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fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://marmara.academia.edu/">Marmara University</a>, <a class="u-tcGrayDarker" href="https://marmara.academia.edu/Departments/Psychological_Guidance_and_Counselling/Documents">Psychological Guidance and Counselling</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Halil" data-follow-user-id="879737" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" 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class="js-profile-view-count"></span></p></div></a></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Halil Eksi currently works at the Department of Educational Sciences, Marmara University. Halil does research in Psychological Counseling. Their current project is 'Türkiye Ölçme Araçları Dizini : http://toad.halileksi.net<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="879737">View All (29)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="879737" href="https://www.academia.edu/Documents/in/Educational_Psychology"><div id="js-react-on-rails-context" style="display:none" 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class="work-thumbnail" src="https://attachments.academia-assets.com/90696552/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/86185466/An_examination_of_general_procrastination_decisional_procrastination_and_academic_procrastination_with_respect_to_trait_anxiety_among_a_group_of_college_students">An examination of general procrastination, decisional procrastination, and academic procrastination with respect to trait-anxiety among a group of college students</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu araştırmanın amacı, üniversite öğrencilerinin genel erteleme, karar vermeyi erteleme, akademik...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu araştırmanın amacı, üniversite öğrencilerinin genel erteleme, karar vermeyi erteleme, akademik erteleme düzeylerinin sürekli kaygı açısından incelenmesi ve üniversite öğrencilerinin sürekli kaygılarının, genel erteleme, karar vermeyi erteleme, akademik ertelemelerin, cinsiyet, yaş, öğrenim gördüğü bölüm, mezun olduğu lise türü, anne ve babanın eğitim durumu, anne ve babanın mesleğine göre anlamlı düzeyde farklılaşıp farklılaşmadığını saptamaktır. Araştırmanın çalışma grubu 95’i erkek ve 193 kadın olmak üzere toplam 288 üniversite öğrencisinden oluşmaktadır. Araştırma verileri sürekli kaygı envanteri, genel erteleme, karar vermeyi erteleme, akademik erteleme ölçeği ve kişisel bilgi formu kullanılarak toplanmıştır. Araştırma sonucunda sürekli kaygının genel erteleme, karar vermeyi erteleme ve akademik ertelemeyi anlamlı düzeyde yordadığı görülmektedir (p&lt;0,01). Öğrencilerin karar vermeyi erteleme düzeyleri, yaş değişkeni açısından anlamlı düzeyde farklılaşmaktadır. Genel ertelem...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7bf3696dfa6da5b2553542b6a8a4e562" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90696552,"asset_id":86185466,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90696552/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86185466"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86185466"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86185466; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86185466]").text(description); $(".js-view-count[data-work-id=86185466]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86185466; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86185466']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86185466, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7bf3696dfa6da5b2553542b6a8a4e562" } } $('.js-work-strip[data-work-id=86185466]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86185466,"title":"An examination of general procrastination, decisional procrastination, and academic procrastination with respect to trait-anxiety among a group of college students","translated_title":"","metadata":{"abstract":"Bu araştırmanın amacı, üniversite öğrencilerinin genel erteleme, karar vermeyi erteleme, akademik erteleme düzeylerinin sürekli kaygı açısından incelenmesi ve üniversite öğrencilerinin sürekli kaygılarının, genel erteleme, karar vermeyi erteleme, akademik ertelemelerin, cinsiyet, yaş, öğrenim gördüğü bölüm, mezun olduğu lise türü, anne ve babanın eğitim durumu, anne ve babanın mesleğine göre anlamlı düzeyde farklılaşıp farklılaşmadığını saptamaktır. Araştırmanın çalışma grubu 95’i erkek ve 193 kadın olmak üzere toplam 288 üniversite öğrencisinden oluşmaktadır. Araştırma verileri sürekli kaygı envanteri, genel erteleme, karar vermeyi erteleme, akademik erteleme ölçeği ve kişisel bilgi formu kullanılarak toplanmıştır. Araştırma sonucunda sürekli kaygının genel erteleme, karar vermeyi erteleme ve akademik ertelemeyi anlamlı düzeyde yordadığı görülmektedir (p\u0026lt;0,01). Öğrencilerin karar vermeyi erteleme düzeyleri, yaş değişkeni açısından anlamlı düzeyde farklılaşmaktadır. Genel ertelem...","publisher":"'Uludag Universitesi Fen Edebiyat Fakultesi Sosyal Bilimler Dergisi'","publication_date":{"day":1,"month":8,"year":2010,"errors":{}}},"translated_abstract":"Bu araştırmanın amacı, üniversite öğrencilerinin genel erteleme, karar vermeyi erteleme, akademik erteleme düzeylerinin sürekli kaygı açısından incelenmesi ve üniversite öğrencilerinin sürekli kaygılarının, genel erteleme, karar vermeyi erteleme, akademik ertelemelerin, cinsiyet, yaş, öğrenim gördüğü bölüm, mezun olduğu lise türü, anne ve babanın eğitim durumu, anne ve babanın mesleğine göre anlamlı düzeyde farklılaşıp farklılaşmadığını saptamaktır. Araştırmanın çalışma grubu 95’i erkek ve 193 kadın olmak üzere toplam 288 üniversite öğrencisinden oluşmaktadır. Araştırma verileri sürekli kaygı envanteri, genel erteleme, karar vermeyi erteleme, akademik erteleme ölçeği ve kişisel bilgi formu kullanılarak toplanmıştır. Araştırma sonucunda sürekli kaygının genel erteleme, karar vermeyi erteleme ve akademik ertelemeyi anlamlı düzeyde yordadığı görülmektedir (p\u0026lt;0,01). Öğrencilerin karar vermeyi erteleme düzeyleri, yaş değişkeni açısından anlamlı düzeyde farklılaşmaktadır. 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Çalışma tara...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu araştırmada Almanya&#39;da yaşayan Türk göçmenlerin aile değerleri incelenmiştir. Çalışma tarama modeline uygun bir şekilde yapılandırılmıştır. Araştırmanın çalışma grubu Almanya&#39;da yaşamını sürdüren 187 kişiden oluşmaktadır. Yaşları 18 ile 72 arasında değişen katılımcıların 135&#39;i kadın ve 52&#39;si erkektir. Aile, değerlerin ve kültürel özellikleri öğrenilmesi ve aktarılması konusunda en temel kurumdur. Almanya&#39;da yaşayan Türk ailelerin değer özelliklerinin ve eğilimlerin belirlenmesi ve bu değerlerin hangi şartlardan etkilendiğinin ortaya koyulması kültürel özelliklerin devamlılığı konusunda politikalar geliştirilmesine yardımcı olabilir. Araştırma erken yaşta evlenme ve çocuk sayısının fazla olması gibi özellikler geleneksel aile değerlerinin sürdürülmesine yardımcı olduğu söylenebilir. Almanya&#39;daki Türklerin aile değerlerindeki dönüşümün anlaşılması için daha fazla araştırmaya ihtiyaç vardır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="913a296e52fb08bcfda182dd97064b95" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83443799,"asset_id":75828465,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83443799/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75828465"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75828465"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75828465; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75828465]").text(description); $(".js-view-count[data-work-id=75828465]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75828465; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75828465']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75828465, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "913a296e52fb08bcfda182dd97064b95" } } $('.js-work-strip[data-work-id=75828465]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75828465,"title":"Almanya'da Yaşayan Türk Göçmenlerin Aile Değerleri","translated_title":"","metadata":{"abstract":"Bu araştırmada Almanya\u0026#39;da yaşayan Türk göçmenlerin aile değerleri incelenmiştir. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75828464"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75828464/Huzur_%C3%96l%C3%A7e%C4%9Finin_Geli%C5%9Ftirilmesi_ve_Psikometrik_%C3%96zelliklerinin_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Huzur Ölçeği'nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/83443795/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75828464/Huzur_%C3%96l%C3%A7e%C4%9Finin_Geli%C5%9Ftirilmesi_ve_Psikometrik_%C3%96zelliklerinin_%C4%B0ncelenmesi">Huzur Ölçeği'nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi</a></div><div class="wp-workCard_item"><span>De</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu araştırmada Huzur Ölçeği&#39;nin geliştirilmesi ve ölçeğin psikometrik özelliklerinin incelenm...