Araştırma Makalesi

Öğretmenlerin Çokkültürlü Eğitime ve Mülteci Öğrencilere Yönelik Tutumları

Asil Ali Özdoğru, Fatma Nur Dolu, Aysenur Akan ve Sena Aldemir

Bu araştırmanın amacı öğretmenlerin sosyodemografik özellikleri ve çokkültürlü eğitim tutumları ile mülteci öğrencilere karşı tutumları arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubunu amaçlı örnekleme yöntemiyle ulaşılan 134 öğretmen oluşturmaktadır. 55’i kadın ve 79’u erkek olan katılımcıların yaşları 23 ila 62 (Ort.=38,70; ss=7,97) arasında değişmektedir. Katılımcılara sosyodemografik sorularla birlikte Öğretmenlerin Çokkültürlü Eğitim Tutum Ölçeği (ÖÇTÖ) ve Mülteci Öğrenci Tutum Ölçeği (MÖTÖ) çevrimiçi olarak uygulanmıştır. Korelasyon analizi sonucunda ÖÇTÖ ve MÖTÖ toplam, MÖTÖ iletişim ve yeterlik alt boyut puanları arasında istatistiksel olarak anlamlı pozitif bir ilişki saptanmıştır. Ölçek puanlarının cinsiyet, yurt dışına çıkma, çokkültürlü deneyime sahip olma, geçmişte mülteci öğrencilerle çalışmış olma, şimdi mülteci öğrencilerle çalışıyor olma ve mülteci öğrencilerle ilgili mesleki gelişim eğitimine katılma durumlarına göre anlamlı farklılık göstermediği bulunmuştur. Öğretmenlerin ÖÇTÖ puanlarının yaşlarıyla ve yaşamlarının çoğunu geçirdikleri yerleşim türüyle ilişkili olduğu bulunmuştur. Öğretmenlerin MÖTÖ puanlarının ise yaş, kıdem, yaşamlarının çoğunu geçirdikleri yerleşim türü ve görev yapılan eğitim kademesiyle ilişkili olduğu görülmüştür.

Anahtar Kelimeler: Mülteci öğrenciler, öğretmen tutumları, çokkültürlü eğitim

Atıf: Özdoğru, A. A., Dolu, F. N., Akan, A. ve Aldemir, S. (2021). Öğretmenlerin çokkültürlü eğitime ve mülteci öğrencilere yönelik tutumları. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 40, 111-122. https://doi.org/10.14582/DUZGEF.2021.181

Teachers’ Attitudes Towards Multicultural Education and Refugee Students

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

The aim of this study is to examine the relationship between teachers' sociodemographic characteristics and their attitudes towards multicultural education and refugee students. Participants consisted of 134 teachers who were recruited through purposive sampling. Ages of the participants ranged from 23 to 62 (M=38,70; sd=7,97), of which 55 were female and 79 were male. Along with sociodemographic questions, Teacher Multicultural Attitude Survey (TMAS) and Refugee Student Attitude Scale (RSAS) were administered online. Correlation analysis revealed a statistically significant correlation between TMAS and RSAS total scores. There was a statistically significant positive correlation between TMAS total scores and RSAS communication subscale scores and RSAS competency subscale scores. The scale scores did not differ significantly for the variables of gender, going abroad, having a multicultural experience, having refugee students in the past, having refugee students currently and participating in any professional education related to refugee students. The teachers’ TMAS scores were found to differ significantly according to their ages and the type of settlement where they have spent most of their lives. It was found that teachers’ RSAS scores correlated with their age, professional experience, settlement type, and school levels they work.

Keywords: Refugee students, teacher attitudes, multicultural education

Citation: Özdoğru, A. A., Dolu, F. N., Akan, A., & Aldemir, S. (2021). Teachers’ attitudes towards multicultural education and refugee students [Abstract]. Dicle University Journal of Ziya Gökalp Faculty of Education, 40, 111-122. https://doi.org/10.14582/DUZGEF.2021.181

Research Article

Social Contact, Academic Satisfaction, COVID-19 Knowledge, and Subjective Well-being Among Students at Turkish Universities: A Nine-University Sample

Gülsen Erden, Asil Ali Özdoğru, Sami Çoksan, Hale Ögel-Balaban, Yakup Azak, İlkiz Altınoğlu-Dikmeer, Aysun Ergül-Topçu, Yeşim Yasak, Gözde Kıral-Uçar, Seda Oktay, Pelin Karaca-Dinç, Ezgi Didem Merdan-Yıldız, Selen Eltan, Güler Beril Kumpasoğlu, and Gülsen Baytemir

