Nurses feel lonely in their work life, and due to emergencies (such as disasters and pandemics), violence, and the structure of healthcare services, they experience physical, cognitive, and emotional burnout. The aim of this study is to determine the relationship between nurses' perceptions of loneliness at work, burnout, and work engagement in public and private hospitals. Another aim of the study is to reveal the mediating role of burnout in the relationship between loneliness at work and work engagement. The population of this cross-sectional and descriptive study consists of nurses working at a state hospital and a private hospital in Istanbul, Turkey (N = 655). The sample size was determined using the sample calculation formula for known populations, with a 95% confidence level (1-alpha), a 5% margin of error (significance level alpha), and 80% power (1-beta); 0.50 probability of the event occurring (p) and 0.50 probability of the event not occurring (q), the sample size was determined to be 243 nurses.The data were collected between 18 April and 20 May 2022 using online and face-to-face survey methods. It was determined that the measurement model and the scales used in the study are highly valid and reliable. The data were analyzed using SPSS 27.0 and Smart PLS v.3.2.9 programme. According to the correlation analysis, there is a moderate positive correlation between workplace loneliness and burnout, a moderate negative correlation between workplace loneliness and work engagement, and a strong negative correlation between work engagement and burnout. While loneliness at work explains 36% of the variance in burnout and 70% of the variance in work engagement, burnout explains 67% of the variance in work engagement. Loneliness at work further undermines work engagement by worsening burnout. It is important and recommended to ensure that nurses acquire social skills and relevant competencies throughout their professional lives before the onset of adverse mental health conditions.
Advances in workplace technologies are reshaping organisational practices and establishing new forms of employee monitoring, raising concerns about privacy and fairness across cultures. This study explores cross-cultural differences in employees' privacy perceptions regarding workplace monitoring. Prior empirical work on employee monitoring has largely relied on single-country samples, limiting understanding of cultural variation in privacy perceptions.This article adopts a cross-cultural approach that links culturalvalue profiles to employees' preferences for mandatoryversus optional monitoring. Hofstede's cultural dimensions are utilised as a theoretical lens. Samples are taken from the United Kingdom, France, and Japan, as they vary in terms of individualism and power distance. An exploratory mixed-methods design was employed, combining a vignette survey with open-ended responses. Participants evaluated two hypothetical job offers that differed only in whether monitoring was mandatory or optional. Subsequently, they were asked to select one and provide responses to follow-up questions, explainingtheir rationale. This captures employees' reasoning about privacy choices in context. Quantitative analyses indicate that individualism significantly predicts preference for an optional monitoring scenario, whereas power distance does not. Qualitative findings identified themes that employees link to monitoring practices, including trust, autonomy, fairness, and shared benefits, which were expressed differently across the three national contexts. Together, these findings extend cross-cultural privacy research to contemporary monitoring technologies and highlight the need for organisations operating transnationally to move beyond uniform global policies. The findings' implications suggest that a one-size-fits-all approach is unlikely to succeed and that organisations should glocalise their policy frameworks to align with relevant cultural expectations.
Technology-mediated interviews have become increasingly common, yet little is known about how different formats shape candidates' anxiety and performance. Using a convergent mixed-method design, this study compared faceto-face (FTF), synchronous video interviews (SVI), and AI-led asynchronous video interviews (AVI) among emerging adults in a simulated hiring context. Quantitative results showed that higher interview anxiety predicted lower self-rated performance, whereas observer-rated performance was unaffected. Self-expression satisfaction was lower in AI-led AVIs than in SVIs. Interview format moderated the link between behavioral anxiety and observer-rated performance: higher behavioral anxiety impaired performance in FTF interviews but was associated with better performance in AI-led AVIs. Qualitative findings indicated that candidates appreciated interpersonal warmth in FTF interviews, the convenience ofSVIs, and the preparation time provided in AI-led AVIs. Overall, participants reported predominantly positive emotional experiences across formats. The study highlights how different interview modalities influence candidates' reactions and offers implications for designing technologically mediated recruitment practices.