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu araştırmada Huzur Ölçeği&#39;nin geliştirilmesi ve ölçeğin psikometrik özelliklerinin incelenmesi amaçlanmaktadır. Araştırmanın örneklemi, yaşları 18 ile 75 arasında değişen, yaş ortalamaları 30.46 (±12.94) olan 548 kadın ve 330 erkek olmak üzere toplam 900 katılımcıdan oluşmaktadır. Ölçeğin yapı geçerliği için açımlayıcı faktör analizi ve doğrulayıcı faktör analizi yapılmıştır. Ölçeğin güvenirliği iç tutarlık ve test-tekrar test yöntemiyle incelenmiştir. Ölçeğin ölçüt bağıntılı geçerliği için PERMA Ölçeği ile arasındaki ilişkilere bakılmıştır. Huzur Ölçeği&#39;nin açımlayıcı faktör analizi sonuçları ölçeğin 8 maddeden oluşan tek boyutlu bir yapıya sahip olduğunu göstermiştir. Ölçeğin doğrulayıcı faktör analizi sonuçları modelin kabul edilebilir düzeyde uyum gösterdiğini ortaya koymuştur. Ölçeğin iç tutarlılık katsayısı .78, test-tekrar test katsayısı .83 olarak hesaplanmıştır. Huzur ile iyi oluş arasındaki pozitif korelasyonların ölçeğin ölçüt bağıntılı geçerliğinin göstergesi o...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="89299d3c3cb280543177952d28da9e93" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83443795,"asset_id":75828464,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83443795/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75828464"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75828464"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75828464; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75828464]").text(description); $(".js-view-count[data-work-id=75828464]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75828464; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75828464']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75828464, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "89299d3c3cb280543177952d28da9e93" } } $('.js-work-strip[data-work-id=75828464]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75828464,"title":"Huzur Ölçeği'nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi","translated_title":"","metadata":{"abstract":"Bu araştırmada Huzur Ölçeği\u0026#39;nin geliştirilmesi ve ölçeğin psikometrik özelliklerinin incelenmesi amaçlanmaktadır. Araştırmanın örneklemi, yaşları 18 ile 75 arasında değişen, yaş ortalamaları 30.46 (±12.94) olan 548 kadın ve 330 erkek olmak üzere toplam 900 katılımcıdan oluşmaktadır. Ölçeğin yapı geçerliği için açımlayıcı faktör analizi ve doğrulayıcı faktör analizi yapılmıştır. Ölçeğin güvenirliği iç tutarlık ve test-tekrar test yöntemiyle incelenmiştir. Ölçeğin ölçüt bağıntılı geçerliği için PERMA Ölçeği ile arasındaki ilişkilere bakılmıştır. Huzur Ölçeği\u0026#39;nin açımlayıcı faktör analizi sonuçları ölçeğin 8 maddeden oluşan tek boyutlu bir yapıya sahip olduğunu göstermiştir. Ölçeğin doğrulayıcı faktör analizi sonuçları modelin kabul edilebilir düzeyde uyum gösterdiğini ortaya koymuştur. Ölçeğin iç tutarlılık katsayısı .78, test-tekrar test katsayısı .83 olarak hesaplanmıştır. Huzur ile iyi oluş arasındaki pozitif korelasyonların ölçeğin ölçüt bağıntılı geçerliğinin göstergesi o...","publisher":"Ensar Nesriyat Ticaret A.S.","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"De"},"translated_abstract":"Bu araştırmada Huzur Ölçeği\u0026#39;nin geliştirilmesi ve ölçeğin psikometrik özelliklerinin incelenmesi amaçlanmaktadır. Araştırmanın örneklemi, yaşları 18 ile 75 arasında değişen, yaş ortalamaları 30.46 (±12.94) olan 548 kadın ve 330 erkek olmak üzere toplam 900 katılımcıdan oluşmaktadır. Ölçeğin yapı geçerliği için açımlayıcı faktör analizi ve doğrulayıcı faktör analizi yapılmıştır. Ölçeğin güvenirliği iç tutarlık ve test-tekrar test yöntemiyle incelenmiştir. Ölçeğin ölçüt bağıntılı geçerliği için PERMA Ölçeği ile arasındaki ilişkilere bakılmıştır. Huzur Ölçeği\u0026#39;nin açımlayıcı faktör analizi sonuçları ölçeğin 8 maddeden oluşan tek boyutlu bir yapıya sahip olduğunu göstermiştir. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75828462"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75828462/T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenme_Bari_yerleri_%C3%96l%C3%A7e%C4%9Fi_Ni_n_Geli_%C5%9Fti_ri_lmesi_Ve_Psi_kometri_k_%C3%96zelli_kleri_ni_n_%C4%B0ncelenmesi_"><img alt="Research paper thumbnail of Türkçe Öğrenme Bari̇yerleri̇ Ölçeği̇’Ni̇n Geli̇şti̇ri̇lmesi̇ Ve Psi̇kometri̇k Özelli̇kleri̇ni̇n İncelenmesi̇" class="work-thumbnail" src="https://attachments.academia-assets.com/83443874/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75828462/T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenme_Bari_yerleri_%C3%96l%C3%A7e%C4%9Fi_Ni_n_Geli_%C5%9Fti_ri_lmesi_Ve_Psi_kometri_k_%C3%96zelli_kleri_ni_n_%C4%B0ncelenmesi_">Türkçe Öğrenme Bari̇yerleri̇ Ölçeği̇’Ni̇n Geli̇şti̇ri̇lmesi̇ Ve Psi̇kometri̇k Özelli̇kleri̇ni̇n İncelenmesi̇</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Anahtar Kelimeler Türkçe Öğrenme, Ölçek Geliştirme, Bariyer ÖZ Hiç şüphesiz milletleri bir arada ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Anahtar Kelimeler Türkçe Öğrenme, Ölçek Geliştirme, Bariyer ÖZ Hiç şüphesiz milletleri bir arada tutan en önemli faktörlerden birisi dilin doğru bir şekilde öğrenilmesi ve gelecek nesillere aktarılmasıdır. Bu araştırma, yurtdışında bulunan Türk kökenli çocukların Türkçe öğrenmelerinin önündeki bariyerleri belirlemek amacıyla bir ölçek geliştirme çalışmasıdır. Bu amaçla Almanya’nın değişik şehirlerinde yaşayan Türk çocuklarından veriler toplayarak ölçme aracı geliştirilmiştir. Çalışma kapsamında önce açımlayıcı faktör analizi yapılmış ve ölçme aracının üç faktör ve 21 maddeden meydana geldiği sonucuna ulaşılmıştır. Analizler neticesinde üç faktörlü ölçeğin toplam varyansı %58.814 açıkladığı görülmüştür. Araştırmanın örneklemini Almanya’da bulunan 9-16 yaş aralığında bulunan Türk kökenli çocuklardan oluşmaktadır. Bu ölçeğin geliştirilmesi için 300 kişiden Açımlayıcı Faktör Analizi (AFA) için veri toplanmış; 260 kişiden de Doğrulayıcı Faktör Analizi (DFA) için veri toplanmıştır. Açımla...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="18a6aed307441a81d3743d1f33dcb131" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83443874,"asset_id":75828462,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83443874/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75828462"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75828462"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75828462; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75828462]").text(description); $(".js-view-count[data-work-id=75828462]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75828462; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75828462']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75828462, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "18a6aed307441a81d3743d1f33dcb131" } } $('.js-work-strip[data-work-id=75828462]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75828462,"title":"Türkçe Öğrenme Bari̇yerleri̇ Ölçeği̇’Ni̇n Geli̇şti̇ri̇lmesi̇ Ve Psi̇kometri̇k Özelli̇kleri̇ni̇n İncelenmesi̇","translated_title":"","metadata":{"abstract":"Anahtar Kelimeler Türkçe Öğrenme, Ölçek Geliştirme, Bariyer ÖZ Hiç şüphesiz milletleri bir arada tutan en önemli faktörlerden birisi dilin doğru bir şekilde öğrenilmesi ve gelecek nesillere aktarılmasıdır. Bu araştırma, yurtdışında bulunan Türk kökenli çocukların Türkçe öğrenmelerinin önündeki bariyerleri belirlemek amacıyla bir ölçek geliştirme çalışmasıdır. Bu amaçla Almanya’nın değişik şehirlerinde yaşayan Türk çocuklarından veriler toplayarak ölçme aracı geliştirilmiştir. Çalışma kapsamında önce açımlayıcı faktör analizi yapılmış ve ölçme aracının üç faktör ve 21 maddeden meydana geldiği sonucuna ulaşılmıştır. Analizler neticesinde üç faktörlü ölçeğin toplam varyansı %58.814 açıkladığı görülmüştür. Araştırmanın örneklemini Almanya’da bulunan 9-16 yaş aralığında bulunan Türk kökenli çocuklardan oluşmaktadır. Bu ölçeğin geliştirilmesi için 300 kişiden Açımlayıcı Faktör Analizi (AFA) için veri toplanmış; 260 kişiden de Doğrulayıcı Faktör Analizi (DFA) için veri toplanmıştır. Açımla...","publication_date":{"day":null,"month":null,"year":2021,"errors":{}}},"translated_abstract":"Anahtar Kelimeler Türkçe Öğrenme, Ölçek Geliştirme, Bariyer ÖZ Hiç şüphesiz milletleri bir arada tutan en önemli faktörlerden birisi dilin doğru bir şekilde öğrenilmesi ve gelecek nesillere aktarılmasıdır. Bu araştırma, yurtdışında bulunan Türk kökenli çocukların Türkçe öğrenmelerinin önündeki bariyerleri belirlemek amacıyla bir ölçek geliştirme çalışmasıdır. Bu amaçla Almanya’nın değişik şehirlerinde yaşayan Türk çocuklarından veriler toplayarak ölçme aracı geliştirilmiştir. Çalışma kapsamında önce açımlayıcı faktör analizi yapılmış ve ölçme aracının üç faktör ve 21 maddeden meydana geldiği sonucuna ulaşılmıştır. Analizler neticesinde üç faktörlü ölçeğin toplam varyansı %58.814 açıkladığı görülmüştür. Araştırmanın örneklemini Almanya’da bulunan 9-16 yaş aralığında bulunan Türk kökenli çocuklardan oluşmaktadır. Bu ölçeğin geliştirilmesi için 300 kişiden Açımlayıcı Faktör Analizi (AFA) için veri toplanmış; 260 kişiden de Doğrulayıcı Faktör Analizi (DFA) için veri toplanmıştır. 