Investigating the measurement structure of the Turkish version of the Dysfunctional Attitudes Scale-9

Kaya, Cahit; Chan, Fong; Brickham, Dana; Allen, Mickey; Sarı, Enver; Şanal, Mustafa; Topal, Temel

doi:10.1007/s12144-019-00252-7

Cited by 6 publications

(4 citation statements)

References 37 publications

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“…The third finding is that the university students' perfectionist attitudes had a direct effect on the increase in their depression and stress levels. This result, which is in line with the findings of the previous studies (Kaya et al, 2019), shows that the university students' beliefs that they should be the best in everything they do and their concerns regarding the negative evaluations of other people about their performance (de Graaf et al, 2009;Şahin & Batıgün, 2016) are among the main risk factors for depression and stress symptoms. In addition, the findings showed that the direct effect of perfectionist attitudes on anxiety was not significant.…”

Section: Discussionsupporting

confidence: 88%

Depression, Anxiety, and Stress in University Students: Effects of Dysfunctional Attitudes, Self-Esteem, and Age

Asici

Sarı

2022

Acta Educationis Generalis

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Introduction: This study aimed to investigate the direct and indirect effects of dysfunctional attitudes (perfectionism and dependency) and age on depression, anxiety, and stress and the mediator role of self-esteem in these relationships in undergraduate university students. Methods: This study was designed as a relational study to examine the relationships between dysfunctional attitudes, depression, anxiety, stress, self-esteem, and age using path analysis technique. The participants consisted of 407 undergraduate university students, 287 females and 120 males. The data were collected using the Depression, Anxiety, Stress Scale (DASS-21), the short form of the Dysfunctional Attitudes Scale (DAS-17), the Rosenberg Self-esteem Scale, and Demographic Information Form. Results: The findings showed that perfectionism positively affected the participants’ depression and stress levels; however, direct effect of the perfectionism on anxiety was not significant at the alpha level of .05. Dependency directly and positively affected their stress level; however, it did not have a significant effect on their depression and anxiety levels. Self-esteem and age directly and negatively affected their depression, anxiety, and stress levels. Perfectionism and dependency negatively affected their self-esteem. Finally, dependency positively affected their depression, anxiety, and stress levels through the mediation of self-esteem. Discussion: The findings showed that the students with high self-esteem would stay away from depression, anxiety, and stress. University students, who want to be flawless in all tasks and to be approved by others, have difficulties in making positive judgments about their selves. When the perfectionist and dependent students face difficulties, they may react emotionally, physically or behavioraly, and may feel disappointed, unhappy, guilty or depressed. The students who lose self-esteem, self-confidence, and optimism due to not feeling perfect may be more depressive and stressful. Self-esteem was found to have a full mediator role in the relationship between dependency and both depression and anxiety. The beliefs about the necessity of approval by others for being happy indirectly lead to worries about experiencing bad events in the future and being sad, unhappy, and depressed. These beliefs increase the negative self-judgments and cause losing self-confidence and underestimating the abilities and success. When the university students lose their self-esteem due to being disapproved by others, they may feel guilty, unhappy, depressive, and anxious. Self-esteem had a partial mediator role in the relationship between dependency and stress. Considering that stress is a reaction occurring when an individual feels threatened, it might be thought that the university students, who have beliefs about dependency, feel more threatened. The students who are not approved by others lose their self-esteem, so they may experience more stress. Finally, the increase in age led to a decrease in depression, anxiety, and stress. In addition to the developmental difficulties, the difficulties about university life may cause younger university students to experience more depression, anxiety, and stress. Limitations: The data were collected from the students enrolled in the same university in the South-Eastern Anatolia Region of Turkey. The gender distribution of the participants was not balanced. The participants of this study were selected using the convenience sampling method. This study was designed quantitatively. Conclusion: The results revealed that low self-esteem and the presence of dysfunctional attitudes were important risk factors in terms of university students’ mental health. In order to prevent depression, anxiety, and stress in university students, the university counseling centers may organize individual or group counseling practices. These counseling practices should aim to support the development of self-esteem. Besides, psycho-educational programs aiming to increase self-esteem should be conducted.

