Araştırmacılar(7)

• Ağirkan, Murat
• Ateş, Bünyamin
• Ciminli, Alaattin
• Haspolat, Namık Kemal
• Kagan, Mücahit
• Özpolat, Ahmet Ragıp
• Yılmaz, M. Fatih

• ArticleYalnız künye2026/r/ebyu/11329
  Exploring Different Types of Career Anxiety Among Young Adults: A Latent Profile Analysis

  Ciminli, Alaattin; Aydin, Burak

  This study aimed to identify distinct latent profiles of career anxiety among young adults and to examine the predictors of membership in these profiles by relating them to various factors, including academic unit and year of study. The data were collected from a sample of 509 young adults enrolled at universities in Türkiye, comprising 409 females (80.4%) and 100 males (19.6%). The instruments used for data collection included a personal information form, Career Anxiety Scale, Hope Scale, Perceived Social Support Scale, Perfectionism Scale, and the Coping Self-Efficacy Scale. Latent profile analysis (LPA) was employed to identify latent profiles, while multinomial logistic regression (R3STEP) analysis was conducted to examine the relationships between latent profile membership and sociodemographic variables. The results of the LPA revealed three distinct latent profiles: high anxiety and vulnerable (Profile 1), low anxiety and high psychosocial strength (Profile 2), and moderate group (Profile 3). The findings indicated that when Profile 1 was used as the reference group, academic unit type and class level did not significantly predict membership in Profile 2. However, vocational school status significantly predicted membership in Profile 3. When Profile 2 was used as the reference group, it was observed that both vocational school students and fourth-year students were significantly less likely to be members of Profile 3.

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• ArticleYalnız künye2026/r/ebyu/10797
  What Works Against Peer Bullying? A Meta-Analysis of School-Based Interventions in Türkiye

  Haspolat, Namık Kemal; Ağırkan, Murat; Ciminli, Alaattin; Koç, Muharrem

  Peer bullying remains a persistent global concern with far-reaching implications for students’ psychological, social, and academic development. While numerous interventions have been developed to address this issue, their effectiveness within culturally specific contexts warrants further investigation. This meta-analysis synthesizes 35 empirical studies conducted in Türkiye, encompassing 1,534 participants aged 4 to 17. Using a random-effects model, the findings indicate that intervention programs are associated with reductions in bullying (ES = 0.78) and victimization (ES = 0.74) and improvements in social skills (ES = 0.62) and well-being (ES = 0.83), although effects varied across studies and should be interpreted in light of between-study heterogeneity. Exploratory moderator analyses suggested that effects were associated with educational level and participant type for bullying, and with theoretical background for victimization; however, these subgroup patterns should be interpreted cautiously given the limited number of studies in some categories and the fact that moderators were examined in separate models. In exploratory univariable meta-regression analyses, session duration was associated with bullying effect sizes, whereas the number of sessions was not. These results underscore the importance of developing comprehensive, theoretically informed, and culturally responsive anti-bullying strategies, while also suggesting potential mechanisms and boundary conditions that may inform the adaptation of such interventions beyond the Turkish context.

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• ArticleYayıncıda açık erişim2026/r/ebyu/10696
  Who Is Ready to Counsel Refugees? Latent Profiles of Prejudice, Labeling, and Counseling Attitudes Among Turkish Counselor Candidates: A Mixture SEM Study