Adverse effects of COVID-19 are seen not only on the physical health of infected individuals but also on their subjective well-being. Sudden changes in social lives, lockdowns, and shifts towards online education have had a negative impact on many people, especially university students. As part of an international study, the current study focused on the well-being of students at Turkish universities in relation to social contact, academic satisfaction, and COVID-19 knowledge. A total of 7363 students from nine universities (86.6% from state universities, 71.04% female, and 73.52% at bachelor’s level) participated in an online survey. Results revealed that females had lower levels of subjective well-being and academic satisfaction. According to a mediation model in the study, the relationship between social contact and well-being was mediated by academic satisfaction and COVID-19 knowledge. Our findings can guide future researchers, mental health professionals, universities, and policymakers to understand and improve subjective well-being of university students.

Keywords: Subjective well-being, Social contact, Academic satisfaction, COVID-19, University students

Citation: Erden, G., Özdoğru, A. A., Çoksan, S., Ögel-Balaban, H., Azak, Y., Altınoğlu-Dikmeer, İ., Ergül-Topçu, A., Yasak, Y., Kıral-Uçar, G., Oktay, S., Karaca-Dinç, P., Merdan-Yıldız, E. D., Eltan, S., Kumpasoğlu, G. B., & Baytemir, G. (2021). Social contact, academic satisfaction, COVID-19 knowledge, and subjective well-being among students at Turkish universities: A nine-university sample. Applied Research in Quality of Life. Advance online publication. https://doi.org/10.1007/s11482-021-10019-7

Research Article

Depressive Symptoms in Higher Education Students During the First Wave of the COVID-19 Pandemic. An Examination of the Association With Various Social Risk Factors Across Multiple High- and Middle-Income Countries

S. Van de Velde, V. Buffel, C. van der Heijde, S. Çoksan, P. Bracke, T. Abel, H. Busse, H. Zeeb, F. Rabiee-Khan, T. Stathopoulou, G. Van Hal, J. Ladner, M. Tavolacci, R. Tholen, E. Wouters, and for the C19 ISWS Consortium

Higher-education students face substantial risks for developing depressive symptoms during the COVID-19 pandemic or experiencing exacerbated pre-existing depressive symptoms. This study uses data from the COVID-19 International Student Well-Being Study, which collected data through a non-representative convenience sample in 125 higher-education institutions (HEI) across 26 high- and middle-income countries (N: 20,103) during the first wave of the COVID-19 pandemic. It describes the prevalence of depressive symptoms in higher-education students. We find substantial cross-national variation in depressive symptoms, with lowest mean levels established in the Nordic countries and France, while highest mean levels of depressive symptoms were found in Turkey, South Africa, Spain and the USA. Elevated risk for depressive symptoms was found in female students, students with fewer social support resources and in a more disadvantaged socioeconomic position, and students with a migrant background. COVID-19 related stressors, such as reduced social contact, increased financial insecurity, and academic stress explained a relatively larger proportion of the variance in depressive symptoms compared to non-COVID-19 related stressors. This finding shows that not the pandemic itself, but rather the secondary effects of the pandemic relate to students' mental health. Our results enable HEIs to be better equipped to target groups that are particularly at risk during a pandemic.

Keywords: Depressive symptoms, Higher education students, COVID-19

Citation: Van de Velde, S., Buffel, V., van der Heijde, C., Çoksan, S., Bracke, P., Abel, T., Busse, H., Zeeb, H., Rabiee-khan, F., Stathopoulou, T., Van Hal, G., Ladner, J., Tavolacci, M., Tholen, R., Wouters, E., & for the C19 ISWS Consortium (2021). Depressive symptoms in higher education students during the first wave of the COVID-19 pandemic. An examination of the association with various social risk factors across multiple high- and middle-income countries. SSM - Population Health, 16, 100936. https://doi.org/10.1016/j.ssmph.2021.100936

Research Article

A Multi-Country Test of Brief Reappraisal Interventions on Emotions During the COVID-19 Pandemic

