The aim of this study is to examine the predictive relationship with gaslighting exposure on psychological well-being among Turkish young adults and to test the roles of emotion regulation and psychological resilience as mediating psychological mechanisms in this relationship. The sample of the study consists of 336 individuals over the age of 18 living in Turkey who have experienced romantic relationships. The study utilized the personal information form, the Emotion Regulation Questionnaire (ERQ), the Gaslighting Relationship Exposure Inventory (GREI), the Brief Resilience Scale (BRS), and the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) scales. Data were collected through online forms using convenience sampling. Pearson correlation analysis was used to determine the relationships between the variables in the study, and regression-based mediation analysis (Process macro model 80) was used to test the mediation model tested in the study. When the findings were examined, it was determined that there was a positive and statistically significant relationship between gaslighting exposure and suppression (r = .170, p = .002). On the other hand, negative and statistically significant relationships were observed between gaslighting exposure and reappraisal (r = -.272, p < .001), resilience (r = -.208, p < .001), and well-being (r = -.413, p < .001). The mediation analysis, tested with 10,000 bootstrap resamples at a 95% confidence interval, revealed that emotion regulation dimensions and psychological resilience have a partial mediating effect. The findings show that exposure to gaslighting weakens psychological well-being not only directly but also indirectly through emotion regulation and psychological resilience. Considering these findings, it was concluded that the psychological well-being of individuals exposed to gaslighting should be supported not only through awareness programs but also through emotion regulation and psychological resilience skills.

[This corrects the article DOI: 10.1371/journal.pone.0315011.].

Forming close relationships, a crucial developmental task during young adulthood, is considered to play a significant role in individuals’ mood disorder. Individuals who self-silence themselves to maintain relationships and avoid relational conflict experience psychological distress over time. Individuals who sacrifice themselves to maintain relationships are also thought to be susceptible to gaslighting, a form of psychological manipulation. Self-silencing, which prioritizes the partner’s wishes, and gaslighting, which is characterized as an insidious form of bullying that links individuals to question their own thoughts, perceptions, and feelings during the relationship process, are thought to impact an individual’s mental health. Therefore, this study aims to investigate the relationship between self-silencing, gaslighting, and psychological distress, as well as examine the mediating role of gaslighting. The participants of the study consisted of 333 women, aged between 20 and 40, who involved in a romantic relationship. Personal information form, silencing the self scale, gaslighting relationship exposure inventory, and depression, anxiety, stress scale-21 were utilized to participants. Correlation analysis was used to assess the relationship between the study variables. Regression-based mediation analysis was conducted to test the mediation of gaslighting in the relationship between self-silencing and psychological distress. Gaslighting exposure partially mediates the direct effect of self-silencing on psychological distress. Higher self-silencing is associated with increased gaslighting exposure, which in turn is linked to higher levels of psychological distress. The current study emphasized that the psychological impact of high self-silencing on individuals in romantic relationships operates through cognitive and emotional processes. In particular, the experience of gaslighting exposure plays a role in the relationship between self-silencing and psychological distress.

Well-being research frequently examines self-esteem, given its substantial impact on individuals’ self-image and perception of self-worth. High self-esteem is associated with positive emotions, self-respect, and a sense of value, making it a fundamental indicator of well-being. Additionally, identity formation is closely linked to self-esteem, with positive identity development supporting higher self-esteem. Conversely, elevated self-esteem helps individuals navigate identity-related challenges. As the relationship between identity and self-esteem is bidirectional, understanding the cause-effect dynamics between these variables is essential for advancing well-being research. The aim of this study is to examine the role of self-liking and self-competence in the relationship between exercise identity and mental well-being. The participants of the study consisted of 140 men (33.7

