This study investigated the effects of attachment styles of university students on their social skills and loneliness levels. Their social skill levels, loneliness levels and attachment styles were measured by the Social Skills Inventory, UCLA Loneliness Scale, and Relationships Scale Questionnaire respectively. To analyze data. Mest. correlation analysis, and regression analysis were employed. Emotional expressivity levels, emotional sensitivity levels, social control levels, and total social skill levels of female students were found to be significantly higher than those of male students. However, emotional control levels of male students were significantly higher than those of female students. A significant effect of attachment styles on loneliness and social skills was detected. Social skill levels of students who have secure attachment styles were found to be significantly higher than social skills levels of students who have insecure attachment styles. Average loneliness points of students who do not have a romantic relationship were found to be significantly higher than others. However, the average social skill points of those students were found to be significantly lower than others. An individual's ability to have close relationships with others is one of the most important features of a healthy personality. Close relationships influence the personal and social development processes of individuals considerably. Although

In this study it is aimed to investigate the relationship between emotional intelligence, core self evaluation and life satisfaction of college students and to determine whether emotional intelligence and core self evaluation predict life satisfaction or not. Study was carried out in accordance with relational survey model. The study group contains the students with age ranges vary from 17 to 21. The study group includes the university students of Duzce University's (Turkey) different classes of Faculty of Education, Health Faculty, Faculty of Engineering and Faculty of Management whose ages range from 17 to 21, 101 of whom are males (31.7%), 218 of whom are females (68.3%), 319 in total, selected with cluster sampling method randomly, and participate in the study voluntarily. In the study, The Life Satisfaction Scale, Trait Emotional Intelligence Questionnaire-SF and The Core-Self Evaluation Scale was used. In the consequence of the analysis, it was observed that, there were significant relations between emotional intelligence, core-self evaluation and life satisfaction. Emotional intelligence and core-self evaluation clarify 34% of variance in life satisfaction.

The purpose of this study was to determine whether trait anxiety and coping with stress vary significantly according to locus of control. The study was carried out with 514 (286 female and 228 male) Turkish university students, aged between 18 and 27. It was found that average trait anxiety scores of the students with internal locus of control were significantly lower than those of the students with external locus of control and that average problem-focused coping with stress scores of the students with internal locus of control were significantly higher than those of the students with external locus of control. There was no significant difference in incidence of avoidance and seeking social support between the students with internal locus of control and those students with external locus of control.

The aim of this study was to determine whether or not social problem solving by university students predicts their self-esteem and life satisfaction. The survey model was adopted and the sample of the study consisted of 405 university students. The results of the study showed that self-esteem and life satisfaction are positively correlated with positive problem orientation and rational problem solving; they are negatively correlated with negative problem orientation, impulsivity/carelessness, and avoidance styles. The results also showed that negative problem orientation, positive problem orientation, and avoidance style significantly predicted self-esteem. In addition, rational problem solving, positive problem orientation, and avoidance style significantly predicted life satisfaction.

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