Psikoloji Bölümü Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1938

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Start date: 2015Institution Author: search.filters.institutionAuthor.Selçuk, Bilge

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Now showing 1 - 7 of 7
  • Article
    Citation - WoS: 2
    Citation - Scopus: 5
    A Meta-Analytic Review of the Association Between Theory of Mind and Aggression
    (Elsevier, 2024) Imuta, Kana; Selçuk, Bilge; Yavuz-Müren, Melis; Turunç, Gamze; Ekerim-Akbulut, Müge
    Although the association between theory of mind (ToM) and aggression has been theorized, empirical findings have not revealed a clear link between these constructs. In the current meta-analytic review, we integrated findings from 83 studies (141 effect sizes) involving 41,650 participants from 18 countries to elucidate the association between ToM and aggression in typically developing children, adolescents, and adults. We found a significant negative association between ToM and aggression overall (r = −0.15). Moreover, each type and function of aggression were negatively associated with Theory of Mind (ToM). Bullying—a distinct form of aggression—was not associated with ToM. The strength of the association between overall aggression and ToM varied as a function of methodological variables: First, studies that used self-report questionnaires to measure ToM and aggression yielded the strongest effect sizes, compared to those that used task-based assessments or questionnaires completed by others (parents, teachers, peers). Second, there was a difference in the ToM measurement with the measures examining ToM with non-false belief understanding tasks yielding a stronger mean effect than those that focused exclusively on false-belief understanding. Third, the magnitude of the negative association was found to increase with participants' age, though significant negative associations between ToM and aggression held across the lifespan. These results point to the critical link between ToM and aggressive tendencies and suggest the value in implementing interventions to improve mental state understanding across the age range to foster positive social interactions.
  • Article
    Citation - WoS: 1
    Citation - Scopus: 1
    Examining the Indirect Role of Perceived Normativeness in the Association Between Collectivistic Values and Psychological Control of Turkish Mothers
    (Wiley, 2023) Yavuz, Hatice Melis; Tuncay, İpek; Ruffman, Ted; Selçuk, Bilge
    Parental psychological control has previously been related to negative developmental outcomes. However, fewer studies examined the cultural factors associated with parental psychological control. Several studies suggested that psychological control is used more by mothers in collectivistic (as compared to individualistic) cultures yet did not examine the mother's personal endorsement of the cultural values. This approach ignores the widely reported findings showing within country heterogeneity. In this study, we examined maternal adherence to collectivistic values and their psychologically controlling behaviour directed towards their preschool children. We also examined the indirect role of perceived normativeness of the psychologically controlling behaviour in the association between adherence to collectivistic values and using psychologically controlling behaviours. We hypothesized that mothers who endorsed collectivistic values more would perceive psychologically controlling parenting as more normative and in turn would display more psychological control. To test our research question, we collected data from 318 Turkish mothers, who had at least one preschool-aged child (child Mage = 59.46 months, SD = 9.23; range = 34-80 months; 160 males). The descriptive analyses are planned to be run in SPSS and path analyses in mplus are planned for examining the hypothesized mediational model.
  • Article
    An Evaluation of the Psychometric Properties of the Strengths and Difficulties Scale in Turkey: Implications for Other Non-Weird Countries
    (Wiley, 2023) Selçuk, Bilge; Tuncay, İpek; Arikan, Kübra; Yavus-Muren, H. Melis; Ruffman, Ted
    The Strengths and Difficulties Questionnaire (SDQ) is a very widely used scale in which parents, teachers or the child rate various aspects of the child's well-being. It is widely used in the Western world and is translated into 80+ languages. It is also used in countries that do not classify as WEIRD (Western, educated, industrialized, rich and democratic). However, unlike WEIRD countries, some studies indicate that the psychometric properties of the SDQ when used in non-WEIRD countries are questionable. Therefore, we gave the SDQ to the mothers and teachers of 310 3- to 5-year-olds in urban centres of Turkey and examined its psychometric properties. Turkey is not a WEIRD country because it is not Western, although the participants in our study were well educated, living in an industrialized area, rich relative to others in Turkey (although poor relative to Westerners) and democratic. As such, it is not drastically different from WEIRD countries and our question was whether even relatively small deviations from standard WEIRD criteria could result in questionable psychometric properties for the SDQ.