Rapid advancements in information and communication technologies have revolutionized the modern organizational landscape, enabling seamless access to networks and significantly increasing the potential for remote work. Particularly following the global impact of the COVID-19 pandemic, remote work practices have become deeply entrenched; however, employees' attitudes toward these flexible arrangements vary considerably. This variation has precipitated both positive and negative consequences for individual well-being and organizational cohesion. One significant adverse effect is the phenomenon of organizational alienation. The primary objective of this study was to analyze the predictive relationship between remote work attitudes and organizational alienation, while specifically examining the moderating role of digital leadership within this dynamic. The study employed quantitative research design with data collected in the second half of 2023. The measurement tools included a socio-demographic form, the Remote Working Attitudes Scale, the Alienation Scale, and the Digital Leadership Scale. Participants comprised white-collar employees within the banking sector who operated under remote or hybrid models. The study sample comprised 363 participants. Analyses performed using IBM SPSS Statistics 27 included Pearson correlation, linear regression, and the Hayes Process Macro for moderation. The results indicate that positive attitudes toward remote work have a significant and positive association with organizational alienation. This model explains 13.7% of the variance in the organizational alienation variable. Furthermore, digital leadership plays a moderating role in this relationship. Higher levels of digital leadership mitigate the increase in organizational alienation associated with more positive attitudes toward remote work. These findings underscore the growing importance of managerial competence in digital leadership to address the potential psychological challenges associated with remote work arrangements.
The world of work is goingthrough substantial changes and at the same time facingsignificant challenges. Although many of these changes and challenges are emerging more or less simultaneously across the globalized world such as the diffusion of artificial intelligence use and work disruption due to COVID-19, workers' experiences of them vary substantially. The articles in this Special Issue of Studies in Psychology contribute to our understanding of this variation in workers' experiences and highlight the role of organizational and cultural contexts in shaping worker experiences and outcomes in this new era.
With the emergence of technology as an asset in human resource management (HRM), institutions are increasingly adopting human capital management systems (HCMSs), defined as comprehensive digital systems designed to automate human resource management processes. In 2021, Uganda's Ministry of Public Service launched its HCMS, but as of 2025, no Ugandan public university has fully adopted the system owing to challenges such as limited digital literacy, infrastructure, and management support. Additionally, HCMS adoption in African higher education remains underexplored, with the available research focusing on narrow theoretical frameworks. This study adapted the unified theory of acceptance and use of technology (UTAUT) to investigate the influence of perceived organizational readiness (facilitating conditions) on HCMS use while also identifying contextual factors that enable HCMS use in Ugandan public universities. Applying a mixed-methods sequential explanatory design, quantitative data were collected from 362 staff across three public universities. Quantitative findings revealed that perceived organizational readiness significantly influenced HCMS use, while age and experience did not serve as significant moderators. Of the 362 respondents, 16 were purposively sampled for interviews. The qualitative findings identified stakeholder policy enactment, end-user involvement, functional ICT gadgets, internet connectivity, sufficient technical assistance, training, system effectiveness, system user-friendliness, improved performance ability, time-saving benefits, experience using the HCMS and positive attitude as key enabling factors for HCMS adoption. An extension to the UTAUT framework is proposed, integrating predictors-policy enactment, experience, end-user involvement, and a positive attitude. This study presents practical insights for promoting HCMS adoption and enhancing digital transformation in higher education.
This study examined the relationship between psychological needs, national cultural values, and optimism about artificial intelligence (AI) among blue-collar workers. Blue-collar workers face distinctive exposure to automation due to the routine and manual demands of their jobs, yet their perspectives remain underrepresented in research. Understanding how psychological needs shape their expectations is increasingly important as AI adoption accelerates across manufacturing, logistics, and service sectors, reshaping skill requirements and influencing workers' perceived future opportunities. A cross-sectional survey was administered to 2,200 employees across 11 countries. The survey included indicators of competence, relatedness, and voice in workplace decision-making, with measures of optimism regarding AI's impact on individual careers and industry. Cultural moderation was assessed using Hofstede's individualism index. The results revealed differentiated psychological mechanisms across individual and collective domains of technological adaptation. Perceived competence was the strongest predictor of optimism about personal career prospects, while both competence and relatedness predicted optimism about AI's broader industry impact. The positive association between relatedness and industry optimism was stronger in countries with lower individualism, suggesting that cultural orientations toward collectivism amplify the role of social connection in shaping expectations about sectoral change. Voice showed no significant relationship with optimism in either domain. These findings extend self-determination theory by demonstrating that competence and relatedness play distinct roles across the individual and collective domains of technological change, with cultural values moderating the influence of relatedness on industry-level optimism. The results provide cross-national evidence that motivational and cultural factors jointly shape blue-collar workers' expectations about automation and AI.
