This study's goal is to examine the relationship between interpersonal problem-solving approaches and personality traits, resilience, and hope levels in university students. Four hundred and one [234 (58.4%) female, 167 (41.6%) male] university students participated in the study. The data were collected using the Interpersonal Problem Solving Inventory, Big Five Inventory, Brief Resilience Scale, and Dispositional Hope Scale. In the study, the relationship between the variables was examined by correlation analysis. Hierarchical regression analysis was conducted to determine the predictability of personality traits, resilience, and hope on interpersonal problem-solving approaches. As a result of the study, a significant positive relationship was identified between approaching problems in a negative way, the lack of selfconfidence, and unwillingness to take responsibility and neuroticism, while a significant negative relationship was found between extraversion, agreeableness, responsibility, openness to experiences, resilience, and hope. On the other hand, a significant negative relationship was observed between constructive problem solving and the insistent-persevering approach and neuroticism, while a significant positive relationship was found between extraversion, agreeableness, responsibility, openness to experiences, resilience, and hope. Furthermore, it was determined that neuroticism and resilience significantly explain approaching problems in a negative way; agreeableness, responsibility, openness to experiences, and hope significantly explain constructive problem solving; agreeableness, responsibility, and hope significantly explain the lack of self-confidence; the personality traits of neuroticism and agreeableness significantly explain unwillingness to take responsibility; and agreeableness, openness to experiences, and hope significantly explain the insistent-persevering approach.

Bu araştırmanın amacı Özçekim Tutum Ölçeği'nin (ÖTÖ) üniversite öğrencilerinde geçerlik ve güvenirlik çalışmasını yapmaktır. Çalışmada toplam 210 üniversite öğrencisinden veri toplanmıştır. Verilerin toplanmasında ÖTÖ ve Selfitis Davranış Ölçeği (SDÖ) kullanılmıştır. Veriler, Keiser-Meyer Olkin ve Bartlett küresellik testi, Doğrulayıcı Faktör Analizi (DFA), ilişkisiz örneklemler için t-testi ve Pearson korelasyon katsayısı teknikleriyle çözümlenmiştir. DFA sonuçlarına göre ÖTÖ'nün 28 maddesinin faktör yüklerinin .27 ile .88; hata varyanslarının .22 ile .93 arasında değiştiği görülmüştür. ÖTÖ'nün uyum indeksleri şöyledir: X 2 /df= 1.75, p= .00, RMSEA= .074, SRMR= .070, NFI= .93, NNFI= .97 ve CFI= .97. ÖTÖ toplam ve alt ölçek puanları ile SDÖ toplam ve alt ölçek puanları arasında hesaplanan korelasyon değerlerinin .63 ile .88 arasında değiştiği görülmüştür. Ayrıca, ÖTÖ'nün az özçekim yapanlarla çok özçekim yapanları ayırt ettiği saptanmıştır. Ölçeğin 28 maddesinden alınan toplam puanın Cronbach Alfa iç tutarlılık katsayısı .93'tür. Bu değer ÖTÖ-Özçekime Yönelik Olumlu Yaşantılar (ÖYOY) Alt Ölçeği için .91, ÖTÖ-Engellenmeye Yönelik Olumsuz Yaşantılar (EYOY) Alt Ölçeği için .90 olarak hesaplanmıştır. Testtekrar test korelasyon katsayıları ise ÖTÖ için .80, ÖTÖ-ÖYOY için .83 ve ÖTÖ-EYOY için .70 bulunmuştur. Araştırma bulguları alanyazına bağlı kalarak tartışılmış ve araştırmacı ve uygulayıcılara öneriler verilmiştir.

This article describes an experimental study carried out to test the effectiveness of a communication skills program on transactional analysis ego states and the problem solving scores of prospective teachers. The experimental group participated in training, whereas the control group had no training. The Adjective Check List and Problem Solving Inventory were applied to both the experimental and control groups before and after treatment. Analysis of covariance test results showed that Critical Parent, Nurturing Parent, Adult, and Adapted Child scores and problem solving scores changed significantly in the experimental group. In addition, one-way analysis of variance and paired t tests were used to test the durability of change in the experimental group; this showed that results remained stable over 15 weeks.

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This research aims to examine the resilience of adolescents according to their exposure to cyberbullying, gender, grade level, parental education level, school type and time spent on social media. Participants consisted of 1040 high school students between the ages of 14-19. Data were collected using the APRS, CVS and PIF, and analyzed with the two-factor ANOVA technique. Data analysis shows that the resilience of the adolescents not exposed to cyberbullying was found to be higher than the adolescents exposed to cyberbullying. It is seen that the resilience of girls is higher than that of boys. It is observed that the resilience of the students decreases as the time they spend daily on social media increases. In addition, it is seen that the education level of the mother had a significant effect on the resilience of the students. It is determined that the variables of father's education level, high school type and grade level do not differ significantly on the resilience of the students. It is found that the joint effect of exposure to cyberbullying and mother's education level has a significant effect on resilience, while the interactions of other variables do not have a significant effect on resilience.