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The present study aims to explain forgiveness through locus of control and perfectionism. This study has been carried out within the framework of the mixed research method in which quantitative and qualitative research approaches were dealt with together. The study group consists of the university students. In the quantitative results reveal that the external locus of control is a negatively significant explanatory factor of adaptive perfectionism and a positively significant explanatory factor of maladaptive perfectionism. Moreover, the external locus of control explains forgiveness negatively. In addition, adaptive perfectionism is the positive explanatory factor of forgiveness, and maladaptive perfectionism is the negative explanatory factor of forgiveness. In the qualitative results of the study, it is understood that the statements of most of the participants with high scores of adaptive perfectionism and internal locus of control are gathered under the theme of forgiveness, whereas the statements of those with high scores of maladaptive perfectionism and external locus of control are under the theme of unforgiveness.

Ethical dilemmas are concerning for school counsellors in Turkey. This article presents findings of a qualitative study exploring the views and suggestions of 16 school counsellors in Rize, Turkey. Content analysis was performed on the data obtained from interviews with the participants. The results of the study showed that the school counsellors had the most knowledge about the competency principle of school counselling codes of ethics. The study also showed that regarding legal aspects of school counselling, the participating counsellors had the most knowledge about professional duties and responsibilities, yet they considered themselves inadequate in terms of both professional ethics and legal aspects of counselling. It was concluded that the school counsellors were confronted with ethical dilemmas mostly in cases of confidentiality, and it was understood that the counsellors mostly chose to do research to overcome these dilemmas.

This study was conducted to investigate the validity evidence of an adapted scale that was originally developed in a different culture to assess middle school students' career exploration outcome expectations. The adaptation and validation process included five steps: (a) translation (b) confirmatory factor analysis, (c) measurement invariance studies, (d) calculation of Pearson correlation coefficient between the adapted scale scores and relevant scale scores and (e) calculation of internal consistency. The study sample included 944 middle school students. It was concluded that there is enough evidence to claim that the adapted scale has sufficient language, construct, and concurrent validity. There was also sufficient evidence to claim strong measurement invariance by gender. The internal consistency coefficient of the scale was acceptable (alpha = 0.79). The theoretical and managerial implications of the study were discussed in detail., Author(s): Serkan V. Sari [sup.1] , Fatih Camadan [sup.1] Author Affiliations: (1) grid.412216.2, 0000 0004 0386 4162, Department of Psychological Counseling and Guidance, Recep Tayyip Erdogan University, , Rize, Turkey [...]

The main purpose of this study is to examine the view of school administrators and teachers to school counselor (Psychological Counselor) by metaphor analysis. Comparison method of relational screening models has been followed during the research. Content analysis of qualitative analysis methods has been followed to analyze collected data. Study group of the research had total 390 individuals, 181 of which were school administrators and 209 of which were teachers who worked in the elementary schools in Rize city center and districts in the academic year of 2011-2012. In the form prepared for a data collection tool concerning the research, the participants were asked to complete the sentence "A school counselor (Psychological Counselor) is like ..., because ..." in order to reveal the perceptions of school counselor (Psychological Counselor) content analysis method and Pearson chi[superscript 2] test was used for the assessment of participants' statements. When the statements of participants were analyzed, eight total conceptual categories were created from the metaphors they produce. It was shown that school administrators respectively stated the categories in which more metaphors were produced like "Guiding," "Problem Solving," "Developing," "Discovering," "Friend," "Leader," "Protector and Ineffective"; teachers respectively stated like "Guiding," "Developing," "Problem Solving," "Friend," "Discovering," "Ineffective," "Leader" and "Protector." It was also understood that conceptual categories did not show any significant difference depending on the variables of staff type (school administrator and teacher) and gender.

Purpose: The purpose of this paper is to explore the effects of personality traits on teachers' technology acceptance. Design/methodology/approach To this end, a demographic information survey, Five-Factor inventory, and technology acceptance measure were used for data collection. The data were analyzed via structural equation modeling. Findings: According to the findings, conscientiousness has no significant effect on behavioral intention (BI) whereas openness and extraversion have positive indirect effects. On the other hand, agreeableness and neuroticism have negative indirect effects on BI. It was seen that the developed model explains 70 percent of BI, 77 percent of attitude toward use, 42 percent of perceived usefulness, 64 percent of perceived ease of use, and 15 percent of computer self-efficacy (CSE). It was revealed that CSE mediates the indirect effects of different personality traits on these variables. Practical implications: In this regard, highlighting the conveniences to be brought by using Tablet PCs and equipping teachers with competencies to use relevant technologies during teacher training and in-service training may be effective in developing BI to use Tablet PCs among teachers. Originality/value: The present study is different from previous studies in that it examines more than one technology through more than one measurement, takes personality as the predictor of technology use tendencies, and focuses on causal relationships between technology use and personality.