  Koc, Muharrem; Ağirkan, Murat; Qin, Sang

  This study aimed to explore the associations among Turkish counseling students’ attitudes toward providing psychological counseling to refugees, their multicultural counseling competencies, prejudice against asylum seekers, and tendencies toward labeling refugees. The study group consisted of 362 participants (246 females [68.0%], 116 males [32.0%]) aged 17 to 26 (M=21.1, SD=1.32). Data were analyzed using Mixture Structural Equation Modeling (MSEM), which simultaneously estimated structural relationships among the variables and identified latent subgroups. Results indicated that prejudice against asylum seekers and multicultural counseling competencies were directly associated with attitudes toward giving psychological counseling. Prejudice against asylum seekers and labeling of refugees were directly associated with multicultural counseling competencies, and prejudice against asylum seekers was also directly related to labeling refugees. Indirect associations were also found, including links from prejudice to attitudes via labeling and multicultural counseling competencies. The latent profile component of the MSEM distinguished four subgroups: “Empathetic and Competent Advocates,” “Prejudiced and Disengaged Counselors,” “Reluctant Helpers,” and “Well-Intentioned but Developing.” These findings offer preliminary, education-focused insights into the interplay between prejudice, multicultural counseling competencies, refugee labeling, and attitudes toward psychological counseling among Turkish counseling students, and suggest that targeted counselor-education strategies may help reduce prejudice, strengthen multicultural competencies, and improve attitudes toward working with asylum seekers and refugees.

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• ArticleAçık Erişim2026/r/ebyu/10472
  The mediating role of resilience in the relationship between perceived family social support and general life satisfaction

  Sağar, Mehmet Enes; Ateş, Bünyamin

  Introduction – Life satisfaction is an important indicator of psychological well-being among university students. Family social support and resilience are considered key protective factors that may contribute to higher levels of life satisfaction. This study aimed to test a hypothesized model examining the relationships among perceived family social support, resilience, and general life satisfaction in university students. Methods – The study group consisted of 357 students (146 males, 40.9%; 211 females, 59.1%; Mage = 22.43) enrolled in various faculties of public universities in Türkiye during the 2024–2025 academic year. Data were collected online via Google Forms using the Adult Life Satisfaction Scale, the Multidimensional Scale of Perceived Social Support, the Adult Resilience Measure, and a Personal Information Form. The data were analyzed using SPSS and Mplus software. Results – The findings revealed statistically significant positive relationships between general life satisfaction and resilience, between general life satisfaction and perceived family social support, and between resilience and perceived family social support. Perceived family social support significantly and positively predicted resilience, while resilience significantly and positively predicted general life satisfaction. In addition, resilience was found to mediate the relationship between perceived family social support and general life satisfaction. The direct and indirect effects included in the model explained approximately 46% of the variance in general life satisfaction. Discussion – The findings underscore the important roles of perceived family social support and resilience in enhancing university students’ life satisfaction. The results suggest that interventions designed to strengthen family support and resilience may contribute to improving students’ psychological well-being and overall life satisfaction. Future research may further investigate these relationships across different cultural contexts and student populations.

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• ArticleYalnız künye2026/r/ebyu/10429
  Unpacking Profiles of School Burnout in High-Achieving Students in Türkiye: A MSEM Analysis

  Ağirkan, Murat; Haspolat, Namık Kemal; Özdoğan, Ahmet Çağlar

  Although high-achieving students are often perceived as well-adjusted, there is limited understanding of the varied ways they experience school burnout. Prior research tends to treat burnout as a uniform phenomenon, overlooking subgroups that may differ in psychological risk and academic outcomes. This study addresses this gap by identifying distinct profiles of school burnout and examining their psychological and academic correlates in high-achieving adolescents, defined by their mean grade of 85 or above out of 100 and placement in the top 2%, which earned them admission to science high schools based on their performance on Türkiye’s High School Entrance Exam (LGS). Participants included 443 students (225 females, 50.8%) aged 14 to 19 years (M = 15.9, SD = 1.11). Given the broad age range spanning early to late adolescence, developmental variability in academic expectations and emotional regulation is likely, which may influence how students experience burnout. Using Mixture Structural Equation Modeling (MSEM), in which latent profiles and structural pathways were estimated simultaneously, the study found that parental achievement pressure, self-oriented perfectionism, and socially prescribed perfectionism predicted fear of failure, which in turn negatively impacted grade point average. Both fear of failure and grade point average were significant predictors of burnout, with fear increasing burnout and grade point average serving as a protective factor. Latent Profile Analysis revealed three distinct student profiles: “Calm but Underachieving”, “Burnout Under Pressure”, and “Self-Driven High Achiever”. Three-step regression analyses revealed that psychological symptoms varied meaningfully across profiles. Specifically, the “Calm but Underachieving” group had significantly higher odds of depression compared to the “Self-Driven High Achiever” group, despite reporting lower stress levels. Meanwhile, anxiety levels did not significantly differ across any profile, indicating that anxiety may be a more generalized emotional response among students regardless of their academic engagement. These findings underscore the importance of considering developmental differences and psychological risks unique to high-achieving adolescents. By identifying distinct burnout profiles, this study provides nuanced insights that address gaps in current understanding and support the development of targeted mental health interventions for high-achieving adolescents.