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Arastirmada nicel arastirma yontemi kullanilmistir. Veri analizi icin iki asamada Turkiye’nin cesitli bolge ve illerinden 18 yas ve uzeri 627 bireyden veri toplanmistir. Gecerliligin saglanmasinda yapi gecerliligi ile olcut gecerliliginden yararlanilmistir. Yapi gecerliligi icin acimlayici faktor analizi (AFA) ile dogrulayici faktor analizi (DFA) yapilmistir. Guvenilirligin saglanmasina yonelik ise Cronbach alfa ic tutarlik katsayisi ile madde-toplam puan korelasyon katsayilari hesaplanmistir. AFA sonucunda Pandemi Kaygisi Olcegi’nin (PKO) toplam varyansin %56.54’unu acikladigi, olcegin bulasma kaygisi, somatik tepkiler, psikososyal etkiler ve islevsiz inanclar olmak uzere dort faktorde toplanan 26 maddeden olustugu gorulmustur. DFA sonucunda da AFA’da ortaya konulan yapinin dogrulandigi gorulmustur. Olcut gecerligi analizinde PKO’nun Mantar (2008) tara...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="105527e527cbb2ab32d60260698ea8ae" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83443873,"asset_id":75828461,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83443873/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75828461"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75828461"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75828461; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75828461]").text(description); $(".js-view-count[data-work-id=75828461]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75828461; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75828461']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75828461, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "105527e527cbb2ab32d60260698ea8ae" } } $('.js-work-strip[data-work-id=75828461]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75828461,"title":"Develpoment of The Pandemic Anxiety Scale","translated_title":"","metadata":{"abstract":"Bu arastirmada pandemiye bagli olarak gelisen kaygiyi olcecek gecerli ve guvenilir bir olcme aracinin gelistirilmesi amaclanmistir. Arastirmada nicel arastirma yontemi kullanilmistir. Veri analizi icin iki asamada Turkiye’nin cesitli bolge ve illerinden 18 yas ve uzeri 627 bireyden veri toplanmistir. Gecerliligin saglanmasinda yapi gecerliligi ile olcut gecerliliginden yararlanilmistir. Yapi gecerliligi icin acimlayici faktor analizi (AFA) ile dogrulayici faktor analizi (DFA) yapilmistir. Guvenilirligin saglanmasina yonelik ise Cronbach alfa ic tutarlik katsayisi ile madde-toplam puan korelasyon katsayilari hesaplanmistir. AFA sonucunda Pandemi Kaygisi Olcegi’nin (PKO) toplam varyansin %56.54’unu acikladigi, olcegin bulasma kaygisi, somatik tepkiler, psikososyal etkiler ve islevsiz inanclar olmak uzere dort faktorde toplanan 26 maddeden olustugu gorulmustur. DFA sonucunda da AFA’da ortaya konulan yapinin dogrulandigi gorulmustur. Olcut gecerligi analizinde PKO’nun Mantar (2008) tara...","publication_date":{"day":null,"month":null,"year":2021,"errors":{}}},"translated_abstract":"Bu arastirmada pandemiye bagli olarak gelisen kaygiyi olcecek gecerli ve guvenilir bir olcme aracinin gelistirilmesi amaclanmistir. Arastirmada nicel arastirma yontemi kullanilmistir. Veri analizi icin iki asamada Turkiye’nin cesitli bolge ve illerinden 18 yas ve uzeri 627 bireyden veri toplanmistir. Gecerliligin saglanmasinda yapi gecerliligi ile olcut gecerliliginden yararlanilmistir. Yapi gecerliligi icin acimlayici faktor analizi (AFA) ile dogrulayici faktor analizi (DFA) yapilmistir. Guvenilirligin saglanmasina yonelik ise Cronbach alfa ic tutarlik katsayisi ile madde-toplam puan korelasyon katsayilari hesaplanmistir. AFA sonucunda Pandemi Kaygisi Olcegi’nin (PKO) toplam varyansin %56.54’unu acikladigi, olcegin bulasma kaygisi, somatik tepkiler, psikososyal etkiler ve islevsiz inanclar olmak uzere dort faktorde toplanan 26 maddeden olustugu gorulmustur. DFA sonucunda da AFA’da ortaya konulan yapinin dogrulandigi gorulmustur. Olcut gecerligi analizinde PKO’nun Mantar (2008) tara...","internal_url":"https://www.academia.edu/75828461/Develpoment_of_The_Pandemic_Anxiety_Scale","translated_internal_url":"","created_at":"2022-04-08T08:28:31.024-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":879737,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":83443873,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83443873/thumbnails/1.jpg","file_name":"1713101.pdf","download_url":"https://www.academia.edu/attachments/83443873/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Develpoment_of_The_Pandemic_Anxiety_Scal.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83443873/1713101-libre.pdf?1649432073=\u0026response-content-disposition=attachment%3B+filename%3DDevelpoment_of_The_Pandemic_Anxiety_Scal.pdf\u0026Expires=1732756917\u0026Signature=Mc8d-rzeA8qnF01M-miMBYYC8FtfXUUvFwvQvqcV0iwq7lGNBcgQKTG9qsz676O0I-PG~IqR8bGLSJaw79xGuAodbGg-pALpMfJVkwW2-xZxh4Qc4T-qhRhHnTyIIv6PQYabjbbtknakNa1~5efLHsGFp2oorOfc9VbfEdU5KFW10RwZJZgcOS~uhG-Gaa0Y1jAoNpdv7dTer98-BZ5YTGC38eZKIqGaTFNNJCHm01goycgDPvirwWEW5liyooDFydOxdBowWaBq9M~K7F8dQ5hcfSDkC6H4iHBSN4~eYQ3xI~XdkdBTmXfEqb3dKHRfcJ4bmWNszvxarPfglGFv0Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Develpoment_of_The_Pandemic_Anxiety_Scale","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":879737,"first_name":"Halil","middle_initials":"","last_name":"Eksi","page_name":"HalilEksi","domain_name":"marmara","created_at":"2011-10-25T22:47:57.717-07:00","display_name":"Halil Eksi","url":"https://marmara.academia.edu/HalilEksi"},"attachments":[{"id":83443873,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83443873/thumbnails/1.jpg","file_name":"1713101.pdf","download_url":"https://www.academia.edu/attachments/83443873/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Develpoment_of_The_Pandemic_Anxiety_Scal.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83443873/1713101-libre.pdf?1649432073=\u0026response-content-disposition=attachment%3B+filename%3DDevelpoment_of_The_Pandemic_Anxiety_Scal.pdf\u0026Expires=1732756917\u0026Signature=Mc8d-rzeA8qnF01M-miMBYYC8FtfXUUvFwvQvqcV0iwq7lGNBcgQKTG9qsz676O0I-PG~IqR8bGLSJaw79xGuAodbGg-pALpMfJVkwW2-xZxh4Qc4T-qhRhHnTyIIv6PQYabjbbtknakNa1~5efLHsGFp2oorOfc9VbfEdU5KFW10RwZJZgcOS~uhG-Gaa0Y1jAoNpdv7dTer98-BZ5YTGC38eZKIqGaTFNNJCHm01goycgDPvirwWEW5liyooDFydOxdBowWaBq9M~K7F8dQ5hcfSDkC6H4iHBSN4~eYQ3xI~XdkdBTmXfEqb3dKHRfcJ4bmWNszvxarPfglGFv0Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75828290"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75828290/Maryland_G%C3%BCvenli_ve_Destekleyici_Okul_%C4%B0klim_%C3%96l%C3%A7e%C4%9Fi_Mgdoi_Nin_T%C3%BCrk_K%C3%BClt%C3%BCr%C3%BCne_Uyarlanmas%C4%B1_Ge%C3%A7erlik_ve_G%C3%BCvenirlik_%C3%87al%C4%B1%C5%9Fmas%C4%B1"><img alt="Research paper thumbnail of Maryland Güvenli ve Destekleyici Okul İklim Ölçeği (Mgdoi)’Nin Türk Kültürüne Uyarlanması: Geçerlik ve Güvenirlik Çalışması" class="work-thumbnail" src="https://attachments.academia-assets.com/83443773/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75828290/Maryland_G%C3%BCvenli_ve_Destekleyici_Okul_%C4%B0klim_%C3%96l%C3%A7e%C4%9Fi_Mgdoi_Nin_T%C3%BCrk_K%C3%BClt%C3%BCr%C3%BCne_Uyarlanmas%C4%B1_Ge%C3%A7erlik_ve_G%C3%BCvenirlik_%C3%87al%C4%B1%C5%9Fmas%C4%B1">Maryland Güvenli ve Destekleyici Okul İklim Ölçeği (Mgdoi)’Nin Türk Kültürüne Uyarlanması: Geçerlik ve Güvenirlik Çalışması</a></div><div class="wp-workCard_item"><span>Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi</span><span>, 2017</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f92f5a153847151cf07dc1402ad7dfda" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83443773,"asset_id":75828290,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83443773/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75828290"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75828290"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75828290; 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Bu çalışmaya 395 lise öğrencisi katılmıştır. MGDOİ'nin yapı geçerliliğini test etmek amacıyla doğrulayıcı faktör analizi yapılmıştır. Ölçeğin iç tutarlılığını belirlemek için Cronbach Alpha katsayısı hesaplanmıştır. Ayrıca, ölçeğin çok düzeyli yapısı dikkate alınarak Mc Donald ve Guttman değerleri hesaplanmıştır. Ölçeğin ölçüt dayanaklı geçerliliğini hesaplamak için MGDOİ ve Lise Yaşam Kalitesi Ölçeği (LYKÖ) arasındaki Pearson korelasyon katsayısı hesaplanmıştır ve 0.65 olarak bulunmuştur. Türkçeye uyarlanan ölçeğin orijinal ölçekle aynı alt boyutlara sahip olduğu bulunmuştur. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="54008473"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/54008473/Psikolojik_Do%C4%9Fum_S%C4%B1ras%C4%B1_%C4%B0le_Yetersizlik_Duygusunun_Yeti%C5%9Fkin_Ba%C4%9Flanma_Stillerini_Yordama_D%C3%BCzeyinin_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Psikolojik Doğum Sırası İle Yetersizlik Duygusunun Yetişkin Bağlanma Stillerini Yordama Düzeyinin İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/70580015/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/54008473/Psikolojik_Do%C4%9Fum_S%C4%B1ras%C4%B1_%C4%B0le_Yetersizlik_Duygusunun_Yeti%C5%9Fkin_Ba%C4%9Flanma_Stillerini_Yordama_D%C3%BCzeyinin_%C4%B0ncelenmesi">Psikolojik Doğum Sırası İle Yetersizlik Duygusunun Yetişkin Bağlanma Stillerini Yordama Düzeyinin İncelenmesi</a></div><div class="wp-workCard_item"><span>İlköğretim Online</span><span>, 2016</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8f5596ede912c1f8296d709fdbd5520f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70580015,"asset_id":54008473,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70580015/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="54008473"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="54008473"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 54008473; 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Bu doğrultuda araştırmaya üniversitede öğrenim gören 73'ü (%27,7) erkek 191'i (%72,3) kadın toplam 264 üniversite öğrencisi katılmıştır. Veriler White-Campbell Psikolojik Doğum Sırası Envanteri, Yetersizlik Duygusu Ölçeği ve Yetişkinler İçin Yaşantılar Envanteri kullanılarak elde edilmiştir. Verilerin analizinde Pearson analizi, Bağımsız Gruplar T testi ve Çoklu Regresyon analizleri kullanılmıştır. Elde edilen bulgulara göre BÇPDS (Büyük Çocuk Psikolojik Doğum Sırası), KÇPDS (Küçük Çocuk Psikolojik Doğum Sırası) ve yetersizlik duygusu puanları birlikte yetişkin bağlanma stillerinden kaçınmacı bağlanma alt boyutunun yaklaşık %11'ini açıklarken TÇPDS (Tek Çocuk Psikolojik Doğum Sırası) ve yetersizlik duygusu puanları birlikte yetişkin bağlanma stillerinden kaygılı bağlanma alt boyutunun %21'ini açıklamaktadır. Araştırma sonuçlarına göre bireyin kendisine ve yeterliliklerine yönelik değerlendirmeleri ile birlikte aile içerisinde geliştirmiş olduğu bağlanma örüntülerinin yanı sıra aile içerisindeki psikolojik konumunu algılayışı yetişkin hayatındaki ilişkilerin niteliğinde belirleyici etkisinin olduğu söylenebilir.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"İlköğretim Online","grobid_abstract_attachment_id":70580015},"translated_abstract":null,"internal_url":"https://www.academia.edu/54008473/Psikolojik_Do%C4%9Fum_S%C4%B1ras%C4%B1_%C4%B0le_Yetersizlik_Duygusunun_Yeti%C5%9Fkin_Ba%C4%9Flanma_Stillerini_Yordama_D%C3%BCzeyinin_%C4%B0ncelenmesi","translated_internal_url":"","created_at":"2021-09-29T11:23:34.828-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":879737,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":70580015,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/70580015/thumbnails/1.jpg","file_name":"4ce22516784ac0c0f2f5bd4c78d0e17c3583.pdf","download_url":"https://www.academia.edu/attachments/70580015/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Psikolojik_Dogum_Sirasi_Ile_Yetersizlik.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/70580015/4ce22516784ac0c0f2f5bd4c78d0e17c3583-libre.pdf?1632950856=\u0026response-content-disposition=attachment%3B+filename%3DPsikolojik_Dogum_Sirasi_Ile_Yetersizlik.pdf\u0026Expires=1732756918\u0026Signature=c11-M3RiOKJcYsuSd5hxLIFNCTvtBKNaMnqmpmaZcUDj7p5LKNISCU8SKygc1fRoyRhDu2KPAa2rXe9fjnREnWebc4lmviVrOEfKP4D0Par6Yb9mqUX3q8CkswRobtW063AZxEj81y28JmFJ55CTaqxwd5Wk-9Idzz-kJkoyY5SNUUJ2~bOF6WvGD1hGgxlrettys4O2DmYKS6OP5tC3AVbi27kcT3PjXNMc3hfJGk2hWAyCwTx8jpgBwQV8o~njgKK8h0fW8NbtuJifuf7PW2X3rzrScS7pITeDlZWOxBAnvsZoB7F9Lhfz~EKbI29ccqgrF03Ws~FXCUNICNgMKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Psikolojik_Doğum_Sırası_İle_Yetersizlik_Duygusunun_Yetişkin_Bağlanma_Stillerini_Yordama_Düzeyinin_İncelenmesi","translated_slug":"","page_count":12,"language":"tr","content_type":"Work","owner":{"id":879737,"first_name":"Halil","middle_initials":"","last_name":"Eksi","page_name":"HalilEksi","domain_name":"marmara","created_at":"2011-10-25T22:47:57.717-07:00","display_name":"Halil Eksi","url":"https://marmara.academia.edu/HalilEksi"},"attachments":[{"id":70580015,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/70580015/thumbnails/1.jpg","file_name":"4ce22516784ac0c0f2f5bd4c78d0e17c3583.pdf","download_url":"https://www.academia.edu/attachments/70580015/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Psikolojik_Dogum_Sirasi_Ile_Yetersizlik.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/70580015/4ce22516784ac0c0f2f5bd4c78d0e17c3583-libre.pdf?1632950856=\u0026response-content-disposition=attachment%3B+filename%3DPsikolojik_Dogum_Sirasi_Ile_Yetersizlik.pdf\u0026Expires=1732756918\u0026Signature=c11-M3RiOKJcYsuSd5hxLIFNCTvtBKNaMnqmpmaZcUDj7p5LKNISCU8SKygc1fRoyRhDu2KPAa2rXe9fjnREnWebc4lmviVrOEfKP4D0Par6Yb9mqUX3q8CkswRobtW063AZxEj81y28JmFJ55CTaqxwd5Wk-9Idzz-kJkoyY5SNUUJ2~bOF6WvGD1hGgxlrettys4O2DmYKS6OP5tC3AVbi27kcT3PjXNMc3hfJGk2hWAyCwTx8jpgBwQV8o~njgKK8h0fW8NbtuJifuf7PW2X3rzrScS7pITeDlZWOxBAnvsZoB7F9Lhfz~EKbI29ccqgrF03Ws~FXCUNICNgMKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="127826" id="papers"><div class="js-work-strip profile--work_container" data-work-id="86185466"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/86185466/An_examination_of_general_procrastination_decisional_procrastination_and_academic_procrastination_with_respect_to_trait_anxiety_among_a_group_of_college_students"><img alt="Research paper thumbnail of An examination of general procrastination, decisional procrastination, and academic procrastination with respect to trait-anxiety among a group of college students" class="work-thumbnail" src="https://attachments.academia-assets.com/90696552/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/86185466/An_examination_of_general_procrastination_decisional_procrastination_and_academic_procrastination_with_respect_to_trait_anxiety_among_a_group_of_college_students">An examination of general procrastination, decisional procrastination, and academic procrastination with respect to trait-anxiety among a group of college students</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu araştırmanın amacı, üniversite öğrencilerinin genel erteleme, karar vermeyi erteleme, akademik...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu araştırmanın amacı, üniversite öğrencilerinin genel erteleme, karar vermeyi erteleme, akademik erteleme düzeylerinin sürekli kaygı açısından incelenmesi ve üniversite öğrencilerinin sürekli kaygılarının, genel erteleme, karar vermeyi erteleme, akademik ertelemelerin, cinsiyet, yaş, öğrenim gördüğü bölüm, mezun olduğu lise türü, anne ve babanın eğitim durumu, anne ve babanın mesleğine göre anlamlı düzeyde farklılaşıp farklılaşmadığını saptamaktır. Araştırmanın çalışma grubu 95’i erkek ve 193 kadın olmak üzere toplam 288 üniversite öğrencisinden oluşmaktadır. Araştırma verileri sürekli kaygı envanteri, genel erteleme, karar vermeyi erteleme, akademik erteleme ölçeği ve kişisel bilgi formu kullanılarak toplanmıştır. Araştırma sonucunda sürekli kaygının genel erteleme, karar vermeyi erteleme ve akademik ertelemeyi anlamlı düzeyde yordadığı görülmektedir (p&lt;0,01). Öğrencilerin karar vermeyi erteleme düzeyleri, yaş değişkeni açısından anlamlı düzeyde farklılaşmaktadır. Genel ertelem...