Ke Wang, Amit Goldenberg, Charles A. Dorison, Jeremy K. Miller, Andero Uusberg, Jennifer S. Lerner, James J. Gross, Bamikole Bamikole Agesin, Márcia Bernardo, Olatz Campos, Luis Eudave, Karolina Grzech, Daphna Hausman Ozery, Emily A. Jackson, Elkin Oswaldo Luis Garcia, Shira Meir Drexler, Anita Penić Jurković, Kafeel Rana, John Paul Wilson, Maria Antoniadi, Kermeka Desai, Zoi Gialitaki, Elizaveta Kushnir, Khaoula Nadif, Olalla Niño Bravo, Rafia Nauman, Marlies Oosterlinck, Myrto Pantazi, Natalia Pilecka, Anna Szabelska, I. M. M. van Steenkiste, Katarzyna Filip, Andreea Ioana Bozdoc, Gabriela Mariana Marcu, Elena Agadullina, Matúš Adamkovič, Marta Roczniewska, Cecilia Reyna, Angelos P. Kassianos, Minja Westerlund, Lina Ahlgren, Sara Pöntinen, Gabriel Agboola Adetula, Pinar Dursun, Azuka Ikechukwu Arinze, Nwadiogo Chisom Arinze, Chisom Esther Ogbonnaya, Izuchukwu L. G. Ndukaihe, Ilker Dalgar, Handan Akkas, Paulo Manuel Macapagal, Savannah Lewis, Irem Metin-Orta, Francesco Foroni, Megan Willis, Anabela Caetano Santos, Aviv Mokady, Niv Reggev, Merve A. Kurfali, Martin R. Vasilev, Nora L. Nock, Michal Parzuchowski, Mauricio F. Espinoza Barría, Marek Vranka, Markéta Braun Kohlová, Ivan Ropovik, Mikayel Harutyunyan, Chunhui Wang, Elvin Yao, Maja Becker, Efisio Manunta, Gwenael Kaminski, Dafne Marko, Kortnee Evans, David M. G. Lewis, Andrej Findor, Anais Thibault Landry, John Jamir Benzon Aruta, Manuel S. Ortiz, Zahir Vally, Ekaterina Pronizius, Martin Voracek, Claus Lamm, Maurice Grinberg, Ranran Li, Jaroslava Varella Valentova, Giovanna Mioni, Nicola Cellini, Sau-Chin Chen, Janis Zickfeld, Karis Moon, Habiba Azab, Neil Levy, Alper Karababa, Jennifer L. Beaudry, Leanne Boucher, W. Matthew Collins, Anna Louise Todsen, Kevin van Schie, Jáchym Vintr, Jozef Bavolar, Lada Kaliska, Valerija Križanić, Lara Samojlenko, Razieh Pourafshari, Sandra J. Geiger, Julia Beitner, Lara Warmelink, Robert M. Ross, Ian D. Stephen, Thomas J. Hostler, Soufian Azouaghe, Randy McCarthy, Anna Szala, Caterina Grano, Claudio Singh Solorzano, Gulnaz Anjum, William Jimenez-Leal, Maria Bradford, Laura Calderón Pérez, Julio E. Cruz Vásquez, Oscar J. Galindo-Caballero, Juan Camilo Vargas-Nieto, Ondřej Kácha, Alexios Arvanitis, Qinyu Xiao, Rodrigo Cárcamo, Saša Zorjan, Zuzanna Tajchman, Iris Vilares, Jeffrey M. Pavlacic, Jonas R. Kunst, Christian K. Tamnes, Claudia C. von Bastian, Mohammad Atari, MohammadHasan Sharifian, Monika Hricova, Pavol Kačmár, Jana Schrötter, Rima-Maria Rahal, Noga Cohen, Saiedeh FatahModarres, Miha Zrimsek, Ilya Zakharov, Monica A. Koehn, Celia Esteban-Serna, Robert J. Calin-Jageman, Anthony J. Krafnick, Eva Štrukelj, Peder Mortvedt Isager, Jan Urban, Jaime R. Silva, Marcel Martončik, Sanja Batić Očovaj, Dušana Šakan, Anna O. Kuzminska, Jasna Milosevic Djordjevic, Inês A. T. Almeida, Ana Ferreira, Ljiljana B. Lazarevic, Harry Manley, Danilo Zambrano Ricaurte, Renan P. Monteiro, Zahra Etabari, Erica Musser, Daniel Dunleavy, Weilun Chou, Hendrik Godbersen, Susana Ruiz-Fernández, Crystal Reeck, Carlota Batres, Komila Kirgizova, Abdumalik Muminov, Flavio Azevedo, Daniela Serrato Alvarez, Muhammad Mussaffa Butt, Jeong Min Lee, Zhang Chen, Frederick Verbruggen, Ignazio Ziano, Murat Tümer, Abdelilah C. A. Charyate, Dmitrii Dubrov, María del Carmen M. C. Tejada Rivera, Christopher Aberson, Bence Pálfi, Mónica Alarcón Maldonado, Barbora Hubena, Asli Sacakli, Chris D. Ceary, Karley L. Richard, Gage Singer, Jennifer T. Perillo, Tonia Ballantyne, Wilson Cyrus-Lai, Maksim Fedotov, Hongfei Du, Magdalena Wielgus, Ilse L. Pit, Matej Hruška, Daniela Sousa, Balazs Aczel, Barnabas Szaszi, Sylwia Adamus, Krystian Barzykowski, Leticia Micheli, Nadya-Daniela Schmidt, Andras N. Zsido, Mariola Paruzel-Czachura, Michal Bialek, Marta Kowal, Agnieszka Sorokowska, Michal Misiak, Débora Mola, María Victoria Ortiz, Pablo Sebastián Correa, Anabel Belaus, Fany Muchembled, Rafael R. Ribeiro, Patricia Arriaga, Raquel Oliveira, Leigh Ann Vaughn, Paulina Szwed, Małgorzata Kossowska, Gabriela Czarnek, Julita Kielińska, Benedict Antazo, Ruben Betlehem, Stefan