Conference Paper

Family Functioning and Mental Health Among Turkish University Students

Asil Ali Özdoğru and Melahat Özge Şimşek

OBJECTIVE: Interactions between family members are quite important for individuals’ mental health characteristics. Family adaptation and cohesion were found to promote positive mental health outcomes. On the other hand, problematic family relationships can lead to emotional and behavioral problems among family members. This study aims to explore the relationships between family functioning and mental health conditions of Turkish university students. METHODS: The participants of the study were 263 psychology undergraduate students (33 males and 230 females) at a foundation university in İstanbul. Students completed Turkish versions of the Family Adaptability and Cohesion Scale (FACES-IV) and the Strengths and Difficulties Questionnaire (SDQ). FACES-IV is a 42-item measure that assesses adaptability and cohesion dimensions of family dynamics on a 5-point Likert scale that include six subscales of balanced cohesion, balanced flexibility, disengaged, enmeshed, rigid, and chaotic. SDQ is a 25-item scale that assesses broad strengths and weaknesses regarding emotional and interpersonal adjustment on a 3 point Likert scale that include subscales of emotional symptoms, conduct problems, hyperactivity, peer problems, prosocial behavior, and also a total difficulty score. RESULTS: Correlation analyses showed that there were statistically significant relationships between FACES-IV and SDQ subscale scores. SDQ difficulty scores were negatively correlated with cohesion, flexibility, communication, and satisfaction but positively correlated with disengagement, rigidity, and chaotic. SDQ prosocial behavior scores were positively correlated with cohesion, flexibility, communication, and satisfaction but negatively correlated with disengagement and chaotic. CONCLUSIONS: Findings showed that family functioning has a meaningful relationship with mental health characteristics of Turkish university students. Mental health was positively related to family cohesion, flexibility, communication, and satisfaction, on the other hand, had a negative relationship with disengaged, rigid, and chaotic family functioning. These results add support to earlier findings on the relationship between family interactions and mental health and offer new questions for future studies.

Citation: Özdoğru, A. A., & Şimşek, M. Ö. (2023). Family functioning and mental health among Turkish university students [Conference presentation abstract]. International Journal of Psychology, 58(S1), 513. https://doi.org/10.1002/ijop.13020

Conference Paper

Multicultural Attitudes of Turkish Teachers and Their Attitudes Towards Refugee Students

Asil Ali Özdoğru, Fatma Nur Dolu, Ayşenur Akan, and Sena Aldemir

Objective: The aim of this study is to examine the relationship between teachers’ multicultural attitudes, their attitudes towards refugee students, and sociodemographic characteristics of teachers. Methods: The participants of this study consisted of 135 teachers working in different educational levels in Turkey that were reached through snowball sampling. Ages of the participants ranged from 23 to 62 (M=38.70, SD=7.97) and 55 of them were female (41%) and 79 male (59%). Participants completed an online survey including demographic questions, the Teacher Multicultural Attitude Survey (TMAS), and the Refugee Student Attitude Scale (RSAS). Results: Correlation analysis revealed a statistically significant correlation between the TMAS and RSAS total scale scores [r(124)= 0.23, p<.05]. TMAS total scores were also significantly correlated with RSAS communication subscale scores [r(125)=0.28, p<.01] and the RSAS competency subscale scores [r(128)=0.18, p<.05]. The scale scores did not differ significantly for the variables of gender, traveling abroad, multicultural experience, presence of refugee students in the class, and professional training about refugees. However, there was a significant effect of city size on teachers’ TMAS scores [F(3, 127)=4.09, p<.05]. Teachers who have spent most of their lives in a metropolis (M=73.89, SD=9.73) had higher TMAS scores than those have lived in cities (M=78.21, SD=6.03). Conclusions: There was a positive relationship between teachers’ multicultural attitudes and their attitudes towards refugee students. Teachers who had higher levels of multiculturalism had more positive attitudes in communication and competency with refugee students as well as overall attitudes toward refugee students. Multiculturalism was also found to be positively influenced by living in a metropolis. Implementations and policies that aim to improve teachers’ attitudes towards refugee students should support teachers’ multicultural attitudes.

