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Çalışmanın amacı bilişsel davranışçı yaklaşımı temel alan grup psikoeğitiminin üniversite öğrencilerindeki belirsizliğe tahammülsüzlüğe etkisinin incelenmesidir. Çalışmada Deneysel desenlerden “Öntest-Sontest-İzme Testi Kontrol Gruplu” desen benimsenmiştir. Çalışma grubu 2016-2017 eğitim öğretim yılında Muğla Sıtkı Koçman Üniversitesi, Eğitim Fakültesine yaşları 20 ile 23 arasında değişen, 14’ü kadın 4’ü erkek, 9’u deney grubunda 9’u kontrol grubunda 18 öğrenci oluşturmaktadır. Ölçümler için Belirsizliğe Tahammülsüzlük Ölçeği kullanılmıştır. Deney grubunun puanları ile kontrol grubunun puanları arasında fark olmadığı görüldükten sonra grup psikoeğitimi çalışmasına geçilmiştir. 6 oturumdan oluşan uygulamanın hemen bitiminde son test ölçümü ve uygulamadan 3 ay sonra izleme ölçümü yapılmıştır. Çalışmanın sonucuna göre bilişsel davranışçı yaklaşımı temel alan grup psikoeğitiminin üniversite öğrencilerindeki belirsizliğe tahammülsüzlüğü azaltmada etkili olduğu görülmüştür. This study aimed to examine the group psychoeducation effect based on the cognitive-behavioral approach on undergraduates' intolerance of uncertainty. The study utilized the "pretest-posttest-follow-up test control group" design of experimental designs (9 in the control group and 9 in the experimental group with 18 students in total). Before starting the study, the pretests were performed in preliminary interviews. The Intolerance of Uncertainty Scale was used for the pretests. Once it was observed the experimental and control groups were distributed equally in terms of The Intolerance of Uncertainty Scale, the group psychoeducation was commenced. The post-test was carried out at the end of the 6-session procedure, and the follow-up tests 3 months after the procedure. At the end of the study, the group psychoeducation based on the cognitive-behavioral approach was effective in reducing undergraduates' intolerance of uncertainty. This research was supported by Mugla Sitki Kocman University Scientific.

This study aims to examine the relationships between subdimensions of anxiety sensitivity and anxiety. The participants in the study were 841undergraduate students (411 females; 430 males) randomly selected from three different faculties -Faculties of Technical Education, Education, and Sport Sciences- at Mugla Sitki Kocman University. Data collection instruments included the Anxiety Sensitivity Index-Revised, (ASI-R), and also Beck Anxiety Inventory, (BAI). The data were analyzed using Pearson product-moment correlation analysis and structural equation modeling. The results indicate that there were significant positive associations between subdimensions of anxiety sensitivity and anxiety. The results also indicated that the fear of cognitive dyscontrol subdimension of anxiety sensitivity was the most important predictor of the anxiety for emerging adults. Further research examining the relationships between subdimensions of anxiety sensitivity and anxiety are necessary to strengthen the current study's findings.

This study investigated the relationship between dimensions of perfectionism and anxiety sensitivity. The study group is composed by 398 (211 female; 187 male) students who were studying at the pedagogical formation certificate program at Mugla Sitki Kocman University. The data were collected by using the Frost Multidimensional Perfectionism Scale and Anxiety Sensitivity Index-R. Pearson product-moment correlation analysis was employed to study the relationships between anxiety sensitivity and dimensions of perfectionism; structural equation modeling was also used for explaining the predictive role of dimensions of perfectionism on anxiety sensitivity. Concern over mistakes, personal standards, parental expectations, parental criticism, doubts about actions, and organization dimensions of perfectionism were found to be significantly correlated to anxiety sensitivity. A significant impact of six dimensions of perfectionism on anxiety sensitivity was detected. The theoretical implications of the link between perfectionism and anxiety sensitivity were discussed.

The study investigated the relationship between childhood trauma and types of attachment and the predictive role of childhood trauma on types of attachment. The sample was composed of 911 (492 female; 419 male) university students at Mugla Sitki Kocman University, in Turkey. Data were collected using the brief screening version of the Childhood Trauma Questionnaire and Relationship Scales Questionnaire. Pearson product-moment correlation analysis was employed to search for relationship between childhood trauma and types of attachment; structural equation modeling was also used for explaining the predictive role of childhood trauma on types of attachment. It was found that the physical, emotional, and sexual abuse, and physical and emotional neglect subdimensions of childhood trauma were positively related to fearful, preoccupied, and dismissing attachment styles; whereas these same variables were negatively related to the secure attachment style. Results were discussed in the light of previous findings and in the context of childhood trauma and attachment styles. Further replications using larger samples should be conducted to explore the relationship between childhood trauma and attachment styles.

