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Öğe The effect of traumatic experiences on attachment styles(Univ Murcia, 2022) Yilmaz, Hasan; Arslan, Coskun; Arslan, EmelTraumatic experiences are destructive experiences that affect individuals in their adulthood, damaging their sense of trust towards themselves, the world and other people, leading them to despair. This study aims to test the effect of childhood traumatic experiences on attachment styles in adulthood and to find out what kind of traumatic experiences explain the attachment styles to what extent. Relational survey method was used in the research and the data were analysed with structural equation modelling. The study group is 804 students aged 17-24. For data collection, Childhood Trauma Questionnaire developed by Bernstein et al. (1997) and Relationship Scales Questionnaire developed by Griffin and Bartholomew (1994) were used. The study has concluded that traumatic experiences have a negative and significant effect on secure attachment and a positive effect on fearful and preoccupied attachment, but they are not a significant predictor of dismissing attachment. As a result of the second model of the relationship between traumatic experiences and secure and insecure attachment dimensions, traumatic experiences have been found to have a negative significant effect on secure attachment but a positive significant effect on insecure attachment. With the third model, three types of traumatic experiences have been examined to explain the attachment styles. Physical, emotional neglect and abuse, and sexual abuse have predicted secure attachment in a negative significant way and insecure attachment style in a positive significant way. The study revealed the effect of childhood traumatic experiences on attachment styles.Öğe An Investigation of Interpersonal Problem Solving Approaches With Respect To Attachment Styles(Edam, 2012) Arslan, Emel; Arslan, Coskun; Ari, RamazanThe purpose of this study was to investigate interpersonal problem solving approaches with respect to attachment styles. The participants were 5541279 female and 275 male) university students. Pearson product-moment correlation coefficients and multiple regression analysis were used. The results of the study showed that the attachment styles of the students significantly predicted subdimentsions of interpersonal problem solving. There was a positive relationship between secure attachment style and constructive problem solving, insistent-persevering approach while there was a negative and significant relationship between secure attachment style. and approaching problems in a negative way, lack of self confidence, unwillingness to take responsibility. There was a positive relationship among dismissive attachment style scores constructive problem solving score. The relationship among preoccuped attachment style and approaching problems in a negative way, constructive problem solving, lack of self confidence, and unwillingness to take responsibility was positive and significant. There was a positive relationship among Fearful attachment style and approaching problems in a negative way, constructive problem solving, lack of self confidence, unwillingness to take responsibility, and insistent-persevering approach.Öğe An Investigation of Perceived Social Support and Social Self Efficacy in Adolescents(2013) Traş, Zeliha; Arslan, EmelBu araştırmanın amacı ergenlerde sosyal yetkinliğin, algılanan sosyal destek açısından incelenmesidir. Araştırma ilişkisel tarama modeline uygun olarak desenlenmiş ve 365’ i kız ve 252’si erkek olmak üzere 617 lise öğrencisi üzerinde gerçekleştirilmiştir. Öğrenciler 15–19 (x16,92 ve Ss1.03) yaşları arasındadır. Araştırma verileri, Algılanan Sosyal Destek Ölçeği(Yıldırım, 2004) ve Sosyal Özyeterlik Ölçeği (Palancı, 2004) ile toplanmıştır. Verilerin istatistiksel analizlerinde Pearson momentler çarpımı korelâsyonu tekniği ve çoklu doğrusal regresyon analizi kullanılmıştır. Araştırma sonucunda sosyal yetkinlik ile arkadaş, aile ve öğretmenden algılanan sosyal destek arasında pozitif yönde anlamlı bir ilişki olduğu bulunmuştur. Ayrıca arkadaş, aile ve öğretmenden algılanan sosyal desteğin, sosyal yetkinliği anlamlı düzeyde yordadığı ortaya çıkmıştır.Öğe Investigation of Pre-School Childrens' Self-Concept in terms of Emotion Regulation Skill, Behavior and Emotional Status(Univ Murcia, 2021) Arslan, EmelThe purpose of the present research is presenting the predictor relations between self-concept, emotion regulation, behaviour and emotional state among 5-6 years old children and test the model set in accordance with these relationships. The present research adopted the relational survey model, which is a sub-type of general survey model. The work group of the research consists of 263 children (136 boys, and 127 girls), who were selected among students of various pre-schools schools. Data collection tools utilized for the present research are Purdue Self Concept Scale For Preschool (PSCS), Emotion Regulation Checklist (ERC) and Preschool Behavioural and Emotional Rating Scale (PreBERS). Structural equation modelling analysis was conducted to present the predictor relationships between self, emotion regulation, behaviour and emotional state among pre-school students and to investigate their effects. Structural equation modelling analysis was conducted in AMOS 19 software program. In the final model obtained in the present research (X-2 = 201.711, df= 71,p < .001), there were four exogenous (physical, academic, social and mother acceptance) and six endogenous behaviour and emotional state, emotion regulation (dz, oh, sg, aao, emotion regulation and variability negativity) data. The Bentler-Bonett normed fit index (NFI), The Tucker-Lewisco efficient fit index (TLI) and other fit indices showed that the model presented a good fit. According to the findings obtained with predictor relationships, there was a positive linear relationship between self and behaviour and emotional state and there was a positive linear relationship between self-concept and emotion regulation among pre-school students.Öğe The Rules Pre-School Teachers Establish for Their Classes and Their Application(2013) Arslan, Emel; Saltalı Durmuşoğlu, NeslihanThe main aim of this study was to describe the rules pre-school teachers establish and the ways they are applied. With this main aim in mind, we sought to determine the rules in nursery classes; how these rules are established; what precautions teachers take so that students do not forget them; what teachers do when students do not obey the rules and what teachers do when students obey the rules. The study was carried out with 39 pre-school teachers who worked in Konya city. The study was carried out with a qualitative research design. In this study, first it was found that pre-school teachers mostly establish rules about keeping the class clean and maintaining order, using class materials and managing peer relations. As a result of study, it was determined that teachers most frequently use repetition and reminding so that students do not forget the rules.
