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  • 1. Abayhan, Yasemin
    et al.
    Aktaş, Vezir
    Hacettepe University.
    Gülüm, İsmail Volkan
    “Bir standardizasyon çalışması: İntihara yönelik tutumlar ölçeği’nin Türk kültürüne uyarlanması” (The Application of Suicide Opinion Questionnaire to Turkish Culture), Istanbul/Turkey, September, 3-5 20082008Conference paper (Refereed)
  • 2.
    Aktaş, Vezir
    Hacettepe University.
    Genç akademisyenlerin yeni kurulan psikoloji bölümlerinde karşılaşabilecekleri sorunlar ve çözüm önerileri (The Problems And Solutions Suggestions That The Young Academicians From Recently Established Psychology Departments May Face)2008Conference paper (Refereed)
  • 3.
    Aktaş, Vezir
    et al.
    Hacettepe University.
    Cirhinlioğlu, Fatma
    Özkan, Bengi Öner
    Türk örnekleminde avukat olan ile olmayanların adalete ve Türkiye’deki hukuk sistemine ilişkin sosyal temsilleri (Social representations of justice system among lawyers vs. non lawyers in a Turkish sample)2004In: Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi (Hacettepe University-Journal of Faculty of Letters), ISSN 1301-5737, Vol. 21, no 2, p. 61-80Article in journal (Refereed)
  • 4.
    Aktaş, Vezir
    et al.
    Hacettepe University.
    Coştur, Recai
    Sorumluluk Yüklemesi Çerçevesinde Öfke ve Sempati Duyguları ile Yardım Etme ve Saldırganlık Davranışları (Judgments of Responsibility, Feelings of Anger/Sympathy and Social Conduct of Help-giving and Aggression)2007In: Türk Psikoloji Dergisi (Turkish Journal of Psychology), Vol. 22, no 59, p. 15-37Article in journal (Refereed)
    Abstract [en]

    The present study was aimed to test in the domains of prosocial (help giving) and antisocial (aggression) behavior in a Turkish sample, consisting of 887 Hacettepe University students (463 males and 424 females). The results revealed that the social conduct theory within the perspective of judgments of responsibility was partially confirmed in the Turkish sample. The findings implied that both the help giving and the aggressive behaviors could be taken into consideration in the same conceptual framework. Generally, the expected cognition-emotion-behavior sequence was observed; hence, the attributional thoughts of responsibility/controllability determined the emotional reactions of anger and sympathy and these emotional reactions, in turn, directly influenced helping and aggressive behaviors. Indeed, for aggression, the results also indicated that cognitions of perceived controllability had only an indirect effect on aggressive behavior mediated by the emotions of anger and sympathy; there was no direct influence of cognitions on behavioral reactions. Hence, the results partially confirmed the cognition-emotion-behavior theory of social conduct for aggression in which an additional direct influence of cognitions on behavioral reactions was also present as postulated by Weiner (1995). On the other hand, for help giving, the findings were consistent with the literature confirming the theory which proposed that thoughts determined the feelings of anger and sympathy and these feelings, in turn, determined the actions.

  • 5.
    Aktaş, Vezir
    et al.
    Hacettepe University.
    Deniz, Şahin
    Hacettepe University.
    Aydın, Orhan
    Hacettepe University.
    Saldırgan Olan ve Olmayan Çocuklarda Düşmanca Niyet Yükleme Yanlılığının Cinsiyete Bağlı Olarak İncelenmesi (Hostile attributional bias in aggressive and nonaggressive children)2005In: Türk Psikoloji Dergisi (Turkish Journal of Psychology), ISSN 1300-4433, Vol. 20, no 55, p. 43-59Article in journal (Refereed)
    Abstract [en]

    The purpose of the present study was to examine the hostile attributional biases of aggressive and nonaggressive boys and girls among primary school children. The status of aggressiveness was assessed with a peer nomination instrument for a sample of 529 (230 girls and 293 boys) fifth grade children. Participants were presented with 11 ambiguous pictures with negative outcomes. For each picture a questionnaire with multiple choice answers was administered to measure the child's tendency to attribute personal/impersonal causality, positive/negative intentions and hostile attributional bias. A 2 (aggressive/nonaggressive) x 2 (sex) ANOVA was used to analyse the data. Results indicated that aggressive children attributed more personal causality, negative intentions to the ambiguous negative outcomes represented in the pictures than to the nonaggressive children. In relation to different forms of aggression such as physical, passive and the verbal, the findings showed some variability. Physically aggressive children displayed more hostile attribution than the nonaggressive ones. On the other hand, the form of passive aggressiveness was not significant in relation to the aggressiveness/nonaggressiveness status. On verbal aggression form, aggressive children indicated a propensity toward hostile attribution when compared to the nonaggressive types. A main effect of sex was obtained; boys attributed more personal causality, more negative intention and hostile attributional bias when compared to girls. All of the results were in line with literature.

