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.
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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