Günümüzde iklim değişikliği çevresel bir problem olmanın yanı sıra, bireylerin ruh sağlığı üzerinde önemli etkiler oluşturmaktadır. Oldukça sık değişen hava olayları, ekolojik çeşitliliğin azalması ve hızla artan hava sıcaklıkları gibi ekolojik değişimler; anksiyete, depresyon gibi ruhsal sağlık problemlerinin artışına neden olmakta ve bireylerin iyi oluşlarını olumsuz yönde etkilemektedir. Ekolojik değişimlere ilişkin anksiyete yaşayan bireylerin ise kişilik özelliklerinin belirleyici olabileceği düşünülmektedir. Bir diğer ifadeyle, bireylerin sahip olduğu kişilik özelliklerinin ekolojik olaylara ilişkin değişimlere gösterdikleri tepkileri etkileyeceği varsayılmıştır. Bu kapsamda bu araştırmanın amacı, beliren yetişkinlerde kişilik özelliklerinin iklim değişikliği anksiyetesi üzerindeki rolünü incelemektir. Araştırmanın çalışma grubunu veri toplama araçlarının yüz yüze uygulandığı 142 erkek ve 446 kadın olmak üzere 588 üniversite öğrencisi oluşturmaktadır. Araştırmada verilerin toplanmasında On-Maddeli Kişilik Ölçeği (OMKÖ) ve İklim Değişikliği Anksiyetesi Ölçeği (İDAÖ) kullanılmıştır. Veriler Pearson korelasyon katsayısı ve çoklu doğrusal regresyon ile analiz edilmiştir. Araştırma sonucunda kişilik özelliklerinden dışa dönüklük, sorumluluk, duygusal denge ve deneyime açıklık ile iklim değişikliği anksiyetesi arasında negatif yönde anlamlı ilişkilerin olduğu belirlenmiştir. Ek olarak, araştırmanın bir diğer sonucunda, dışa dönüklük ile duygusal dengenin iklim değişikliği anksiyetesi üzerinde yordayıcı rolünün olduğu belirlenmiştir. Çalışmanın sonuçları gelecek çalışmalara ışık tutması amacıyla literatür bulgularıyla tartışılmıştır.

The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived the use of ChatGPT in early 2024. With a sample of 23,218 students from 109 countries and territories, the study reveals that students primarily used ChatGPT for brainstorming, summarizing texts, and finding research articles, with a few using it for professional and creative writing. They found it useful for simplifying complex information and summarizing content, but less reliable for providing information and supporting classroom learning, though some considered its information clearer than that from peers and teachers. Moreover, students agreed on the need for AI regulations at all levels due to concerns about ChatGPT promoting cheating, plagiarism, and social isolation. However, they believed ChatGPT could potentially enhance their access to knowledge and improve their learning experience, study efficiency, and chances of achieving good grades. While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills. Students also felt that ChatGPT would boost demand for AI-related skills and facilitate remote work without significantly impacting unemployment. Emotionally, students mostly felt positive using ChatGPT, with curiosity and calmness being the most common emotions. Further examinations reveal variations in students' perceptions across different socio-demographic and geographic factors, with key factors influencing students' use of ChatGPT also being identified. Higher education institutions' managers and teachers may benefit from these findings while formulating the curricula and instructions/regulations for ChatGPT use, as well as when designing the teaching methods and assessment tools. Moreover, policymakers may also consider the findings when formulating strategies for secondary and higher education system development, especially in light of changing labor market needs and related digital skills development.

The present study adapted the General Attitudes toward Artificial Intelligence Scale (GAAIS) to Turkish and investigated the impact of personality traits, artificial intelligence anxiety, and demographics on attitudes toward artificial intelligence. The sample consisted of 259 female (74%) and 91 male (26%) individuals aged between 18 and 51 (Mean = 24.23). Measures taken were demographics, the Ten-Item Personality Inventory, the Artificial Intelligence Anxiety Scale, and the General Attitudes toward Artificial Intelligence Scale. The Turkish GAAIS had good validity and reliability. Hierarchical Multiple Linear Regression Analyses showed that positive attitudes toward artificial intelligence were significantly predicted by the level of computer use (beta = 0.139, p = 0.013), level of knowledge about artificial intelligence (beta = 0.119, p = 0.029), and AI learning anxiety (beta = -0.172, p = 0.004). Negative attitudes toward artificial intelligence were significantly predicted by agreeableness (beta = 0.120, p = 0.019), AI configuration anxiety (beta = -0.379, p < 0.001), and AI learning anxiety (beta = -0.211, p < 0.001). Personality traits, AI anxiety, and demographics play important roles in attitudes toward AI. Results are discussed in light of the previous research and theoretical explanations.