  • 6.
    Aktaş, Vezir
    et al.
    Hacettepe University.
    Güvenç, Gülden
    Kız ve erkek ergenlerde saldırgan ve olumlu sosyal davranışlar ile yaş, ilişkisel bağlam ve kişiler-arası duyarlılık arasındaki ilişkiler (Relations Between Age, Parental and Peer Attachment, Interpersonal Reactivity, Aggressive and Prosocial Behavior of Adolescents)2006In: Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi (Hacettepe University-Journal of Faculty of Letters), Vol. 23, no 2, p. 233-264Article in journal (Refereed)
  • 7.
    Aktaş, Vezir
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Nilsson, Marco
    Jönköping University, School of Education and Communication, HLK, Global Studies. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Borell, Klas
    Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Social scientists under threat: Resistance and self-censorship in Turkish academia2019In: British Journal of Educational Studies, ISSN 0007-1005, E-ISSN 1467-8527, Vol. 67, no 2, p. 169-186Article in journal (Refereed)
    Abstract [en]

    Attacks on academic freedom in Turkey have become increasingly systematic in recent years and thousands of academics have been dismissed. This study reflects on the effects of this worsening repression through interviews with academics in the social sciences, both those dismissed and those still active in their profession. Although the dismissed academics are socially in a very precarious position, they are continuing their scholarly activities in alternative, underground forms. This resistance stands in contrast to the accommodation and self-censorship that seem, according to the interviewees, to prevail in university departments.

  • 8.
    Aktaş, Vezir
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Fel person på fel plats: Om högutbildade invandrare på den svenska arbetsmarknaden2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo-Prvulovic & Karin Kilhammar, Lund, SE: Studentlitteratur AB, 2017, 1, p. 191-206Chapter in book (Refereed)
  • 9.
    Aktaş, Vezir
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Tepe, Yeliz Kındap
    Cumhuriyet UniversitySivasTurkey.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Investigating Turkish university students’ attitudes towards refugees in a time of Civil War in neighboring Syria2018In: Current psychology (New Brunswick, N.J.), ISSN 1046-1310, E-ISSN 1936-4733Article in journal (Refereed)
    Abstract [en]

    Thousands of refugees have immigrated to Turkey because of the current Civil War in neighboring Syria. This is causing tensions between refugees and locals. These increasingly negative attitudes towards the incoming victims of conflict are of particular interest. The present study, therefore, aimed at determining the premises of the emergence of such negative attitudes. The research sample consisted of university students who all studied at various faculties at Cumhuriyet University in the Turkish province of Sivas. Data were collected by the Attitude Scale Towards Refugees, the Patriotism Attitude Scale, the Interpersonal Reactivity Index, and the Cirhinlioğlu Religiosity Scale. Data were analyzed by Independent Sample t-tests as well as using Stepwise Regression Analyses. Results showed that the feeling of empathy correlated negatively with negative attitudes towards refugees, while blind patriotism, religiosity, and having nationalist/conservative orientations, correlated positively. Men were found to be more negative than women. The feeling of empathy was the most prominent factor in predicting the nature of attitudes towards refugees. Religious doctrine and distancing oneself from conservative and patriotic perspectives appeared to be effective in potentially preventing the development of negative attitudes. In conclusion, research results are discussed in the light of relevant literature.

  • 10.
    Borell, Klas
    et al.
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Nilsson, Marco
    Jönköping University, School of Education and Communication, HLK, Global Studies. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Aktaş, Vezir
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Den akademiska friheten i Turkiet har snöpts2019In: Sans Magasin, ISSN 2000-9690, Vol. 1, p. 30-35Article in journal (Other (popular science, discussion, etc.))
  • 11. Cirhinlioğlu, Fatma
    et al.
    Aktaş, Vezir
    Hacettepe University.
    Sosyal Temsil Kuramı’na genel bir bakış (A General Approach to the Social Representation Theory)2006In: C.Ü. Sosyal Bilimler Dergisi (Cumhuriyet University-Journal of Social Sciences), ISSN 1303-0329, Vol. 30, no 2, p. 163-174Article in journal (Refereed)
  • 12.
    Güvenç, Gülden
    et al.
    Hacettepe University.
    Aktaş, Vezir
    Hacettepe University.
    Ergenlik Döneminde Yaş, Toplumsal Cinsiyet, Bireysel ve İlişkisel Tutumlar, Benlik Değeri ve Yaşam Becerilerine İlişkin Algı Arasındaki İlişkiler (Age, Gender, Prejudice, Interpersonal Sensitivity and Locus of Control as Predictors of Self Esteem, Assertiveness and Communication Skills in Adolescence)2006In: Türk Psikoloji Dergisi (Turkish Journal of Psychology), Vol. 21, no 57, p. 45-62Article in journal (Refereed)
    Abstract [en]