The aim of this study was to examine whether perceived organizational support mediates the relationship between work schedule type (shift versus non-shift) and quiet quitting among public-sector employees, within the frameworks of social exchange theory and psychological contract theory. A total of 332 employees (198 shift workers, 134 nonshift workers) completed the measures of perceived organizational support and quiet quitting tendencies. Hierarchical regression analyses controlling for gender and tenure showed that shift workers reported higher quiet quitting and lower perceived organizational support than nonshift workers. Perceived organizational support was negatively correlated with quiet quitting, and mediation analyses indicated that perceived organizational support served as a statistically significant mediator in the relationship between work schedule and quiet quitting. These findings demonstrate that structural work conditions, such as shift systems, influence quiet quitting largely through employees' perceptions of organizational support. This result indicates that enhancing organizational support, particularly in shift-based work environments, may be an effective strategy to reduce quiet quitting and promote sustainable employee engagement in the public sector.
Child-computer interaction research focuses on the design of technologies that support the learning processes of children. Intrinsic motivation is an important factor that influences children's interactions with technology and their learning processes. However, the relationship between technology and children’s intrinsic motivation in learning processes has not yet been sufficiently examined. In this review, we examine how intrinsic motivation is defined and measured in relation to learning and technology design in the child-computer interaction (CCI) research field. For this purpose, we conducted a scoping review in the leading venues of CCI research: the International Journal of ChildComputer Interaction and the ACM Digital Library. This eventually resulted in 27 publications that used the word stem ‘intrinsic motiv*’ in the title, abstract, and keywords. Our analysis revealed that intrinsic motivation is commonly defined as an inherent characteristic of the learner and is associated with the characteristics outlined in SelfDetermination Theory in the field of psychology. Approximately half of these studies (15 studies) used experimental methodology and a quantitative research approach. The remaining studies were highly varied and included case studies, observations, interviews and surveys, user studies, field trials, and secondary data analysis using qualitative, quantitative, or mixed-method research approaches. Although most of the experimental studies highlighted the link between intrinsic motivation and learning, only six studies measured whether there is an increase in children’s learning outcomes, constituting only 20% of the entire corpus. We discuss the implications of these findings for technology design, CCI research, and finding ways to improve children’s learning in different contexts. The main contribution of this scoping review is to provide suggestions for future research about methods of assessing intrinsic motivation in children’s learning. Accordingly, future directions that will shed light on the research on technology designs developed to support children’s intrinsic motivation in the learning process are discussed.
Okul öncesi çocukların günlerinin önemli bir kısmını ekran karşısında geçirdikleri bilinmektedir. Önceki çalışmalarda, çocukların ekran başında geçirdikleri sürenin çeşitli demografik, ailevi ve ev içi unsurlarla ilişkili olduğu gösterilmiştir. Bu bulguların çoğu, yüksek gelirli ve erken çocukluk eğitiminin yaygın olduğu gelişmiş ülkelerden gelmektedir. Farklı ülkelerdeki bulguların kıyaslanması ve çocukların ekran süresini belirleyebilecek yeni değişkenlerin alanyazına kazandırılması açısından ülkemizde yaşayan okul öncesi çocukların ekran süresi ile ilişkili unsurları tespit etmek önemlidir. Bu çalışmanın ilk amacı, çevrimiçi bir anket aracılığıyla okul öncesi çocukların ekran süresi ile ilişkili olabilecek çocuk (örn., yaş), ebeveyn (örn., stres seviyesi) ve ev ortamı (örn., arka plan televizyon sıklığı) ile ilgili unsurları incelemektir. Çalışmanın ikinci amacı, çocukların ekran süresi ile ebeveynin algıladığı sosyal destek arasın7 daki ilişkiyi alanyazında ilk kez incelemektir. Çalışmaya altı yaşından küçük çocuğu bulunan (Ort. = 41.5 ay, SS = 17.9) 647 ebeveyn katılmıştır. Çocukların ekran süresinin, ebeveynlerin çocukların teknoloji kullanımına yönelik olumlu tutumları, ebeveynlerin ekran süresi, çocuğun yaşı ve ebeveyn tarafından algılanan dikkat dağınıklığı ve arka plan televizyon sıklığı ile olumlu yönde ilişkili olduğu görülmüştür. Çocukların ekran süresinin, anne7baba eğitim seviyesi, hane geliri ve ebeveynin algıladığı sosyal destek ile olumsuz yönde ilişkili olduğu bulunmuştur. Hiyerarşik regresyon analizinde, arka plan televizyon sıklığı, ebeveynlerin çocukların teknoloji kullanımına yönelik olumlu tutumları ve çocuğun yaşı ekran süresinin en güçlü yordayıcıları olarak öne çıkmıştır. Ebeveynin algıladığı sosyal destek miktarının çocukların ekran süresi ile ilişkili bir değişken olduğu ilk kez mevcut çalışmada gösterilmiştir. Bulguların ülkemizdeki okul öncesi çocukların ekran süresini azaltmaya yönelik geliştirilecek girişimlere bilgi sağlayacağı düşünülmektedir.
