Psikoloji Bölümü Yayın Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/417
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Conference Object Relationship of Internet Gaming Disorder Symptoms With Self-Mutilative Behaviour Among Young Adults(Cambridge Univ Press, 2019) Evren, C.; Evren, B.; Dalbudak, E.; Topcu, M.; Kutlu, N.Conference Object Relationship of Difficulties in Emotion Regulation With History of Suicide Attempt Among Young Adults(Cambridge Univ Press, 2019) Evren, C.; Evren, B.; Dalbudak, E.; Topcu, M.; Kutlu, N.Conference Object Relationship of Difficulties in Emotion Regulation With Attention Deficit/Hyperactivity Disorder Among Young Adults(Cambridge Univ Press, 2019) Evren, C.; Evren, B.; Dalbudak, E.; Topcu, M.; Kutlu, N.Article Citation - WoS: 3Citation - Scopus: 5Incivility, Mobbing, and Abusive Supervision: a Tripartite Scale Development Study(Routledge Journals, Taylor & Francis Ltd, 2024) Sumer, H. Canan; Goncu-Kose, Asli; Toker-Gultas, Yonca; Acar, F. Pinar; Karanfil, Derya; Ok, A. BasakUsing qualitative and quantitative methodologies, in three consecutive studies with employed samples, we developed measures of workplace incivility, mobbing, and abusive supervision sensitive to the nuances of a non-Western context (i.e., Turkiye). In Study 1, we first conducted 15 focus groups (N = 149), identified culture-specific and universal themes underlying the focal mistreatment types, and developed the initial scales. We then pilot-tested (N = 427) and refined the scales using exploratory factor analytic procedures. In Study 2, confirmatory factor analyses (N range = 456-524) and associations between the new scales and their widely used counterparts (N = 353) yielded evidence for the construct validity of the scales. Study 2 also involved the development of short forms of relatively long incivility and abusive supervision scales. In Study 3 (N = 482), we first examined the extent to which the three scales were operationally distinct. Second, we examined the scales' ability to predict burnout and organizational commitment. Results supported operational distinctiveness as well as the criterion-related validity of the scales. A dominance analysis revealed that the three scales had equivalent contributions in explaining the two outcome variables, further justifying their distinctiveness. We argue that the use of present scales is not necessarily restricted to the Turkish context and may prove useful more broadly in other neo-traditional contexts.Article Citation - WoS: 3Citation - Scopus: 4Attention Mediates the Effect of Emotional Arousal on Learning Outcomes in Multimedia Learning: an Eye-Tracking Study(Routledge Journals, Taylor & Francis Ltd, 2023) Ozcelik, Erol; Aksaray, Sevgi Genc; Genc Aksaray, SevgiRecent findings from psychological studies have shown that emotional arousal improves human memory. However, more evidence is necessary if these results are generalisable to multimedia learning environments. Considering these needs, the study has the goal to examine the effect of emotional arousal on multimedia learning. Fifty-seven participants were presented with instructional materials with either high- or low-arousing words and pictures in an experimental study. The eye movements of participants were recorded while they studied the instructional materials to examine the online processes during learning. The results suggest that emotional arousal enhanced recall and transfer scores. The eye-tracking results demonstrate that emotional arousal attracted attention. The results of the mediation analysis suggest that fixation time on emotional pictures as an indicator of attention mediated the relationship between emotional arousal and learning outcomes. The findings show the importance of the guidance of attention by emotional multimedia elements for learning.Article Citation - WoS: 22Citation - Scopus: 24Antecedents of Problematic Social Media Use and Cyberbullying Among Adolescents: Attachment, the Dark Triad and Rejection Sensitivity(Springer, 2023) Demircioglu, Zeynep Isil; Goncu-Kose, AsliWith the acceleration of internet use, problematic social media use (PSMU) is included in our lives. When looking at the antecedents of PSMU, being young has been found to be a risk factor for PSMU. In addition to the benefits of technological advances in education and training, rapid technological developments may also result in problematic behaviors, especially among children and young. Recently, possibilities brought by technology and more widespread use of technology by young people have created a new concept, namely, cyberbullying. The present study aims to examine the effects of attachment anxiety and avoidance on PSMU and cyberbullying as with the partial mediating effects of the Dark Triad personality traits, angry rejection sensitivity, and anxious rejection sensitivity among adolescents. In general, the findings supported the proposed theoretical model. The results are discussed in terms of theoretical and practical implications along with suggestions for future research.Article Attention mediates the effect of emotional arousal on learning outcomes in multimedia learning: an eye-tracking study(2023) Genc Aksaray, Sevgi; Özçelik, ErolRecent