    This study was conducted in one of the poverty areas of Ankara with 281 male and female adolescents (ages between 12-16). The aim of the study was to construct an awareness program in relation to prejudice, interpersonal reactivity and locus of control which may contribute to the development of life skills (assertiveness and communication) and self esteem. California F-Scale (Form 40-45), interpersonal reactivity index, locus of control, self esteem, assertiveness and communication scales were administered to observe whether age, gender, prejudice, personal sensitivity and locus of control predicted global self esteem, perception of assertiveness and communication skills of adolescents. The results revealed that, self esteem and perception of life skills (assertiveness and communication) were positively predicted from perspective taking, whereas negatively predicted from disbelief to human agency and personal effort. On the other hand, while self-esteem and perception of communication skill were positively predicted from strict conformity to rules, self-esteem and perception of assertiveness were predicted negatively from lack of personal control. Other results reflected that perception of both life skills were predicted negatively from feelings of personal distress whereas gender predicted only perception of communication, favoring females. Age had no significant effect on either self esteem or perception of life skills.

  • 13.
    Kındap-Tepe, Yeliz
    et al.
    Faculty of Letters, Department of Psychology, Cumhuriyet University, Sivas, Turkey.
    Aktaş, Vezir
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS).
    The mediating role of needs satisfaction for prosocial behavior and autonomy support2019In: Current Psychology, ISSN 1046-1310, E-ISSN 1936-4733Article in journal (Refereed)
    Abstract [en]

    This study examines gender differences in compliant/anonymous prosocial behaviors and perceived autonomy support. The mediation effects of needs satisfaction on relationships between perceived autonomy support and prosocial behaviors in Turkish culture are also tested. A total of 420 freshmen, sophomore, and junior students (210 female, 202 male) from various departments at a small state university in Turkey participated in the study. They were first, third and fourth year students and the mean age was 21.87 (SD = 1.71; range = 19–31). Parental Autonomy Support Scale (Soenens et al. Developmental Psychology, 43, 633–646, 2007), the Learning Climate Questionnaire (Williams and Deci Journal of Personality and Social Psychology, 70, 767-779 1996), the Basic Needs Satisfaction in General Scale (Deci and Ryan Psychological Inquiry, 11, 227-268 2000; Gagné 2003), and the Prosocial Tendencies Measure (Carlo and Randall Journal of Youth and Adolescence, 31, 31-44 2002) were used to collect data. With respect to gender differences, a One-Way ANOVA analysis showed that women scored higher than men regarding compliant and anonymous prosocial behaviors. Additionally, mediation analyses revealed that women perceived that they were the recipient of more autonomy support from their university teachers than men. No significant difference was found in respect to the provision of autonomous support from parents, nor with respect to basic needs satisfaction. The analysis of mediation effects of needs satisfaction showed that relationships between compliant and anonymous prosocial behaviors and perceived autonomy support from parents and teachers were mediated by basic needs satisfaction. These results were discussed in the framework of Self Determination Theory.

  • 14.
    Lecusay, Robert
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Mrak, Lina
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Aktaş, Vezir
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Rethinking the Relation between Pedagogy and Sustainability: The Views of Preschool Teachers in Sweden2019Conference paper (Other academic)
    Abstract [en]

    A core value underpinning activities in early childhood education and care for sustainability (ECECfS) is that these activities be organized to support forms of democratic, intergenerational collaboration in which children can act as “agents of change.” From the perspective of mediational theories of mind, the possibilities for children to participate actively and agentively in ECECfS can be understood by studying the ECEC settings in which these activities unfold as systems of culturally-constituted and historically contingent conditions.