Alan özelinde sosyalleştirme yaklaşımına göre, sosyalleştirme evrimsel ihtiyaçlara yanıt olarak ortaya çıkan, farklı durumlarda aktifleşen ve kendine özgü amaçları, mekanizmaları ve sonuçları olan farklı davranış sistemlerini içeren beş farklı alanda gerçekleşir: Koruma, karşılıklılık, kontrol, rehberlik ve grup katılımı. Bu çalışma, Türkiye’de yaşayan 3-6 yaş arasında çocuğu olan 50 annenin, çocuklarıyla olan etkileşimlerini beş farklı sosyalleştirme alanı çerçevesinde incelemeyi amaçlamaktadır. Bu doğrultuda, annelere Sosyalleştirme Alanı Özelinde Ebeveyn Görüşmesi (SAÖEG) uygulanmıştır. Görüşmelerde annelerden günlük hayattan örnekler sunmaları ve bu örnekleri yaşanan olaylar, ebeveynlik yaklaşımları, duyguları, motivasyonları, çocuklarının tepkileri ve uzun vadeli etkileri açısından detaylandırmaları istenmiştir. Elde edilen veriler, tümdengelimli içerik analizi yöntemiyle incelenmiş, her bir sosyalleştirme alanı için ebeveynlik uygulamalarının ele alınış biçimleri, ebeveynlik hedefleri ve bu uygulamaların çocuklar üzerindeki etkileri belirlenmiştir. Bulgular, ebeveyn-çocuk etkileşimlerinin alan özelinde farklılaştığını ve ebeveynlerin çocuklarına sosyal değerleri, duygu düzenleme stratejilerini ve kültürel normları aktarmada çeşitli yöntemler kullandığını göstermektedir. Ayrıca, ebeveynlik uygulamalarının alan özelinde sosyalleştirme yaklaşımının temel ilkeleriyle büyük ölçüde örtüştüğü, ancak bazı alanlarda kuramsal çerçevede öngörülmeyen eğilimlerin de ortaya çıktığı belirlenmiştir. Sonuç olarak, bu çalışma, alan özelinde sosyalleştirme yaklaşımının günlük hayattaki yansımalarına dair kapsamlı bilgi sunmakta ve ebeveyn-çocuk etkileşimlerinin bağlamsal değişkenlere bağlı olarak nasıl şekillendiğini göstermektedir.
In this study, it is aimed to to conduct the validity and reliability study of the Ruff Figural Fluency Test (RFFT) and todetermine the norm values of the RFFT in the Turkish sample. For these purposes, RFTT was applied to 271 healthyparticipants. Analyzes were conducted on the number of unique designs produced in the RFFT and the number ofperseverative errors made as a result of repeating a pattern. Within the scope of the validity study, the relationshipbetween the scores of the participants on the RFFT and the Verbal Fluency Test, Raven Standard Progressive MatricesTest and Istanbul 5 Cube Planning Tower Test was evaluated using Pearson correlation analysis. The correlations between the scores were found to be significant. Within the scope of the reliability study, the RFFT was re6applied to90 people, approximately six months later, to represent the entire sample, and the reliability analysis of the test wasmade with the test6retest method. There is a significant correlation between the scores obtained from the first andsecond measurements. As a result of the analysis, it was seen that the gender variable did not have a significanteffect on non verbal fluency performance, but the education and age variables had a significant relationship with theunique pattern production. The decrease in RFFT performance as age increases and the improvement in performanceas education level increases are among the important findings regarding the validity of the test. As a result, it hasbeen shown in this study that the RFFT is a valid and reliable measurement tool in the evaluation of non6verbalfluency.
