{"title":"Nursing Students’ Attitudes Toward the Elderly: A Systematic Review Based on Studies Conducted in Turkiye","authors":"Melike Yalçın Gürsoy, Fatme Chousko Mechmet","doi":"10.26650/sp2022-1088109","DOIUrl":"https://doi.org/10.26650/sp2022-1088109","url":null,"abstract":"","PeriodicalId":224243,"journal":{"name":"Psikoloji Çalışmaları / Studies in Psychology","volume":"344 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122285371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cognitive flexibility is usually described as a skill that allows us to revise our behaviors or ideas as the task objective or the environment changes. Over 20 years, in addition to inhibitory control and working memory, cognitive flexibility has been presented as one of the main executive functions and has been considered to develop at around three to four years of age when children learn to easily switch from sorting cards according to one rule (e.g., shape) to the other rule (e.g., colour). This classic view of cognitive flexibility has been highly influential in improving our knowledge about the development of cognitive flexibility. However, in recent years, the way cognitive flexibility is understood has changed remarkably that leads the way that it should be thought and studied has also changed. The present paper aims to present a contemporary view of cognitive flexibility by reviewing recent advances in methodological and analytical techniques used to study cognitive flexibility. Particularly, recent research has started to use less constrained rule-switching tasks to assess cognitive flexibility and use more advanced modelling-based statistical approaches to analyse cognitive flexibility. These recent advances suggest that cognitive flexibility is not a stand-alone skill that emerges during the preschool years. Instead, cognitive flexibility is the culmination of the development of controlled, goal-oriented behavior that happens across a broader age span and in a much more diverse range of contexts than previously thought. While the earlier developments in cognitive flexibility in the first two years of life are underpinned by attention and language, the later developments in cognitive flexibility from around three years onwards are underpinned by inhibitory control and working memory.
{"title":"Cognitive Flexibility in Early Childhood: A Contemporary View of the Development of Flexible Goal-Oriented Behavior","authors":"Yeşim Yavaşlar Doğru, Daniel Carroll, E. Blakey","doi":"10.26650/sp2022-1138580","DOIUrl":"https://doi.org/10.26650/sp2022-1138580","url":null,"abstract":"Cognitive flexibility is usually described as a skill that allows us to revise our behaviors or ideas as the task objective or the environment changes. Over 20 years, in addition to inhibitory control and working memory, cognitive flexibility has been presented as one of the main executive functions and has been considered to develop at around three to four years of age when children learn to easily switch from sorting cards according to one rule (e.g., shape) to the other rule (e.g., colour). This classic view of cognitive flexibility has been highly influential in improving our knowledge about the development of cognitive flexibility. However, in recent years, the way cognitive flexibility is understood has changed remarkably that leads the way that it should be thought and studied has also changed. The present paper aims to present a contemporary view of cognitive flexibility by reviewing recent advances in methodological and analytical techniques used to study cognitive flexibility. Particularly, recent research has started to use less constrained rule-switching tasks to assess cognitive flexibility and use more advanced modelling-based statistical approaches to analyse cognitive flexibility. These recent advances suggest that cognitive flexibility is not a stand-alone skill that emerges during the preschool years. Instead, cognitive flexibility is the culmination of the development of controlled, goal-oriented behavior that happens across a broader age span and in a much more diverse range of contexts than previously thought. While the earlier developments in cognitive flexibility in the first two years of life are underpinned by attention and language, the later developments in cognitive flexibility from around three years onwards are underpinned by inhibitory control and working memory.","PeriodicalId":224243,"journal":{"name":"Psikoloji Çalışmaları / Studies in Psychology","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127429827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"From Perfectionism to Burnout: Testing of a Serial Mediation Model with Self-Esteem and Workaholism","authors":"Esra ATİLLA BAL, Selma Arikan","doi":"10.26650/sp2021-915063","DOIUrl":"https://doi.org/10.26650/sp2021-915063","url":null,"abstract":"","PeriodicalId":224243,"journal":{"name":"Psikoloji Çalışmaları / Studies in Psychology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126375611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There are different conceptualizations of work. Work can be seen as unpleasant but necessary to make a living. It can also be perceived as meaningful and a way to contribute to society. Employees who see their work as important and are motivated to make a difference in society have a sense of “calling”. The perception of a calling pertains to a sense of purpose that includes values and goals oriented to other people, and motivation to work to contribute to the welfare of society. Calling has many individual and organizational benefits; it contributes to well-being and life satisfaction because it provides meaningful goals in life. Research has shown that calling and work engagement are positively related. However, how and why perception of a calling predicts work engagement is under-researched. This research aims to fill this void. Drawing on self-determination theory and work as calling theory, this study examines a model that basic psychological needs satisfaction (autonomy, competence, and relatedness) at work and work meaning sequentially mediate the positive relationship between calling and work engagement. The sample consists of 286 Turkish teachers working in various schools in Turkey. Results showed that there is a positive relationship between calling and work engagement. Autonomy and competence needs satisfaction, but not relatedness needs satisfaction mediated this relationship. Moreover, the calling–work engagement relationship was sequentially mediated by autonomy and relatedness needs satisfaction, and work meaning. Competence needs satisfaction and work meaning, on the other hand, did not significantly mediate the proposed relationships. These results indicate that satisfaction of psychological needs, and work meaning may represent the intermediary processes in the calling–work engagement relationship. The present study provides insights for both teachers and school administrations to understand the relationship between calling and work engagement of teachers. School principals and teachers can employ these findings for the benefit of their organizations.
