EDUCATIONAL SCIENCES THEORY PRACTICELee R M Robbns S B 1995 Measurng - PDF document

1 EDUCATIONAL SCIENCES: THEORY & PRACTICEL
EDUCATIONAL SCIENCES: THEORY & PRACTICELee, R. M., & Robbns, S. B. (1995). Measurng belongngness:  e socal connec-tedness and the socal assurance scales. Journal of Counselng Psychology(2), 232-241. Lee, R. M., & Robbns, S. B. (1998).  e relatonshp between socal connectedness and anxety, self- esteem, and socal dentty. Journal of Counselng Psychology 45Lee, R. M., Draper M., & Lee, S. (2001). Socal connectedness, dysfunctonal nter-personal behavors, and psychologcal dstress: Testng a medator model. Journal of Counselng Psychology(3), 310-318. McWhrter, B. T. (1997). Lonelness, learned resourcefulness, and self…esteem n college students. Journal of Counselng and Development, 460-469. Oswald, D. L., & Clark, E. M. (2003). Best frends forever?: Hgh school best frend-shp and the transton to college. Personal Relatonshps, 187-196. Pearson, J. E. (1986).  e defnton and measurement of socal support. Journal of Counselng and Development, 390-395. Pancer, S. M., Pratt, M., Hunsberger, B., & Alsat, S.(2004). Brdgng troubled wa-ters: Helpng students make the transton from hgh school to unversty. Gudance (4), 184-190. Paul, E. L., & Brer, S. (2001). Frendsckness n the transton to college: Precollege predctors and college adjustment correlates. Journal of Counselng and Development, 79-89. Peplau, L., & Perlman, D. (1982). A sourcebook of current theory, research and therapy. New York. Wley-Interscence. Rokach, A. (2001). Strateges of copng wth lonelness throughout the lfespan. Current Psychology(1), 3-18. Schmtt, J. P., & Lawrence, A. K.(1985). Gender d erences n and personalty cor-relates of lonelness n d erent relatonshpsJournal of Personalty Assessment485-495. Shams, M. (2001). Socal support, lonelness and frendshp preference among Br-tsh Asan and Non-Asan adolescents. Socal Behavor and Personalty (4), 399-Stroebe, M., Van Vlet, T., Hewstone, M., & Wlls, H. (2002). Homesckness among students n two cultures: Antecedents and consequences. Brtsh Journal of Psychology, 147-168. Wes, R. S. (1973). Lonelness:  e experence of emotonal and socal Isolaton. Camb-rdge. MA: MIT. Press.Wheeler, L., Res, H., & Nezlak, J. (1983). Lonelness, socal nteracton, and sex roles. Journal of Personalty an

2 d Socal Psychology, 943-953.Wlcox, P.,
d Socal Psychology, 943-953.Wlcox, P., Wnn, S., & Fyve-Gauld, M. (2005). It was nothng to do wth the un-versty, t was just the people:  e role of socal support n the frst-year experence of hgher educaton. Studes n Hgher Educaton, 30 ( 6), 707-722. Yelyaprak, B. (2003). Etmde rehberlk hzmetler. Ankara: Nobel Yayšnlarš. DURU / e Predctve Analyss of Adjustment D cultes from Lonelness, Socal Support, and ... Duru, E. (2008b). Yalnšzlšš yordamada sosyal destek ve sosyal balšlššn rolü. Türk (61), 15-24. Duru, E., & Balkšs, M. (2007). Sosyal provzyon ölçenn pskometrk karakters-tkler. Türk Pskolojk Danšma ve Rehberlk Dergs, 79-90.Duru, E., & Poyrazl, S. (2007a). Personalty dmensons, psychosocal-demographc varables and Englsh language competency n predctng level of acculturatve stress among Turksh nternatonal students n the U.S. Internatonal Journal of Stress Ma- (1), 99-110. Duru, E., & Poyrazl, S. (2007b). e role of perceved dscrmnaton and socal connec-tedness n predctng adjustment d cultes among Turksh nternatonal students n the U.S. Paper presentaton at the 2007 Annual APA Conventon, San Francsco.Dyson, R., & Renk, K. (2006). Freshmen adaptaton to unversty lfe: Depressve