The aim of this study was to examine demographic, environmental, belief, and personality factors related to maternal well-being as a part of a comprehensive project. In this study, maternal well-being was measured as prenatal anxiety and postnatal depression. A total of 200 pregnant women participated in this study. Women were included who were married, pregnant with a first child, working full time before conception and over the age of 20 years. The participants were selected from university hospitals and birth clinics in Ankara, Turkey. Participants were interviewed at 6-8 months of pregnancy and at 6-8 months after the birth. Each interview included structured items to measure relevant variables and lasted approximately 45-60 minutes. Results revealed that in the prenatal period lower maternal income, self-esteem and self-efficacy were significantly associated with prenatal maternal anxiety. In the postnatal period, maternal depressive symptoms were significantly associated with unplanned pregnancy, higher anxiety, perceived lower satisfaction with paternal physical support, and negative maternal attitudes toward employment. Findings indicated that prenatal high anxiety might be an adverse risk factor for postnatal well-being of mothers. In conclusion, both common and culture-specific factors related to prenatal and postnatal maternal well-being might assist with maternity and early care policies in this culture.

In this study, we aimed to investigate the different routes through which perceived goal structures, and in turn mastery-approach and performance-approach goals in mathematics, predict subsequent academic performance. Path analyses with a sample of Turkish adolescents (N = 369; 49.1% males; M age = 16.67 years, SD = 1.85) revealed two distinct paths. After controlling for midyear grades, we found perceived mastery goal structures to relate (positively) to mastery-approach goals, which in turn positively predicted end-year grades through challenge seeking. In contrast, perceived performance goal structures related positively to both performanceapproach and performance-avoidance goals with the former directly predicting higher end-year grades, and the latter being related negatively to challenge seeking. These findings imply that there may exist different paths that can predict academic performance.

The present study was designed to examine the longitudinal relations between parenting daily hassles and young children's later prosocial and aggressive behaviors, as well as the mediating role of parenting practices in a non‐Western society. The final sample was 159 middle class Turkish school age children (45.3% girls, Mage= 84.69 months, 76.9% from public school, 23.1% from private school in Bolu, Ankara, and İstanbul) and their mothers. Overall, we found longitudinal evidence that parenting daily hassles, warmth, and physical punishment were significantly and differentially associated with children's prosocial and aggressive behaviors 3 years later. The present findings extend our understanding of the interplay of parenting and stress in predicting children's prosocial and aggressive development in a non‐Western culture

In Turkey, responsive behaviors toward kin are expected from children. Despite this, we know little about the factors that influence young Turkish children's prosocial behaviors. The goal was to explore how temperament and parenting are related to children's prosocial development in Turkey. A total of 293 Turkish children (M = 49 months; 48.12% females) were followed up for 3 years. Mothers completed measures of their child's prosocial behaviors, as well as measures of their warmth, inductive reasoning, and the child's approach and reactivity. Maternal warmth predicted children's reactivity, and maternal induction predicted children's sociability. Children's reactivity was inversely related to children's helping behavior and sociability was related to more prosocial behavior. Maternal warmth had indirect links with helping through lessening children's reactivity.

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