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7bf3696dfa6da5b2553542b6a8a4e562" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90696552,"asset_id":86185466,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90696552/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86185466"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86185466"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86185466; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86185466]").text(description); $(".js-view-count[data-work-id=86185466]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86185466; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86185466']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86185466, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7bf3696dfa6da5b2553542b6a8a4e562" } } $('.js-work-strip[data-work-id=86185466]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86185466,"title":"An examination of general procrastination, decisional procrastination, and academic procrastination with respect to trait-anxiety among a group of college students","translated_title":"","metadata":{"abstract":"Bu araştırmanın amacı, üniversite öğrencilerinin genel erteleme, karar vermeyi erteleme, akademik erteleme düzeylerinin sürekli kaygı açısından incelenmesi ve üniversite öğrencilerinin sürekli kaygılarının, genel erteleme, karar vermeyi erteleme, akademik ertelemelerin, cinsiyet, yaş, öğrenim gördüğü bölüm, mezun olduğu lise türü, anne ve babanın eğitim durumu, anne ve babanın mesleğine göre anlamlı düzeyde farklılaşıp farklılaşmadığını saptamaktır. Araştırmanın çalışma grubu 95’i erkek ve 193 kadın olmak üzere toplam 288 üniversite öğrencisinden oluşmaktadır. Araştırma verileri sürekli kaygı envanteri, genel erteleme, karar vermeyi erteleme, akademik erteleme ölçeği ve kişisel bilgi formu kullanılarak toplanmıştır. Araştırma sonucunda sürekli kaygının genel erteleme, karar vermeyi erteleme ve akademik ertelemeyi anlamlı düzeyde yordadığı görülmektedir (p\u0026lt;0,01). Öğrencilerin karar vermeyi erteleme düzeyleri, yaş değişkeni açısından anlamlı düzeyde farklılaşmaktadır. Genel ertelem...","publisher":"'Uludag Universitesi Fen Edebiyat Fakultesi Sosyal Bilimler Dergisi'","publication_date":{"day":1,"month":8,"year":2010,"errors":{}}},"translated_abstract":"Bu araştırmanın amacı, üniversite öğrencilerinin genel erteleme, karar vermeyi erteleme, akademik erteleme düzeylerinin sürekli kaygı açısından incelenmesi ve üniversite öğrencilerinin sürekli kaygılarının, genel erteleme, karar vermeyi erteleme, akademik ertelemelerin, cinsiyet, yaş, öğrenim gördüğü bölüm, mezun olduğu lise türü, anne ve babanın eğitim durumu, anne ve babanın mesleğine göre anlamlı düzeyde farklılaşıp farklılaşmadığını saptamaktır. Araştırmanın çalışma grubu 95’i erkek ve 193 kadın olmak üzere toplam 288 üniversite öğrencisinden oluşmaktadır. Araştırma verileri sürekli kaygı envanteri, genel erteleme, karar vermeyi erteleme, akademik erteleme ölçeği ve kişisel bilgi formu kullanılarak toplanmıştır. Araştırma sonucunda sürekli kaygının genel erteleme, karar vermeyi erteleme ve akademik ertelemeyi anlamlı düzeyde yordadığı görülmektedir (p\u0026lt;0,01). Öğrencilerin karar vermeyi erteleme düzeyleri, yaş değişkeni açısından anlamlı düzeyde farklılaşmaktadır. 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Çalışma tara...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu araştırmada Almanya&#39;da yaşayan Türk göçmenlerin aile değerleri incelenmiştir. Çalışma tarama modeline uygun bir şekilde yapılandırılmıştır. Araştırmanın çalışma grubu Almanya&#39;da yaşamını sürdüren 187 kişiden oluşmaktadır. Yaşları 18 ile 72 arasında değişen katılımcıların 135&#39;i kadın ve 52&#39;si erkektir. Aile, değerlerin ve kültürel özellikleri öğrenilmesi ve aktarılması konusunda en temel kurumdur. Almanya&#39;da yaşayan Türk ailelerin değer özelliklerinin ve eğilimlerin belirlenmesi ve bu değerlerin hangi şartlardan etkilendiğinin ortaya koyulması kültürel özelliklerin devamlılığı konusunda politikalar geliştirilmesine yardımcı olabilir. Araştırma erken yaşta evlenme ve çocuk sayısının fazla olması gibi özellikler geleneksel aile değerlerinin sürdürülmesine yardımcı olduğu söylenebilir. Almanya&#39;daki Türklerin aile değerlerindeki dönüşümün anlaşılması için daha fazla araştırmaya ihtiyaç vardır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="913a296e52fb08bcfda182dd97064b95" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83443799,"asset_id":75828465,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83443799/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75828465"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75828465"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75828465; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75828465]").text(description); $(".js-view-count[data-work-id=75828465]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75828465; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75828465']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75828465, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "913a296e52fb08bcfda182dd97064b95" } } $('.js-work-strip[data-work-id=75828465]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75828465,"title":"Almanya'da Yaşayan Türk Göçmenlerin Aile Değerleri","translated_title":"","metadata":{"abstract":"Bu araştırmada Almanya\u0026#39;da yaşayan Türk göçmenlerin aile değerleri incelenmiştir. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75828464"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75828464/Huzur_%C3%96l%C3%A7e%C4%9Finin_Geli%C5%9Ftirilmesi_ve_Psikometrik_%C3%96zelliklerinin_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Huzur Ölçeği'nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/83443795/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75828464/Huzur_%C3%96l%C3%A7e%C4%9Finin_Geli%C5%9Ftirilmesi_ve_Psikometrik_%C3%96zelliklerinin_%C4%B0ncelenmesi">Huzur Ölçeği'nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi</a></div><div class="wp-workCard_item"><span>De</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu araştırmada Huzur Ölçeği&#39;nin geliştirilmesi ve ölçeğin psikometrik özelliklerinin incelenm...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu araştırmada Huzur Ölçeği&#39;nin geliştirilmesi ve ölçeğin psikometrik özelliklerinin incelenmesi amaçlanmaktadır. Araştırmanın örneklemi, yaşları 18 ile 75 arasında değişen, yaş ortalamaları 30.46 (±12.94) olan 548 kadın ve 330 erkek olmak üzere toplam 900 katılımcıdan oluşmaktadır. Ölçeğin yapı geçerliği için açımlayıcı faktör analizi ve doğrulayıcı faktör analizi yapılmıştır. Ölçeğin güvenirliği iç tutarlık ve test-tekrar test yöntemiyle incelenmiştir. Ölçeğin ölçüt bağıntılı geçerliği için PERMA Ölçeği ile arasındaki ilişkilere bakılmıştır. Huzur Ölçeği&#39;nin açımlayıcı faktör analizi sonuçları ölçeğin 8 maddeden oluşan tek boyutlu bir yapıya sahip olduğunu göstermiştir. Ölçeğin doğrulayıcı faktör analizi sonuçları modelin kabul edilebilir düzeyde uyum gösterdiğini ortaya koymuştur. Ölçeğin iç tutarlılık katsayısı .78, test-tekrar test katsayısı .83 olarak hesaplanmıştır. Huzur ile iyi oluş arasındaki pozitif korelasyonların ölçeğin ölçüt bağıntılı geçerliğinin göstergesi o...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="89299d3c3cb280543177952d28da9e93" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83443795,"asset_id":75828464,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83443795/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75828464"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75828464"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75828464; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75828464]").text(description); $(".js-view-count[data-work-id=75828464]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75828464; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75828464']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75828464, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "89299d3c3cb280543177952d28da9e93" } } $('.js-work-strip[data-work-id=75828464]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75828464,"title":"Huzur Ölçeği'nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi","translated_title":"","metadata":{"abstract":"Bu araştırmada Huzur Ölçeği\u0026#39;nin geliştirilmesi ve ölçeğin psikometrik özelliklerinin incelenmesi amaçlanmaktadır. Araştırmanın örneklemi, yaşları 18 ile 75 arasında değişen, yaş ortalamaları 30.46 (±12.94) olan 548 kadın ve 330 erkek olmak üzere toplam 900 katılımcıdan oluşmaktadır. Ölçeğin yapı geçerliği için açımlayıcı faktör analizi ve doğrulayıcı faktör analizi yapılmıştır. Ölçeğin güvenirliği iç tutarlık ve test-tekrar test yöntemiyle incelenmiştir. Ölçeğin ölçüt bağıntılı geçerliği için PERMA Ölçeği ile arasındaki ilişkilere bakılmıştır. Huzur Ölçeği\u0026#39;nin açımlayıcı faktör analizi sonuçları ölçeğin 8 maddeden oluşan tek boyutlu bir yapıya sahip olduğunu göstermiştir. Ölçeğin doğrulayıcı faktör analizi sonuçları modelin kabul edilebilir düzeyde uyum gösterdiğini ortaya koymuştur. Ölçeğin iç tutarlılık katsayısı .78, test-tekrar test katsayısı .83 olarak hesaplanmıştır. Huzur ile iyi oluş arasındaki pozitif korelasyonların ölçeğin ölçüt bağıntılı geçerliğinin göstergesi o...","publisher":"Ensar Nesriyat Ticaret A.S.","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"De"},"translated_abstract":"Bu araştırmada Huzur Ölçeği\u0026#39;nin geliştirilmesi ve ölçeğin psikometrik özelliklerinin incelenmesi amaçlanmaktadır. Araştırmanın örneklemi, yaşları 18 ile 75 arasında değişen, yaş ortalamaları 30.46 (±12.94) olan 548 kadın ve 330 erkek olmak üzere toplam 900 katılımcıdan oluşmaktadır. Ölçeğin yapı geçerliği için açımlayıcı faktör analizi ve doğrulayıcı faktör analizi yapılmıştır. Ölçeğin güvenirliği iç tutarlık ve test-tekrar test yöntemiyle incelenmiştir. Ölçeğin ölçüt bağıntılı geçerliği için PERMA Ölçeği ile arasındaki ilişkilere bakılmıştır. Huzur Ölçeği\u0026#39;nin açımlayıcı faktör analizi sonuçları ölçeğin 8 maddeden oluşan tek boyutlu bir yapıya sahip olduğunu göstermiştir. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75828462"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75828462/T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenme_Bari_yerleri_%C3%96l%C3%A7e%C4%9Fi_Ni_n_Geli_%C5%9Fti_ri_lmesi_Ve_Psi_kometri_k_%C3%96zelli_kleri_ni_n_%C4%B0ncelenmesi_"><img alt="Research paper thumbnail of Türkçe Öğrenme Bari̇yerleri̇ Ölçeği̇’Ni̇n Geli̇şti̇ri̇lmesi̇ Ve Psi̇kometri̇k Özelli̇kleri̇ni̇n İncelenmesi̇" class="work-thumbnail" src="https://attachments.academia-assets.com/83443874/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75828462/T%C3%BCrk%C3%A7e_%C3%96%C4%9Frenme_Bari_yerleri_%C3%96l%C3%A7e%C4%9Fi_Ni_n_Geli_%C5%9Fti_ri_lmesi_Ve_Psi_kometri_k_%C3%96zelli_kleri_ni_n_%C4%B0ncelenmesi_">Türkçe Öğrenme Bari̇yerleri̇ Ölçeği̇’Ni̇n Geli̇şti̇ri̇lmesi̇ Ve Psi̇kometri̇k Özelli̇kleri̇ni̇n İncelenmesi̇</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Anahtar Kelimeler Türkçe Öğrenme, Ölçek Geliştirme, Bariyer ÖZ Hiç şüphesiz milletleri bir arada ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Anahtar Kelimeler Türkçe Öğrenme, Ölçek Geliştirme, Bariyer ÖZ Hiç şüphesiz milletleri bir arada tutan en önemli faktörlerden birisi dilin doğru bir şekilde öğrenilmesi ve gelecek nesillere aktarılmasıdır. Bu araştırma, yurtdışında bulunan Türk kökenli çocukların Türkçe öğrenmelerinin önündeki bariyerleri belirlemek amacıyla bir ölçek geliştirme çalışmasıdır. Bu amaçla Almanya’nın değişik şehirlerinde yaşayan Türk çocuklarından veriler toplayarak ölçme aracı geliştirilmiştir. Çalışma kapsamında önce açımlayıcı faktör analizi yapılmış ve ölçme aracının üç faktör ve 21 maddeden meydana geldiği sonucuna ulaşılmıştır. Analizler neticesinde üç faktörlü ölçeğin toplam varyansı %58.814 açıkladığı görülmüştür. Araştırmanın örneklemini Almanya’da bulunan 9-16 yaş aralığında bulunan Türk kökenli çocuklardan oluşmaktadır. Bu ölçeğin geliştirilmesi için 300 kişiden Açımlayıcı Faktör Analizi (AFA) için veri toplanmış; 260 kişiden de Doğrulayıcı Faktör Analizi (DFA) için veri toplanmıştır. Açımla...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="18a6aed307441a81d3743d1f33dcb131" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83443874,"asset_id":75828462,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83443874/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75828462"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75828462"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75828462; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75828462]").text(description); $(".js-view-count[data-work-id=75828462]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75828462; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75828462']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75828462, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "18a6aed307441a81d3743d1f33dcb131" } } $('.js-work-strip[data-work-id=75828462]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75828462,"title":"Türkçe Öğrenme Bari̇yerleri̇ Ölçeği̇’Ni̇n Geli̇şti̇ri̇lmesi̇ Ve Psi̇kometri̇k Özelli̇kleri̇ni̇n İncelenmesi̇","translated_title":"","metadata":{"abstract":"Anahtar Kelimeler Türkçe Öğrenme, Ölçek Geliştirme, Bariyer ÖZ Hiç şüphesiz milletleri bir arada tutan en önemli faktörlerden birisi dilin doğru bir şekilde öğrenilmesi ve gelecek nesillere aktarılmasıdır. Bu araştırma, yurtdışında bulunan Türk kökenli çocukların Türkçe öğrenmelerinin önündeki bariyerleri belirlemek amacıyla bir ölçek geliştirme çalışmasıdır. Bu amaçla Almanya’nın değişik şehirlerinde yaşayan Türk çocuklarından veriler toplayarak ölçme aracı geliştirilmiştir. Çalışma kapsamında önce açımlayıcı faktör analizi yapılmış ve ölçme aracının üç faktör ve 21 maddeden meydana geldiği sonucuna ulaşılmıştır. Analizler neticesinde üç faktörlü ölçeğin toplam varyansı %58.814 açıkladığı görülmüştür. Araştırmanın örneklemini Almanya’da bulunan 9-16 yaş aralığında bulunan Türk kökenli çocuklardan oluşmaktadır. Bu ölçeğin geliştirilmesi için 300 kişiden Açımlayıcı Faktör Analizi (AFA) için veri toplanmış; 260 kişiden de Doğrulayıcı Faktör Analizi (DFA) için veri toplanmıştır. Açımla...","publication_date":{"day":null,"month":null,"year":2021,"errors":{}}},"translated_abstract":"Anahtar Kelimeler Türkçe Öğrenme, Ölçek Geliştirme, Bariyer ÖZ Hiç şüphesiz milletleri bir arada tutan en önemli faktörlerden birisi dilin doğru bir şekilde öğrenilmesi ve gelecek nesillere aktarılmasıdır. Bu araştırma, yurtdışında bulunan Türk kökenli çocukların Türkçe öğrenmelerinin önündeki bariyerleri belirlemek amacıyla bir ölçek geliştirme çalışmasıdır. Bu amaçla Almanya’nın değişik şehirlerinde yaşayan Türk çocuklarından veriler toplayarak ölçme aracı geliştirilmiştir. Çalışma kapsamında önce açımlayıcı faktör analizi yapılmış ve ölçme aracının üç faktör ve 21 maddeden meydana geldiği sonucuna ulaşılmıştır. Analizler neticesinde üç faktörlü ölçeğin toplam varyansı %58.814 açıkladığı görülmüştür. Araştırmanın örneklemini Almanya’da bulunan 9-16 yaş aralığında bulunan Türk kökenli çocuklardan oluşmaktadır. Bu ölçeğin geliştirilmesi için 300 kişiden Açımlayıcı Faktör Analizi (AFA) için veri toplanmış; 260 kişiden de Doğrulayıcı Faktör Analizi (DFA) için veri toplanmıştır. 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Arastirmada nicel arastirma yontemi kullanilmistir. Veri analizi icin iki asamada Turkiye’nin cesitli bolge ve illerinden 18 yas ve uzeri 627 bireyden veri toplanmistir. Gecerliligin saglanmasinda yapi gecerliligi ile olcut gecerliliginden yararlanilmistir. Yapi gecerliligi icin acimlayici faktor analizi (AFA) ile dogrulayici faktor analizi (DFA) yapilmistir. Guvenilirligin saglanmasina yonelik ise Cronbach alfa ic tutarlik katsayisi ile madde-toplam puan korelasyon katsayilari hesaplanmistir. AFA sonucunda Pandemi Kaygisi Olcegi’nin (PKO) toplam varyansin %56.54’unu acikladigi, olcegin bulasma kaygisi, somatik tepkiler, psikososyal etkiler ve islevsiz inanclar olmak uzere dort faktorde toplanan 26 maddeden olustugu gorulmustur. DFA sonucunda da AFA’da ortaya konulan yapinin dogrulandigi gorulmustur. Olcut gecerligi analizinde PKO’nun Mantar (2008) tara...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="105527e527cbb2ab32d60260698ea8ae" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83443873,"asset_id":75828461,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83443873/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75828461"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75828461"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75828461; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75828461]").text(description); $(".js-view-count[data-work-id=75828461]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75828461; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75828461']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75828461, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "105527e527cbb2ab32d60260698ea8ae" } } $('.js-work-strip[data-work-id=75828461]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75828461,"title":"Develpoment of The Pandemic Anxiety Scale","translated_title":"","metadata":{"abstract":"Bu arastirmada pandemiye bagli olarak gelisen kaygiyi olcecek gecerli ve guvenilir bir olcme aracinin gelistirilmesi amaclanmistir. Arastirmada nicel arastirma yontemi kullanilmistir. Veri analizi icin iki asamada Turkiye’nin cesitli bolge ve illerinden 18 yas ve uzeri 627 bireyden veri toplanmistir. Gecerliligin saglanmasinda yapi gecerliligi ile olcut gecerliliginden yararlanilmistir. Yapi gecerliligi icin acimlayici faktor analizi (AFA) ile dogrulayici faktor analizi (DFA) yapilmistir. Guvenilirligin saglanmasina yonelik ise Cronbach alfa ic tutarlik katsayisi ile madde-toplam puan korelasyon katsayilari hesaplanmistir. AFA