scholarly journals Suicide Attempts in Turkish University Students: The Role of Cognitive Style, Hopelessness, Cognitive Reactivity, Rumination, Self-esteem, and Personality Traits

2020 ◽  
Vol 38 (4) ◽  
pp. 579-601
Author(s):  
Esma Akpinar Aslan ◽  
Sedat Batmaz ◽  
Mesut Yildiz ◽  
Emrah Songur
Keyword(s):  
University Students ◽  
Personality Traits ◽  
Cognitive Style ◽  
Suicide Attempts ◽  
Self Esteem ◽  
Cognitive Reactivity ◽  
Turkish University Students

scholarly journals SUICIDE ATTEMPTS IN TURKISH UNIVERSITY STUDENTS: THE ROLE OF COGNITIVE STYLE, HOPELESSNESS, COGNITIVE REACTIVITY, RUMINATION, SELF-ESTEEM, AND PERSONALITY TRAITS

2020 ◽  
Author(s):  
Esma Akpınar Aslan ◽  
Sedat Batmaz ◽  
Mesut Yıldız ◽  
Emrah Songur
Keyword(s):  
University Students ◽  
Cognitive Style ◽  
Suicide Attempts ◽  
Short Form ◽  
Depression Scale ◽  
Self Esteem ◽  
Response Scale ◽  
Cognitive Reactivity ◽  
College Age ◽  
Turkish University Students

Background: Suicide is one of the major public health problems in young adults. Detecting the risk factors and correlates among university students might help identify students who are under risk and who need early interventions for suicide prevention.Aims: The current study aimed to investigate the cognitive style, self-esteem, hopelessness, rumination, cognitive reactivity, and personality characteristics of Turkish university students, who previously attempted suicide and who did not.Method: A total of 355 university students (34 previous suicide attempters) were recruited for this study, and they completed the Ten-Item Personality Inventory (TIPI), the Ruminative Response Scale (RRS), the Leiden Index of Depression Sensitivity–Revised (LEIDS-R), the Beck Hopelessness Scale (BHS), the Cognitive Style Questionnaire–Short Form (CSQ), the Rosenberg Self-Esteem Scale (RSES), and the Hospital Anxiety and Depression Scale (HADS).Results: Higher RRS, BHS, CSQ scores and lower TIPI-A and RSES scores were significantly associated with a previous suicide attempt.Conclusion: Negative cognitive style, hopelessness, and rumination were significant correlates of a previous suicide attempt. These cognitive factors may be targets in psychotherapy to reduce suicide attempts in college-age individuals.

The Role of Gender, Attachment Dimensions, and Family Environment on Loneliness Among Turkish University Students

2013 ◽  
Vol 24 (1) ◽  
pp. 62-75 ◽  
Author(s):  
Aylin Demirli ◽  
Ayhan Demir
Keyword(s):  
University Students ◽  
Family Environment ◽  
Predictive Value ◽  
Close Relationships ◽  
Assessment Scale ◽  
Regression Analyses ◽  
Environment Assessment ◽  
Turkish University Students ◽  
Attachment Dimensions

The purpose of the present study was to investigate the predictive value of gender, attachment dimensions and family environment in explaining loneliness among students. The study included 473 students (281 females, 192 males) from Ankara University. The UCLA Loneliness Scale, Family Environment Assessment Scale and Experiences in Close Relationships — Revised Questionnaire were administered to all participants. The results of the regression analyses demonstrated that the avoidance dimension of attachment accounted for 11%, avoidance and anxiety 14%, all attachment dimensions and family environment 18%, and all variables together (attachment dimensions, family environment, gender) accounted for 19% of variance in loneliness. The present study demonstrated that insecurely attached males with low-coherent families reported the highest degree of loneliness. On the contrary, securely attached females with high-coherent families reported the lowest degree of loneliness.