KEYWORDS Traumatic Incidences. Abuse. Sensitivity. Structural Equation Modeling. Adolescent. Trauma ABSTRACT The prime aim of this study is to examine the relationship between childhood trauma and rejection sensitivity. The study group comprised of 882 late adolescents (423 female; 459 male) who were studying different major fields at the School of Physical Education and Sports and Faculty of Education in Mugla Sitki Kocman University. Data was collected by using the brief screening version of the Childhood Trauma Questionnaire and Rejection Sensitivity Questionnaire. Pearson product-moment correlation analysis was employed to search for relationship between childhood trauma and rejection sentivity. The structural equation modeling was also used for explaining rejection sensitivity. It was found that there was a positive relationship between rejection sensitivity and physical abuse, emotional abuse, physical neglect, emotional neglect, and sexual abuse subdimensions of childhood trauma. As a result of the present study, the researcher observed that childhood trauma is an important risk factor to identify in late adolescents with rejection sensitivity.

The relationship between perfectionism and depression was investigated using a sample of 598 high school students. Perfectionism and depression levels were measured using the Frost Multidimensional Perfectionism Scale (Frost, Marten, Lahart, & Rosenblate, 1990) and the Beck Depression Inventory (Beck, Rush, Shaw, & Emery, 1979), respectively. To analyze data, regression and correlation analyses were employed. Depression levels of students with high scores on the subdimension of perfectionism were found to be significantly higher than depression levels of those who gained low scores. Depression levels of girls were found to be significantly higher than those of boys. A significant effect of subdimensions of perfectionism on depression was detected and all subdimensions of perfectionism were found to be significantly correlated to depression.

This study was aimed at investigating the relationship between attachment styles and social anxiety. The sample consisted of 600 (300 female, 300 male) university students. Attachment styles and social anxiety levels of university students were measured using the Relationship Scales Questionnaire (Griffin & Bartholomew, 1994), and Social Anxiety Scale (Ozbay & Palanci, 2001), respectively. Multiple regression analysis and correlation analysis were employed to analyze data. Attachment styles were found to be significantly correlated with social anxiety.

The purpose of this study is to investigate the relationship between social problem solving and social self- efficacy and the predictive role of social problem solving skills with social self-efficacy. The sample consists of 706 prospective teachers (362 female and 344 male) who are majoring in different fields at Mugla Sitki Kocman University's Faculty of Education. Data was collected by using the Interpersonal Problem Solving Inventory method and the Scale of Perceived Social Self-Efficacy. Pearson product-moment correlation analysis was also employed to search for relationships between social self-efficacy and social problem solving. Structural equation modeling was used for explaining social self-efficacy. A negative relationship was found among social self-efficacy and approaching problems in a negative way, lack of self-confidence, and unwillingness to take responsibility. A positive relationship was found among social self-efficacy, constructive problem solving, and insistent-persistent approach. As a result, with regard to psychological counseling and guidance studies, it would be appropriate to include applications about effective social problem solving skills to increase the level of social self-efficacy. Further research investigating the relationships between social problem solving and social self-efficacy, and other psychological constructs are needed to reinforce the findings of this study.

4th World Conference on Educational Sciences (WCES) - FEB 02-05, 2012 - Univ Barcelona, Barcelona, SPAIN SARICAM, Hakan/0000-0002-8723-1199 WOS: 000314465902158 The aim of this study is to examine the relationship between the university students' rejection sensivities, self-esteems and loneliness levels. Furthermore, their rejection sensivities, self-esteems and loneliness levels are examined according to gender. The sample of this study consists of 1149 university students. Rejection Sensivity Scale (RSS), Coopersmith Self-esteem Inventory (CSEI), Loneliness Scale (UCLA) were used in the study. Pearson Moment Correlation, t Test, Multiple Linear Regression Analysis were used for the data analysis. As a result of study, there is significant relationship between rejection sensivities, self-esteem and loneliness level. According to findings, the students who have high rejection sensivity, have low self-esteem and high loneliness level as well. There is difference of rejection sensitivity, self-esteem and loneliness on male and female students. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu Acad World Educ & Res Ctr, Near E Univ, Bahcesehir Univ, Ankara Univ, Hacettepe Univ, Cyprus Educ Sci Assoc

The purpose of this study was to investigate the predictive role of attachment styles on loneliness and depression. The sample consisted of 652 (313 females; 339 males) university students. Data were collected by using the relationship scales questionnaire, UCLA-R loneliness scale, and Beck depression inventory. To analyze data, Pearson product-moment correlation analysis and multiple regression analysis was employed. Attachment styles were found to be significantly correlated to loneliness and depression. A significant relationship was also found between loneliness and depression. A significant effect of attachment styles on loneliness and depression was detected. Key-words: Attachment styles, loneliness, depression.