This study explored the roles of individual factors (age, gender, locus of control, selfesteem, and loneliness), parenting style, and academic achievement in discriminating students involved in bullying (as bullies, victims, and bully/victims) from those not involved. Participants comprised 742 middle school students (393 females, 349 males). The results of multinomial logistic regression analysis indicated that a higher locus of control, lower strictness/supervision scores, increased age, and being male increased the likelihood of being a bully; a higher locus of control, higher loneliness score, and a lower acceptance/involvement score increased the likelihood of being a victim; and higher loneliness and psychological autonomy scores and lower acceptance/ involvement, strictness/supervision, and academic achievement scores increased the likelihood of being a bully/victim. Although parental style variables play an important role in involvement in bullying, the individual factor loneliness is a more powerful predictor than other predictors in discriminating victims and bully/victims from uninvolved students. Age and gender are stronger predictors than other predictors in discriminating bullies from uninvolved students.

The current study examined the influences of personality traits, gender, previous counseling or therapy experiences, and knowledge about the psychological services provided on campus on the help-seeking attitudes of Turkish undergraduate students and their initial preferences for help sources. The students ( N = 524) completed measures of attitudes toward help-seeking, personality traits, and demographic factors. Hierarchical linear regression indicated that the females, those who had knowledge about the psychological services provided on campus, and those who were extraverted, agreeable, and open had more positive help-seeking attitudes. Most of the students initially preferred sharing their problems/concerns with their peers. The findings are discussed in light of the relevant literature and were used to draw some implications for university counseling centres.

The aim of present study was to investigate the role of specific dimensions of perceived social support from family, gender, and geographic area of residence in predicting hope levels of high school students. Additionally, the factor structure of Turkish Version of the Hope Scale was reexamined due to controversial findings in Turkish literature. The sample was composed of 737 students (407 female, 330 male) from two high schools in rural and urban areas of Ankara, Turkey. Data were collected by administering the Hope Scale (Snyder et al. in J Pers Soc Psychol 60:570-585, 1991), the Perceived Social Support from Family Questionnaire (Güngör 1996), and a demographic information form. The role of independent variables in prediction of hope was investigated via Multiple Regression Analysis. Due to presence of some suppressor variables in the full model, two separate regression analyses were conducted for rural and urban areas. In the regression analysis for rural area students, informational support was the only predictor of hope levels. On the other hand, urban area students' hope levels were predicted by love-and esteem-related support, instrumental support, and gender. Lastly, the factor structure of Turkish Version of the Hope Scale was examined through conducting a Confirmatory Factor Analysis (CFA) to test how well two-factor model fit to current data. Results of the CFA indicated that two-factor model was confirmed.

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