Bu çalışmanın amacı umudun ve psikolojik sağlamlığın iklim değişikliği anksiyetesi üzerindeki etkilerini incelemektir. Bu amaç doğrultusunda, Erzurum Atatürk Üniversitesinden 360 (%81 kadın) öğrencinin katılımı ile araştırma yürütülmüştür. Araştırmada, Bilgilendirilmiş Onam Formu, Demografik Bilgi Formu, İklim Değişikliği Anksiyetesi Ölçeği, Karaca-Kandemir Umut Ölçeği ve Kısa Psikolojik Sağlamlık Ölçeği kullanılmıştır. Pearson korelasyon analizi sonucunda iklim değişikliği anksiyetesi ile psikolojik sağlamlık ve umut arasında negatif, psikolojik sağlamlık ile umut arasında pozitif anlamlı ilişki olduğu saptanmıştır. Hiyerarşik regresyon analizi sonucunda ise, psikolojik sağlamlığın iklim değişikliği anksiyetesini negatif yönde anlamlı bir şekilde yordadığı belirlenmiştir.

Bu araştırmanın amacı Yapay Zekâ Korkusu Ölçeğinin (YZKÖ) Türkçe’ ye uyarlanmasıdır. Araştırmanın çalışma grubunu yaşları 18 ile 45 arasında (Ort.= 22.84, SS = 6.55) olan 175’i (% 61.4) kadın, 110’u (% 38.6) erkek toplam 285 yetişkin bireyden meydana gelmektedir. Kişisel Bilgi Formu, Yapay Zekâ Korkusu Ölçeği ve Yapay Zekâ Kaygısı Ölçeği veri toplama aracı olarak kullanılmıştır. Faktör yapısını inceleme amacıyla Doğrulayıcı Faktör Analizi (DFA) kullanılmıştır. Ayrıca, ölçüt bağıntılı geçerliği test etmek amacıyla Pearson korelasyon analizlerinden yararlanılmıştır. DFA sonuçları, Türk örneklemi üzerinde Yapay Zekâ Korkusu Ölçeğinin dört boyutlu yapısının uyum iyiliğine dair yeterli kanıtlar sunduğunu ortaya çıkarmıştır (χ2 = 71.04, Sd = 48, χ²/Sd = 1.48, NFI = .997, CFI = .998, RMSEA = .041 ve SRMR = .039). Ölçüt bağıntılı geçerlik için sonuçlar yapay zekâ kaygısı ile YZKÖ’nün Tanımlama alt boyutu arasında (r = .13, p < .05), Tahmin alt boyutu arasında (r = .20, p < .01), Tavsiye alt boyutu arasında (r = .19, p < .01) ve Karar Verme alt boyutu arasında (r = .19, p < .01) pozitif yönde anlamlı ilişkilerin olduğunu göstermiştir. Son olarak, güvenirlik analizleri iç tutarlık katsayısını Tanımlama alt boyutu için α = .76, Tahmin alt boyutu için α = .83, Tavsiye alt boyutu için α = .81 ve Karar Verme alt boyutu için α = .74 olarak ortaya çıkarmıştır. Elde edilen bulgular alanyazın ışığında tartışılmıştır.

This study was conducted to investigate the mediating role of setting life goals in the relationship between emotional autonomy and school burnout. The mediation model was tested on 304 high school students [156 (51.3%) females, 148 (48.7%) males; Mage = 16.12, SD = 1.20]. According to the results, we found that school burnout had negative significant correlations with emotional autonomy and setting life goals. On the other hand, there was a significant positive correlation between emotional autonomy and setting life goals. The analysis results indicated that setting life goals had a mediating role between emotional autonomy and school burnout. Accordingly, emotional autonomy promoted setting life goals and contributed to mitigating school burnout. In this respect, this study points out that some positive emotional factors have a protective function against school burnout.