sonucunda Pandemi Kaygisi Olcegi’nin (PKO) toplam varyansin %56.54’unu acikladigi, olcegin bulasma kaygisi, somatik tepkiler, psikososyal etkiler ve islevsiz inanclar olmak uzere dort faktorde toplanan 26 maddeden olustugu gorulmustur. DFA sonucunda da AFA’da ortaya konulan yapinin dogrulandigi gorulmustur. Olcut gecerligi analizinde PKO’nun Mantar (2008) tara...","publication_date":{"day":null,"month":null,"year":2021,"errors":{}}},"translated_abstract":"Bu arastirmada pandemiye bagli olarak gelisen kaygiyi olcecek gecerli ve guvenilir bir olcme aracinin gelistirilmesi amaclanmistir. Arastirmada nicel arastirma yontemi kullanilmistir. Veri analizi icin iki asamada Turkiye’nin cesitli bolge ve illerinden 18 yas ve uzeri 627 bireyden veri toplanmistir. Gecerliligin saglanmasinda yapi gecerliligi ile olcut gecerliliginden yararlanilmistir. Yapi gecerliligi icin acimlayici faktor analizi (AFA) ile dogrulayici faktor analizi (DFA) yapilmistir. Guvenilirligin saglanmasina yonelik ise Cronbach alfa ic tutarlik katsayisi ile madde-toplam puan korelasyon katsayilari hesaplanmistir. AFA sonucunda Pandemi Kaygisi Olcegi’nin (PKO) toplam varyansin %56.54’unu acikladigi, olcegin bulasma kaygisi, somatik tepkiler, psikososyal etkiler ve islevsiz inanclar olmak uzere dort faktorde toplanan 26 maddeden olustugu gorulmustur. DFA sonucunda da AFA’da ortaya konulan yapinin dogrulandigi gorulmustur. Olcut gecerligi analizinde PKO’nun Mantar (2008) tara...","internal_url":"https://www.academia.edu/75828461/Develpoment_of_The_Pandemic_Anxiety_Scale","translated_internal_url":"","created_at":"2022-04-08T08:28:31.024-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":879737,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":83443873,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83443873/thumbnails/1.jpg","file_name":"1713101.pdf","download_url":"https://www.academia.edu/attachments/83443873/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Develpoment_of_The_Pandemic_Anxiety_Scal.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83443873/1713101-libre.pdf?1649432073=\u0026response-content-disposition=attachment%3B+filename%3DDevelpoment_of_The_Pandemic_Anxiety_Scal.pdf\u0026Expires=1732756917\u0026Signature=Mc8d-rzeA8qnF01M-miMBYYC8FtfXUUvFwvQvqcV0iwq7lGNBcgQKTG9qsz676O0I-PG~IqR8bGLSJaw79xGuAodbGg-pALpMfJVkwW2-xZxh4Qc4T-qhRhHnTyIIv6PQYabjbbtknakNa1~5efLHsGFp2oorOfc9VbfEdU5KFW10RwZJZgcOS~uhG-Gaa0Y1jAoNpdv7dTer98-BZ5YTGC38eZKIqGaTFNNJCHm01goycgDPvirwWEW5liyooDFydOxdBowWaBq9M~K7F8dQ5hcfSDkC6H4iHBSN4~eYQ3xI~XdkdBTmXfEqb3dKHRfcJ4bmWNszvxarPfglGFv0Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Develpoment_of_The_Pandemic_Anxiety_Scale","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":879737,"first_name":"Halil","middle_initials":"","last_name":"Eksi","page_name":"HalilEksi","domain_name":"marmara","created_at":"2011-10-25T22:47:57.717-07:00","display_name":"Halil Eksi","url":"https://marmara.academia.edu/HalilEksi"},"attachments":[{"id":83443873,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83443873/thumbnails/1.jpg","file_name":"1713101.pdf","download_url":"https://www.academia.edu/attachments/83443873/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Develpoment_of_The_Pandemic_Anxiety_Scal.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83443873/1713101-libre.pdf?1649432073=\u0026response-content-disposition=attachment%3B+filename%3DDevelpoment_of_The_Pandemic_Anxiety_Scal.pdf\u0026Expires=1732756917\u0026Signature=Mc8d-rzeA8qnF01M-miMBYYC8FtfXUUvFwvQvqcV0iwq7lGNBcgQKTG9qsz676O0I-PG~IqR8bGLSJaw79xGuAodbGg-pALpMfJVkwW2-xZxh4Qc4T-qhRhHnTyIIv6PQYabjbbtknakNa1~5efLHsGFp2oorOfc9VbfEdU5KFW10RwZJZgcOS~uhG-Gaa0Y1jAoNpdv7dTer98-BZ5YTGC38eZKIqGaTFNNJCHm01goycgDPvirwWEW5liyooDFydOxdBowWaBq9M~K7F8dQ5hcfSDkC6H4iHBSN4~eYQ3xI~XdkdBTmXfEqb3dKHRfcJ4bmWNszvxarPfglGFv0Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75828290"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75828290/Maryland_G%C3%BCvenli_ve_Destekleyici_Okul_%C4%B0klim_%C3%96l%C3%A7e%C4%9Fi_Mgdoi_Nin_T%C3%BCrk_K%C3%BClt%C3%BCr%C3%BCne_Uyarlanmas%C4%B1_Ge%C3%A7erlik_ve_G%C3%BCvenirlik_%C3%87al%C4%B1%C5%9Fmas%C4%B1"><img alt="Research paper thumbnail of Maryland Güvenli ve Destekleyici Okul İklim Ölçeği (Mgdoi)’Nin Türk Kültürüne Uyarlanması: Geçerlik ve Güvenirlik Çalışması" class="work-thumbnail" src="https://attachments.academia-assets.com/83443773/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75828290/Maryland_G%C3%BCvenli_ve_Destekleyici_Okul_%C4%B0klim_%C3%96l%C3%A7e%C4%9Fi_Mgdoi_Nin_T%C3%BCrk_K%C3%BClt%C3%BCr%C3%BCne_Uyarlanmas%C4%B1_Ge%C3%A7erlik_ve_G%C3%BCvenirlik_%C3%87al%C4%B1%C5%9Fmas%C4%B1">Maryland Güvenli ve Destekleyici Okul İklim Ölçeği (Mgdoi)’Nin Türk Kültürüne Uyarlanması: Geçerlik ve Güvenirlik Çalışması</a></div><div class="wp-workCard_item"><span>Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi</span><span>, 2017</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f92f5a153847151cf07dc1402ad7dfda" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83443773,"asset_id":75828290,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83443773/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75828290"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75828290"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75828290; 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Bu çalışmaya 395 lise öğrencisi katılmıştır. MGDOİ'nin yapı geçerliliğini test etmek amacıyla doğrulayıcı faktör analizi yapılmıştır. Ölçeğin iç tutarlılığını belirlemek için Cronbach Alpha katsayısı hesaplanmıştır. Ayrıca, ölçeğin çok düzeyli yapısı dikkate alınarak Mc Donald ve Guttman değerleri hesaplanmıştır. Ölçeğin ölçüt dayanaklı geçerliliğini hesaplamak için MGDOİ ve Lise Yaşam Kalitesi Ölçeği (LYKÖ) arasındaki Pearson korelasyon katsayısı hesaplanmıştır ve 0.65 olarak bulunmuştur. Türkçeye uyarlanan ölçeğin orijinal ölçekle aynı alt boyutlara sahip olduğu bulunmuştur. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="54008473"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/54008473/Psikolojik_Do%C4%9Fum_S%C4%B1ras%C4%B1_%C4%B0le_Yetersizlik_Duygusunun_Yeti%C5%9Fkin_Ba%C4%9Flanma_Stillerini_Yordama_D%C3%BCzeyinin_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Psikolojik Doğum Sırası İle Yetersizlik Duygusunun Yetişkin Bağlanma Stillerini Yordama Düzeyinin İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/70580015/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/54008473/Psikolojik_Do%C4%9Fum_S%C4%B1ras%C4%B1_%C4%B0le_Yetersizlik_Duygusunun_Yeti%C5%9Fkin_Ba%C4%9Flanma_Stillerini_Yordama_D%C3%BCzeyinin_%C4%B0ncelenmesi">Psikolojik Doğum Sırası İle Yetersizlik Duygusunun Yetişkin Bağlanma Stillerini Yordama Düzeyinin İncelenmesi</a></div><div class="wp-workCard_item"><span>İlköğretim Online</span><span>, 2016</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8f5596ede912c1f8296d709fdbd5520f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70580015,"asset_id":54008473,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70580015/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="54008473"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="54008473"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 54008473; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=54008473]").text(description); $(".js-view-count[data-work-id=54008473]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 54008473; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='54008473']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 54008473, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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Bu doğrultuda araştırmaya üniversitede öğrenim gören 73'ü (%27,7) erkek 191'i (%72,3) kadın toplam 264 üniversite öğrencisi katılmıştır. Veriler White-Campbell Psikolojik Doğum Sırası Envanteri, Yetersizlik Duygusu Ölçeği ve Yetişkinler İçin Yaşantılar Envanteri kullanılarak elde edilmiştir. Verilerin analizinde Pearson analizi, Bağımsız Gruplar T testi ve Çoklu Regresyon analizleri kullanılmıştır. Elde edilen bulgulara göre BÇPDS (Büyük Çocuk Psikolojik Doğum Sırası), KÇPDS (Küçük Çocuk Psikolojik Doğum Sırası) ve yetersizlik duygusu puanları birlikte yetişkin bağlanma stillerinden kaçınmacı bağlanma alt boyutunun yaklaşık %11'ini açıklarken TÇPDS (Tek Çocuk Psikolojik Doğum Sırası) ve yetersizlik duygusu puanları birlikte yetişkin bağlanma stillerinden kaygılı bağlanma alt boyutunun %21'ini açıklamaktadır. Araştırma sonuçlarına göre bireyin kendisine ve yeterliliklerine yönelik değerlendirmeleri ile birlikte aile içerisinde geliştirmiş olduğu bağlanma örüntülerinin yanı sıra aile içerisindeki psikolojik konumunu algılayışı yetişkin hayatındaki ilişkilerin niteliğinde belirleyici etkisinin olduğu söylenebilir.