Bulgan, Gökçe
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bulgang@mef.edu.tr
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04.02. Department of Psychology
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Sustainable Development Goals
9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
1
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7
AFFORDABLE AND CLEAN ENERGY
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4
QUALITY EDUCATION
2
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10
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3
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5
GENDER EQUALITY
1
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16
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2
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1
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11
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14
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15
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8
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13
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17
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12
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43
Scopus Citation Count
82
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3
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1.72
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3.28
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| Journal | Count |
|---|---|
| Journal of International Students | 2 |
| International Association for Counselling Conference 2015 | 2 |
| Ayazağa İlkokulu velileri için düzenlenen eğitim etkinliği | 1 |
| Boğaziçi Üniversitesi Psikolojik Danışma Sempozyumu'nda düzenlenen çalıştay | 1 |
| Current Psychology | 1 |
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Now showing 1 - 10 of 25
Book Part Career Counseling for International Students: Using the Framework of Social Cognitive Career Theory - 2018 (chapter 14)(IGI Global, 2018) Bulgan, Gökçe; Çiftçi, AyşeInternational students are a group with diverse career needs and concerns. The challenges international students face (e.g., psychological and sociocultural adjustment issues, language barriers, sense of loss, financial problems, getting used to a new educational system) when they come to study in the United States, as well as their expectations of coming to a new country, may significantly influence their career needs and decision-making processes. In this chapter, the authors suggest social cognitive career theory (SCCT) as a framework for working with the undergraduate and graduate international student population by emphasizing intervention strategies and making specific recommendations.Conference Object Emotional Dependency and Dysfunctional Relationship Beliefs as Predictors of Relationship Satisfaction (conferenceobject)(2015) Çetinkaya Yıldız, Evrim; Kemer, G; Bulgan, Gökçe...Article Citation - Scopus: 3Children’s Perceptions of Tests: a Content Analysis(Sicklerville: RU Publications, 2018) Bulgan, GökçeAnxiety that students experience during test taking negatively influences their academic achievement. Understanding how students perceive tests and how they feel during test taking could help in taking effective preventive measures. Hence, the current study focused on assessing children’s perceptions of tests using content analysis. The sample consisted of 1143 participants (566 females and 570 males) attending 3rd (n = 320), 4th (n = 420), 5th (n = 197), and 6th (n = 206) grade classes in three public schools in Istanbul, Turkey. The findings indicated that three main domains emerged from the data. The domains and the categories under each domain were as follows: evaluation (grades, success vs. failure, learning and development, and intelligence), emotions (excitement, fear and anxiety, happiness, curiosity, mixed feelings, and disappointment), and experiential process (answering questions, studying, difficulty, thinking, having fun, cheating vs. honesty, and silence). Understanding students’ experiences with testing early on in their education will give researchers and practitioners the chance to plan effective applications for treatment and prevention, which would influence students’ future achievement and experiences. The study findings could also help teachers and school counselors plan more effective teaching and counseling programs that take into account students’ anxiety levels during tests.Book Mutluluk 2.0: İyi Yaşama Dair Bilmediklerimiz(Elma Yayınevi, 2017) Koydemir, Selda; Bulgan, GökçeMutluluk 2.0, mutluluğa dair fikirlerinizi tepe taklak edecek. Bildiklerinizi, öğretilenleri, mutlu olmak için yapmanız gerekenleri yeniden düzenlemeye, düşünmeye hazırlıklı olun. Önemli olan sahip olmadığın bir mutluluğun peşinde koşmak mı, yoksa yanındaki mutluluğu fark edebilmek mi? Mutlu olmak için önce kendisiyle barışık olması gerekmiyor mu kişinin? Peki ya hayatın bize verdikleriyle yetinebiliyor muyuz? Tüm bu sorulara ve daha birçok soruya cevap veriyor yazarlar bu kitapta; “Mutluluk 2.0 ile mutluluğa dair var olan bilgi kirliliğini temizleyerek güncel araştırmalarca destekli, uygulanabilir bilgileri sizlere yalın bir dille sunmak istiyoruz. Genel olarak vermek istediğimiz mesajsa çok açık: Neredeyse hepimizin, eğer istiyorsa, daha sağlıklı bir duygusal yaşam geliştirebilmesi, daha kaliteli bir yaşam sürebilmesi ve potansiyelini kullanarak hedeflerine ulaşabilmesi mümkündür.” Elma yayınevi mutluluk kavramının yeni modeliyle karşınızda. Örneklerle, önerilerle ve uzman görüşlerle Mutluluk 2.0 sizler için…Conference Object Article The Interplay of Work-Family Life and Psychosocial Adjustment for International Graduate Students(Unspecified, 2017) Bulgan, Gökçe; Çiftçi, AyşeThe purpose of this paper is to critically review the literature on the interplay of work-family life and psychosocial adjustment of married international graduate students to the United States, provide evidence for a complicated and integrated support mechanism for married international graduate students, and make specific recommendations. Empirical studies on student and expatriate work-family life and psychosocial adjustment are reviewed. Studies indicated a significant negative relationship between work-family conflict and (a) life satisfaction, (b) work satisfaction, and (c) family satisfaction. Moreover, studies signified a positive relationship between work-family balance and (a) psychological well-being and (b) sociocultural adjustment. Due to the difficulty of separating work and family domains for married international graduate students, it will be critical to find ways to support international graduate students’ work and family life in an integrated way, which would help with their psychosocial adjustment to the United States. This support could be done through organizing seminars or workshops on healthy work-family