symptoms, stress and copng. Journal of Clncal Psychology (10), 1231-1244.Eker, D., Arkar, H., & Yaldšz, H. (2001). Çok boyutlu algšlanan sosyal destek ölçe-nn gözden geçrlm formunun faktör yapšsš, geçerlk ve güvenrl. Türk Pskyatr (1), 17-25.Halamandars, K. F., & Power, K. G. (1997). Indvdual d erences, dysfunctonal atttudes, and socal support: A study of the psychosocal adjustment to unversty Personalty and Indvdual D erences(1), 93-104.Halamandars, K. F., & Power, K.,G. (1999).Indvdual d erences, socal support and copng wth the examnaton stress: A study of the psychosocal and academc adjust-ment of frst year home students. Personalty and Indvdual D erences, 665-685. Hamamcš, Z., & Duy, B. (2007). Sosyal becerler, fonksyonel olmayan tutumlar, akšlcš olmayan nançlar ve lklerle lgl blsel çarpštmalaršn yalnšzlškla lks. Etm Aratšrmalarš, 121-130. Hermann, K. S., & Betz, N. E. (2006). Path models of the relatonshps of nstrumen-talty and expressvene

3 ss, socal self-e cacy, and self-estee
ss, socal self-e cacy, and self-esteem to depressve symptoms n college students. Journal of Socal and Clncal Psychology, 1086-1106.Herrero, J., & Graca, E. (2004). Predctng socal ntegraton n the communty among college students. Journal of Communty Psychology, 707-720.Jackson, M. L., Pratt, M. W., Hunsberger, B., & Pancer, S. M. ( 2005). Optmsm as a medator of the relaton between perceved parental authortatveness and adjust-ment among adolescents: Fndng the sunny sde of the street. Socal Development (2), 273-304.Jay, G. M., & Daugell, A. R. (1991). Socal support and adjustment to unversty lfe: A comparson of Afrcan- Amercan and Whte Freshmen. Journal of Commu-nty Psychology, 95-108.Kulaksšzolu, A., Dlmaç, B., Ek, H. & Otrar, M. (2003). Uyum ölçe-ünverste formunun dlsel edeerlk, geçerlk ve güvenrlk çalšmasš. Etm Blmler ve Uy-(3), 65-76.Lau, S., & Kong, C. K. (1999).  e acceptance of lonely others: E ects of lonelness and gender of the target person and lonelness of the percever. e Journal of Socal Psychology (2), 229-241.Larose, S., & Bovn. M. (1998). Attachment to parents, socal support expectatons, and socoemotonal adjustment durng the hgh school-college transton. Journal of Research on Adolescence (1), 1-27. EDUCATIONAL SCIENCES: THEORY & PRACTICEReferences / KaynakçaAkman, Y. & Turul, C. (1996). Ünverste gençlnn ale sorunlarš, yalnšzlšk ve uyum düzeyler. , 117-133. Baron, R. M., & Kenny, D. A. (1986).  e moderator-medator varable dstncton n socal psychologcal research: Conceptual, strategc and statstcal consderatons. Journal of Personalty and Socal Psychology, 1173-1182. Bojuwoye, O. (2002). Stressful experences of frst year students of selected unvers-tes n South Afrca. Counselng Psychology Quarterly ( 3), 277-290Calvete, E., & Connor-Smth, J. K. (2006). Perceved socal support, copng, and symptoms of dstress n Amercan and Spansh students. Anxety, Stress, and Copng (1), 47-/65.Ceyhan, A. A. (2006). An nvestgatons of adjustment levels of Turksh unversty students wth respect to perceved communcatons skll levels. Socal Behavor and Personalty (4), 367-380.Chen, C. P. (1999). Transton to hgher educaton: Major aspects and counselng gudelnes. Gudanc

4 e Counselng (3), 31-37. Cheng, H., & Fu
