Browsing by Subject "Adolescents"

Now showing 1 - 6 of 6

Open Access
Conduct problems among adolescents in Turkey: an analysis of research articles from 2000 to 2014
(2016-06) Özyıl, Ali
The aim of the current study was to analyze studies related to conduct problems among adolescents from 2000 to 2014 and synthesize findings. The study examines rates of involvement and exposure, different types of bullying, rates of cyber-bullying and associative factors of conduct problems along with the recommended non-curricular and curricular solutions by studies. Another aim of the current study was to illustrate a descriptive model which provides connection between what is done individually by researchers and gives general broad view about these findings. Articles for a meta-analysis were identified by using key word searches. Descriptive, correlational, intervention studies related to middle and high school in Turkey were collected. Master’s thesis, PhD dissertations, and minor journals that are not indexed by the Bilkent databases were not included. Studies related to risk taking behaviors and psychological problems were not included in the sample. The meta-analysis method was used to analyze the data. It can be speculated that adolescents face various conduct problems in Turkish schools and various associative factors related to conduct problems mediate the effect of these problems.
Open Access
It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades
(Elsevier, 2020-12-07) Mouratidis, Athanasios; Michou, Aikaterini; Sayil, M.; Altan, Servet
Can controlled motivation contribute to desired educational outcomes such as academic achievement over and above autonomous motivation? No, According to Self-Determination Theory. Yet, some recent findings have shown that controlled motivation may not fully undermine motivated behavior when autonomous motivation remains high. In this study, we tested this possibility through two different samples of more than 3000 Turkish adolescent students. Through polynomial regression and response surface analyses we found only slim evidence that high controlled motivation can predict higher grades. Instead, a consistent finding that emerged was that higher grades were expected when high levels of autonomous motivation coincided with low levels of controlled motivation rather than high levels of controlled motivation. These findings highlight the usefulness of polynomial regressions and response surface analyses to examine pertinent questions which challenge the view that controlled motivation may not be as much detrimental as self-determination theory claims to be.
Open Access
Perceived structure and achievement goals as predictors of student' self-regulated learning and affect and the mediating role of competence need satisfaction
(Elsevier, 2013-02) Mouratidis, A.; Vansteenkiste, M.; Michou, A.; Lens, W.
We investigated the extent to which perceived structure and personal achievement goals could explain students' effective learning strategies and affect-related experiences in a sample of Greek adolescent students (N=606; 45.4% males; mean age: M=15.05, SD=1.43). Having controlled for students' social desirability responses, we used multilevel analyses, and found that between-student (i.e., within class) differences in perceived structure related positively to learning strategies and positive affect and negatively to negative affect, with the relations being partially mediated by competence need satisfaction. In addition, we found between-student differences in the relations of mastery-approach, performance-approach, and performanceavoidance goals to the learning-strategy and affect outcomes. Moreover, at the between-class level, perceived structure related positively to learning strategies and positive affect, and negatively to depressive feelings. Finally, an interesting cross-level interaction between perceived structure and performance-avoidance goals for negative affect revealed that well-structured classrooms attenuated the positive, harmful relation between performance-avoidance goals and negative affect. These findings indicate the key role of structure and the endorsement of mastery-approach goals in the classroom.
Open Access
Relations between parental attachment, empathy, and bystander help-seeking preference following peer aggression
(Springer, 2022-09) Knox, J. L.; Gönültaş, Seçil; Gibson, S. M.; Mulvey, K. L.
This study aimed to examine the complex relations between two known predictors of bystander decisions in bullying incidents—empathy and family contextual factors—and bystander help-seeking from two preferred choices (i.e., adults and peers). In particular, we examined the mediating role of cognitive and affective empathy on the relation between parental attachment and bystander help-seeking in 826 adolescents in the 6th and 9th grade (49.9% female) using four bullying/acts of aggression scenarios. Results indicated that affective, but not cognitive, empathy served as a partial mediator for the relationship in boys, suggesting that both empathy and the family context can play a role in bystander decisions to intervene. On the other hand, empathy did not serve as a mediator for girls, suggesting that girls do not need the added push of empathy in order to intervene in bullying situations. Results suggest emphasizing home-school collaboration for boys, in particular, in bullying prevention programs in order to maximize efforts of bystanders. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Open Access
The relationship of self-concept and smoking behavior in adolescents
(BAYT Yayıncılık, 2007) Toros, F.; Özge, C.; Bayramkaya, Ersin; Ankaralı, H.; Kütük, M. Ö.
Objective: The main purpose of the study was to explore the effect of subscale analysis of self-concept as a rare investigated concept in the subject of cigarette smoking in adolescents (ranging from 8th to 11th grades). We also aimed to reveal the factors affecting smoking behavior and identify a possible correlation between smoking behavior and self-concept. Methods: Multi-step, stratified, cluster sampling were used to determine the study group. A stratified sample of 3352 adolescents was randomly selected and data was obtained. Apair of structured questionnaires was designed to evaluate the presence of smoking and the level of self-esteem in adolescents. The Piers-Harris Self-Concept Scale (PHSC) was used to assess adolescent self-concept. Subscale analysis was made in the six basic areas of self-concept and the required statistical analysis was carried out. Results: We showed that 16.1% of adolescents are current smokers with a male predominance. The subscales, except for physical appearance, and attributes subscales were significantly lower in current smokers compared to non smokers. In addition, there were positive correlations between current smokers and anxiety (r=.167, p<.01), and popularity (r=.117, p<.01) according to linear trend analysis. Conclusions: These results suggest that strategies that influence smoking behavior need to be directed not only to the individual child but also to influences within the child's home and school environment. In conclusion, knowing the basic determinates of self esteem in smoker adolescents is essential for improvement in coping strategies both of the country and worldwide.
Open Access
Social achievement goals, needs satisfaction, and coping among adolescents
(Pergamon Press, 2016) Michou, A.; Mouratidis, A.; Ersoy E.; Uğur, H.
In a sample of Turkish adolescents (N = 1614), we investigated whether pursuing social demonstration-approach goals (to attain popularity), next to social development goals (to cultivate meaningful relationships), explains differences in need satisfaction and frustration and coping. Cluster analysis showed that students who favored social development over social demonstration-approach goals reported less need frustration and defensive coping than students who favored both goals. These results were replicated with a prospective analysis with part of the initial sample (N = 425) as students who endorsed both goals reported more defensive coping five months later than students who mainly favored social development goals over social demonstration-approach goals. © 2016 Elsevier Ltd.