Volume 6- Issue 4

October 2017

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Emotional Self-Efficacy Scale: Psychometric Properties of Turkish Version (Nihan Arslan)

Pages: 1-9

This study demonstrate the reliability and validity of a measurement designed to evaluate middle school-aged students’ emotional self-efficacy. A sample of 315 middle school-aged students’ from public schools in a Sakarya-Turkey. In order to determine the construct validity of the scale, Confirmatory Factor Analysis (CFA) was performed to 27-item Emotional Self-Efficacy Scale (ESES) for the study. A correlated four-dimension including the factors were fit using maximum likelihood estimation. Results indicated that the model was well fit (x²=715.93, sd=267, p=0.00, RMSEA=.07). In conculusion, ESES showed the proof of both accuracy and, including internal consistency and validity - reliability scores. Potential implementation for the ESES and further studies are discussed.

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Examining the Role of Erasmus Program in Prejudice Reduction (Edina AJANOVIC, Beykan ÇİZEL, & Rabia Bato ÇİZEL)

Pages: 10-33

Erasmus programme may be used as a useful framework to understand prejudice formation, expression of these prejudices and how societies or interest groups can fight to decrease them. Main aim of this research is to provide an in-depth analysis of the role of Erasmus programme in breaking the prejudices from the perspective of the students participating in the programme. Results of this research showed the presence of prejudices among Erasmus student towards Turkey and its residents before the programme started, as a result of different sources of prejudice creation. However, at the end of Erasmus programe results showed that negative attitudes where changed in positive directions. Recommendations about which aspects of Erasmus program could be improved by the case University were provided.

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No Time to Care: Self-care Levels Predict Grades in Counselor Training (Kathleen M. BEAUCHEMIN)

Pages: 34-53

Taking no time to care for oneself is a poor academic strategy for counselors-in-training. In this retrospective mixed-methods study, reported self-care practices and final grades were examined from 44 graduate students from 3 Crisis and Trauma classes. Number of reported self-care activities and final class grades were positively correlated (r=.57, p<.001), with 32% of grade variance attributable to self-care levels. Assembled into low, average, and high self-care groupings, a comparison of final grades showed significant differences (of 73%, 83%, and 90% respectively). Highest endorsed practices by themes were: a) aerobic exercise, b) mindfulness, meditation, yoga, c) social support, d) nutritional, medical, health supports, and e) spiritual or nature endeavors. Almost all students reported some self-care (averaging 3.3 activities), though some planned to defer until practicing. Deficits and struggles with self-care were reported by 16% of students and centered most on perceived time constraints. Guidelines for self-care during academic training appear warranted.

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