Volume 3 - Issue 1

January 2014

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The Effects of Identity Dimensions and Employment on the Transition to Adulthood

Ümit MORSÜNBÜL
Pages: 1-10

Sense of adulthood is influenced both psychological and contextual factors. The aim of this present study is to examine the contribution of psychological (identity dimensions) and contextual (being in university and being employed) process on a sense of adulthood. Data was collected from 312 participants. Identity Stage Resolution Index, Dimensions of Identity Development Scale and the following item: `Do you think that you have reached adulthood?`were used. Results showed that most of participants who are in workforce perceived themselves as adults whereas most of university students stated that they had reached adulthood in some respects but not in other respects. Regression analysis indicated that all predictors accounted for 25% variance of the sense of adulthood of emerging adults who took part in the present study. The best predictor of sense of adulthood is commitment making and then ruminative exploration, identification with commitment and being employed.

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Possibilities and Limits of Supervision Used in Integrated Education

Petra Potmesilova Milon Potmesil Marcela Fojtikova Roubalova
Pages: 11-27

This paper is a report of two surveys that are linked each other. Both of two studies related to teachers who work with children and pupils with special educational needs. The first part of the research focused on the field of sentiments, attitudes and concerns of educators potentially working with pupils with impairment under inclusive settings. This study was aimed at discovering whether the above stated parameters change after achieving qualification in special needs education. The results of research encompassing a period of two years aimed at describing a group of 794 educators from the point of view of the development of their attitudes, opinions and concerns while being focused on the process of inclusion. The second part of the research lasted almost two years and was attended by a total of 325 respondents. The aim of the second part of the research was to determine the attitudes of teachers towards the possible forms of support in teaching. In accordance with the obtained results, supervision as a special psychological support is badly needed.

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The Relationship between Parental Attachment and Stress: A Review of Literatures Related to Stress among Students

Mohtaram Rabbani Sara Kasmaienezhadfard Masoumeh Pourrajab
Pages: 42-50

The aim of this literature review paper targets to show the relation between attachment with parents and stress among students that provides valuable information for future study. A relationship between parental attachment and stress has been described in some previous studies. According to the conclusions of many studies, there is a significant and negative relationship between parental attachment and stress. Although there are several studies about the relationship between parental attachment and stress but still insufficient information about this relationship in many countries and in different cultures. It can define the importance role of parents and their relationships with their adolescents. The results are beneficial for parents, teachers, counselors and educational psychologist.

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Comparison of Self-Concepts of Secondary School Students Receiving and not Receiving Musical Instrument Training

Nihan Yağışan Coşkun Arslan
Pages: 28-41

The aim of this study is to compare self-concepts of secondary school students. The study was conducted on a total of 235 students receiving private musical instrument training outside school (n= 115, male: 63, female: 52) and students not receiving musical instrument training (n=120, male: 65, female 55). The students in the study group are aged between 12 and 15. Piers-Harris Self-Concept Scale for Children, which was developed by Piers and Harris (1964) and adapted into Turkish by Çataklı and Öner (1986-1987), was applied to collect data. For statistical analyses of the data independent samples t test was used. The results of the study revealed that students receiving musical instrument training had more positive self-concept in happiness and satisfaction, anxiety, popularity, behavior and compliance sub-dimensions compared to the students not receiving musical instrument training. As a result of the study it was found that students’ not receiving musical instrument training had more positive self-concept in terms of physical appearance and mental ability and school success sub-dimensions compared to the students receiving musical instrument training.

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