e Counselng (3), 31-37. Cheng, H., & Furnham, A. (2002). Personalty, peer relatons, and self confdence as predctors of happness and lonelness. Journal of Adolescence, 327-339. Cutrona, C. E. (1982). Transton to college: Lonelness and the process of socal adjustment. In L. A. Peplau, & D. Perlman (Eds.), Lonelness: A source book of current theory, research and therapy (pp. 290-309). New York: John Wley ve Sons. Cutrona, C. E., & Russell, D.W. (1987).  e provson of socal relatonshp and adaptaton to stress. In W. H. Jones, & D. Perlman (ed.), Advances n personal relatonshps (vol. 1, pp. 37-67). Gre-enwch, Conn.: JAI Press.Demr, A. (1989). U.C.L.A. Yalnšzlšk Ölçenn geçerl ve güvenrl. Türk Psko- (23), 14-18.Denz, M. E., Hamarta, E., & Ar, R. (2005). An nvestgaton of socal sklls and lonelness levels of unversty students wth respect to ther attachment styles n a sample of Turksh students. Socal Behavor and Personalty (1), 19-32. DTommase E., Brannen C., Ross L., & Burgess, M. (2003). Attachments styles, socal sklls and lonelness n young adults. Personalty and Indvdual D erencesDTommaso, E., & Spnner, B. (1997). Socal and emotonal lonelness: A reexa-mnaton of Wess typology of lonelness, Personalty and Indvdual D erences 22411-421. Duru, E. (2005). Amerkada lsan üstü örenm gören Türk örenclernn yalnšzlšk düzeylernn Türkye örneklem le karšlatšršlmasš ve yalnšzlšk düzeynn bazš psko sosyal dekenler açšsšndan ncelenmes. Etm ve Blm, 16-26. Duru, E. (2007). Sosyal Balšlšk Ölçenn Türk kültürüne uyarlanmasš. Aratšrmalarš Dergs, 85-94. Duru, E. (2008a).Sosyal balšlšk ve sosyal desten yalnšzlšk üzerne dorudan ve dolaylš rollernn ünversteye uyum sürec çerçevesnde ncelenmes. Türk Pskolojk Danšma ve Rehberlk Dergs DURU / e Predctve Analyss of Adjustment D cultes from Lonelness, Socal Support, and ... e results of ths study show that socal connectedness and soc-al support decrease the e ect of lonelness on adjustment d cultes. erefore, a hgh level of socal connectedness and socal support can provde opportuntes for students to nteract wth others and ncrease ademc envronment that may help them cope wth the adjustment process of unversty. In a

5 ddton, students who experence hgher
ddton, students who experence hgher level of lonelness can be helped by desgnng nterventon programs that target ncreasng students socal relatons, socal sklls, and communcaton sklls. EDUCATIONAL SCIENCES: THEORY & PRACTICEIn sum, n the framework of developmental gudance, t s clear that some students may need psychologcal help and support n the pro-cess of adjustment to unversty (Yelyaprak, 2003). Because of that t s mportant to understand how lonelness, socal support, and socal connectedness partcularly n uence students n the adjustment process. Specfcally, the purpose of the study s to examne drect and ndrect ects of socal support and socal connectedness n predctng the ef- cultes. Partcpants e sample of ths study was composed of 404 unversty students (212 erent departments of the Faculty of Educaton at Pamukkale Unversty.  e age of the students ranged from 16 to 27 years wth a mean 18.65 years. Fourth-seven percent of the partcpants were males and 53 % were females.MeasuresA set of demographc questons, the Socal Connectedness Scale adap-ted by Duru (2007), the UCLA Lonelness Scale adapted by Demr (1989), the Socal Provson Scale adapted by Duru and Balkšs (2007), and the Adjustment D cultes Scale adapted by Duru for ths study were used to collect the data. All recorded data were analyzed by corre-laton, analyss of varance, sobel test statstc (Baron, & Kenny, 1986), and regresson. e results show that socal support, socal connectedness, and lonel-ness correlate sgnfcantly n the expected drecton wth the measures cultes. In addton, the fndngs ndcate that socal support, socal connectedness, and lonelness are predctors of adjust- cultes. Socal connectedness and socal support also have n-drect e ects n relaton between lonelness and adjustment d cultes. In other words, socal connectedness and socal support serve not only ndrectly as a medator to lonelness n predctng to adjustment d -cultes, but also they predct drectly to adjustment d cultes. DURU / e Predctve Analyss of Adjustment D cultes from Lonelness, Socal Support, and ... vete, & Connor-Smth, 2006; Cutrona, 1982; Cutrona, & Russell, 1987; Denz, Hamarta, & Ar, 2005; DTommase, Branne