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• ArticleYalnız künye2025/r/ebyu/12062
  How Do Life Positions Mediate the Relationship Between Cognitive Flexibility and Teacher Subjective Well-Being?

  Arı, Ahmet Emın; Korkmaz, Burak Can; Özpolat, Ahmet Ragıp; Eşkısu, Mustafa

  Within the school context, subjective well-being in teachers is a crucial determinant of their efficacy. Growing research has shown that teacher subjective well-being is linked to cognitive flexibility. The aim of the current study was to examine the mediating effect of life positions (i.e., healthy and unhealthy life positions) on the association between cognitive flexibility and teacher subjective well-being. The study included 302 teachers from public schools in Turkey. Participants were 56% female and 44% male, ranging in age from 23 to 64 years old. The findings indicated that cognitive flexibility was significantly and positively related to a healthy life position and teacher subjective well-being but negatively to an unhealthy life position. The results also suggested that a healthy life position significantly mediates the relationship between cognitive flexibility and teacher subjective well-being. Thus, a healthy life position is a crucial mechanism that may explain the impact of cognitive flexibility on teacher subjective well-being.

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• ArticleYalnız künye2025/r/ebyu/11688
  What are the Psychosocial Predictors of Peer Bullying Among Middle School Students?

  Yöntem, Zuhal; Ağirkan, Murat

  This study aimed to examine the psychosocial predictors of peer bullying among middle school students. For this purpose, structural equation modeling (SEM), including peer bullying, school culture, parental rejection, basic psychological needs, and social emotional learning (SEL) skills, was tested. The data were collected from 565 middle school students [286 (50.6%) female, 279 (49.4%) male]. Based on SEM, school culture and SEL skills directly predict peer bullying; basic psychological needs predict peer bullying through SEL skills; school culture predicts peer bullying through basic psychological needs and SEL skills; parental rejection predicts peer bullying through SEL skills; parental rejection predicts peer bullying through basic psychological needs and SEL skills. In addition, the model explains approximately 34% of the total variance of peer bullying.

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• ArticleYalnız künye2025/r/ebyu/10954
  Exploring Different Types of Academic Procrastination in Adolescents: A Latent Profile Analysis

  Ciminli, Alaattin

  Academic procrastination is a significant problem commonly observed among students, leading to negative outcomes such as academic failure and school dropout. This study aimed to explore the different latent profiles of academic procrastination behavior in adolescents and examine the criteria for belonging to these profiles in relation to sociodemographic factors (gender and grade level). The data were collected from a sample of 381 adolescents [214 (56.1%) female, 167 (43.9%) males] attending high schools in Turkey. The participants were aged between 14 and 18. The data collection instruments included the Personal Information Form, Academic Self-Efficacy Scale, Trait Hope Scale, Academic Procrastination Scale, Self-Esteem Scale, and Career Anxiety Scale. All participants and their parents were informed about the purpose of the study, and written consent forms were obtained. In the study, the Latent Profile Analysis (LPA) was employed to identify the latent profiles, and multiple regression analysis was used to examine the relationships between latent profiles and sociodemographic variables. The Latent Profile Analysis revealed three latent profiles: “non-procrastinators (NP),” “moderate procrastinators (MP),” and “apathetic procrastinators (AP).” The criteria for belonging to these three profiles were found to be statistically insignificant according to sociodemographic variables (gender and grade level). These profiles provide new perspectives on interventions aimed at reducing academic procrastination behavior. Exploring students’ unique behavior patterns through these profiles can offer opportunities to prevent negative outcomes such as course failure, absenteeism, and school dropout.