    The present study applied this perspective in qualitative case studies of how teachers in three Swedish preschools understand and practice ECECfS, and the degree to which children in these preschools could act as agents of change in relation to ECECfS activities. This research is based on survey and interview data collected from teacher teams in preschools that participated in a series of regional government-sponsored workshops designed to support teachers’ efforts to develop the outdoor spaces in their preschools as sustainable, multifunctional environments. Drawing on concepts from cultural historical activity theory (systemic tensions as underpinning expansive learning), surveys and interview transcripts were analyzed to characterize: how the participating teachers engaged with concepts relevant for understanding their approach to ECECfS (sustainability, teaching, pretend and exploratory play); pedagogical and organizational tensions that teachers described in relation to these concepts; and cultural means that mediated teachers relations to the general object of implementing ECECfS.

    Teachers conceptions and practices of ECECfS were in general consistent with findings of prior research of in-service and pre-service preschool staff in Sweden: While teachers understood ECECfS holistically as a project that integrates environmental, economic, and social dimensions, the majority of the activities organized by the teachers emphasized the environmental dimension, with none explicitly emphasizing the economic dimension. Furthermore, teachers in all three schools described their day-to-day preschool practices as inherently about and for sustainability, noting a kind of tension or contradiction with needing to make sustainability explicit in preschool activities.

    With respect to opportunities for children to act as agents of change in day-to-day preschool activities, we found examples in all three cases in which children engaged in actions that changed their material environment and/or their participation in relevant community(ies) of practice. Critically, what varied across preschools was if and to what degree these actions were clearly motivated by children’s questions, interests, and/or intentions. We draw on the concepts of instrumental and ontological communities of learners (Matusov et al., 2013) to argue that pedagogical and organizational aspects of each preschool’s idioculture (Fine, 2012) enabled or constrained the possibilities for children to act as agents of change.

  • 15.
    Persson, Roland S.
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Aktaş, Vezir
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    De som kan mer än du: Talent management i Googles tidevarv för särskilda begåvningar i svenska organisationer2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo-Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, 1, p. 237-256Chapter in book (Refereed)
  • 16.
    Persson, Roland S.
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Aktaş, Vezir
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Understanding why an immigrant neurosurgeon is driving your taxi: On highly qualified foreign labour looking for work in your country2019In: Human resource management: A Nordic perspective / [ed] H. Ahl, I. Bergmo-Prvulovic & K. Kilhammar, London, UK: Routledge, 2019, 1, p. 153-162Chapter in book (Refereed)
    Abstract [en]

    Why is it that when most employers are in dire need of highly qualified individuals with experience, they nevertheless tend to reject job applicants with a different cultural background? The reluctance behind employing immigrant experts is rarely made manifest intentionally or on ideological grounds, but the result of an unhappy, and largely inevitable, consequence of lacking experience of cultures other than one's own. With such experience and relevant knowledge of other cultures in place, discriminatory behaviour toward foreign skilled labour is likely to lessen considerably. The chapter suggest several HR practices which would facilitate their employment and integration into the organisation.

  • 17.
    Rapp, Stephan
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Aktaş, Vezir
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The Director of Education and Research-Based Education: Exploring the Tensions between Policy and What Directors Actually Report2017In: International Journal of Research and Education (IJRE) (online): 2398-3760, Vol. 2, no 4Article in journal (Refereed)
    Abstract [en]

    We  examine  how  Swedish  directors  of  education  describe the conditions under which they lead research-based education.  The  empirical  data  was  collected  via  questionnaires  that  were  distributed  via  e-mail  to  all  Swedish  directors  of education in charge of primary and secondary schools. Our results are based on a ‘frame factor’ theoretical perspective.Directors  of  education  judge  themselves  as  being  well-prepared  for  the  task  of  ensuring  that  research-based  education  is provided  to  the  students.  They  envision  their  role as  one  where  they  read  research  reports,  but  they  do  not  disseminate  this scientific  knowledge  throughout  schools.  The  directors  assess  teachers  as  having  the  least  responsibility  for  ensuring  that research-based education in primary- and secondary schools is provided to the students. From a cultural frame perspective, the results of the study reveal that school director considerably overestimate their ability to manage a scientific based education.

  • 18. Samuelsson, M.
    et al.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Aktaş, Vezir
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Söderström, Å.
    Ekholm, M.
    Social pressure and standpoints in moral dilemmas made by twelve year olds in 1973 and in 20172018Conference paper (Other academic)
  • 19. Şahin Nafia, Deniz
    et al.
    Orhan, Aydin
    Aktaş, Vezir
    Hacettepe University.
    A decade-Span View to Changes in The Beliefs in A Just World in The Turkish Culture2002Conference paper (Refereed)
1 - 19 of 19
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