M.A. Theses

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A preliminary adaptation of the Minnesota Counseling Inventory
(Thesis (M.A.)- Bogazici University. Institute of Social Sciences, 1979., 1979.) Akdağ, Fusun.; Fişek, Güler Okman.
A program for adolescents about their physical, physiological, sexual, emotional and social changes and development
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1982., 1982.) Kulaksızoğlu, Adnan, 1947-; Baykal, Ali.
In this study, a short-term program was developed to give some essential information to adolescents about their physical, physiological, sexual, emotional and social changes and development, and to help them to lessen their anxieties which are the natural outcomes of the adolescence period. The seven-unit program, was applied to 22 Lise students living in an orphanege called Mevlanakapı Yetiştirme Yurdu. In order to assess the effects of this program, Mooney Problem Check List was given to the students before and after the course, and the differences between the number of items checked were evaluated. Almost all of the items on the Check-List are marked by a smaller number of students at the end of the program. In addition, five-item quetsionnaire was given at the end of the course to find out how the students evaluate this program. According to observations and analysis of data obtained through Problem Check List and five-item evaluation questionnaire, it can be said that this program had on positive effect on the students. It seems that this program ond the similar ones to be developed may be useful for adolescents and can be incorporated easily in school curricula.
A career decision-making program for lycée students
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1983., 1983.) İncesulu, Ayşim.; Öner, Necla.
A career decision-making program! based on Jackson-Egner's (1978) career decision making model, was adapted to provide a counseling intervention in facilitating students' career maturity development. The Career Maturity Inventory originated by Crites (1978) was also translated and adapted to be used as a supplementary source in facilitating the program. The program was administered to 46 ninth grade students in a ,private lycee. There were 24 male, 22 female students all around the age of fifteen years old. Students ' informal evaluations were derived through a questionnaire and oral reports. Feedback obtained from the questionnaire and oral reports indicated that the students generally found the Career Decision Making Program quite beneficial. They indicated that they were interested in and made use of the occupational information given. Exploring their interest areas as well as alternative solutions offered in case of a problem like failing at university enterance exams were found very useful and encouraging. Impressionistic evidence accumulated in this project raised the question about the feasibility of Super's Developmental Self Concept Theory of Vocational Behavior for students in Turkey. Values, expactations and opportunities this theory assumes are different from those that exist in Turkey. Limitations based on such theoretical assumptions and practical applications in career choice in Turkey, and recommendations to develop a more applicable Career Decision Making Program for Turkish students than the one attempted here were discussed.
The effects of mastery learning and traditional learning methods on achievement and retention of fifth grade Turkish primary school students in science
(Thesis (M.A.)- Bogazici University. Institute for Graduate Studies in Social Sciences, 1983., 1983.) Afreşa, Oya.; Yıldıran-Stodolsky, Güzver.
The aim of this study is to investigate the effects of Mastery Learning strategy of Benjamin S. Bloom on achievement and retention of 5th grade Turkish primary school students in science in comparison to the traditional learning strategy which is used in a primary school in Turkey. The hypotheses for this study are: Hypothesis Hypothesis I: The achievement level of the class under the Mastery Learning method will be significantly higher than the class under the traditional method of instruction. II: The retention scores of the Mastery class will be significantly higher than the Control class. Hypothesis III: Retention is influenced by the level of learning. The three hypotheses of the study were tested. The comparison of the means of the Mastery and Control classes on their summative tests as well as their retention tests were done throught tests. The analyses were also done through the use of non-parametric statistics. Correlational analyses were done on the relationship of the variables of concern. In addition X2 was used to test the effects of level of learning on retention. The percentage of retention from original learning is also reported for students who reach the criterion level as well as those who dn not reach this level. The results of the analyses show that: 1- The achievement levels of the Mastery class is significantly higher than the Control class at the .001 level of significance. 11- The retention scores of the Mastery class are also significantly higher than the Control class at the .001 level of significance. 111- Retention is highly influenced by the level of learning at the .001 level of significance. The study galns an importance, Slnce this the first applied use of the Mastery Learning strategy in Turkey. The results indicate that this learning strategy might also help to raise the majority of Turkish students to reach higher levels of achievement and retention.