Citation: Özdoğru, A. A., Dolu, F. N., Akan, A., & Aldemir, S. (2023). Multicultural attitudes of Turkish teachers and their attitudes towards refugee students [Conference presentation abstract]. International Journal of Psychology, 58(S1), 315. https://doi.org/10.1002/ijop.13001

Research Article

Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age

Emily M. Elliott, Candice C. Morey, Angela M. AuBuchon, Nelson Cowan, Chris Jarrold, Eryn J. Adams, Meg Attwood, Büşra Bayram, Stefen Beeler-Duden, Taran Y. Blakstvedt, Gerhard Büttner, Thomas Castelain, Shari Cave, Davide Crepaldi, Eivor Fredriksen, Bret A. Glass, Andrew J. Graves, Dominic Guitard, Stefanie Hoehl, Alexis Hosch, Stéphanie Jeanneret, Tanya N. Joseph, Chris Koch, Jaroslaw R. Lelonkiewicz, Gary Lupyan, Amalia McDonald, Grace Meissner, Whitney Mendenhall, David Moreau, Thomas Ostermann, Asil Ali Özdoğru, Francesca Padovani, Sebastian Poloczek, Jan Phillip Röer, Christina C. Schonberg, Christian K. Tamnes, Martin J. Tomasik, Beatrice Valentini, Evie Vergauwe, Haley A. Vlach, and Martin Voracek

Work by Flavell, Beach, and Chinsky indicated a change in the spontaneous production of overt verbalization behaviors when comparing young children (age 5) with older children (age 10). Despite the critical role that this evidence of a change in verbalization behaviors plays in modern theories of cognitive development and working memory, there has been only one other published near replication of this work. In this Registered Replication Report, we relied on researchers from 17 labs who contributed their results to a larger and more comprehensive sample of children. We assessed memory performance and the presence or absence of verbalization behaviors of young children at different ages and determined that the original pattern of findings was largely upheld: Older children were more likely to verbalize, and their memory spans improved. We confirmed that 5- and 6-year-old children who verbalized recalled more than children who did not verbalize. However, unlike Flavell et al., substantial proportions of our 5- and 6-year-old samples overtly verbalized at least sometimes during the picture memory task. In addition, continuous increase in overt verbalization from 7 to 10 years old was not consistently evident in our samples. These robust findings should be weighed when considering theories of cognitive development, particularly theories concerning when verbal rehearsal emerges and relations between speech and memory.

Keywords: Development, rehearsal, verbalization, memory, short-term memory, working memory, Registered Replication Report, open data, open materials, preregistered

Citation: Elliott, E. M., Morey, C. C., AuBuchon, A. M., Cowan, N., Jarrold, C., Adams, E. J., Attwood, M., Bayram, B., Beeler-Duden, S., Blakstvedt, T. Y., Büttner, G., Castelain, T., Cave, S., Crepaldi, D., Fredriksen, E., Glass, B. A., Graves, A. J., Guitard, D., Hoehl, S., . . . Voracek, M. (2021). Multilab direct replication of Flavell, Beach, and Chinsky (1966): Spontaneous verbal rehearsal in a memory task as a function of age. Advances in Methods and Practices in Psychological Science, 4(2), 1-20. https://doi.org/10.1177/25152459211018187

Kongre Poster

Sağlıklı Bireyler ve Depresyon Hastalarında Bedenlenmiş Biliş

Asil Ali Özdoğru, Fatma Duygu Kaya Yertutanol, Elif Kocapehlivan ve Arife Buse Kement

