Background: Smartphones have become an indispensable part of the daily lives of adolescents in the 21st century, which is characterized by a highly digitized modern world. Besides their many advantages, smartphones might pave the way to compulsive usage and addictive experiences. To remedy this problem, this study proposes an authentic approach which integrates consumer behavior theories and techniques such as unhook and gamification. An education program has been designed based on these approaches to decrease the problematic smartphone use. Method: The participants of the education program consisted of 305 students (48.2% girls and 51.8% boys) with a mean age of 14.57 (SD = 0.74). The Demographic Form and Smartphone Addiction Scale for Adolescents (SASA) were conducted before the education program and three weeks after the education. Results: The results of the paired sample t-test analysis before and after the education program revealed that the SASA total scores decreased significantly (p < 0.01). There are significant differences in terms of gender, mothers' education and class levels. Conclusion: This research emphasizes the role of an interdisciplinary approach to the addiction problem. The content used in the education program includes strategies that originally aimed at increasing consumption. The effectiveness of the program can be enhanced further in the future along with self-regulatory additions.

Background: Smartphones have become an indispensable part of the daily lives of adolescents in the 21st century, which is characterized by a highly digitized modern world. Besides their many advantages, smartphones might pave the way to compulsive usage and addictive experiences. To remedy this problem, this study proposes an authentic approach which integrates consumer behavior theories and techniques such as unhook and gamification. An education program has been designed based on these approaches to decrease the problematic smartphone use. Method: The participants of the education program consisted of 305 students (48.2% girls and 51.8% boys) with a mean age of 14.57 (SD = 0.74). The Demographic Form and Smartphone Addiction Scale for Adolescents (SASA) were conducted before the education program and three weeks after the education. Results: The results of the paired sample t-test analysis before and after the education program revealed that the SASA total scores decreased significantly (p &lt; 0.01). There are significant differences in terms of gender, mothers&rsquo; education and class levels. Conclusion: This research emphasizes the role of an interdisciplinary approach to the addiction problem. The content used in the education program includes strategies that originally aimed at increasing consumption. The effectiveness of the program can be enhanced further in the future along with self-regulatory additions.

AimThis study aims to translate the Compassionate Engagement and Action Scales (CEAS) into Turkish and to test their subsequent validity, reliability, and psychometric properties. Turkey is one of the blended cultures with eastern and western elements under the influence of traditional religion. This cultural diversity brings about a rich context to study compassion and its relationship to mental health. The scales assess the ability to be sensitive to suffering and engage and then take helpful actions in compassion. The motivation for compassionate engagement and action is measured at three ‘flows’ as follows: (1) compassion for others; (2) compassion from others; and (3) compassion for self.MethodsThe sample consists of 525 college students aged 18 years or older. The participants completed the CEAS Turkish Form for Others, Self and from Others, Self-Compassion Scale Short Form, Compassionate Love Scale, and Self-Criticism Scale.ResultsThe confirmatory factor analyses were conducted using AMOS version 27 to examine the validity of the three scales with two different factor structures each. All the three models show good fits to the data. The Cronbach’s alpha coefficient for the CEAS for Others and for Self and from Others are good to excellent (between 0.70 and 0.95 for all subscales). Compassion for self, compassion for others, and compassion from others correlated modestly.ConclusionIt can be concluded that the Turkish version of the Compassionate Engagement and Action Scales for Others and Self and from Others has sufficient psychometric properties and can be used as a reliable and valid measure to assess compassionate engagement and action.

Background: Smartphones have become an indispensable part of the daily lives of adolescents in the 21st century, which is characterized by a highly digitized modern world. Besides their many advantages, smartphones might pave the way to compulsive usage and addictive experiences. To remedy this problem, this study proposes an authentic approach which integrates consumer behavior theories and techniques such as unhook and gamification. An education program has been designed based on these approaches to decrease the problematic smartphone use. Method: The participants of the education program consisted of 305 students (48.2% girls and 51.8% boys) with a mean age of 14.57 (SD = 0.74). The Demographic Form and Smartphone Addiction Scale for Adolescents (SASA) were conducted before the education program and three weeks after the education. Results: The results of the paired sample t-test analysis before and after the education program revealed that the SASA total scores decreased significantly (p &lt; 0.01). There are significant differences in terms of gender, mothers&rsquo; education and class levels. Conclusion: This research emphasizes the role of an interdisciplinary approach to the addiction problem. The content used in the education program includes strategies that originally aimed at increasing consumption. The effectiveness of the program can be enhanced further in the future along with self-regulatory additions.

In recent years, irresponsible consumption of natural resources and increasing rates of individual consumption has led to rapid industrialization and growing environmental pollution. For this reason, the adoption of environmentally responsible consumer behavior has become a necessity. Since family is the first place where social environment for modelling is formed, parents have an important role in bringing the next generation consumption attitudes. Previous literature emphasizes the effect of the mother"s consumption attitudes and behaviors on the child"s (Moore and Moschis, 1981). The main objective of this research is to investigate the effect of parents on the individual"s environmentally responsible consumption awareness. Values are representative of the general goals and objectives developed at different times and situations (Schwartz, 1992). Individual"s values have an effect on behaviors, especially on consumption behaviors. Therefore, this paper examines the influence of individual"s values on environmentally responsible consumption awareness. In addition, the effect of demographic characteristics such as gender, age, family income level on the individual"s environmentally responsible consumption awareness is explored. The sample of the study consisted of 293 university students aged between 18 and 28. Schwartz Values List and Environmentally Conscious Consumption and Awareness Scale have been used to collect data. Additionnally, participants have also reported their perceptions about their parents" Environmentally Conscious Consumption and Awareness. The results indicated that the mother"s environmentally responsible consumption awareness predicted positively individual"s environmentally responsible consumer awareness. Also, benevolence values were found to have a mediating role between individuals and mother"s environmentally responsible consumer awareness. Finally, universalism values also have a mediating role between individuals and mother"s environmentally responsible consumer awareness. This study contributes to the relevant literature by investigating the role of the individual values on environmentally consumption behavior within family scope.