Understanding the relationship between socioeconomic status, language and educational achievment: |a critical analysis
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1983., 1983.) Evans, Lorna.; Öner, Necla.
This study draws on literature from English speaking countries to explore the relationship between social class, lanouage and educational achievment. It refers specifically to societies where differences within the common language and between social classes seem to predispose certain children to educational failure. The study finds a concensus of opinion that membership of a particular social class influences the dialect, or variety of language, acquired by the young child. The different socialisin0 orocess experienced by children of different socioeconomic status are commonly held to be responsible for this ohenomenon. The research indicates that the child of low socioeconomic status performs less well in school than his higher socioeconomic status counterpart, due to the child usinq a dialect which does not correspond with the language used in school. This study explores the possibility that other factors may account for that poor educational performance of the low socio-economic status child. Recent research indiactes that this poor academic performance may be attributable to a multitudel,of factors. It may be that dialect llsed by the low soci oeconomic status ch ild does not refl ect the accepted values and thought pattern esteemed by the middle-class oriented academic environments. Likewise, it may not be any instrinsic quality in the child's dialect that disenables him, but rather either people's reactions to it, which may be negative, or the inconsequence between the values reflected by the child's language and his expression style. The low prestige accorded to nonstandard dialects is often extended to those who use such dialects and the low exoectatations of teachers for such children may become a selffulfilling prophecy. Society is becoming increasinqly aware of the problems of the low socioeconomic status child, and is instituting programmes both general and language specific, to help him. This study makes a critical analysis of some of the latter programmes. It finds that although the aims of programmes still vary from el iminatinq nonstandard dialects to fostering only nonstandard dialects, educators are learnina from nast exoeriences how best to develop programmes which will fully benefit the youna child. Its conclusion is one of hope, for with increased knowledqe and commitment, the educational future of the low socio-economic status child must surely improve.
A project to test the interjudge reliability and construct validity of formative evaluation for preschool objectives
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1983., 1983.) Uzunkavak, Ozânâ.; Yıldıran-Stodolsky, Güzver.
Increasing assertiveness in junior high students with a special training program
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1984., 1984.) Atlas, Aynur.; Çulha, Meral Ü.
This study investigated the effects of it group assertiveness training program on unassertive pre-adolescent students (approximately 15-16 years old), of mixed gender. The subjects were drawn from Orta 3 Robert College students who were volunteers joining the study during the first semester of 1983-84 school year. Twelve students for the experimental group and twelve students for the control group were randomly selected among unassertive s tudents. Each group included six boys and girls. Assertiveness of the students was measured by the Rathus Assertiveness Schedule (RAS). It was used both in pre-test and in post-test. Pretest-Posttest control group design was used in the study. The study was conceived within a theoretical framework which emphasized correspondence between the individual and the environment. The program was developed according to the needs of the group members.Training was given to only the experimental group during guidance hours once a week for seven weeks, and each session lasted 45 minutes. The counseling service was used for the meetings. The majority (67.2 per cent) of the Robert College Orta 3 students appeared to be asserdive. According to the findings the AT group showed a significantly greater improvement than no-teatment control group on the RAS. In post treatment discussion the group members stated that they had found AT program useful, understood assertiveness better in improving their assertive behavior. Consequenltly, it can be said tha t such training was effective in increasing the assertiveness of pre-adolescent boys and girls as evaluated by self report and the test results.
The effects of mastery learning and improved teaching on mathematics achievement for seventh grade Turkish students at a private secondary school
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1984., 1984.) Nwabueze, Boniface.; Yıldıran-Stodolsky, Güzver.