AMAÇ: Bedenlenmiş biliş kuramına göre insandaki bilişsel süreçler bedensel ve davranışsal süreçlere bağlıdır ve bedenle ilgili özellikler tarafından şekillenmektedir. Örneğin sağlak insanlar pozitif değerliği olan kelimeleri sağ yön ile ilişkilendirirken solak insanlar sol yönü tercih etmektedir. Bu çalışmada sağlıklı bireyler ile yeğin depresyon bozukluğuna sahip bireylerin yatay ve dikey düzlemde duygu kelimelerini konumlandırmasına bakılarak bedenlenmiş bilişsel süreçlerinin karşılaştırılması amaçlanmıştır. YÖNTEM: Deneysel yönteme sahip araştırmada kontrol grubunda 3 sağlıklı, deney grubunda 3 depresyon hastası sağlak kadınla çalışılmıştır. Yaş ortalamaları kontrol grubu için 25,00 (SS=1,73), deney grubu için 38,33’tür (SS=7,51). Katılımcıların tanıları bir psikiyatrist tarafından MINI 5.0 kullanılarak tespit edilmiştir. Katılımcılardan kendilerine verilen 20 duygu kelimesini hem yatay hem de dikey koordinat düzleminde bir kâğıda yerleştirmeleri istenmiştir. Kelimelerin değerlik ve uyarıcılık düzeyleri önceden yapılan bir pilot çalışmayla belirlenmiştir (n=40). SONUÇ: Yatay düzlemde deney grubu kontrol grubuna göre tüm kelimeleri yukarı-sağa, pozitif kelimeleri yukarı, negatif kelimeleri sağa, pozitif-uyarıcılığı yüksek kelimeleri yukarı yerleştirmiştir. Dikey düzlemde ise deney grubu kontrol grubuna göre pozitif kelimeleri yukarı-sola, negatif kelimeleri yukarı, uyarıcılığı yüksek kelimeleri yukarı, uyarıcılığı düşük kelimeleri yukarı-sola, pozitif-uyarıcılığı düşük kelimeleri yukarı-sola, negatif-uyarıcılığı düşük kelimeleri yukarı yerleştirmiştir. Kelimelerin değerlik ve uyarıcılık düzeylerine göre yerleşiminde anlamlı fark bulunmamıştır. Ortalamalar karşılaştırıldığında kontrol grubu dikey düzlemde kelimeleri daha yukarı-sağa, yatay düzlemde aşağı-sağa konumlandırmıştır. TARTIŞMA: Hasta ve sağlıklı gruplar karşılaştırıldığında kelime yerleştirme koordinatları yatay ve dikey düzlem arasında fark gösterdiği gibi sağ-sol ve aşağı-yukarı yönler açısından da farklılık göstermektedir.

Atıf: Özdoğru, A. A., Kaya Yertutanol, F. D., Kocapehlivan, E. ve Kement, A. B. (2021, Mayıs 26). Sağlıklı bireyler ve depresyon hastalarında bedenlenmiş biliş [Poster sunumu]. 24. Ulusal Sosyal Psikiyatri Kongresi, Çevrimiçi. http://sosyalpsikiyatrikongresi.org/

Bilgilendirme

Gönderen: Asil Özdoğru
Tarih: 20 Ocak 2021 14.08
Konu: COVID-19 ile İlgili Duyguları ve Davranışları Araştırma
Alıcı: Katılımcılar

Merhaba,

2020 Haziran ila Ekim aylarında katıldığınız “COVID-19 ile İlgili Duyguları ve Davranışları Araştırma” isimli çalışmamızla ilgili sizleri bilgilendirmek isteriz. Bu çalışma Psikoloji Bilimi Hızlandırıcısı tarafından dünya genelinde gerçekleştirilen çok geniş katılımlı bir araştırmadır. Veri toplama çalışmaları Ekim ayında sona ermiş, veri analiz ve yazım çalışmaları devam etmektedir. Araştırmayla ilgili daha ayrıntılı bilgiyi şuradan edinebilirsiniz: https://psysciacc.org/studies/psacr-1-2-3/

Katılımcı çağrı metninde katılımcılar arasından çekilişle belirlenen 65 talihliye 50 TL değerinde kitap hediye çeki ödül olarak verileceğini belirtmiştik. Çalışmaya katılan ve Ödül Çekiliş Katılım Formunu dolduran katılımcılar arasında ekte göreceğiniz gibi çekiliş yapılarak talihliler belirlenmiştir. Talihli katılımcılara ayrıca e-posta ile ödül bilgileri iletilmiştir.

Araştırmamıza katıldığınız için ve bilimsel çalışmalara destek verdiğiniz için tekrar teşekkür eder, sağlık ve huzur dolu günler dileriz.

Asil Özdoğru
Türkiye PSACR Grubu Adına
https://ozarge.blogspot.com.tr/

Research Article

The COVID-19 International Student Well-being Study

Sarah Van de Velde, Veerle Buffel, Piet Bracke, Guido Van Hal, Nikolett M. Somogyi, Barbara Willems, Edwin Wouters, and for the C19 ISWS Consortium

As a large international consortium of 26 countries and 110 higher-education institutions (HEIs), we successfully developed and executed an online student survey during or directly after the initial peak of the COVID-19 pandemic. The COVID-19 International Student Well-being Study (C19 ISWS) is a cross-sectional multicountry study that collected data on higher-education students during the COVID-19 outbreak in the spring of 2020. The dataset allows description of: (1) living conditions, financial conditions, and academic workload before and during the COVID-19 outbreak; (2) the current level of mental well-being and effects on healthy lifestyles; (3) perceived stressors; (4) resources (e.g., social support and economic capital); (5) knowledge related to COVID-19; and (6) attitudes toward COVID-19 measures implemented by the government and relevant HEI. The dataset additionally includes information about COVID-19 measures taken by the government and HEI that were in place during the period of data collection. The collected data provide a comprehensive and comparative dataset on student well-being. In this article, we present the rationale for this study, the development and content of the survey, the methodology of data collection and sampling, and the limitations of the study. In addition, we highlight the opportunities that the dataset provides for advancing social science research on student well-being during the COVID-19 pandemic in varying policy contexts. Thus far, this is, to our knowledge, the first cross-country student well-being survey during the COVID-19 pandemic, resulting in a unique dataset that enables high-priority socially relevant research.

