Search

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 [...]

This study is to examine whether hopelessness has a mediating role in the relationship between self-compassion and suicide cognitions. 231 people aged between 17-30 years participated in the study. Participants; 95 of them (41.1%) are between the ages of 17-21, 87 of them (37.7%) are between the ages of 22-25, and 49 of them (21.2%) are between the ages of 26-30. Of the individuals participating in the research, 154 (%66.7) were female and 77 (%33.3) were male. It was collected using the Personal Information Form, Self Compassion Scale, Suicide Cognitions Scale, and the Beck Hopelessness Scale. Structural Equation Model was used in the analysis of the data. It was revealed that there is a negative, moderate, and significant relationship between self-compassion and hopelessness. In addition, it was determined that there is a negative, moderate, and significant relationship between self-compassion and suicide cognitions. With this, it was concluded that hope has a mediating role in the relationship between self-compassion and suicide cognitions. Based on the results of the study, it has been suggested to implement psychoeducational programs based on preventing suicide risk factors, and increasing self-compassion and hope for individuals in various risk groups. [ABSTRACT FROM AUTHOR]

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.)

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies 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.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty 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.)

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.)