This study aimed to examine the relationship between adolescents' psychological resilience and attachment styles. This research was designed according to the correlational design, which is one of the quantitative research methods. The population of the research consists of high school students studying in Şahinbey District of Gaziantep. The sample of the research is 570 students in 3 Anatolian High Schools, 2 Vocational and Technical Anatolian High Schools, and 1 Imam Hatip High School, determined randomly by the stratified sampling method, n done class in each of the 9, 10, 11 and 12 grades, determined by the random cluster sampling method. The Adolescent Psychological Resilience Scale and the Three Dimensional Attachment Styles Scale were used to measure attachment styles. In the study, the relationship between family support, peer support, school support, adaptation, empathy, and struggle determination, which are the sub-dimensions of the Adolescent Psychological Resilience Scale, and the sub-dimensions of the Three-Dimensional Attachment Styles Scale, between the secure, avoidant, and anxious-indecisive attachment data sets, were examined with canonical correlation analysis. As a result of the canonical correlation analysis, a significant relationship was found between psychological resilience and attachment styles, and the common variance shared between data sets was found to be 44.1%.

The aim of this study is to investigate the mediating role of attachment styles in the relationship between childhood trauma and cognitive distortion. The sample comprised 358 (44.7 % males) university students. Participants completed the Childhood Trauma Questionnaire, the Three-Dimensional Attachment Style Scale, and the Interpersonal Cognitive Distortions Scale. According to the results, other variables, except for physical neglect, did not differ in terms of gender. According to other results of the research, childhood trauma and anxious attachment predicted interpersonal cognitive distortions. In addition, anxious attachment mediated the relationship between childhood trauma and interpersonal cognitive distortions. These findings provide evidence that childhood trauma, mediated by anxious attachment, might contribute to interpersonal cognitive distortions in adulthood. However, secure and avoidant attachment had no statistically meaningful direct impact on interpersonal cognitive distortions. Findings were discussed in line with the relevant literature and some suggestions were presented to the researchers in the context of planning treatment, including assessment of prognosis and treatment needs.

Kendini nesneleştirme, kadın araştırmalarında oldukça sık çalışılan bir kavramdır. Bu çalışmada, Kendini Nesneleştirme İnanç ve Davranışları Ölçeğinin (KNİDÖ) Türkçeye uyarlanması ve psikometrik özelliklerinin incelenmesini amaçlanmaktadır. Ölçek 14 maddeden ve iki alt boyuttan (başkalarının bakış açısı, benlik olarak beden) oluşmaktadır. Araştırmanın katılımcıları 309 (Ort = 21.79, SS = 1.95) genç kadından oluşmaktadır. Ölçeğin ölçüt geçerliğini belirlemek amacıyla Vücut Algısı Ölçeği ile Beck Depresyon Envanteri kullanılmıştır. Yapı geçerliliği doğrulayıcı faktör analizi ile yapılarak iki faktörlü yapı doğrulanmıştır. Ölçeğin ölçüt geçerliği analizi sonucuna göre, Vücut Algısı Ölçeği ve Beck Depresyon Envanteri ile ilişkili bulunmuştur. Ölçeğin güvenirliğini değerlendirmek amacıyla ise test-tekrar test, yapı güvenirlik, iki yarı güvenilirlik ve iç tutarlılık katsayıları incelenmiş ve iç tutarlılık katsayısı .89, yapı güvenirlik .92, iki yarı güvenirlik .74 ve test-tekrar test katsayısı .76 olarak bulunmuştur. Bulgulara göre KNİDÖ’nün Türkçe versiyonu genç kadınlar için geçerli ve güvenilir bir araçtır. Bulgular ölçek geçerlik ve güvenirlik alanyazını ile kadın araştırmaları alanyazını kapsamında tartışılmaktadır.

The first purpose of this study is to test the validity and reliability of the Self-Silencing Scale in a Turkish sample.The second purpose of this study is to examine if there is any relationships between selfsilencing and general distress, and to investigate if there is any mediating role of self-esteem on this possible relationship.A total of 427 university students within the range age of 18 to 31 years, with a mean age of 20.70 participated in this study.Participants were administered The Self-Silencing Scale, Two-Dimensional Self-Esteem Scale, Depression, Anxiety, and Stress Scale (DASS), and a personal information form.CFA and regression-based mediation analyzes were carried out in the study.According to the CFA result, the 29-item structure of the scale was confirmed in the Turkish sample.As another result of the research, the findings revealed a negative significant relationship between selfsilencing and self-esteem.On the other hand, a positive significant relationship was found between selfsilencing and depression, anxiety and stress.In addition, self-esteem mediated the relationship between self-silencing and depression, anxiety and stress.The indirect effects of self-silencing on general distress were also found to be significant.In other words, it has been observed that self-silencing has both direct effects on depression, anxiety and stress, and indirect effects through self-esteem.