balance, having their spouses involved in the graduate student orientation program, or discussing work-family issues and their influence on married graduate students’ lives through group programs. The paper’s implications would be of value to married international graduate students who are planning to study in a foreign country by helping ease their adjustment process.Conference Object Elementary and Middle School Students’ Perceptions of Tests(World Institute for Advanced Research and Science, 2017) Bulgan, GökçeTests continue to have a large place in the educational system. Particularly in the Turkish educational system, students have to take national exams that identify their subsequent schooling and future job opportunities. Test anxiety, which is often experienced by students during test taking, is strongly related to students’ academic achievement (Crişan & Copaci, 2015; McDonald, 2001; Owens, Stevenson, Hadwin, & Norgate, 2012). Even though there has been a large body of international research on test anxiety (Bodas & Ollendick, 2005; Lowe & Ang, 2012) studies on this area in the Turkish literature has been limited mostly to high school and university student samples. Considering Turkish students’ low achievement in mathematics and science fields in international tests (Eğitim Reformu Girişimi, 2014), it is important to focus on understanding how students perceive tests and how they feel during test taking in order to take effective preventive measures. Therefore, the current study is focused on assessing children’s perceptions of tests through content analysis. The sample is consisted of 1143 participants (566 girls and 570 boys) attending 3rd (n = 320), 4th (n = 420), 5th (n = 197), and 6th (n = 206) grade classes in three public schools in Istanbul, Turkey. A brief demographic information form and two open-ended questions were administered to participants at the beginning of a class period. It took approximately 15-minutes for the students to complete the questions. Findings indicated that three main domains emerged from the data. The domains and the categories under each domain were as follows: evaluation (grades, success, learning and development, and intelligence), emotions (excitement, fear and anxiety, happiness, curiosity, mixed feelings, and disappointment), and experiential process (answering questions, studying, difficulty, thinking, having fun, cheating, and silence). Understanding students’ perceptions of and experiences in tests and testing early on in their studies will give researchers and practitioners the chance to plan effective applications for treatment and prevention, which would influence students’ future achievement and experiences in testing. The study findings could also help teachers and mental health professionals working with elementary and middle school students plan for more effective teaching and counseling programs that take into account students’ anxiety levels during tests.Article Citation - WoS: 16Citation - Scopus: 21Gender Differences, Infidelity, Dyadic Trust, and Jealousy Among Married Turkish Individuals(Springer, 2016) Çetinkaya Yıldız, Evrim; Kemer, Gülşah; Bulgan, GökçeIn the present study, relationships among gender,emotional response to partner’s imagined infidelity (emotionaland sexual infidelity), and dyadic trust (low and high levels oftrust) were investigated as functions of married Turkish individuals’jealousy types (cognitive, emotional, and behavioral).Five hundred thirty seven (276 women and 261 men) marriedindividuals living in urban areas in Turkey participated in thestudy. Results of the Multivariate Analysis of Variance(MANOVA) revealed significant main effects for gender, infidelitytypes, and dyadic trust. Particularly, married Turkish men in this study were found to be more emotionally jealousthan women. Participants who responded to sexual infidelityas more upsetting had higher levels of emotional jealousywhen compared to the participants who found emotional infidelitymore upsetting. Moreover, participants with low dyadictrust for their partners were found to be high in their cognitivejealousy and behavioral jealousy reactions. Results arediscussed in details with implications for future research andsuggestions for mental health practitioners.Article Citation - Scopus: 9Çocuklarda Sınav Kaygısı Ölçeği'nin Türkçe Uyarlaması(İlköğretim Online, 2017) Bulgan, Gökçe; Aydın, UtkunThe purpose of this study was to adapt the “Children’s Test Anxiet Scale (CTAS)” developed by Wren and Benson (2004) into Turkish. The original scale was in English and comprised of three factors including 30 items. Seven experts were involved in the adaptation process to translate the scale into Turkish and then back to English for providing evidence based on the consistency between the two forms. Following the translation process, a pilot study was conducted and the scale was given its final form. The Turkish form was administered to 1100 students who were attending to 3rd, 4th, 5th, and 6th grade classes in 3 public schools. Findings regarding the construct validity of the scale, which were obtained from the confirmatory analysis, supported the three-factor structure of the original scale. Subdimensions of the scale were Thoughts, Off-Task Behaviors, and Autonomic Reactions. Cronbach Alpha coefficients for the overall scale (???= .88) as well as the subdimensions of Thoughts (???= .82), Off-Task Behaviors (???= .72), and Autonomic Reactions (???= .75) were substantial in size. Regarding the discriminant validity analyses, there were no significant gender differences in students’ test anxiety while there were significant grade level differences. These results demonstrated that the Turkish version of the scale is a valid and reliable instrument, which may serve as useful in measuring elementary school students’ test anxiety levels. Directions for future research and practical implications for educational practice are discussed in terms of mathematics education.Book Part Career Counseling for International Students: Using the Framework of Social Cognitive Career Theory - 2020 (chapter 51)(IGI Global, 2020) Bulgan, Gökçe; Çiftçi, AyşeInternational students are a group with diverse career needs and concerns. The challenges international students face (e.g., psychological and sociocultural adjustment issues, language barriers, sense of loss, financial problems, getting used to a new educational system) when they come to study in the United States, as well as their expectations of coming to a new country, may significantly influence their career needs and decision-making processes. In this chapter, the authors suggest social cognitive career theory (SCCT) as a framework for working with the undergraduate and graduate international student population by emphasizing intervention strategies and making specific recommendations. © 2021 by IGI Global. All rights reserved.
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