{"title":"Exploring the Association between Calling and Work Engagement: The Mediating Role of Psychological Needs Satisfaction and Perception of Meaningful Work","authors":"N. Ersoy, Mehmet Peker, M. Giray","doi":"10.26650/sp2022-1152304","DOIUrl":"https://doi.org/10.26650/sp2022-1152304","url":null,"abstract":"There are different conceptualizations of work. Work can be seen as unpleasant but necessary to make a living. It can also be perceived as meaningful and a way to contribute to society. Employees who see their work as important and are motivated to make a difference in society have a sense of “calling”. The perception of a calling pertains to a sense of purpose that includes values and goals oriented to other people, and motivation to work to contribute to the welfare of society. Calling has many individual and organizational benefits; it contributes to well-being and life satisfaction because it provides meaningful goals in life. Research has shown that calling and work engagement are positively related. However, how and why perception of a calling predicts work engagement is under-researched. This research aims to fill this void. Drawing on self-determination theory and work as calling theory, this study examines a model that basic psychological needs satisfaction (autonomy, competence, and relatedness) at work and work meaning sequentially mediate the positive relationship between calling and work engagement. The sample consists of 286 Turkish teachers working in various schools in Turkey. Results showed that there is a positive relationship between calling and work engagement. Autonomy and competence needs satisfaction, but not relatedness needs satisfaction mediated this relationship. Moreover, the calling–work engagement relationship was sequentially mediated by autonomy and relatedness needs satisfaction, and work meaning. Competence needs satisfaction and work meaning, on the other hand, did not significantly mediate the proposed relationships. These results indicate that satisfaction of psychological needs, and work meaning may represent the intermediary processes in the calling–work engagement relationship. The present study provides insights for both teachers and school administrations to understand the relationship between calling and work engagement of teachers. School principals and teachers can employ these findings for the benefit of their organizations.","PeriodicalId":224243,"journal":{"name":"Psikoloji Çalışmaları / Studies in Psychology","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121653211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Physical Symptoms or Somatisation? Turkish Immigrants’ Experiences and Understandings of Common Mental Health Difficulties: A Systematic Review (Thematic Synthesis)","authors":"Ayşe Akan, G. Green, Frances Blumenfeld","doi":"10.26650/sp2022-1041055","DOIUrl":"https://doi.org/10.26650/sp2022-1041055","url":null,"abstract":"","PeriodicalId":224243,"journal":{"name":"Psikoloji Çalışmaları / Studies in Psychology","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124617049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Kaufman Kısa Zekâ Testi İkinci Sürümünün (KBIT-2) ve Wechsler Çocuklar için Zekâ Ölçeğinin Dördüncü Sürümünün (WÇZÖ-IV) Karşılaştırılması","authors":"Sait Uluç, Ferhunde Öktem","doi":"10.26650/sp2022-1092655","DOIUrl":"https://doi.org/10.26650/sp2022-1092655","url":null,"abstract":"","PeriodicalId":224243,"journal":{"name":"Psikoloji Çalışmaları / Studies in Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114399138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ev Ortamı ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri ile İlişkisinin İncelenmesi","authors":"Figen Eroğlu Ada, Feyza Çorapçı, Elifcan Duman","doi":"10.26650/sp2022-1152303","DOIUrl":"https://doi.org/10.26650/sp2022-1152303","url":null,"abstract":"","PeriodicalId":224243,"journal":{"name":"Psikoloji Çalışmaları / Studies in Psychology","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124564898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Meaning in Life as A Mediator of Associations Between Self-Esteem and Psychological Adjustment Among Middle-Aged Women with Breast Cancer","authors":"Cem Soylu, Z. Uçanok","doi":"10.26650/sp2022-1057478","DOIUrl":"https://doi.org/10.26650/sp2022-1057478","url":null,"abstract":"","PeriodicalId":224243,"journal":{"name":"Psikoloji Çalışmaları / Studies in Psychology","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126932663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish","authors":"S. Saraç, E. Mede, Tuğba Abanoz","doi":"10.26650/sp2021-1050551","DOIUrl":"https://doi.org/10.26650/sp2021-1050551","url":null,"abstract":"","PeriodicalId":224243,"journal":{"name":"Psikoloji Çalışmaları / Studies in Psychology","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123215591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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