Identity is a process in which self-perception is formed through the groups and culture of which individuals are members, as well as their internal inquiries about who they are. In this respect, personal, social and collective identity types draw attention in the literature. It is known that the achievement of individuals in identity integrity increases well-being. In this context, it was aimed to investigate the effects of personal, social and collective identity on mental well-being in this study. This study was carried out in accordance with the correlational pattern, one of the quantitative research designs. The research group of the study consisted of 341 (254 female, 87 male) university students between the ages of 18-30 (mean = 20.93). Personal Information Form, Identity Questionnaire and Warwick-Edinburgh Mental Well-Being Scale Short Form were used as data collection tools in the study. According to correlation analysis, there was a positive relationship between mental well-being and personal identity, social identity, and collective identity. According to structural equation model analysis, it was found that personal identity and collective identity positively and significantly predict mental well-being, but the effect of social identity on mental well-being was not significant. The results are discussed in the context of identity and well-being literature.

Self-objectification is a concept that focuses on how individuals' bodies are evaluated by others. It is known that women's self-perceptions affect their evaluations of their bodies, especially in self-objectification, which is studied in women's studies. In this context, it was aimed to investigate the effects of identity dimensions on self-objectification in this study. The participants consisted of 215 university women students between the ages of 18-39 (mean = 21.77, sd=3.88). Personal Information Form, The Dimensions of Identity Development Scale, and Self-Objectification Beliefs and Behaviors Scale were used as data collection tools. According to correlation analysis, there were nagative relationships between self-objectification and commitment, identification with commitment, exploration in breadth, and exploration in depth. However, there was a positive relationship between self-objectification and ruminative exploration. According to the results of multiple regression analysis, it was found that commitment, identification with commitment, and exploration in breadth negatively predicted self-objectification, but the effect of exploration in depth on self-objectification was not significant. In addition, the effect of ruminative exploration on self-objectification was found to be positively. The results are discussed in the context of identity and self-objectification literature.

The university environment is considered an important context for young people to experience close relationships. In close relationships, beliefs, emotions, and behaviors are seen as determinants of a healthy relationship. According to the rational emotional behavioral approach, thoughts direct emotions and behaviors. In romantic relationships, the behavior of female not expressing their thoughts and feelings to maintain their relationship is defined as self-silencing. Therefore, in this study, it is aimed to investigate the relationship between irrational romantic relationship beliefs, emotion regulation, and self-silencing and also examine the mediating role of emotion regulation. The participants of the research consisted of 430 female from a university. Personal ınformation form, ırrational romantic relationship beliefs scale, emotion regulation questionnaire, and silencing the self scale were utilized to female students. According to findings, positive relationship was found between irrational beliefs and self-silencing, and emotion regulation mediated the relationship between irrational beliefs and self-silencing. The findings were discussed in the context of dysfunctional romantic relationship thoughts and emotion regulation in raising the level of female students' self-silencing.

The purpose of this study is to adapt the STSIS Scale to Turkish and to investigate its psychometric qualities. The scale comprises 22 items and three variables (self-silencing, divided self, and putting the teacher first).The study participants comprised 298 young adults with a mean age of 21.09 years. Utrecht Work Engagement Scale-Student Form, Negative Affect Schedule, and Perception Form for Life Skills were used to evaluate the scale's criterion validity. The construct validity was investigated using confirmatory factor analysis. In addition, test-retest and internal consistency coefficients were examined to evaluate the scale's reliability. The Turkish version of the scale consisted of three subdimensions related to the Negative Affect Schedule and Perception Form for Life Skills. In addition, reliability values for the scale were satisfactory. The internal consistency coefficient was .89, the composite reliability was .97, and the test-retest validity coefficient was .86. According to these findings, the Turkish version of the STSIS Scale is a valid and reliable tool for use with young adults.