The purpose of this study was to examine the relationships amongst aggression, self-theory, loneliness, and depression. The study group consisted of 904 student volunteers from various undergraduate programs of a university in Central Anatolia. Simple and hierarchical multiple linear regression analyses, as well as t-tests, were used to analyze the data. In the preliminary analysis performed, females' depression levels and males' aggression levels are higher. The study findings revealed that self-theory negatively and significantly predicted aggression, whereas loneliness and depression positively and significantly predicted aggression in emerging adulthood. Another important finding showed that both direct and indirect relationships exist between self-theory and aggression. According to these findings, loneliness and depression play partially mediating roles individually, and fully mediating roles together, with regard to the relationship between self-theory and aggression.

Problem Statement: Aggression is defined as any kind of behavior intended to hurt others. Aggression generally arises due to the interaction between individual (e.g., social and emotional difficulties, low self-esteem, peer rejection, academic failure) and environmental (e.g., poverty, lack of family supervision, limited social support, conflicts within the family) characteristics. Identifying the factors which cause aggressiveness in adolescents is vital to finding precautions against it. Purpose of Study:The purpose of this study was to examine the effects of peer pressure, automatic thoughts and self-esteem variables on the aggression levels of male and female adolescents.Methods: This is a relational and quantitative research aimed to examine the effects of peer pressure, automatic thoughts and self-esteem variables on the prediction of adolescents' aggression levels. The study sample consisted of 411 volunteer students who were chosen through random sampling from a total of 720 9 th grade students from various high schools in Antalya, Turkey. Participants completed the Aggression Questionnaire, Peer Pressure Scale, Automatic Thoughts Scale and Self-Esteem Scale in their classrooms during counseling sessions. Data were analyzed using hierarchical multiple regression analysis. Findings and Results:In the hierarchical multiple regression analysis for female and male adolescents, it was found that peer pressure and automatic thoughts were effective predictors in explaining adolescents'

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The purpose of this study is to examine irrational beliefs in romantic relationships as the predictor of aggression in emerging adults. The study is a quantitative study done using the relational survey model. The study group is composed of 351 fourth-year students, 201 females and 150 males, who were attending three universities in Central Anatolia during the 2016-2017 academic year. In order to collect the study data, 23-item "KAR-YA Aggression Scale with four sub-dimensions (Physical Aggression, Hostility, Anger, Verbal Aggression) was used. 30-item "Irrational Romantic Relationship Beliefs Inventory" with six dimensions (Over Expectations, Use of Social Time, Mind Reading, Different Thinking, Physical Intimacy, Gender Differences) was used to determine the irrational beliefs in romantic relationships. Also, "Personal Information Form" was used to obtain the participants' personal and socio-economic information. The data collected was analyzed using the SPSS 18 package program. T-test analysis was conducted to find the correlation and the gender differences between aggression and irrational beliefs in romantic relationships, and multi-hierarchical regression analysis was conducted to determine whether irrational beliefs in romantic relationships predict aggression or not. When the study findings are examined, it is seen that males' aggression levels and their irrational expectation regarding the social and free time activities are higher. In addition, in explaining emerging adults' aggression sex is a significant predictor of different thinking and gender differences variables from the IRBI sub-dimensions.

Öz: Bu araştırmanın temel amacı ergenlerde okul tükenmişliğinin akademik kontrol odağı ve bazı demografik değişkenler açısından incelenmesidir. Araştırma verileri İç Anadolu bölgesinde yer alan bir il merkezinde beş lisede 9-12.sınıflarda öğrenim görmekte olan 701 öğrenciden toplanmıştır. Araştırmada "Ortaöğretim Okul Tükenmişlik Ölçeği" ve "Akademik Kontrol Odağı Ölçeği" kullanılmıştır. Verilerin çözümlenmesinde gruplar arası farklılığı belirlemek için Bağımsız Gruplar t Testi ve Tek Faktörlü Varyans Analizi, okul tükenmişliğini yordayan değişkenlerin belirlenmesi için hiyerarşik regresyon analizi kullanılmıştır. Araştırma sonucunda; cinsiyet, okul türü, algılanan ders başarısı, sınıf düzeyi, annebaba eğitim düzeyi, devamsızlık süresi ve günlük ders çalışma süresi değişkenlerine göre okul tükenmişliğinin bir ya da birden fazla alt boyutundan elde edilen puanlarda anlamlı bir fark olduğu gözlenmiştir. Bunun yanında okul tükenmişliği alt boyutları ile içsel kontrol odağı arasında orta düzeyde ve negatif yönde, okul tükenmişliği alt boyutları ile dışsal kontrol odağı arasında orta düzeyde ve pozitif yönde bir ilişkinin olduğu görülmüştür. Diğer yandan regresyon analizi sonuçlarına göre; akademik kontrol odağı içsel ve dışsal kontrol boyutları demografik değişkenlerle birlikte okul tükenmişliğinin okula karşı ilgi kaybı alt boyutunun %12'sini, ders çalışmaktan tükenme alt boyutunun %15'ini, aileden kaynaklı tükenme alt boyutunun %15'ini, ödev yapmaktan tükenme alt boyutunun %14'ünü, öğretmen tutumlarından bunalma ve sıkılma alt boyunun %17'sini ve okulda yetersizlik alt boyutunun %11'ini açıklamaktadır. Okul psikolojik danışma hizmetleri çerçevesinde öğrenci tükenmişliğine ilişkin koruyucu ve önleyici çalışmalar planlanırken öğrencilere içsel denetim kazandıracak etkinliklere yer verilmelidir.