Keywords: COVID-19, Corona, Higher education, Student well-being, multi-country study

Citation: Van de Velde, S., Buffel, V., Bracke, P., Van Hal, G., Somogyi, N. M., Willems, B., Wouters, E., & for the C19 ISWS Consortium (2021). The COVID-19 International Student Well-being Study. Scandinavian Journal of Public Health, 49, 114-122. https://doi.org/10.1177/1403494820981186

Research Article

To Which World Regions Does the Valence–Dominance Model of Social Perception Apply?

Benedict C. Jones, Lisa M. DeBruine, Jessica K. Flake, Marco Tullio Liuzza, Jan Antfolk, Nwadiogo C. Arinze, Izuchukwu L. G. Ndukaihe, Nicholas G. Bloxsom, Savannah C. Lewis, Francesco Foroni, Megan L. Willis, Carmelo P. Cubillas, Miguel A. Vadillo, Enrique Turiegano, Michael Gilead, Almog Simchon, S. Adil Saribay, Nicholas C. Owsley, Chaning Jang, Georgina Mburu, Dustin P. Calvillo, Anna Wlodarczyk, Yue Qi, Kris Ariyabuddhiphongs, Somboon Jarukasemthawee, Harry Manley, Panita Suavansri, Nattasuda Taephant, Ryan M. Stolier, Thomas R. Evans, Judson Bonick, Jan W. Lindemans, Logan F. Ashworth, Amanda C. Hahn, Coralie Chevallier, Aycan Kapucu, Aslan Karaaslan, Juan David Leongómez, Oscar R. Sánchez, Eugenio Valderrama, Milena Vásquez-Amézquita, Nandor Hajdu, Balazs Aczel, Peter Szecsi, Michael Andreychik, Erica D. Musser, Carlota Batres, Chuan-Peng Hu, Qing-Lan Liu, Nicole Legate, Leigh Ann Vaughn, Krystian Barzykowski, Karolina Golik, Irina Schmid, Stefan Stieger, Richard Artner, Chiel Mues, Wolf Vanpaemel, Zhongqing Jiang, Qi Wu, Gabriela M. Marcu, Ian D. Stephen, Jackson G. Lu, Michael C. Philipp, Jack D. Arnal, Eric Hehman, Sally Y. Xie, William J. Chopik, Martin Seehuus, Soufian Azouaghe, Abdelkarim Belhaj, Jamal Elouafa, John P. Wilson, Elliott Kruse, Marietta Papadatou-Pastou, Anabel De La Rosa-Gómez, Alan E. Barba-Sánchez, Isaac González-Santoyo, Tsuyueh Hsu, Chun-Chia Kung, Hsiao-Hsin Wang, Jonathan B. Freeman, Dong Won Oh, Vidar Schei, Therese E. Sverdrup, Carmel A. Levitan, Corey L. Cook, Priyanka Chandel, Pratibha Kujur, Arti Parganiha, Noorshama Parveen, Atanu Kumar Pati, Sraddha Pradhan, Margaret M. Singh, Babita Pande, Jozef Bavolar, Pavol Kačmár, Ilya Zakharov, Sara Álvarez-Solas, Ernest Baskin, Martin Thirkettle, Kathleen Schmidt, Cody D. Christopherson, Trinity Leonis, Jordan W. Suchow, Jonas K. Olofsson, Teodor Jernsäther, Ai-Suan Lee, Jennifer L. Beaudry, Taylor D. Gogan, Julian A. Oldmeadow, Benjamin Balas, Laura M. Stevens, Melissa F. Colloff, Heather D. Flowe, Sami Gülgöz, Mark J. Brandt, Karlijn Hoyer, Bastian Jaeger, Dongning Ren, Willem W. A. Sleegers, Joeri Wissink, Gwenaël Kaminski, Victoria A. Floerke, Heather L. Urry, Sau-Chin Chen, Gerit Pfuhl, Zahir Vally, Dana M. Basnight-Brown, Hans I. Jzerman, Elisa Sarda, Lison Neyroud, Touhami Badidi, Nicolas Van der Linden, Chrystalle B. Y. Tan, Vanja Kovic, Waldir Sampaio, Paulo Ferreira, Diana Santos, Debora I. Burin, Gwendolyn Gardiner, John Protzko, Christoph Schild, Karolina A. Ścigała, Ingo Zettler, Erin M. O’Mara Kunz, Daniel Storage, Fieke M. A. Wagemans, Blair Saunders, Miroslav Sirota, Guyan V. Sloane, Tiago J. S. Lima, Kim Uittenhove, Evie Vergauwe, Katarzyna Jaworska, Julia Stern, Karl Ask, Casper J. J. van Zyl, Anita Körner, Sophia C. Weissgerber, Jordane Boudesseul, Fernando Ruiz-Dodobara, Kay L. Ritchie, Nicholas M. Michalak, Khandis R. Blake, David White, Alasdair R. Gordon-Finlayson, Michele Anne, Steve M. J. Janssen, Kean Mun Lee, Tonje K. Nielsen, Christian K. Tamnes, Janis H. Zickfeld, Anna Dalla Rosa, Michelangelo Vianello, Ferenc Kocsor, Luca Kozma, Ádám Putz, Patrizio Tressoldi, Natalia Irrazabal, Armand Chatard, Samuel Lins, Isabel R. Pinto, Johannes Lutz, Matus Adamkovic, Peter Babincak, Gabriel Baník, Ivan Ropovik, Vinet Coetzee, Barnaby J. W. Dixson, Gianni Ribeiro, Kim Peters, Niklas K. Steffens, Kok Wei Tan, Christopher A. Thorstenson, Ana Maria Fernandez, Rafael M. C. S. Hsu, Jaroslava V. Valentova, Marco A. C. Varella, Nadia S. Corral-Frías, Martha Frías-Armenta, Javad Hatami, Arash Monajem, MohammadHasan Sharifian, Brooke Frohlich, Hause Lin, Michael Inzlicht, Ravin Alaei, Nicholas O. Rule, Claus Lamm, Ekaterina Pronizius, Martin Voracek, Jerome Olsen, Erik Mac Giolla, Aysegul Akgoz, Asil A. Özdoğru, Matthew T. Crawford, Brooke Bennett-Day, Monica A. Koehn, Ceylan Okan, Tripat Gill, Jeremy K. Miller, Yarrow Dunham, Xin Yang, Sinan Alper, Martha Lucia Borras-Guevara, Sun Jun Cai, Dong Tiantian, Alexander F. Danvers, David R. Feinberg, Marie M. Armstrong, Eva Gilboa-Schechtman, Randy J. McCarthy, Jose Antonio Muñoz-Reyes, Pablo Polo, Victor K. M. Shiramazu, Wen-Jing Yan, Lilian Carvalho, Patrick S. Forscher, Christopher R. Chartier, and Nicholas A. Coles