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study aims to explain forgiveness through locus of control and perfectionism. This study has been carried out within the framework of the mixed research method in which quantitative and qualitative research approaches were dealt with together. The study group consists of the university students. In the quantitative results reveal that the external locus of control is a negatively significant explanatory factor of adaptive perfectionism and a positively significant explanatory factor of maladaptive perfectionism. Moreover, the external locus of control explains forgiveness negatively. In addition, adaptive perfectionism is the positive explanatory factor of forgiveness, and maladaptive perfectionism is the negative explanatory factor of forgiveness. In the qualitative results of the study, it is understood that the statements of most of the participants with high scores of adaptive perfectionism and internal locus of control are gathered under the theme of forgiveness, whereas the statements of those with high scores of maladaptive perfectionism and external locus of control are under the theme of unforgiveness. [ABSTRACT FROM AUTHOR]

Different researchers have tried examining the results of expectations that affect people's starting and continuing to smoke. These expectations can differ in terms of being a smoker, non-smoker, or ex-smoker. These expectations are also associated with age. So many scales have been developed in order to study the expectations of adults, youngsters, adolescents, and children about smoking. This study aims to adapt the Smoking Expectancy Scale for Adolescents (SESA) to Turkish culture. This scale has been adapted by basing itself on a study conducted over 720 university-level students with an average age of 17.5. The confirmatory factor analysis carried out in the investigation determined the SESA to have a 6-factor structure in Turkish. These factors are: affect control and boredom reduction, health costs and addiction, appearance-presentation costs, weight control, social benefits, and social costs. Additionally, the two dimensions of the scale, like the original scale, are seen as expected benefits and expected costs. As a result of the study, the scale is stated to have the quality of being able to measure adolescents' expectations about smoking in terms of psychometric properties. [ABSTRACT FROM AUTHOR]

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main purpose of this study is to examine the view of school administrators and teachers to school counselor (Psychological Counselor) by metaphor analysis. Comparison method of relational screening models has been followed during the research. Content analysis of qualitative analysis methods has been followed to analyze collected data. Study group of the research had total 390 individuals, 181 of which were school administrators and 209 of which were teachers who worked in the elementary schools in Rize city center and districts in the academic year of 2011-2012. In the form prepared for a data collection tool concerning the research, the participants were asked to complete the sentence "A school counselor (Psychological Counselor) is like ..., because ... "in order to reveal the perceptions of school counselor (Psychological Counselor) content analysis method and Pearson X2 test was used for the assessment of participants' statements. When the statements of participants were analyzed, eight total conceptual categories were created from the metaphors they produce. It was shown that school administrators respectively stated the categories in which more metaphors were produced like Guiding, Problem Solving, Developing, Discovering, Friend, Leader, Protector and Ineffective; teachers respectively stated like Guiding, Developing, Problem Solving, Friend, Discovering, Ineffective, Leader and Protector. It was also understood that conceptual categories did not show any significant difference depending on the variables of staff type (school administrator and teacher) and gender. [ABSTRACT FROM AUTHOR]

The aim of this study was to analyze perfectionism among Turkish secondary school students. Perfectionism was compared according to the some variables like academic achievement, type of school, field (Quantitative, Verbal and Equally Weighted) and gender. The study was performed with 271 female and 320 male students. In this study Frost Multidimentional Perfectionism Scale (FMPS) adapted into Turkish by Özbay and Mısırlı-Taşdemir (2003), was used. At the end of the study, in all subscales of perfectionism scale, there was significant variation according to student's academic success levels. There was significant variation according to the school types in all subscales except Personal Standards subscale. While there was significant variation according to the field, in Parental Criticism and Concern over Mistakes subscales; according to gender, there was significant variation only in Doubt about Actions subscale. To not accept nonperfect situations while trying to reach a goal may cause that students have procrastination behaviors and more anxiety. Therefore, their academic achievement may be affected negatively. With individual and group psychological counseling to perfectionist students can help them to notice their characteristics well and determine realistic goal. In this way, their academic achievement can be contributed positively. [ABSTRACT FROM AUTHOR]