Stieger, Gustav Nilsonne, Nicolle Simonovic, Jennifer Taber, Amélie Gourdon-Kanhukamwe, Artur Domurat, Keiko Ihaya, Yuki Yamada, Anum Urooj, Tripat Gill, Martin Čadek, Lisa Bylinina, Johanna Messerschmidt, Murathan Kurfalı, Adeyemi Adetula, Ekaterina Baklanova, Nihan Albayrak-Aydemir, Heather B. Kappes, Biljana Gjoneska, Thea House, Marc V. Jones, Jana B. Berkessel, William J. Chopik, Sami Çoksan, Martin Seehuus, Ahmed Khaoudi, Ahmed Bokkour, Kanza Ait El Arabi, Ikhlas Djamai, Aishwarya Iyer, Neha Parashar, Arca Adiguzel, Halil Emre Kocalar, Carsten Bundt, James O. Norton, Marietta Papadatou-Pastou, Anabel De la Rosa-Gomez, Vladislav Ankushev, Natalia Bogatyreva, Dmitry Grigoryev, Aleksandr Ivanov, Irina Prusova, Marina Romanova, Irena Sarieva, Maria Terskova, Evgeniya Hristova, Veselina Hristova Kadreva, Allison Janak, Vidar Schei, Therese E. Sverdrup, Adrian Dahl Askelund, Lina Maria Sanabria Pineda, Dajana Krupić, Carmel A. Levitan, Niklas Johannes, Nihal Ouherrou, Nicolas Say, Sladjana Sinkolova, Kristina Janjić, Marija Stojanovska, Dragana Stojanovska, Meetu Khosla, Andrew G. Thomas, Franki Y. H. Kung, Gijsbert Bijlstra, Farnaz Mosannenzadeh, Busra Bahar Balci, Ulf-Dietrich Reips, Ernest Baskin, Byurakn Ishkhanyan, Johanna Czamanski-Cohen, Barnaby James Wyld Dixson, David Moreau, Clare A. M. Sutherland, Hu Chuan-Peng, Chris Noone, Heather Flowe, Michele Anne, Steve M. J. Janssen, Marta Topor, Nadyanna M. Majeed, Yoshihiko Kunisato, Karen Yu, Shimrit Daches, Andree Hartanto, Milica Vdovic, Lisa Anton-Boicuk, Paul A. G. Forbes, Julia Kamburidis, Evelina Marinova, Mina Nedelcheva-Datsova, Nikolay R. Rachev, Alina Stoyanova, Kathleen Schmidt, Jordan W. Suchow, Maria Koptjevskaja-Tamm, Teodor Jernsäther, Jonas K. Olofsson, Olga Bialobrzeska, Magdalena Marszalek, Srinivasan Tatachari, Reza Afhami, Wilbert Law, Jan Antfolk, Barbara Žuro, Natalia Van Doren, Jose A. Soto, Rachel Searston, Jacob Miranda, Kaja Damnjanović, Siu Kit Yeung, Dino Krupić, Karlijn Hoyer, Bastian Jaeger, Dongning Ren, Gerit Pfuhl, Kristoffer Klevjer, Nadia S. Corral-Frías, Martha Frias-Armenta, Marc Y. Lucas, Adriana Olaya Torres, Mónica Toro, Lady Grey Javela Delgado, Diego Vega, Sara Álvarez Solas, Roosevelt Vilar, Sébastien Massoni, Thomas Frizzo, Alexandre Bran, David C. Vaidis, Luc Vieira, Bastien Paris, Mariagrazia Capizzi, Gabriel Lins de Holanda Coelho, Anna Greenburgh, Cassie M. Whitt, Alexa M. Tullett, Xinkai Du, Leonhard Volz, Minke Jasmijn Bosma, Cemre Karaarslan, Eylül Sarıoğuz, Tara Bulut Allred, Max Korbmacher, Melissa F. Colloff, Tiago J. S. Lima, Matheus Fernando Felix Ribeiro, Jeroen P. H. Verharen, Maria Karekla, Christiana Karashiali, Naoyuki Sunami, Lisa M. Jaremka, Daniel Storage, Sumaiya Habib, Anna Studzinska, Paul H. P. Hanel, Dawn Liu Holford, Miroslav Sirota, Kelly Wolfe, Faith Chiu, Andriana Theodoropoulou, El Rim Ahn, Yijun Lin, Erin C. Westgate, Hilmar Brohmer, Gabriela Hofer, Olivier Dujols, Kevin Vezirian, Gilad Feldman, Giovanni A. Travaglino, Afroja Ahmed, Manyu Li, Jasmijn Bosch, Nathan Torunsky, Hui Bai, Mathi Manavalan, Xin Song, Radoslaw B. Walczak, Przemysław Zdybek, Maja Friedemann, Anna Dalla Rosa, Luca Kozma, Sara G. Alves, Samuel Lins, Isabel R. Pinto, Rita C. Correia, Peter Babinčák, Gabriel Banik, Luis Miguel Rojas-Berscia, Marco A. C. Varella, Jim Uttley, Julie E. Beshears, Katrine Krabbe Thommesen, Behzad Behzadnia, Shawn N. Geniole, Miguel A. Silan, Princess Lovella G. Maturan, Johannes K. Vilsmeier, Ulrich S. Tran, Sara Morales Izquierdo, Michael C. Mensink, Piotr Sorokowski, Agata Groyecka-Bernard, Theda Radtke, Vera Cubela Adoric, Joelle Carpentier, Asil Ali Özdoğru, Jennifer A. Joy-Gaba, Mattie V. Hedgebeth, Tatsunori Ishii, Aaron L. Wichman, Jan Philipp Röer, Thomas Ostermann, William E. Davis, Lilian Suter, Konstantinos Papachristopoulos, Chelsea Zabel, Charles R. Ebersole, Christopher R. Chartier, Peter R. Mallik, Heather L. Urry, Erin M. Buchanan, Nicholas A. Coles, Maximilian A. Primbs, Dana M. Basnight-Brown, Hans IJzerman, Patrick S. Forscher, and Hannah Moshontz