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Section: Discussionsupporting

confidence: 88%

Depression, Anxiety, and Stress in University Students: Effects of Dysfunctional Attitudes, Self-Esteem, and Age

Asici

Sarı

2022

Acta Educationis Generalis

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“…The scales used in this study have been translated from English to Turkish by using previous studies and the reliability and validity of PSS-10, GAD-7, PHQ-9, and PCL-C scales were checked in Turkey (Dadfar et al,2023;Kaya et al, 2021;Khoshaim et al,2020). Cronbach's alpha is used to measure reliability scales ≥ 0.6 as acceptable.…”

Section: Data Collection Toolsmentioning

confidence: 99%

Physical and Psychological Well-Being of Nursing Students in the COVID-19 Pandemic Evaluation of Being Situations

Solmaz,

Aslan

2024

SagAkaDerg

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Introduction and Objective: The study was conduct to determine the stress, anxiety, depression, life satisfaction, psychological well-being and physical activity levels of COVID-19 nursing students during the COVID-19 pandemic. Method: The cross-sectional and descriptive study was conducted with 314 nursing students in the 2020-2021 academic year of a university in Turkey. Data were collected by online method. Results: In the study; There was a weak negative correlation between religious belief and stress, PCL-C, anxiety and depression, and a weak positive correlation between life satisfaction. It can be say that spirituality and spirituality affect PCL-C, anxiety and depression negatively, and life satisfaction positively. No correlation was found between physical activity and variables. predictors that negatively affect psychological well-being; It has been determined that there are female students who have low religious belief perception and fear of not being able to graduate due to the COVID-19 pandemic. Conclusion: Although the pandemic had negative effects on the psychological well-being and physical exercise levels of nursing students, religious belief played an active role on the psychological well-being of the students during the negative conditions of the pandemic.

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“…General distress is known to be affected by faulty cognition patterns (Kaya et al, 2019) and self-silencing is also considered a cognitive schema (Jack, 1991). According to the literature, self-silencing is associated with depression (Lafrance, 2009;Page et al, 1996), anxiety (Smolak, 2010) and stress (Ali et al, 2002).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Self-Silencing and General Distress: Does Self-Esteem Play a Mediating Role?

2023

Cyprus Turkish Journal of Psychiatry &Amp; Psychology

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The first purpose of this study is to test the validity and reliability of the Self-Silencing Scale in a Turkish sample. The second purpose of this study is to examine if there is any relationships between selfsilencing and general distress, and to investigate if there is any mediating role of self-esteem on this possible relationship. A total of 427 university students within the range age of 18 to 31 years, with a mean age of 20.70 participated in this study. Participants were administered The Self-Silencing Scale, Two-Dimensional Self-Esteem Scale, Depression, Anxiety, and Stress Scale (DASS), and a personal information form. CFA and regression-based mediation analyzes were carried out in the study. According to the CFA result, the 29-item structure of the scale was confirmed in the Turkish sample. As another result of the research, the findings revealed a negative significant relationship between selfsilencing and self-esteem. On the other hand, a positive significant relationship was found between selfsilencing and depression, anxiety and stress. In addition, self-esteem mediated the relationship between self-silencing and depression, anxiety and stress. The indirect effects of self-silencing on general distress were also found to be significant. In other words, it has been observed that self-silencing has both direct effects on depression, anxiety and stress, and indirect effects through self-esteem.

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Investigating the measurement structure of the Turkish version of the Dysfunctional Attitudes Scale-9

Cited by 6 publications

References 37 publications

Depression, Anxiety, and Stress in University Students: Effects of Dysfunctional Attitudes, Self-Esteem, and Age

Depression, Anxiety, and Stress in University Students: Effects of Dysfunctional Attitudes, Self-Esteem, and Age

Physical and Psychological Well-Being of Nursing Students in the COVID-19 Pandemic Evaluation of Being Situations

The Relationship Between Self-Silencing and General Distress: Does Self-Esteem Play a Mediating Role?

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