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"İlköğretim Online","grobid_abstract_attachment_id":70580015},"translated_abstract":null,"internal_url":"https://www.academia.edu/54008473/Psikolojik_Do%C4%9Fum_S%C4%B1ras%C4%B1_%C4%B0le_Yetersizlik_Duygusunun_Yeti%C5%9Fkin_Ba%C4%9Flanma_Stillerini_Yordama_D%C3%BCzeyinin_%C4%B0ncelenmesi","translated_internal_url":"","created_at":"2021-09-29T11:23:34.828-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":879737,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":70580015,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/70580015/thumbnails/1.jpg","file_name":"4ce22516784ac0c0f2f5bd4c78d0e17c3583.pdf","download_url":"https://www.academia.edu/attachments/70580015/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Psikolojik_Dogum_Sirasi_Ile_Yetersizlik.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/70580015/4ce22516784ac0c0f2f5bd4c78d0e17c3583-libre.pdf?1632950856=\u0026response-content-disposition=attachment%3B+filename%3DPsikolojik_Dogum_Sirasi_Ile_Yetersizlik.pdf\u0026Expires=1732756918\u0026Signature=c11-M3RiOKJcYsuSd5hxLIFNCTvtBKNaMnqmpmaZcUDj7p5LKNISCU8SKygc1fRoyRhDu2KPAa2rXe9fjnREnWebc4lmviVrOEfKP4D0Par6Yb9mqUX3q8CkswRobtW063AZxEj81y28JmFJ55CTaqxwd5Wk-9Idzz-kJkoyY5SNUUJ2~bOF6WvGD1hGgxlrettys4O2DmYKS6OP5tC3AVbi27kcT3PjXNMc3hfJGk2hWAyCwTx8jpgBwQV8o~njgKK8h0fW8NbtuJifuf7PW2X3rzrScS7pITeDlZWOxBAnvsZoB7F9Lhfz~EKbI29ccqgrF03Ws~FXCUNICNgMKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Psikolojik_Doğum_Sırası_İle_Yetersizlik_Duygusunun_Yetişkin_Bağlanma_Stillerini_Yordama_Düzeyinin_İncelenmesi","translated_slug":"","page_count":12,"language":"tr","content_type":"Work","owner":{"id":879737,"first_name":"Halil","middle_initials":"","last_name":"Eksi","page_name":"HalilEksi","domain_name":"marmara","created_at":"2011-10-25T22:47:57.717-07:00","display_name":"Halil Eksi","url":"https://marmara.academia.edu/HalilEksi"},"attachments":[{"id":70580015,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/70580015/thumbnails/1.jpg","file_name":"4ce22516784ac0c0f2f5bd4c78d0e17c3583.pdf","download_url":"https://www.academia.edu/attachments/70580015/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Psikolojik_Dogum_Sirasi_Ile_Yetersizlik.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/70580015/4ce22516784ac0c0f2f5bd4c78d0e17c3583-libre.pdf?1632950856=\u0026response-content-disposition=attachment%3B+filename%3DPsikolojik_Dogum_Sirasi_Ile_Yetersizlik.pdf\u0026Expires=1732756918\u0026Signature=c11-M3RiOKJcYsuSd5hxLIFNCTvtBKNaMnqmpmaZcUDj7p5LKNISCU8SKygc1fRoyRhDu2KPAa2rXe9fjnREnWebc4lmviVrOEfKP4D0Par6Yb9mqUX3q8CkswRobtW063AZxEj81y28JmFJ55CTaqxwd5Wk-9Idzz-kJkoyY5SNUUJ2~bOF6WvGD1hGgxlrettys4O2DmYKS6OP5tC3AVbi27kcT3PjXNMc3hfJGk2hWAyCwTx8jpgBwQV8o~njgKK8h0fW8NbtuJifuf7PW2X3rzrScS7pITeDlZWOxBAnvsZoB7F9Lhfz~EKbI29ccqgrF03Ws~FXCUNICNgMKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="10205759" id="books"><div class="js-work-strip profile--work_container" data-work-id="42244394"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42244394/Manev%C3%AE_Y%C3%B6nelimli_Psikolojik_Dan%C4%B1%C5%9Fma"><img alt="Research paper thumbnail of Manevî Yönelimli Psikolojik Danışma" class="work-thumbnail" src="https://attachments.academia-assets.com/62394877/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42244394/Manev%C3%AE_Y%C3%B6nelimli_Psikolojik_Dan%C4%B1%C5%9Fma">Manevî Yönelimli Psikolojik Danışma</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Maneviyat, insan deneyiminin önemli unsurlarından biridir. Psikoloji ve başta psikolojik danışma ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Maneviyat, insan deneyiminin önemli unsurlarından biridir. Psikoloji ve başta psikolojik danışma olmak üzere alt alanlarında maneviyat, maneviyat ile ilişkili yapı ve davranışlar iyi oluş açısından yadsınamayacak bir potansiyele sahiptir. Manevî deneyimi, hem olumlu hem de olumsuz yönleriyle, insan işlevselliğinden ayırmak mümkün değildir. Psikoloji alanındaki uygulamalı ve kuramsal birçok çalışmada, alanın oluşumunun ilk yıllarından beri maneviyatın insan bilişi, davranışı ve duygusal süreçlerinde nasıl bir işlev gördüğü merak edilmiş ve incelenmiştir. Özellikle son yıllarda uygulamalı psikoloji araştırmalarında ve psikolojik yardım alanlarında da maneviyat psikolojik iyi oluş ve işlevsellik açısından potansiyel bir kaynak olarak ele alınmaya başlanmış ve psikolojik yardım sürecinde maneviyatı hesaba katan birçok yaklaşım ve yöntem geliştirilmiştir. Kitap, psikolojik danışma kuramlarının manevî boyutlarından çeşitli dini geleneklerin manevî psikolojik danışma ile ilişkilerine danışanların manevî açıdan değerlendirilmesinden kurumlarda manevî danışma hizmetleri oldukça kapsamlı bir içerikle Türkiye'de alanda ilk olma özelliğini taşımaktadır. Başta PDR ve Psikoloji olmak üzere tüm ruh sağlığı alanında eğitim gören öğrenciler ve hizmet veren çalışanlar için insanın aşkın boyutuna ışık tutmayı amaçlayan kitap, vaka örnekleri ile zenginleştirilmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5e5215b2349e806c3d8b6dfb8b9cb04c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":62394877,"asset_id":42244394,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/62394877/download_file?st=MTczMjgxODE5OSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42244394"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42244394"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42244394; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42244394]").text(description); $(".js-view-count[data-work-id=42244394]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42244394; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42244394']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 42244394, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5e5215b2349e806c3d8b6dfb8b9cb04c" } } $('.js-work-strip[data-work-id=42244394]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42244394,"title":"Manevî Yönelimli Psikolojik Danışma","translated_title":"","metadata":{"abstract":"Maneviyat, insan deneyiminin önemli unsurlarından biridir. Psikoloji ve başta psikolojik danışma olmak üzere alt alanlarında maneviyat, maneviyat ile ilişkili yapı ve davranışlar iyi oluş açısından yadsınamayacak bir potansiyele sahiptir. Manevî deneyimi, hem olumlu hem de olumsuz yönleriyle, insan işlevselliğinden ayırmak mümkün değildir. Psikoloji alanındaki uygulamalı ve kuramsal birçok çalışmada, alanın oluşumunun ilk yıllarından beri maneviyatın insan bilişi, davranışı ve duygusal süreçlerinde nasıl bir işlev gördüğü merak edilmiş ve incelenmiştir. Özellikle son yıllarda uygulamalı psikoloji araştırmalarında ve psikolojik yardım alanlarında da maneviyat psikolojik iyi oluş ve işlevsellik açısından potansiyel bir kaynak olarak ele alınmaya başlanmış ve psikolojik yardım sürecinde maneviyatı hesaba katan birçok yaklaşım ve yöntem geliştirilmiştir. Kitap, psikolojik danışma kuramlarının manevî boyutlarından çeşitli dini geleneklerin manevî psikolojik danışma ile ilişkilerine danışanların manevî açıdan değerlendirilmesinden kurumlarda manevî danışma hizmetleri oldukça kapsamlı bir içerikle Türkiye'de alanda ilk olma özelliğini taşımaktadır. Başta PDR ve Psikoloji olmak üzere tüm ruh sağlığı alanında eğitim gören öğrenciler ve hizmet veren çalışanlar için insanın aşkın boyutuna ışık tutmayı amaçlayan kitap, vaka örnekleri ile zenginleştirilmiştir."},"translated_abstract":"Maneviyat, insan deneyiminin önemli unsurlarından biridir. Psikoloji ve başta psikolojik danışma olmak üzere alt alanlarında maneviyat, maneviyat ile ilişkili yapı ve davranışlar iyi oluş açısından yadsınamayacak bir potansiyele sahiptir. Manevî deneyimi, hem olumlu hem de olumsuz yönleriyle, insan işlevselliğinden ayırmak mümkün değildir. Psikoloji alanındaki uygulamalı ve kuramsal birçok çalışmada, alanın oluşumunun ilk yıllarından beri maneviyatın insan bilişi, davranışı ve duygusal süreçlerinde nasıl bir işlev gördüğü merak edilmiş ve incelenmiştir. Özellikle son yıllarda uygulamalı psikoloji araştırmalarında ve psikolojik yardım alanlarında da maneviyat psikolojik iyi oluş ve işlevsellik açısından potansiyel bir kaynak olarak ele alınmaya başlanmış ve psikolojik yardım sürecinde maneviyatı hesaba katan birçok yaklaşım ve yöntem geliştirilmiştir. Kitap, psikolojik danışma kuramlarının manevî boyutlarından çeşitli dini geleneklerin manevî psikolojik danışma ile ilişkilerine danışanların manevî açıdan değerlendirilmesinden kurumlarda manevî danışma hizmetleri oldukça kapsamlı bir içerikle Türkiye'de alanda ilk olma özelliğini taşımaktadır. 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