The COVID-19 pandemic has increased negative emotions and decreased positive emotions globally. Left unchecked, these emotional changes might have a wide array of adverse impacts. To reduce negative emotions and increase positive emotions, we tested the effectiveness of reappraisal, an emotion-regulation strategy that modifies how one thinks about a situation. Participants from 87 countries and regions (n = 21,644) were randomly assigned to one of two brief reappraisal interventions (reconstrual or repurposing) or one of two control conditions (active or passive). Results revealed that both reappraisal interventions (vesus both control conditions) consistently reduced negative emotions and increased positive emotions across different measures. Reconstrual and repurposing interventions had similar effects. Importantly, planned exploratory analyses indicated that reappraisal interventions did not reduce intentions to practice preventive health behaviours. The findings demonstrate the viability of creating scalable, low-cost interventions for use around the world.

Citation: Wang, K., Goldenberg, A., Dorison, C. A., Miller, J. K., Uusberg, A., Lerner, J. S., Gross, J. J., Agesin, B. B., Bernardo, M., Campos, O., Eudave, L., Grzech, K., Hausman Ozery, D., Jackson, E. A., Garcia, E. O. L., Drexler, S. M., Jurković, A. P., Rana, K., Wilson, J. P., . . . Moshontz, H. (2021). A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic. Nature Human Behavior. Advance online publication. https://doi.org/10.1038/s41562-021-01173-x

News Release: Study across 87 countries shows simple intervention helps build emotional resilience during COVID-19 (August 2, 2021) https://www.hks.harvard.edu/faculty-research/policy-topics/health/study-helping-people-rethink-their-response-covid-19-can-lead

Basından: COVID-19’un Psikolojik Etkileri İncelendi (5 Ağustos 2021) https://uskudar.edu.tr/tr/icerik/6981/covid-19un-psikolojik-etkileri-incelendi

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