Young children spend a significant part of their day in front of screens. Existing literature has shown associationsbetween children's screen time and various demographic, parent7related, and home7related factors. Most evidencecomes from high7income, developed countries with access to early childcare options. Investigating these factors inT & uuml;rkiye is crucial to compare findings across countries and identify new variables that might influence children'sscreen time. The first goal of this study was to examine child7related factors (e.g., age), parent7related factors (e.g.,parental stress), and home7related factors (e.g., background television) that may be associated with young children'sscreen time through an online survey. The second goal was to investigate the relationship between children's screentime and parents' perceived social support for the first time in the literature. A total of 647 parents with children younger than six (M = 41.5, SD = 17.9) months) participated. Results revealed that children's screen time was positivelycorrelated with parents' positive attitudes toward children's use of technology, parents' own screen time, child ageand distractibility as perceived by the parents, and the frequency of background television at home. Conversely,children's screen time was negatively related to parental education, household income, and parents' perceived social support. Hierarchical regression analysis indicated that the frequency of background television at home, parents' positive attitudes toward children's use of technology, and child age emerged as the strongest predictors of children's screen time. This study is the first to propose and demonstrate the role of social support in determining children's screen time. Our findings may provide valuable insights for designing intervention strategies to reduce screen time among preschoolers.
The frequency values of words and their psychometric properties, such as concreteness, imageability, emotional valence, and arousal, can lead to confounding effects by influencing mental processes in various psychology studies, especially in experimental and cognitive research. Thus, it is crucial to identify and control these word properties in research. Although there have been studies on the frequency, concreteness, imageability, emotional valence, and arousal of Turkish words, similar research is lacking in the Macedonian literature. Consequently, no data set is available for comparative research between Turkish and Macedonian. To address this, the present study aimed to determine and compare the emotional valence, concreteness, and frequency of Turkish and Macedonian words. An initial list of commonly used and concrete Turkish words was created on the basis of Tekcan and G & ouml;z(2005). Subsequently, the frequency of Macedonian words was calculated, and a list of commonly used Macedonian equivalents was compiled from the Turkish list. This resulted in two lists, each containing 100 Turkish words and their Macedonian equivalents. The emotional valence of the Turkish words and the emotional valence and concreteness of the Macedonian words were measured using two different samples. Turkish words were evaluated by 70 native Turkish speakers (46 female, 24 male) with a mean age of 24.63, while Macedonian words were evaluated by 60native Macedonian speakers (39 female, 21 male) with a mean age of 24.04. The findings were reported compara0tively for both languages and discussed considering recent studies. This research is significant for filling a gap in psycholinguistics, offering a means to understand Macedonian word properties and conduct comparative analyses with Turkish words.
Preserving the balance between work and non-work life domains for employees has become more challenging in today's competitive work life. Especially for female employees who take more life role responsibilities compared to men, it is argued that the time allocated to work outside work hours may cause difficulties in establishing work-life balance. However, we assumed that besides the working time outside work hours, individual preferences may have an indirect effect on the work-life balance. In this regard, this study examined the moderator effect of the role salience, as an individual preference, in the relationship between working time outside work hours and the perception of work-life balance (WLB) with a sample of 145 female professionals. Perception of WLB, role salience(work salience and non-work salience) and the time allocated to work and non-work activities were evaluated using self-report scales. Findings showed that increased working time outside work hours affected negatively only the WLB of women whose work salience was low. Results also demonstrated that increased working time outside work hours only negatively affected the WLB of women whose non-work salience was high. Additionally, there was a significant positive relationship between the time allocated to non-work activities and WLB. Overall, this research showed that working time outside work hours did not have negative effects on the WLB of women whose work roles were more salient, or non-work roles were less salient. We recommend that organizations should consider the role salience of their professional women employees, which is an individual preference, among the factors affecting their WLB and adapt their work conditions according to their needs.
According to cognitive theory, borderline personality disorder is characterized by distinctive dysfunctional beliefs rooted in childhood experiences. Centered around themes of helplessness, distrust, and fear of abandonment, these dysfunctional beliefs result in symptoms such as intense anger reactions and behavioral extremes. Perceived parental rejection during childhood can contribute to the development of rejection sensitivity in later years, and this sensitivity, in turn, increases the experiences of perceived rejections in interpersonal relations. Repeated perceptions of rejection amplify emotional responses such as frustration, pain, and anger. Destructive emotional and behavioral reactions damage relationships, further perpetuating the individual's dysfunctional beliefs. The purpose of the present study was to test the serial mediating effect of rejection sensitivity and trait anger between perceived parental rejection and borderline personality disorder beliefs. The study was conducted with a community sample from T & uuml;rkiye of 550 participants between the ages of 18 and 72. The Sociodemographic and Personal InformationForm, Adult Parental Acceptance-Rejection Scale/Short Form, Adult Rejection Sensitivity Scale, Trait Anger, and Anger Expression Scale-Trait Anger subscale, and Personality Belief Scale/Short Form-Borderline Personality Disorder subscale were used in the study. The research findings demonstrated that both perceived maternal and paternal rejection predict borderline personality disorder beliefs through the serial mediation of rejection sensitivity and traitanger. Additionally, the study revealed that in women, perceived rejection from both mothers and fathers plays a role in the development of borderline personality disorder dysfunctional beliefs by first increasing rejection sensitivity, which subsequently increases trait anger. In men, although perceived rejection from both parents is correlated with rejection sensitivity and borderline personality disorder beliefs, the serial mediation mechanism in the proposed model does not have a predictive power. The findings of this study contribute to the understanding of gender-based differences in borderline personality traits and cognitive functioning. The findings explain the mechanism operating in women but reveal the necessity of testing alternative models in men.