  • Article
    Citation - WoS: 6
    Citation - Scopus: 4
    Favoring Inequalities and Mind-Reading: Social Dominance Orientation Relates To Poor Mentalizing
    (Sage Publications Inc, 2023) Ekerim-Akbulut, Müge; Selçuk, Bilge
    Although studies have so far investigated social dominance orientation (SDO) in relation to its association with prejudice and discrimination toward outgroups, it is not known whether SDO's link with poor intergroup relations might be underlined by specific socio-cognitive factors such as reduced mind-reading motivation (MRM) and poor mind-reading performance. The present study tested whether endorsement of SDO is associated with decreased MRM and mind-reading accuracy toward both ingroup and outgroup targets. We randomly assigned one hundred and 20 Turkish university students (M- age = 22.02) into two target groups for mind-reading, Turkish ingroup (N = 60) and Syrian outgroup (N = 60), and asked them to infer minds of either ingroup or outgroup members depending on their target group. Participants also reported their level of MRM and SDO through questionnaires. When the target was a Turkish ingroup member, SDO negatively and directly predicted mind-reading, when the target was an outgroup member, however, higher SDO indirectly predicted lower mind-reading through reduced MRM. These results pointed that favoring intergroup hierarchies relates to poor understanding of others' mental states although the mechanism of the relation changes depending on the group membership of the target.
  • Article
    Citation - WoS: 2
    Citation - Scopus: 2
    Parental Predictors of Children’s Math Learning Behaviours in Different Cultures
    (Springer, 2022) Selçuk, Bilge; Kisbu-Sakarya, Yasemin; Niehues, Wenke
    Research indicates that parental schoolwork involvement is beneficial for students' academic functioning when parents facilitate their children's autonomy and refrain from psychological controlling practices. However, effects of the quality of parental involvement on child learning outcomes may vary due to cross-cultural differences in children's appraisal and reaction towards these practices. The current study aimed to investigate the link between the quality of parental schoolwork involvement and children's learning-related behaviours in math, and the mediating role of mother-child conflict around math schoolwork in this link in three cultural groups (i.e., German-Turkish, Turkish and German families). Data were collected from 107 German-Turkish, 426 Turkish and 140 German mothers with children in fifth to eighth grades. After testing measurement invariance of the scales across groups, multi-group structural equation modelling was used to examine the direct and indirect paths between the quality of parental involvement, mother-child conflict and child learning-related behaviours. Results showed that the level of mother-child conflict mediated the link between mothers' psychologically controlling practices and children's learning-related behaviours in math in all three groups. No mediation was found for the link between maternal autonomy support and children's learning-related behaviours in any group. However, the direct path from mothers' autonomy support to children's learning-related behaviours was significant in the Turkish and German-Turkish samples. These results suggest that the role of different forms of parental schoolwork involvement in children's academic functioning is more similar than different across cultural groups.
  • Article
    Citation - WoS: 3
    Citation - Scopus: 3
    Even Less Visible: Disadvantaged Children in Disadvantaged Countries
    (Routledge, 2022) Tuncay, Ipek; Selçuk, Bilge; Can, Beril; Karakas, Cansel
    In this paper, we have a quick look at the profile of developmental research in terms of its study samples, and then turn our attention to the findings of research on the COVID-19 pandemic and climate change, suggesting a notable increase in the number of people experiencing significant economic difficulties and a widening gap between the wealthy and the poor. While this is obviously a cause of concern for scientists, practitioners and policymakers, we suggest that the digital revolution which accelerated even more with the COVID-19 pandemic may open new ways to support healthy development and psychological wellbeing in socio-economically or developmentally disadvantaged populations. Moreover, acceleration of the digital transformation may also allow us to study the human mind and behaviour in countries economically categorized as 'under-developed' or 'developing', and under-represented in psychological science. Taking the recent advancements as a base, we contemplate the possibility that major technological changes facilitated by the recent COVID-19 pandemic might allow us to meet the scientific and applied goals of psychology more successfully.
  • Article
    Citation - WoS: 26
    Citation - Scopus: 30
    Development and Use of Theory of Mind in Social and Cultural Context
    (Wiley, 2023) Ekerim-Akbulut, Müge; Selçuk, Bilge; Gönültas, Seçil
    Theory of mind (ToM) is a key social-cognitive skill that allows individuals to understand and attribute mental states to others; it facilitates relationships and helps individuals navigate the social world. Thus, it is likely influenced by social and cultural contexts. In this article, we review studies that examine the potential ways through which sociocultural context interacts with the development and use of ToM in Western and non-Western societies. First, we summarize findings documenting the link between culture and timing of ToM acquisition. Second, we examine cross-cultural studies on how culture can be related to the sequential development of different dimensions of ToM. Third, we discuss when and how cultural group membership of the targets influences the use of ToM. Finally, we suggest avenues for research so the field can understand more comprehensively the dynamic interactions between sociocultural context and the development and use of ToM.