Web surveys can suffer from their nonrandom nature (coverage error) and low response rate (nonresponse error). Therefore, web surveys should be supported by mail survey to eliminate these problems. However, using different survey methods together may introduce another problem: the mode effect. This experimental study investigated the mode effect between two survey modes. A randomly selected group of 1,500 teachers were assigned to two experimental groups, one of which received mail surveys, while the other received web surveys. Nonrespondents in both groups were followed up with the opposite mode. Overall, results show that there is no mode effect between mail surveys and web surveys on psychometric quality of the rating scales and data quality (item nonresponse rate) of the survey except regarding respondents’ age and unit-response rate. Our findings indicate that web surveys had a substantially lower unit-response rate than mail surveys and that web survey respondents are significantly younger than mail survey respondents.

The authors investigated the mediational role of perceived resilience between perceived parental acceptance–rejection and occurrences of depressive symptoms among 384 undergraduate students in Turkey. Results indicated that resilience fully mediated the relationship between depressive symptoms and maternal rejection, whereas resilience partially mediated the relationship between depressive symptoms and paternal rejection for female undergraduates. Interventions that focus directly on the facilitation of psychosocial adaptation among emerging adults, especially those who experience feelings of rejection by their parents, are discussed.

This study aimed to explore how children with learning disabilities (LD) perceive their quality of life (QoL) and to compare self‐reports and proxy reports regarding their QoL. Children with LD, their typically developing peers, their parents and teachers responded to the child, parent, and teacher forms of KINDLR Questionnaire for Measuring Health‐Related Quality of Life (Ravens‐Sieberer & Bullinger, 1998). Findings showed that children with LD reported significantly lower QoL scores than those reported by typically developing peers. Intraclass correlation coefficients (ICCs) and t‐test results showed that agreement between child reports and parent‐proxy reports was either low or moderate on each QoL dimension. Findings of the study may be used to raise awareness regarding the social and educational needs of children with LD in Turkey.

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This study investigated the influence of perceived teacher acceptance, children’s self-concept, and children’s attitude toward school on children’s academic achievement. The sample included 223 fifth-grade students in Istanbul, Turkey. The Teacher Acceptance-Rejection/Control Questionnaire, Piers-Harris Self-Concept Scale, and School Attitude Assessment Survey-Revised were utilized in data collection. Achievement was assessed by grade point average (GPA). Results showed that the perception of teacher acceptance was significantly correlated with both boys’ and girls’ positive school attitude and higher self-concept. Perceived teacher acceptance was also significantly correlated with the academic achievement of boys but not girls. Regression analysis revealed that perceived teacher acceptance and academic self-perception (one component of school attitude) were significant and independent predictors of boys’ academic achievement, but only academic self-perception significantly predicted girls’ academic achievement. The study supported the conclusion that boys’ (but not necessarily girls’) positive perceptions of teachers were an important factor in academic achievement. However, both boys and girls who perceived their teachers to be accepting tended to have a positive school attitude and a positive self-concept.