The aim of this study is not only to test the effectiveness of Mastery Learning method of instruction on achievement levels but principally to check if improved Teaching could have an additive effect when used with Mastery Learning in raising achievement levels. The study was carried out in Robert College including for classes of Orta II mathematics. The hypotheses for this Study include: Hypothesis I: The achievment level of the class under Mastery Learning method of instruction will be significantly higher than the control class. Hypothesis II: The achievement level of the class under Improved Teaching will be significantly higher than the control class. Hypothesis III: Improved Teaching will have an additive effect to Mastery Learning method of instruction. The class under Mastery Learning method of instruction combined with Improved Teaching will not only score higher than the control class but will also have the highest mean scores when compared with Mastery Learning or Improved Teaching Class. These three hypotheses of the study were statistically tested using t-test analyses, Kendall's tau correlational analyses and analysis of variance. The results of these analyses show that: 1- The achievement level of the Mastery class 1S significantly higher than the control class at the .001 level of significance. 2- The achievement leTJel of the Improved Teaching class is significantly higher than the control class at the .001 level of significance. 3- The class under the combined Mastery anj Improved Teaching methods scored significantly higher than the control class at the .001 level of significance. The class under Mastery Learning combined with Improved Teaching scored significantly higher than the Mastery class at the .005 level and higher than the Improved Teaching at the .025 level of significance. In this study, Mastery Learning alone accounted for 15 % of the variance in achievement, Improv2d Teaching accounted for 17.6 % of the variation in achievement and the combined Mastery with Improved Teaching accounted for 33% of the variation in achievement among learners. The effects of Mastery Learning and Improved Teaching are additive according to the results of this study.
Turkish adolescents' level of psychological adjustment in relation to adolescents' perception of parental psychological maltreatment and physical punishment
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2004., 2004.) Eryiğit, Suna.; Erkman, Fatoş.
This study investigated the inter-relationship between adolescents' psychological adjustment, perception of parental psychological maltreatment, and perceived physical punishment from parents in terms of justness and harshness. The sample was selected from ninth grade students in four high schools in İstanbul. The five variables in this study are adolescents' level of psychological adjustment, perception of maternal psychological maltreatment, perception of paternal psychological maltreatment, perception of physical punishment in terms of justness and harshness. The specific questions investigated were the impact of perceived maternal and paternal psychological maltreatment and physical punishment in terms of justness and harshness on perceived psychological adjustment. Also, the possible variance of perception of parental psychological maltreatment according to perceived harshness and justness were explored. Four instruments were used for data collection, specifically Demographic Information Form (DIF), Personality Assessment Questionnaire (PAQ)-Turkish Form, Perception of Psychological Maltreatment Inventory (POPMIFA), and Physical Punishment Questionnaire (PPQ)-Turkish Form. Data was analyzed through structural equation modeling, in AMOS software statistics program. The results showed that perceived parental psychological maltreatment has a significant impact on perceived psychological adjustment (β=.40, p<.01), whereas harshness and unjustness do not have direct impact on perceived psychological adjustment but the impact is mediated by perceived psychological maltreatment (β=.34, p<.000; β=.23, p<.000, respectively). The impact of perceived harshness of physical punishment on perceived psychological adjustment varies according to adolescents' perception of parental maltreatment.
Predictive role of perfectionism on academic achievement life satisfaction
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2008., 2008.) Göç, Zeynep.; Erkman, Fatoş.
The main aim of this study was to investigate the predictive role of perfectionism on the level of achievement and life satisfaction. In this context, the impact of various perfectionism dimensions (excessive concern over mistakes, high personal standards, doubts about actions, need for organization, high parental expectations and excessive parental criticism), adaptive, maladaptive or overall perfectionism on academic achievement, various life satisfaction dimensions (friend, family, school, environment and self) and overall life satisfaction of male and female high school students was explored. The study was carried out in 3 high schools in İstanbul and 181, 10th grade students who were selected from these schools formed the sample of the study. The Turkish form of Frost Multidimensional Perfectionism Scale, the Turkish form of Multidimensional Students' Life Satisfaction Scale and demographic information form were administered to participants. Multiple regression analyses revealed that excessive criticism showed a general maladaptive pattern and predicted academic achiement, fried satisfaction and family satisfaction negatively. Adaptive perfectionism, on the other hand, made a positive contribution to the overall life satisfaction and school satisfaction. Relying on these results, it can be concluded that this study confirmed the importance of the parenting style and the quality of parent-child relationships in terms of predicting life satisfaction of adolescents and the importance of adaptive perfectionism (the combined effect of having high personal standards and of being ordered and organized) for satisfaction with life and its dimensions.
Values of counseling students: a preliminary examination
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2008., 2008.) Yavuz, Pınar.; Albayrak-Kaymak, Deniz.
