The concept of approach to learning was first identified by Marton and Saljo in 1976. Numerous researchers have conducted studies on students' approaches to learning since 1976. Th ere appears considerable confusion in the literature concerning the terms cognitive styles and learning styles. Th erefore, there is a remarkable ambiguity about the position of the approaches to learning within this conceptual base. In this paper, a comprehensive analysis of the concept of approach to learning is tried. First, the conceptual confusion in the literature on learning styles and the position of the approaches to learning within this conceptual base is discussed. A depth analysis on the concept of approach to learning is presented through discussion of research results in the literature about relationship between the approaches to learning, learning/teaching variables, and learning environments. According to this analysis, approach to learning can be considered as a bridge between the learning environment and cognitive/learning styles. An approach to learning adopted by students is determined by lots of variables such the characteristics of students, learning environment, and learning outcomes. When the relation of students' approaches to learning with these variables is considered it can be argued that the approaches to learning cannot only be seen as mere student-dependent characteristics. Th erefore, if proper strategies are applied it might be possible to move students' approaches to learning from a surface to a deeper orientation.

This study investigated the validity and reliability of the Turkish version of the Scales of Psychological Well-being (Ryff , 1989a). Th e sample of the study consists of 1214 university students. Results of language equivalency showed that correlations between the Turkish and English forms were .94 for autonomy, .97 for environmental mastery, .97 for personal growth, .96 for positive relations with others, .96 for purpose in life, and .95 for self-acceptance. Th e total variance explained was 68% and factor loadings ranged from .30 to .94. Fit index values of the model were RMSEA=.072, NFI=.97, IFI= .98, RFI=.97, CFI=.98, GFI=.93, and SRMR=.062. Internal consistencies varied between .87 and .96 and test-retest reliability coeff icients ranged between .78 and .97 for six subscales. These results demonstrate that the scale is a valid and reliable instrument.

This study investigated the relationships of healthy children with their handicap siblings and analyzed their acceptance of the siblings. Th e study was conducted in 16 diff erent special education and rehabilitation centers in Ankara. Two hundred twenty eight healthy children between the ages of 10 to 17 years voluntarily participated in the investigation. All participating children had siblings diagnosed with one of the six disabilities: Learning disability (LD), mental retardation (MR), cerebral palsy (CP), mental- motor retardation (MMR), Down syndrome (DS), or autism (A). Th e attitudes of the healthy children towards their handicap siblings (EKYTO) and towards other handicap people (EBYTO) were studied. Results show that healthy children dispay positive attitudes towards their own handicap siblings whereas less positive attitudes towards other handicapped people. Th e investigation takes into consideration diagnosis and degree of the handicap. In general, it is observed that the healthy children's attitudes towards their handicap sibling are clearly changing according to diagnosis and level of handicap whereas the same factors do not make any diff erence in terms of attitudes towards other handicapped people.

The aim of this study is to investigate the eff ects of emotion strengthening as a training programme for optimistic for nurses. Th e experimental and control group of this research has totally composed of 20 nurses. A pre-test post-test research model with control group was been used in this research. Nurses' optimistic levels have been measured by 'Optimistic Scale' which was developed by Balcı and Yılmaz (2002). In order to test that, meaningful diff erences between the scores of pre-test and post-test within both control and experimental group Mann Whitey U and Wilcoxon Signed Rank test were applied for statisical analysis. It was found that this emotional strengthening training had positive eff ects on levels of optimistic for nurses. Th e findings have been discussed in the light of literature, and some suggestions have been made.

The present study investigated the family characteristics of bullies, victims, and positively behaving adolescents. The study was conducted in three elementary schools in Adana central province with students who were attending 6th-7th, and 8th grades. A who is who form prepared by the researchers was used for the determination of the family characteristics of the students in the sample. The form was completed by 1713 students. A total of 273 students (99 girls, 174 boys) are identified according to the results: 118 bully students, 81 victim students, and 74 positively behaving students. The Family Assessment Survey, developed by Epstein, Baldwin, & Bishop (1983) and translated into Turkish by Bulut (1990), was used to measure family functions. One way ANOVA and Logistic Regression Analysis were used for statistical analysis. In conclusion, it is determined that bully and victim students perceived their families more negative than the other students in terms of problem solving, communication, aff ective responsiveness, aff ective involvement, behavior control, and general functioning. All the subscale scores of Family Assessment Survey were successfully classified 70.3% for bullies and 68.4% for victims. It is determined that problem solving, communication, and roles subscales of the Family Assessment Survey have significant support in explaining bullying. Communication, roles and behavior control subscales have significant support in explaining victimization.