6 n, Ross, & Burgess, 2003; DTommaso, & S
n, Ross, & Burgess, 2003; DTommaso, & Spnner, 1997; Duru, & Poyrazl, 2007a, 2007b; Eker, Arkar, & Yaldšz, 2001; Herman, & Betz, 2006; Herrero, & Graca, 2004; Hamamcš, & Duy, 2007; Lau, & Kong, 1999; McWhrter, 1997; Pearson, 1986; Peplau, & Perlman, 1982; Rokach, 2001; Schmtt, & Lawrence, 1985; Shams, 2001; Wes, 1973; Wheeler, Res, & Nezlak, 1983; Wlcox, Wnn, & Fyve-Gauld, 2005). Prevous studes ndca-te that lonelness and adjustment correlate wth d erent measures of personal relatonshps among college students and young adults (Ak-man, & Turul, 1996; Duru, 2007; DTommase et al., 2003). In earler studes, varable that have emerged as consstent predctors of the level of lonelness are the meanngfulness of the nteractons (Wheeler et al., 1983), companonshp and socal support (Duru, 2005, 2007), at-tachment and socal expressvty (DTommase et al., 2003), and socal network (Duru, & Balkšs, 2007). In the lght of above studes, research results suggest that lonelness and adjustment not only relate to psycho-logcal and physcal aspects of subjectve well-beng, but also relate strongly wth socal aspects of lfe. In addton to socal support, Duru found that socal connectedness was related to lonelness among college students (2007, 2008a, 2008b). Lee and Robbns (1995, 1998) defne socal connectedness as an aspect of the self and as the subjectve awareness of beng n close relaton wth the socal world. Socal connectedness appears to be related to how ot-her people are represented wthn oneself. Some ndvduals feel a close relaton wth others such as famly, frends, peers, even strangers, whe-reas others may not feel ths close relaton (Lee, Draper and Lee, 2001). As a result, nterpersonal closeness n the socal world may contan both proxmal and dstal relatons wth others (Lee, & Robbns, 1998). Socal connectedness can a ect ones emotons, cogntons, perceptons, and therefore, hs/her actons n relaton to the socal world. For example, people wth hgher levels of connectedness may easly manage relat-onshps wth other people and partcpate n socal actvtes. On the other hand, people wth lower socal connectedness may not e ectvely manage ther needs and emotons (Lee, & Robbns, 1998). As a result, support wll lkely t

7 o adjust easer to ther socal envronm
o adjust easer to ther socal envronment and expe-rence lower levels of lonelness. EDUCATIONAL SCIENCES: THEORY & PRACTICETranston from hgh school to hgher educaton s an mportant perod n students socal as well as academc lves from the adjustment pont of vew (Oswald, & Clark, 2003). Prevous studes on adjustment have suggested that sgnfcant relatonshps wth others are essental for stu-dents to adjust to the college envronment (Duru, 2005, 2008a). Students who are able to establsh connectons n ther new envronment adjust better than students who are unsuccessful to establsh new relatonshps. In transton to a college, students may have some opportuntes that value for growth and change, and are faced wth varous problems nc-ludng socal, academc, and personal adjustment. Colleges o er a new envronment for students