This study was conducted on the longitudinal data collected from Boğaziçi University guidance and psychological counseling students from freshman to senior year. Its aim was to determine if there was a change in values of students from freshman to senior year. A total of 164 students (113 females and 51 males) participated in this descriptive longitudinal study. Personal, social and counseling values, attitudes toward counseling service, career plans in counseling, favorable and unfavorable client groups; race, ethnic groups or nations students think they would have difficulty to work with, counseling approaches adopted and value orientations of students were investigated. To answer these questions, some questions were selected from the Values Instrument which was developed by Albayrak – Kaymak. There were structured and open- ended questions which were conceptually grouped. Frequencies, percentages and McNemar test were used to analyze the data. Findings, in general, showed that counseling education had an impact on variables studied. While the importance of personal values like reliability, justice, loyalty, sincerity and responsibility increased; the importance of love, rationalism and selfhood decreased. In social values; importance of justice and social welfare increased but of love and reliability decreased. Positive attitudes of students toward getting counseling help were quite high in both grade levels. Number of students who would like to work as a psychological counselor decreased from freshman to senior year. While the preference to work with a squatter settler and a family with a child with disability increased, a suicidal introvert decreased. As unfavorable clients, avoidance of convicted rapist, incestuous parent, pander increased; mentally retarded, person with AIDS, involuntary counselee and terminally ill decreased. The ratio of students who thought that they would not have difficulty while working with ethnically different groups increased. Value orientations changed in the favor of harmony, present and becoming. The counseling approach senior students found closest to them was Humanistic and the counseling value they found most important was reliability. The results are indicative of the importance of inclusion of cultural issues and value awareness in counselor training.
The relationship between psychological adjustment, best-friend acceptance– rejection, and peer attachment during late adolescence
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2016., 2016.) Şakiroğlu, Mualla Oya.; Erkman, Fatoş
The aim of the present study was to realize the transliteral equivalence of the “Best- Friend Acceptance–Rejection Questionnaire” (BFARQ) for Turkish population (Study I) and to study the relationship between psychological adjustment, best-friend acceptance rejection and peer attachment of late adolescents along with gender differences (Study II). To carry out the transliteral equivalence process of BFARQ for Turkish population and to test its reliability, 60 bilingual students were given the two forms in Study I. The Turkish form was found to be transliterally equivalent to the original and the reliability was found to be strong (Cronbach’s α = .87) The sample for the second study consisted of 441 undergraduate students. The materials for data collection were: (1) a demographic questionnaire, (2) Best- Friend Acceptance–Rejection Questionnaire (BFARQ-Turkish Form), (3) child version of the Personality Assessment Questionnaire (PAQ-Turkish Form); which measures the psychological adjustment level, and (4) Peer Attachment Scale (from IPPA-T). The correlations between peer attachment and best friendship rejection (r = - .546, p < .01) peer attachment and psychological maladjustment (r = .49, p < .01), and best–friendship rejection and psychological maladjustment (r = -.438, p < .01) were significant and in the expected directions. The results showed that, poor peer attachment was the best predictor of psychological maladjustment (β =.37) followed by best-friend rejection (β = .24). The gender of the participants did not affect this relationship in any way analyzed in this study.
WhatsApp school groups :|A study of parental experiences with instant group messaging
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Ocak, Hacer.; Akmehmet Şekerler, Sibel.
The WhatsApp (WA) application has been commonly used in many schools all over Turkey. The main purpose of this study is to explore the experiences of parents who are members of WA parent groups in primary schools and how they reflect on their experiences in terms of communication between schools and parents and also among parents. Semi-structured interviews with 14 mothers with children in primary schools were conducted through a purposeful sampling method. The data was verbatim transcribed and then qualitatively analyzed through the use of a thematic analysis procedure. Five themes emerged from the data: transmitting information between related parties, planning and action on subjects in which parents have similar concerns, establishing connections between parents, exhibiting parental attitudes and responsibilities through WA, and drawbacks of being a member of WA parent groups. Findings show that even though WA parent groups have drawbacks, parental involvement is ensured through this online social platform. WA groups form new relations between parents through its functions. Additionally, these interactions have effects on children’s relations, too. It can be concluded that if the WA parent groups are managed effectively they may be an efficient tool for parents in primary schools, especially in situations where schools are not able to meet parental needs.
An exploration of maternal transition from the perspective of employed pregnant women
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Kurç, Merve.; Akmehmet Şekerler, Sibel.