According to the domain-specific socialization approach, socialization occurs across five different domains -protection, reciprocity, control, guided learning, and group participation - each emerging in response to evolutionary needs and characterized by distinct goals, mechanisms, and outcomes. This study aims to examine how Turkish mothers of children aged 3 to 6 interact with their children across these five socialization domains. To achieve this, mothers participated in the Domain-Specific Parenting Interview (DSPI), a semi-structured interview designed to assess parenting practices in response to their children's needs across different socialization domains. During the interviews, mothers were asked to provide real-life examples and elaborate on their experiences, parenting approaches, emotions, motivations, their children's reactions, and the perceived impact of these interactions. The collected data were analyzed using deductive content analysis, identifying how parenting practices were structured in each domain, their goals, and the potential consequences of these practices. Findings indicate that parent-child interactions differ across socialization domains, and parents use various strategies to transmit social values, emotional regulation strategies, and cultural norms to their children. Furthermore, while parenting practices largely aligned with the core principles of the domain-specific socialization approach, some unexpected tendenciese merged. In conclusion, this study provides comprehensive insights into the real-life applications of the domain-specific socialization approach and highlights how parent-child interactions are shaped by contextual variables.
Poverty is a risk factor for children's development in several domains. However, since urban and rural poverty differ in terms of living conditions, they are related to different risk factors. The current study aims to compare the living conditions of urban and rural poverty, parenting behaviors, and children's daily activities. The participants were 275 mothers living in disadvantaged urban and rural regions. The data were collected via scales and openended questions. The results indicated that income-to-needs ratio, fathers' education level, food insecurity, home stimulation (educational materials and activities), physical resources (i.e., market, kindergarten, hospital) in the neighborhood, neighborhood stress (i.e., fighting, noise), and mothers' expectations for their children's educational attainment were higher in urban poverty, whereas, social relations and physical qualities (i.e., security, cleanliness) of the neighborhood and support from neighbors were higher in rural poverty. Additionally, mothers from rural regions reported the importance of neighborhood quality in child development more frequently. When the content of the conversations with children was examined, mothers from urban poverty talked to their children about advice and stimulating activities more frequently, whereas mothers from rural poverty talked about future and household chores more frequently. Moreover, children living in urban poverty were playing with tablets, whereas children living in rural poverty were spending time on farms and interacting with animals. The findings are important in terms of indicatingthe similarities and differences in child-rearing conditions and parenting in urban and rural poverty. The results are expected to guide future studies regardingthe role of urban and rural poverty in children's development.
It is traditionally considered that there is a correspondence between language and the mind. That is, languageis taken to be a mirror of the mind. Another view claims that language is the mind's most essential component.It is difficult to separate language, so closely linked with the mind, from the concept of self. This study aims toclarify the relationship between language and the self. The human self and language are constructed through atemporal process. Therefore, the concepts of self and language need to be evaluated developmentally. The purposeof this study is to shed light on the relationship between language and self through aphasia. This relationship ispresented by emphasizing the key role language plays in a person's understanding of the world, themselves, andothers. The world, in which people name objects and represent events through language, is defined both as a realmof existence in which humans reside and as a network of relationships that allows connection with others. Languageis considered a comprehensive subject that encompasses syntax, semantics, and pragmatics. The self is viewed asa concept that can be understood within the framework of consciousness, self-consciousness, and social relation.The study demonstrates a parallel between the three components of language and those of the self. By examiningthe effects of aphasia on syntax, semantics, and pragmatics, the study demonstrates how this disorder negatively impacts a person's awareness of the world, their own self, and their relationships with others. This study attemptedto answer crucial questions such as the role of language in experiencing the world, understanding oneself, andrelating to others, as well as how the loss of language in aphasia affects the self.
