 (50.5%) were women. The Fear of Happiness Scale (FHS), the Childhood Trauma Questionnaire (CTQ), and the Dissociative Experiences Scale (DES) were administered to all participants. Statistical Analysis Used: Mann–Whitney-U and Student's t -tests were implemented for comparison of groups. Pearson correlation and stepwise multiple regression analyses were conducted to identify associations between variables. Results: There were no differences on DES, FHS, and CTQ total scores between genders. DES was associated with CTQ total scores in both genders. Women had higher scores than men on childhood emotional abuse and fear of “cheerfulness ends up with bad faith.” Compared to nonmembers, female dissociative taxon members had higher scores on all childhood trauma types except sexual abuse, and on all types of fear of happiness except “good fortune ends up with disaster” which was the only type of fear significantly elevated among male dissociative taxon members. A stepwise regression analysis revealed that depersonalization, childhood emotional neglect, and physical abuse predicted fear of happiness among women which was predicted by absorption among men. Conclusions: There is a relationship between childhood psychological trauma, dissociation, and fear of happiness. Women seem to be more vulnerable in this path of obsessional thinking which affects different realms in male and female genders.

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Procrastination behaviour occurs when the person is obligated to do an activity, even they are not motivated to carry out the activity within the expected time frame. Literature studies define four types of procrastination: academic, decisional, life routines, and neurotic. This study focuses on academic procrastination in higher education. Academic procrastination is mainly related to delaying academic tasks such as handing in assignments and term papers or preparing for the exams at the last moment. This study compares Turkish and international students' academic and general procrastination profiles using latent profile analysis. For this purpose, latent profiles were estimated to reveal how students from different cultures are grouped according to academic and general procrastination behaviour. A total of 691 undergraduate students, 52.4% (361) Turkish and 47.6% (330) of international students registered for an academic program in higher education participated in the study. Results indicated that while Turkish students for three latent profiles defined as Tending to enjoyable Works, Neither Lessons nor Other Works and Ambition for Academic Success. On the other hand, International students only fit two latent profiles, which are defined as Academic Procrastination Tending to Enjoyable Works and Prioritizing Academic Tasks.

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ÖZET ADAPTION OF MARYLAND SAFE AND SUPPORTIVE SCHOOLS CLIMATE SURVEY INTO TURKISH CULTURE:VALIDITY AND REABILITY STUDY ABSTRACT The aim of this research is to adapt the Maryland Safe and Supportive School Climate Scale (MGDOI) to Turkish and to determine its validity and reliability. 395 high school students participated in this study. Confirmatory factor analysis was performed to test the construct validity of MGDOI. The Cronbach Alpha coefficient was calculated to determine the internal consistency of the scale. In addition, the Mc Donald ve Guttman 6 values were calculated, taking into account the multilevel structure of the scale. In order to calculate the criterion validity of the scale, the Pearson correlation coefficient between MGDOI and High School Life Quality Scale (LYKÖ) was calculated and found to be 0.65. It was found that the scale adapted to Turkish had the same sub-dimensions as the original scale. Furthermore, as a result of the data analysis, MGDOI was found to be valid and reliable for Turkish high school students.Key Words: School climate, test adaptation * Prof. Dr., Marmara Üniversitesi, Psikolojik Danışmanlık ve Rehberlik, h.eksi70@gmail.com ** Arş. Gör., Marmara Üniversite, Psikolojik Danışmanlık ve Rehberlik, tugbaturkk@hotmail.com *** Arş. Gör. Dr., Marmara Üniversitesi, Psikolojik Danışmanlık ve Rehberlik, akifavcu@yahoo.com Halil EKŞİ, Tuğba TÜRK, Akif AVCU 1883 1.GİRİŞOkul iklimi; öğretmen, öğrenci, yönetici, ebeveyn ve diğer okul personelinin davranışlarını etkileyen, bir okulu diğerinden ayırt eden, okula ait kişiliktir ve bir kavram olarak okuldaki insan ilişkilerine gönderme yapmakta ve ön plana çıkartmaktadır. Olumlu okul iklimi öğrenciler, öğretmenler, yöneticiler ve ebeveynler için iyi karşılandıklarına ilişkin bir algı oluşturur ve bireyler arasındaki saygılı etkileşimle karakterize edilir. Öğrenciler başarı için motive olmuşlardır, öğretmenler ve yöneticiler okulun ve öğrenmenin önemini iletirler. Okul temiz, iyi bakımlı ve caziptir. Bu özelliklerin birleşimi sonucunda okul iyi bir yer olarak algılanır (Çalık ve Kurt, 2010; Lehr, 2005: 471). Freiberg & Stein (1999: 11) okul iklimini okulun kalbi ve ruhu olarak görmektedirler. Okul iklimi öğrenci, öğretmen, yönetici ve diğer personelin okulu sevmelerini ve her gün okula gelmek için sabırsızlanmalarını temin etmektedir. Okul iklimi kendimizin ötesinde bir düşünsel ya da nesnel varlığa ait olma duygusu oluştururken, kişinin değerli, saygın ve önemli hissetmesine yardım eden bir okul niteliğidir.Okul iklimi okul kültürüyle ilişkili olmakla birlikte bu iki kavram farklıdır. Fult (2011)'e göre okul iklimi ve okul kültürünü birbirinden net bir şekilde ayırırken ihtiyatlı olmak gerekmektedir. Genellikle alan yazında bu iki kavram birbirinin yerine kullanılmaktadır, ancak okul ikliminin yapısının daha iyi anlaşılabilmesi için aradaki farkın anlaşılması önemli görünmektedir. Erickson (1987) okul kültürünü, okula kimlik kazandıran ve okuldaki tüm bireylerden yapması beklenilen ortak fikirler, varsayımlar, değerler ve inançlar...

ÖzBu araştırmanın amacı Mutluluk Korkusu Ölçeği'nin Türk üniversite öğrencileri için psikometrik özelliklerinin incelenmesidir. Çalışma grubu yaşları 18 ile 33 arasında değişen 500 öğrenciden oluşmaktadır. Ölçeğin öncelikle dilsel eş değerliliği yapılmış sonra geçerlilik ve güvenirlik analizlerine geçilmiştir. Yapı geçerliliği için hem açımlayıcı hem de doğrulayıcı faktör analizi yapılmıştır. AbstractThe aim of this study was to examine psychometric properties of Fear of Happiness Scale in Turkish university students. The sample consisted of 500 university students from Trakya University whose ages ranged from 18-33. At first, linguistic equivalence of the scale was performed. After that validity and reliability analyses were conducted. Besides Fear of Happiness Scale, Life Satisfaction Scale was administered to the students. For criterion validity, Pearson Correlation coefficient was calculated between Fear of Happiness Scale and Life Satisfaction Scale. Cronbach Alpha was computed for reliability analysis. Exploratory and confirmatory factor analysis revealed that the structure of the original scale was acceptable for the Turkish sample. Internal consistency of the scale was found to be .89. Confirmatory factor analysis provides good fit values for this scale. There is negative relationship between Fear of Happiness Scale and Life Satisfaction Scale. The results of data analysis showed that the Fear of Happiness Scale is a valid and reliable measure for Turkish university students.