ÖzBu çalışmada, genç yetişkinlik döneminde olan üniversite öğrencilerinin yaşamlarını biyolojik, psikolojik ve sosyal açından tehlikeye atan riskli davranışların ölçülmesini sağlayacak bir ölçek geliştirmek amaçlanmıştır. Bu hedef doğrultusunda, antisosyal davranışlar, sigara kullanımı, alkol kullanımı, madde kullanımı, intihar eğilimi, beslenme alışkanlıkları ile okul terki olmak üzere yedi boyuttan oluşan 60 maddelik beşli likert tipi bir ölçek geliştirilmiştir. Ölçeğin maddelerinin hazırlanmasında lise öğrencileri için geliştirilmiş olan "Riskli Davranışlar Ölçeği" nin maddeleri ile ilgili alan yazın esas alınmıştır. Ölçeğin geliştirilmesi sürecinde, 2011-2012 yılında Ahi Evran Üniversitesi'ne devam eden üç farklı çalışma grubu ile çalışılmıştır. Ölçeğin geçerlik çalışmaları kapsamında uzman kanısı alınmış; açımlayıcı ve doğrulayıcı faktör analizi yöntemleri kullanılmıştır. Yapılan açımlayıcı faktör analizi sonucunda açıklanan toplam varyansın %52 olduğu belirlenmiştir. Yapılan doğrulayıcı faktör analizi sonucunda ise ölçekte yer alan maddelerin faktör yüklerinin .37 ile .91 arasında değiştiği ve ölçeğe ait modelin iyi uyum gösterdiği belirlenmiştir. Ölçeğin iç tutarlılık güvenirliği(Cronbach alfa) .64 ile .92 arasında, test tekrar-test güvenirliği ise.74 ile .98 arasında bulunmuştur.Anahtar Kelimeler: Riskli davranışlar, üniversite öğrencileri, ölçek geliştirme, geçerlik, güvenirlik. AbstractIn this study, in order to measure the risk behaviors which endangers the life of university students In this study, in order to measure the risk behaviors which endangers the life of university students biologically, pshycologically and socially, it is aimed to develop a likert type scale. The scale consists of 60 items and seven dimensions such as; antisocial behaviors, smoking, alcohol use, substance use, suicide tendency, eating habits and school dropout.The writing process of the items of the scale was based on the items of "The Risk Behaviors Scale", which is developed for high school students and the views in the literature. The samples of the study were studied with three different student groups from Ahi Evran University in the 2011-2012 education year. According to exploratory factor analysis, the total variance was determined as 52 %. Also according to confirmatory factor analaysis factor loads of items are between .37 and .91 and goodness of fit statistics of the model are acceptable. Internal consistency and test-retest were used during the studies on the reliability of the scale. Internal consistency was found between .64 and .92 and test-retest reliability was found between .74 and .98.

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The aim of this study is to determine the opinions of school counselors about the Counseling and Guidance Program implemented at vocational high schools in Turkey. The sample group of the study consists of eight school counselors working in five vocational high schools in Kırşehir, Turkey. They were chosen by "Simple Random Sampling" method. The data is collected by a semi structured interview form prepared by researchers. Qualitative research method is used in the study and the data obtained is analyzed through content analysis method. As a result, opinions of school counselors about the positive and negative sides of counseling and guidance program implemented at vocational high schools are revealed and school counselors give suggestions for negative sides of the program. Also school counselors' opinions about a counseling and guidance program specific to vocational high schools are presented.

ABSTRACT. The aim of the study is to investigate the psychological needs of prospective classroom teachers and determine the comparative correlations between these needs and gender, parental attitude, academic achievement and grade variables. The model of the study is correlation type relational mining model. The participants of study were 229 teacher candidates who attended classroom teacher program at Ahi Evran University in 2012. According to findings there were significant differences between psychological needs for achievement, dominance, autonomy and communication of teacher candidates. In addition, the need for achievement is more common for teacher candidates than the other needs. On the other hand, the least common need of the teacher candidates is communication. Additionally, as a result of multivariate analysis of variance, the psychological needs of teacher candidates (achievement, affiliation, autonomy and dominance) indicated no significant differences in terms of variables such as; gender and grade, gender and academic achievement, gender and perceived mother attitude, gender and perceived father attitude. Key Words: Prospective classroom teachers, psychological needs, gender. Purpose and Significance:The aim of the study is to investigate psychological needs of prospective classroom teachers and determine the comparative correlations between these needs and gender, parental attitude, academic achievement and grade variables. Method:The model of the study is correlation type relational mining model. The participants of study were 229 teacher candidates who attended classroom teacher programme at Ahi Evran University in 2012. Appropriate sampling method was used to determine the participants. 174 of these students (76%) were female and 55 (24%) were male. Personal information form and NNQA were used to get the data of the study. NNQA was developed by Heckert et al., (2000) to assessment psychological needs (achievement, affiliation, autonomy, and dominance) and the questionnaire was adapted to Turkish context by Kesici (2004). For analysis of the data One-way ANOVA and multivariate analysis of variance were used. Significance level was .05 for all analysis. Discussion and Conclusion:According to findings there are significant differences between the psychological needs for achievement, dominance, autonomy and communication of teacher candidates. In addition, need for achievement is more common for teacher candidates than the other needs. Deveci (2007), states that achievement is one of the basic needs of teachers. In this term, it can be expected that the teacher candidates may have a great need for achievement. As stated before; the need for achievement is referred to the effort which is about doing difficult tasks better within a limited amount of time (Murray, 1938in Champoux, 2011. From this point of view, it can be concluded that the prospective classroom teachers are goal-oriented and it is important for them to overcome difficulties effectively as soon as possible. Therefore, it can be sug...

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