Over the past 10 years, Oosterhof and Todorov’s valence–dominance model has emerged as the most prominent account of how people evaluate faces on social dimensions. In this model, two dimensions (valence and dominance) underpin social judgements of faces. Because this model has primarily been developed and tested in Western regions, it is unclear whether these findings apply to other regions. We addressed this question by replicating Oosterhof and Todorov’s methodology across 11 world regions, 41 countries and 11,570 participants. When we used Oosterhof and Todorov’s original analysis strategy, the valence–dominance model generalized across regions. When we used an alternative methodology to allow for correlated dimensions, we observed much less generalization. Collectively, these results suggest that, while the valence–dominance model generalizes very well across regions when dimensions are forced to be orthogonal, regional differences are revealed when we use different extraction methods and correlate and rotate the dimension reduction solution.

Citation: Jones, B. C., DeBruine, L. M., Flake, J. K., Liuzza, M. T., Antfolk, J., Arinze, N. C., Ndukaihe, I. L. G., Bloxsom, N. G., Lewis, S. C., Foroni, F., Willis, M. L., Cubillas, C. P., Vadillo, M. A., Turiegano, E., Gilead, M., Simchon, A., Saribay, S. A., Owsley, N. C., Jang, C., . . . Coles, N. A. (2021). To which world regions does the valence–dominance model of social perception apply? Nature Human Behavior, 5, 159–169. https://doi.org/10.1038/s41562-020-01007-2