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• ArticleYayıncıda açık erişim2024/r/ebyu/19882
  A Model for Explaining Digital Addiction in Adolescents: The Role of Self-Perception, Social-Emotional Learning, Adolescent-Parent Relationship and Peer Relationships

  Ağırkan, Murat; Erez, Semih

  Objective: This study was aimed at examining the levels of digital addiction in adolescents with a regression model created with self-perception, adolescent-parent relationships, peer relationships, and social-emotional learning (SEL) skills. Method: The participants consisted of 504 high school students. The data were obtained through the Personal Information Form, the Digital Addiction Scale, the Adolescent-Parent Relationships Scale, the Friendship Quality Scale, the Self-Perception Scale, and the Social and Emotional Learning Scale. Results: Self-perception, adolescent-parent relationship, and SEL skills were significant predictors of adolescents' digital addiction levels, while the peer relationships was not. Additionally, the regression model explains approximately 27% of the total variance of digital addiction in adolescents. Conclusion: The ability of digital platforms to compensate for negative self-perception during adolescence, coupled with inadequate SEL skills, may hinder adolescents from forming satisfying real relationships with themselves and their environment, ultimately increasing their levels of digital addiction. In families without satisfying relationships with parents where there is no positive, warm, supportive, and safe climate, this may cause digital addiction in adolescents.

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• ArticleYayıncıda açık erişim2024/r/ebyu/19748
  Sosyal Destek, Öz-Düzenleme, Akademik Başarı ve Yaşam Doyumunun İncelenmesi: Yol Analizi

  Ates, Bünyamın; Sağar, Mehmet Enes

  Yapılan araştırmada, sosyal destek, öz-düzenleme, akademik başarı ve yaşam doyumu arasındaki ilişkilerin incelenmesine yönelik oluşturulan hipotez modelin sınanması amaçlanmıştır. Çalışmanın araştırma grubu, 2022-2023 akademik yılında Türkiye’nin farklı üniversitelerin fakültelerinde öğrenim gören 388 öğrenciden (230 erkek, %59.3; 158 kız, %40.7) oluşmuştur. Ayrıca araştırma grubunun yaş ortalaması ise 21.63 olarak belirlenmiştir. Araştırmada veri toplama araçları olarak “Yaşam Doyumu Ölçeği”, “Çok Boyutlu Algılanan Sosyal Destek Ölçeği”, “Algılanan Öz-Düzenleme Ölçeği” ve “Kişisel Bilgi Formu” kullanılmıştır. Veriler Google Form aracılığıyla online (çevrimiçi) yöntemle toplanmıştır. Araştırma kapsamında elde edilen veriler SPSS ve Mplus programları ile analiz edilmiştir. Yapılan analizler sonucunda; yaşam doyumuyla akademik başarı, sosyal destek ve öz-düzenleme arasında pozitif yönde anlamlı düzeyde birer ilişki bulunmuştur. Ayrıca çalışmada sosyal destek ve öz-düzenleme değişkenlerinin yaşam doyumu değişkenini pozitif yönde, anlamlı düzeyde doğrudan yordadığı belirlenmiştir. Yine sosyal destek değişkeninin akademik başarı değişkenini, akademik başarının da yaşam doyumu değişkenini pozitif yönde, anlamlı düzeyde doğrudan yordadığı sonucuna ulaşılmıştır. Araştırmada değişkenlerin yaşam doyumuna olan doğrudan etkileriyle birlikte dolaylı (aracı) etkileri de incelenmiştir. Dolaylı etki değerlerine yönelik yapılan inceleme sonucunda; sosyal desteğin yaşam doyumunu akademik başarı aracılığıyla anlamlı şekilde yordadığı görülmektedir. Modeldeki tüm değişkenlere ait doğrudan ve dolaylı etkiler yaşam doyumundaki varyansın yaklaşık %24’ünü açıklamıştır.

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