Aberrant Salience among Young Healthy Postgraduate University Students: The Role of Cannabis Use, Psychotic-Like Experiences, and Personality

2022 ◽  
pp. 1-7
Author(s):  
Andrea Patti ◽  
Gabriele Santarelli ◽  
Giulio D’Anna ◽  
Andrea Ballerini ◽  
Valdo Ricca
Keyword(s):  
University Students ◽  
Personality Traits ◽  
Cannabis Use ◽  
Positive Symptom ◽  
Psychotic Symptoms ◽  
Symptom Frequency ◽  
Character Inventory ◽  
Aberrant Salience ◽  
Self Transcendence

Aberrant salience (AS) is an anomalous world experience which plays a major role in psychotic proneness. In the general population, a deployment of this construct – encompassing personality traits, psychotic-like symptoms, and cannabis use – could prove useful to outline the relative importance of these factors. For this purpose, 106 postgraduate university students filled the AS Inventory (ASI), the Community Assessment of Psychic Experiences (CAPE), the Temperament and Character Inventory (TCI), and the Symptom Checklist 90-Revised (SCL-90-R). Lifetime cannabis users (<i>n</i> = 56) and individuals who did not use cannabis (<i>n</i> = 50) were compared. The role of cannabis use and psychometric indexes on ASI total scores was tested in different subgroups (overall sample, cannabis users, and nonusers). The present study confirmed that cannabis users presented higher ASI scores. The deployment of AS proved to involve positive symptom frequency (assessed through CAPE), character dimensions of self-directedness and self-transcendence (TCI subscales), and cannabis use. Among nonusers, the role of personality traits (assessed through the TCI) was preeminent, whereas positive psychotic-like experiences (measured by means of CAPE) had a major weight among cannabis users. The present study suggests that pre-reflexive anomalous world experiences such as AS are intertwined with reflexive self-consciousness, personality traits, current subclinical psychotic symptoms, and cannabis use. In the present study, subthreshold psychotic experiences proved to play a major role among cannabis users, whereas personality appeared to be more relevant among nonusers.

scholarly journals Mediating the Effect of Cognitive Flexibility in the Relationship between Psychological Well-Being and Self-Confidence: A Study on Turkish University Students

2019 ◽  
Vol 8 (6) ◽  
pp. 278 ◽  
Author(s):  
Asude Malkoç ◽  
Aynur Kesen Mutlu
Keyword(s):  
University Students ◽  
Cognitive Flexibility ◽  
Private University ◽  
Well Being ◽  
Psychological Well Being ◽  
Self Confidence ◽  
Turkish University Students ◽  
Faculty Of Education ◽  
The Relationship

This study examined the role of self-confidence and cognitive flexibility in psychological well-being. The study looked into whether cognitive flexibility mediates the relationship between self-confidence and psychological well-being. The study involved the participation of 284 university students (192 female and 92 male) enrolled in the Faculty of Education at a private university in Istanbul, Turkey. Data was collected via the Self- Confidence Scale, Flourishing Scale and Cognitive Flexibility Scale. The results of our multiple regression analysis revealed that self-confidence and cognitive flexibility statistically predict psychological well-being. Self-confidence and cognitive flexibility were found to explain 38% of the variance in psychological well-being. Furthermore, cognitive flexibility served as a mediator in the relationship between self-confidence and psychological well-being.

THE EFFECTS OF SELF-ESTEEM AND EXPECTANCIES FOR SUCCESS ON AFFECTIVE REACTIONS TO ACHIEVEMENT

1992 ◽  
Vol 20 (4) ◽  
pp. 273-282 ◽  
Author(s):  
Robert M. Midkiff ◽  
Felicia A. Griffin
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Causal Attributions ◽  
Self Esteem ◽  
Affective Reactions ◽  
Performance Outcome

Affective reactions to academic performance appear to be influenced by performance outcome, self-esteem, and causal attributions. We investigated whether expectancies for success and the confirmation or disconfirmation of epectancies also influenced students' affective reactions and causal attributions in achievement settings. Subjects were 132 university students. Causal attributions and affective reactions to an achievement-related situation were assessed and related to students' self-esteem, expectancies for success, and confirmation or disconfirmation of expectancies. Results indicated that causal attributions were related to confirmation or disconfirmation of expectancies for success and to self-esteem. Affective reactions were related to the interaction of self-esteem, expectancies for success, and confirmation or disconfirmation of expectancies. Further analysis suggested that students' affective reactions to performance may serve to maintain existing levels of self-esteem. The role of self-referent and other-referent emotions in self-esteem maintenance was also discussed.

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