to try new denttes and socal tes, and form new actvtes, nterests, and socal relatonshps. On the other hand, the process of adjustment to a new envronment s consdered an mportant psycho-socal process that may a ect n d erent ways the performan-ce and functonng of an ndvdual (Bojuwoye, 2002; Ceyhan, 2006, Dyson, & Renk, 2006; Jackson, Pratt, Hunsberger, & Pancer, 2005; Jay, & Daugelle, 1991; Kulaksšzolu, Dlmaç, Ek, & Otrar, 2003; Larose, & Bovn, 1998; Pancer, Pratt, Hunsberger, & Alsat, 2004; Paul, & Br-er, 2001; Stroebe, Van Vlet, Hewstone, & Wlls, 2002). Prevous studes support that lonelness and anxety ncrease among students durng the college transton. Research also ponts out that students may have lmted resources to deal wth adjustment problems durng ths perod such as adaptng to new roles and rules, lackng study sklls, academc d cultes, loss or lack of socal support, frendsckness, and lonelness (see Chen, 1999; Cheng, & Furnham, 2002; Duru, 2005; Halamandars, & Power, 1997, 1999). Chen (1999) stresses that soc-al connectedness, dentty negotaton, and academc competences are three mportant aspects of the transton process. Research supports an mportant noton that academc adjustment, especally emotonal and socal adjustment, mght be a ected n negatve ways and some students who experence separaton from ther famly and prevous socal env-ronment may ha

8 ve hard tme to cope wth ths process.
ve hard tme to cope wth ths process. Furthermore, students who have hgher levels of lonelness n transton to unversty may also experence loss or lack of socal relatonshps, socal network, ect, drectly or ndrectly, the levels of adjust-ment of these students. e lnks between lonelness, adjustment, and socal relatonshp have erent settngs, cultures, and age groups (Cal- DURU / Uyum Zorluklaršnš Yordamada Yalnšzlšk, Sosyal Destek ve Sosyal Balšlšk Arasšndak... e Predctve Analyss of Adjustment cultes from Lonelness, Socal Support, and Socal ConnectednessErdnç DURU*Abstract e purpose of the study was to examne drect and ndrect e ects of socal support, socal connectedness, and lonelness n predctng adjustment d cultes.  e sample of the study was 404 unversty students (212 females and 192 males) studyng n d e-rent departments of the Faculty of Educaton at Pamukkale Unversty.  e ages of the students ranged from 16 to 27 years wth a mean 18.65 years. Forty-seven percent of the partcpants were male and 53% were female. A set of demographc questons, the Adjustment D cultes Scale, the UCLA Lonelness Scale, the Socal Provson Scale, and the Socal Connectedness Scale were used to collect the data. Results show that socal support, socal connectedness, and lonelness correlate sgnfcantly n the expected drec-ton wth the measures of adjustment d cultes. In addton, fndngs ndcate that socal support, socal connectedness, and lonelness are predctors of adjustment d cultes. So-cal connectedness and socal support have ndrect e ects n relaton between lonelness cultes. In other words, socal connectedness and socal support serve not only ndrectly as a medator to lonelness n predctng to adjustment d cultes, but also they predct drectly to adjustment d cultes.KeywordsLonelness, Adjustment D cultes, Socal Support, Socal Connectedness.Correspondence: Assst. Prof. Dr. Erdnç Duru, Pamukkale Unversty, Department of Educatonal Scences, Knkl Campus, Denzl / Turkey. E-mal:eduru@pamukkale.edu.trKuram ve Uygulamada Eitim Bilimleri / Educational Sciences:  eory & Practice(3) € September 2008 € 849-856© 2008 Eitim Danšmanlšš ve Aratšrmalarš letiim Hizmetleri Tic. Ltd.