Transition to parenthood is one of the landmarks of adulthood. This period begins with pregnancy for women. This study aims to explore employed women’s psychological experiences during pregnancy, to understand the level and kind of support they have and they need, and also to examine the kind of coping strategies they implement in order to cope with the negative situations experienced during this period. Schlossberg’s transition theory provides the conceptual framework for this study. The participants of the study were purposively chosen 12 primigravid pregnant women in the third trimester of their pregnancy, all of whom were employed. For data collection, a semi-structured interview protocol was developed and implemented by the researcher. Qualitative approach was employed, and thematic analysis was conducted. Six themes (Physical complaints, mixed feelings, a new life, worry about the unknown, support, coping strategies), and 11 subthemes emerged. It is believed that this study will assist psychological counselors and health practitioners to provide programs and services that efficiently serve the needs of employed pregnant women. Moreover, it is expected that the study will guide partners, other family members, friends and employers of pregnant women to support them more effectively.
Expanding a counseling intake form and examining psychosocial problems of university students
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Cihan, Akın.; Albayrak-Kaymak, Deniz.
This survey study attempted to determine the psychosocial problems of university students while updating an existing university counseling intake form. The updated form was expanded by adding some problem items and questions on student characteristics and prepared to be filled as an electronic form. The accessible population was students of a public university in İstanbul who were around 18-25 ages. The link to the survey form was shared to via e-mails and social media groups. The data were collected anonymously and analyzed cumulatively. Participants were 741 students, about two thirds being female. The problem areas that emerged as eight factors were career/future concerns, problems with affect, academic problems, relational issues, problems with culture, health concerns, addiction, and traumatic experiences, in order of prevalence. Females reported more problems in career/future, affect, culture, and health, while males reported more problems in addiction. English Preparatory students had less concerns about their career/future than undergraduate and graduate students. Involvement in extracurricular activities seemed to be protective factor for students’ future/career, academic problems, and relational issues. Students who were interested to live abroad reported more problems with culture and addiction. Students with history of receiving psychological help, and suicidal thoughts and attempts reported more problems in most areas. The practical implication of the study was that university students had serious career/future, academic and counseling needs that await being addressed by university administrations and policy makers.
Perceived social support and the psychological well-being of adolescent Syrian refugees
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Çakmak, Betül Gülcan.; Börkan, Bengü.; Yeniad, Nihal.
The present study investigated the level of perceived social support (SS) and psychological well-being (well-being) in Syrian adolescents in comparison with Turkish adolescents from various socioeconomic status (SES). Also, the roles of the family SES, gender, health, and traumatic experiences on the adolescents’ well-being were investigated. Participants were 178 Syrian and 238 Turkish adolescents and their mothers. The Child and Adolescent Social Support Scale, the Strengths and Difficulties Questionnaire and a survey including questions related to the demographic and family SES information were administered to adolescents and a survey assessing the family SES, adolescents’ health and traumatic experience were administered to mothers. Based on the findings, Syrian adolescents had lower levels of SS and well-being than Turkish adolescents did. A higher level of well-being was associated with a higher level of SS (mother, teacher, and classmate). However, the correlation between SS (mother and father) and well-being varied across groups. While the relationship between teacher support and psychological difficulties was moderated by gender in both groups, the relationship between mother support and psychological difficulties was moderated by gender only in Syrian adolescents. The relationship between psychological difficulties and father support was moderated by health only in Syrian adolescents who had health-related problems. Lastly, Syrian adolescents differed on SS and well-being based on their experience of residing in refugee camps. The practical implications for school counselors were discussed.
Cybercounseling from the perspective of cybercounselors :|opportunities and challenges
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Yılmaz, Fatih.; Akmehmet Şekerler, Sibel.
Since the beginning of the twenty-first century, the web has gradually become a media for reaching mental health services. Counselees demand counseling services through the internet and cybercounselors started to supply those services. The purpose of this qualitative study was to examine the opportunities and challenges of cybercounseling in terms of how cybercounselors experience them. Participants of the study were seven cybercounselors purposively selected and who pursue their practice in Turkey. For data collection, a semi-structured interview protocol was developed and implemented by the researcher. As a result of the thematic qualitative analysis, in-depth knowledge on the cybercounselors practices was reached. One of the major findings of the study is that there are opportunities for both counselors and counselees such as convenience, receiving counseling in one’s mother tongue, and saving time. Cybercounseling also has some challenges such as technological insufficiencies and incompatibility for certain techniques and cases. However, the study revealed that counselors found strategies, such as developing a new perspective for counseling and establishing new rules to ensure ethical conduct, in order to overcome those challenges. There are some limitations in the study resulting from the nature of qualitative research sampling. The results are not generalizable; however in-depth understanding was achieved. The study has implications for cybercounselors, counseling educators, and policy-makers.