The purpose of the study was to examine direct and indirect eff ects of social support, social connectedness, and loneliness in predicting adjustment diff iculties. The sample of the study was 404 university students (212 females and 192 males) studying in diff erent departments of the Faculty of Education at Pamukkale University. The ages of the students ranged from 16 to 27 years with a mean 18.65 years. Forty-seven percent of the participants were male and 53% were female. A set of demographic questions, the Adjustment Diff iculties Scale, the UCLA Loneliness Scale, the Social Provision Scale, and the Social Connectedness Scale were used to collect the data. Results show that social support, social connectedness, and loneliness correlate significantly in the expected direction with the measures of adjustment diff iculties. In addition, findings indicate that social support, social connectedness, and loneliness are predictors of adjustment diff iculties. Social connectedness and social support have indirect eff ects in relation between loneliness and adjustment diff iculties. In other words, social connectedness and social support serve not only indirectly as a mediator to loneliness in predicting to adjustment diff iculties, but also they predict directly to adjustment diff iculties.

Undergraduate students who were pursuing towards a degree in mental retardation in the department of special education at Anadolu University were interviewed in the present study. Specifically, the interviews focused on students' practicum experiences. Th e sample included 26 seniors and data were analyzed descriptively. Students mentioned that they had a positive practicum experience and that they were happy to have the chance to work with a more heterogeneous group of students in two diff erent schools. They also mentioned that they prepared several lesson plans during the practicum process. The participants indicated that they were satisfied with the practicum in both semesters. Half of the participants pointed out that they had suff icient feedback from their university advisors.

The basic objective of the research is to determine whether the education that prospective teachers at diff erent fields receive is related to their levels of problem solving skills and self-confidence. Within the mentioned framework, the prospective teachers' problem solving and self confidence levels have been examined under several variables. The research sampling has been formed by 162 students who are currently studying for their bachelor's degree in Marmara University, Ataturk Faculty of Education (n = 92 Music, n = 70 PCG). 70.7% of Music Teaching Department students are females, 29.3% are males and 69.6% is between 18-22 ages. 52.9% of Psychological Counseling and Guidance students are females, 47.1% is males and 97.1 % of them consist of the students within this age group. The Problem Solving Inventory developed by Heppner and Peterson (1982) and the Piers-Harris Self-Concept Scale adapted to Turkish by Çataklı and Öner and Individual Information Form has been utilized in the research. Th e data of the research have been analyzed by, t-test, Kruskal Wallis-H, and Mann Whitney U tests. Th e findings have introduced that there are statistical diff erences in the aspect of some sub-dimensional values for both scales (Avoidance: t=-2.330; p<.05, Individual Control: t=-1,975; p<.05, Behavior: t=2.009;p<.05, Intelligence and school status: t=-2.496; p<.05, Coming into Favor: t=- 2.487;p<.05) and it has been revealed that the relations between students' self confidence and problem solving skills are negative. As a result, although correlation between two variables showed opposite relation, one variable is not decisive in the other.

This research aims to understand to what extent primary school pupils stay at the Institution of Social Services and Child Protection dormitories participate social science lessons. Data were obtained from pupils stay at the Institution of Social Services and Child Protection dormitories and attend primary schools in Istanbul and Çanakkale. Thirty pupils in Istanbul and fifteen pupils in Çanakkale were interviewed and observed. Qualitative research methods are used in this research. In order to analyse the data grounded theory methodology was used. The analysis involves open, axial and selective coding processes. The research findings indicated that pupils participate social science lessons at different levels. Pupils stated that history takes an important place in social science lessons. Therefore, using child-centred tasks will enable them to be more active in classrooms.

The aim of this study is to investigate the effects of the marriage enrichment program based on the cognitive-behavioral approach on levels of marital adjustment of individuals. The experimental and control group of this research was totally composed of 30 individuals. A pre-test post-test research model with control group was been used in this research. Marital Adjustment Scale as being pre-test and post-test was applied to the experimental and control groups. In order to test that, meaningful differences between the scores of pre-test and post-test within both control and experimental group Mann-Whitney U test and Wilcoxon signed-rank test were used. It was found that this marriage enrichment program had positive effects on some levels of marital adjustment. Th e results indicate that the difference between the scores of post-test of the experimental and control groups is significant. The results of the Marital Adjustment Scale applied to the control groups revealed no significant difference between pre-test and post-test. The findings have been discussed in the light of literature, and some suggestions have been made. The marriage enrichment program could be used to enhancement marriage adjustment.

The main purpose of this study is to investigate the predictive validity of the 2003 University Student Selection Examination (ÖSS). For this purpose, freshman grade point average (FGPA) in higher education was predicted by raw scores, standard scores, and placement scores (YEP). Th is study has been conducted on a research group. In this study, six programs -which accept students by verbal, numerical and equal weighted scoreswere selected. These programs are agricultural engineering, civil engineering, law, business administration, social studies education, Turkish Language and Literature. The study was conducted with 2103 students from these programs. Data related with dependent variables used in this study has been gathered from universities' student aff airs information centers. Data related with independent variables has been received from the Student Selection and Placement Center (OSYM). Stepwise regression analysis was used in order to analyze the data. It was found that the significant predictors of students' FGPA is YEP which is used for the placement of agricultural engineering, civil engineering, and social studies education program students, Y-OSS SAY scores which is not used for the placement of business administration program students and three YEP's (Y-OSS SOZ, Y-OSS SAY, Y-OSS EA) which is used for the placement of law program students.