findings from psychological studies have shown that emotional arousal improves human memory. However, more evidence is necessary if these results are generalisable to multimedia learning environments. Considering these needs, the study has the goal to examine the effect of emotional arousal on multimedia learning. Fifty-seven participants were presented with instructional materials with either high- or low-arousing words and pictures in an experimental study. The eye movements of participants were recorded while they studied the instructional materials to examine the online processes during learning. The results suggest that emotional arousal enhanced recall and transfer scores. The eye-tracking results demonstrate that emotional arousal attracted attention. The results of the mediation analysis suggest that fixation time on emotional pictures as an indicator of attention mediated the relationship between emotional arousal and learning outcomes. The findings show the importance of the guidance of attention by emotional multimedia elements for learning.Article Citation - WoS: 3Citation - Scopus: 6Relationships of Domestic Violence With Bullying, Silencing-The Resilience, and Self-Efficacy: Moderating Roles of Stress-Coping Strategies(Springer, 2023) Karakus, Cansu; Goncu-Kose, AsliThe present study aimed to investigate the relationships of Child Exposure to Domestic Violence (CEDV) with bullying, silencing-the-self (STS) behaviors, resilience, and self-efficacy. In addition, moderating effects of stress-coping strategies in the relationships of CEDV with the outcome variables were examined. Data were collected from 569 adolescents aged between 14 and 17. The findings showed that CEDV was positively related to bullying and STS and it was negatively associated with resilience, overall self-efficacy, academic and emotional self-efficacy. Optimistic style and seeking social support moderated the relationship between CEDV and resilience. Also, the self-confident style, seeking social support, and optimistic style moderated the associations between CEDV and self-efficacy. Findings are discussed in terms of theoretical and practical contributions as well as directions for future research.Article Citation - WoS: 7Citation - Scopus: 8Mediating Processes in the Relationships of Abusive Supervision With Instigated Incivility, Cwbs, Ocbs, and Multidimensional Work Motivation(Springer, 2023) Onaran, Sami Okan; Goncu-Kose, AsliWe examined how abusive supervision (AS) affected instigated workplace incivility, counterproductive work behaviors (CWBs), organizational citizenship behaviors (OCBs), and multidimensional work motivations (MWMs), in line with the Job Demands-Resources Model and Social Exchange Theory. We suggested that employees' identification with their workgroup moderates the link between AS and instigated incivility toward coworkers and that organizational identification partially mediates the association of AS with CWBs and OCBs. Furthermore, we hypothesized positive correlations between AS and external regulation as well as amotivation, consistent with the Self-Determination Theory. Finally, we predicted that job-related affective well-being would fully mediate the link between AS and autonomous work motivations while only partially mediating the link between AS and amotivation. Online surveys were used to collect data from 519 white-collar workers. The data revealed that AS was linked to a higher level of incivility toward coworkers. Furthermore, it was linked to both CWBs and OCBs, both directly and indirectly through organizational identification. Organizational identification mediated the associations between AS and MWMs as well. Finally, job-related affective well-being mediated the links of AS with external regulation, amotivation, and autonomous work motivations. Theoretical and practical implications of the findings are discussed as well as suggestions for future research.Article Attention mediates the effect of emotional arousal on learning outcomes in multimedia learning: an eye-tracking study(2023) Genç Aksaray, Sevgi; Özçelik, ErolRecent findings from psychological studies have shown that emotional arousal improves human memory. However, more evidence is necessary if these results are generalisable to multimedia learning environments. Considering these needs, the study has the goal to examine the effect of emotional arousal on multimedia learning. Fifty-seven participants were presented with instructional materials with either high- or low-arousing words and pictures in an experimental study. The eye movements of participants were recorded while they studied the instructional materials to examine the online processes during learning. The results suggest that emotional arousal enhanced recall and transfer scores. The eye-tracking results demonstrate that emotional arousal attracted attention. The results of the mediation analysis suggest that fixation time on emotional pictures as an indicator of attention mediated the relationship between emotional arousal and learning outcomes. The findings show the importance of the guidance of attention by emotional multimedia elements for learning.
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