Disability microaggressions toward students in inclusive settings :|The perspective of school counselors
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Yılmaz, Osman.; Sart, Zeynep Hande.
The present study investigated the disability microaggressions toward students in inclusive settings shown by counselors, teachers, administrators, the parents of students without disabilities, and the peers of students in inclusive settings. In addition to understanding disability microaggressions, the changes in counselors’ perceptions regarding students in inclusive settings over time and school counselors’ current and future practices to create a social justice-based learning environment for students in inclusive settings were investigated. In this qualitative study, interviews were conducted with 13 counselors working at public primary and secondary schools in Bağcılar, İstanbul to understand both counselors’ own disability microaggressions and their observations regarding discriminations toward students in inclusive settings. Data was analyzed through utilizing consensual qualitative research method. The findings indicated that school counselors mostly showed disability microaggressions; namely patronization, secondary gain, spread effect, and otherization. The microaggressive acts shown by teachers and administrators were mostly grouped as second class citizenship and systemic discriminations. Also, the parents and the peers showed mostly direct discriminations toward students in inclusive settings. The changes in counselors’ perceptions were mostly related to their knowledge levels in inclusive educational practices; and their practices in the field of disability were mostly limited to their legal and professional requirements, other than social justice-based practices. The practical implications for school counselors and policy makers were also discussed.
Beliefs about children's upbringing:|The views of Turkish mothers and preschool teachers
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Çetintaş, Şeyda.; Yeniad, Nihal.; Emmen, Rosanneke A. G.
Child-caregiver relationship is of critical importance for the child‟s social-emotional development. Earlier studies on caregivers‟ sensitivity beliefs have focused on parents‟ childrearing beliefs and behaviors. Although there are some studies on beliefs of some childcare providers such as child psychologists, parenting counselors, and family therapists, the question if parents‟ caregiving beliefs are consistent with the beliefs of preschool caregivers regarding upbringing has not been studied. So, the main goal of the present study was to compare the views of the mothers‟ and to those of their children‟s teachers at preschool about caregiving sensitivity. The sample consisted of a total of 87 caregivers (36 preschool teachers and 51 mothers). Mothers‟ and teachers‟ views about the ideal sensitive mother were measured by the Maternal Behavior Q-Sort Version 3.1 (MBQS) and their views were compared with a criterion sort provided by the experts in the field. Additional comparisons were done to examine if the mothers‟ sensitivity beliefs differed in relation to their education level or their children‟s psychological difficulties which were measured by mother- and teacher-reported Strengths and Difficulties Questionnaire (SDQ). The results indicated both similarities and differences in beliefs about sensitive behaviors. Although they shared similar views with experts and with each other, they showed some differences in how descriptive they found the behaviors indicated in MBQS. Education level was found to be as an important indicator of the sensitivity. Hypotheses of the study and the results will be discussed in line with the related literature.
The role of anxiety, depression, and mindfulness in predicting college adjustment
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Çalışkan, Fuat Can.; Akmehmet Şekerler, Sibel.
The aim of this study was to investigate the relationship between anxiety, depression, mindfulness, and college adjustment. A quantitative research methodology was utilized as the design of this study. The sample consisted of 358 university students and the data were collected using a Demographic Information Form, the Depression Anxiety Stress Scale, the Mindful Attention Awareness Scale, and the University Life Scale. A multiple linear regression model was used that included college adjustment levels as the criterion variable and depression, anxiety, and mindfulness levels as predictor variables. As a result of the analyses, significant correlational relationships were found. College adjustment was positively correlated with mindfulness and negatively correlated with anxiety and depression. According to the regression model, depression was the best predictor of the college adjustment levels, followed by anxiety and mindfulness, respectively. The regression model explained 53% of the variance in college adjustment.

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