The main objective of this study was to determine the relationship between self-determination, self-compassion and the five-factor personality traits of university students. Moreover it was aimed to determine whether self-compassion, self-determination and personality traits predict patience levels at a meaningful level. The sample population of this research consisted of a total of 1166 students; 704 female and 462 male students from the Universities of Bartın, Batman, Konya Necmettin Erbakan and Selçuk. The age range of the students was 17-30 and the average age was 20.89. The method used to determine students' patience points was the patience scale, which was developed by Schnitker [43] and adapted to Turkish by researchers Eliükük and Arslan [16]. The Self-Compassion Scale (Deniz, Kesici & Sümer,[15]), the Adjective Based Personality Test (SDKT) (Bacanlı, İlhan & Arslan, [2]) were used in order to determine the self-compassion scores and the Autonomous Self-Determination Scale (Ersoy & Güldü,[15]) was used to determine the self-determination scores. As a result of the research, a positive relationship was found between all sub-dimensions of patience and self-compassion. There was a significant relationship between the sub-dimensions of patience and the sub-dimension of self-determination. A positive correlation was found between the sub-dimensions of patience and Agreeableness, Openness to experiences and conscientious and a negative relation with Neuroticism. When self-compassion, self-determination and the five-factor personality traits were evaluated separately and together, it was seen that they can predict all sub-dimensions of patience.

In this study, the effect of patience training on patience and well-being levels of university students was examined. The sample group of the study consisted of 1.2.3. and 4th grade students with a total of 30 students from Konya Necmettin Erbakan University, Ereğli Education Faculty. For the collection of data, the Patience Scale developed by Schnitker (2010) and adapted to Turkish by Eliüşük and Arslan (2016) and the PERMA Well-being Scale developed by Kern (2015) and adapted to Turkish by Eliüşük (2016) was used. The measuring tools were applied to the experimental and control groups three times; the first before, the second one week after the and third three months after the end of the application. In the study, a patience education training consisting of 10 sessions was applied to the experimental group. No training was given to the control group. The Mann-Whitney U test and the Wilcoxon tests were used in the analysis of the data. As a result of the analyzes made at the end of the practice; significant differences where observed in individuals patience levels but no meaningful changes were seen in the well-being levels.

The aim of this study is to determine whether the Happiness Fear Scale (FHS) developed by Joshanloo and Weijers (2014) is suitable for Turkish culture. For this purpose, validity and reliability of the scale were examined. The study consisted of 180 university students, 87 male and 23 female. The linguistic equivalence of the scale was made by translators and experts in psychological counseling and guidance. Exploratory Factor Analysis, Similar Scale Validity, Cronbach Alpha Internal Consistency and Confirmatory Factor Analysis were used in the analysis of the factor analysis of the scale. The scale presents a one-dimensional structure and accounts for 65% of the total variance. The item total correlation scores ranged from .60 to .72. The one-dimensional structure of the scale was well matched by the model (RMSEA = .06, AGFI = 0.92, NFI = .98, GFI = 0.9, CFI = 0.99, IFI = 0.99, RFI = .95, and SRMR = .03). The internal consistency coefficient was found .86. From here it is possible to say that this scale is a reliable and valid measuring instrument suitable for Turkish culture.

The main objective of this research is to determine the relationship between shyness, emotional intelligence and the five factor personality traits in university students. Furthermore it aims to determine whether the emotional intelligence and personality traits predict the Shyness levels at a significant level. The population of this study consisted of students from Bartın and Konya Necmettin Erbakan universities from which were 445 female and 172 male students with a total of 617 students. A random cluster sampling method was used in the selection of the sample. The age of the students ranged between 17 and 30 (⁻ₓ= 19,25 and Ss=.613). Bar-on emotional intelligence scale, the shyness scale and finally Adjective Based Personality Test (SDKT) used in order to determine five factorial personality traits of the students. As a result of the study; a positive relation found between university students' shyness and neuroticism and between personality traits; extraversion, openness, agreeableness and conscientiousness found to be negatively related. Between shyness and emotional intelligence, personal awareness, interpersonal relationships found a negative relationship between shyness and the general mood of the stress management and the compliance with the environment. Moreover it seen that personality traits and emotional intelligence were an important predictor of shyness.

The purpose of this study is to determine the effect of the "patience training program" on the patience and life satisfaction levels of university students. The study was organized as a pre-test, post-test experiment and control group design. For a total of 30 students from which were 17 in the control group and 17 in the experimental group, patience training was given for 5 weeks. The "Patient Scale" developed by Schnitker (2010) and adapted to Turkish by Eliüşük and Arslan (2016) and the "Life Satisfaction Scale" developed by Diener, Emmons, Larsen and Griffin (1985) and adapted to Turkish by Dağlı and Baysal (2016) were used as a data collection tool in the study. The "Wilcoxon" test was used for the comparison of in-group differences in the analysis of obtained data and the "Mann-Whitney U" test was used in examining the differences between the two groups. As a result of the study, it was observed that the patience and life satisfaction average scores of students in the experimental group receiving "patience training" increased significantly, while there was no significant difference in the patience and life satisfaction averages scores of the control group students.