Thank you for downloading using multivariate statistics. As you may know, people have look hundreds times for their favorite novels like this using multivariate statistics, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some harmful bugs inside their laptop. using multivariate statistics is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection saves in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the using multivariate statistics is universally compatible with any devices to read.

Using Multivariate Statistics

Thank you very much for downloading flow the psychology of optimal experience. As you may know, people have search numerous times for their chosen readings like this flow the psychology of optimal experience, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some harmful bugs inside their desktop computer. flow the psychology of optimal experience is available in our digital library an online access to it is set as public so you can get it instantly. Our digital library saves in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Merely said, the flow the psychology of optimal experience is universally compatible with any devices to read.

Flow The Psychology Of Optimal Experience

The Sage Encyclopedia of Qualitative Research Methods

Personality may directly facilitate or constrain coping, but relations of personality to coping have been inconsistent across studies, suggesting a need for greater attention to methods and samples. This meta-analysis tested moderators of relations between Big Five personality traits and coping using 2,653 effect sizes drawn from 165 samples and 33,094 participants. Personality was weakly related to broad coping (e.g., Engagement or Disengagement), but all 5 traits predicted specific strategies. Extraversion and Conscientiousness predicted more problem-solving and cognitive restructuring, Neuroticism less. Neuroticism predicted problematic strategies like wishful thinking, withdrawal, and emotion-focused coping but, like Extraversion, also predicted support seeking. Personality more strongly predicted coping in young samples, stressed samples, and samples reporting dispositional rather than situation-specific coping. Daily versus retrospective coping reports and self-selected versus researcher-selected stressors also moderated relations between personality and coping. Cross-cultural differences were present, and ethnically diverse samples showed more protective effects of personality. Richer understanding of the role of personality in the coping process requires assessment of personality facets and specific coping strategies, use of laboratory and daily report studies, and multivariate analyses.

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Relations between personality and coping: a meta-analysis.

Examines the motivation for achievement as a psychological factor that shapes economic development. Refuting arguments based on race, climate, or population growth, the book instead argues for cultural customs and motivations - especially the motivation for achievement - as the major catalysts of economic growth. Considering the Protestant Reformation, the rise of capitalism, parents' influences on sons, and folklore and children's stories as shaping cultural motivations for achievement, the book hypothesizes that a high level of achievement motivation precedes economic growth. This is supported through qualitative analysis of the achievement motive, as well as of other psychological factors - including entrepreneurial behavior and characteristics, and available sources of achievement in past and present highly achieving societies. It is the achievement motive - and not merely the profit motive or the desire for material gain - that has advanced societies economically. Consequently, individuals are not merely products of their environment, as many social scientists have asserted, but also creators of the environment, as they manipulate it in various ways in the search for achievement. Finally, a plan is hypothesized to accelerate economic growth in developing countries, by encouraging and supplementing their achievement motives through mobilizing the greater achievement resources of developed countries. The conclusion is not just that motivations shape economic progress, but that current influences on future people's motivations and values will determine economic growth in the long run. Thus, it is most beneficial for a society to concentrate its resources on creating an environment conducive to entrepreneurship and a strong ideological base for achievement. (CJC)

The Achieving Society

Insanin deger ve nihai anlamlari dogrultusunda kisisel, toplumsal, cevresel ve trasandantal (askin) yonleriyle hayatlarini anlama ve yasama surecini belirlemek amaciyla yetiskinlere yonelik gelistirilmis bir olcektir. Olcegin maddeleri ilgili literatur ile diger olceklerden yararlanilarak ve konuyla ilgili olan kisilere yazdirilmis kompozisyonlardan elde edilmistir. Konuyla ilgili calismalari olan 17 uzmanin gorusleri alinmis bunlar dikkate alinarak maddelere son hali verilmistir. Son asamada toplam 49 maddeden olusan calisma 865 yetiskine (498 kadin, %57,6; 367 erkek, %42,4) uygulanmistir. Yapilan dogrulayici faktor analizi sonucunda 29 maddelik; askinlik, dogayla uyum ve anomi adli 3 faktorlu bir yapi ortaya cikmistir. Yapilan analizle birlikte olcegin yapi gecerligi ve guvenirligi bilimsel olarak ortaya cikarilmis ve amaclanan spirituel iyi olus modeline uygun bir yapi ortaya cikmistir. (KMO: 951, Eigen degeri 2 olarak alindiginda toplam madde aciklama varyansi % 58,337). Modelin uyum indeksleri (x²/sd = 4.11, RMESEA = .06, SRMR = .50, NFI = .90, CFI = .92) seklindedir. Spirituel Iyi Olus Olcegi’nin gecerlik ve guvenirlik calismalari, olcegin yetiskinlerin spirituel iyi olma hallerini gecerli ve guvenilir olarak olcme yetenegine sahip oldugunu gostermektedir.

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Spiritual Well-Being: Scale Development and Validation

Karakter egitimi en genel anlamiyla ortuk veya acik program araciligiyla, yetisen yeni nesle temel insani degerleri kazandirma, degerlere karsi duyarlilik olusturma ve onlari davranisa donusturme konusunda yardimci olma gayretinin ortak adidir. Bu calisma, bir cok ulkede uygulanan karakter egitimi programini Amerika Birlesik Devletleri ozelinde tanitmayi amaclamaktadir. Bu cercevede karakter egitiminin tanimi ve kapsami, temelleri, uygulanan bazi orneklerinin etkililiginden soz etmekte ve kismen etrafindaki tartismalara deginerek ulkemizde bu tecrubeden yararlanilirken nelere dikkat edilmesi gerektigi uzerinde durarak sona ermektedir. Calismada ayrica iki paralel metne yer verilmektedir; (i) alanin onde gelen bir isminden cevrilen Karakter Egitiminin Temel Prensipleri baslikli bir metin ve (ii) Turkiye?den bir karakter egitimi programi uygulamasi ornegi.

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Temel İnsanî Değerlerin Kazandırılmasında Bir Yaklaşım: Karakter Eğitimi Programları

In this research, it is aimed to find out (i) the efficiency of a character education program based on overt values of Turkish 7th grade social studies lesson, and (ii) its hidden effects on the academic success. This research employed a semi-experimental design with pre-test, post-test and control group For this research primarily character education program and quantification tools were developed and then the practice process of the research was carried out. The practice of the research was made in a state primary school in Umraniye, Istanbul. Before the practice one of the classes is assigned as experiment and the other is as control group, equality of the groups has been determined through statistical progress. While character education program is being applied to the experiment group, normal course program has been applied to control group. The practice was continued totally 39 course hours being 3 course hours in a week. Key Words Character Education, Social Studies, Values Education. Decline of human rights and the idea towards their deficient consideration were issued frequently both in academic and popular publications in last two decades and, it was stated that the societal structure and individual characters which were necessary to derive benefit from main human rights began to get lost (Lickona, 1991; Ryan & Bohlin, 1999). Studies towards removing this concern are in workspace of different disciplines and one of them is education because, in its' general meaning, education is a process that aims to change individual's behaviour for societal life (Akbas, 2004). In this process, societal values and cultural elements are purposely transferred to individuals for the purpose of maintaining societal structure (Demirel, 2007; Eturk, 1997). In other words, societal values and attitudes are transferred to young generations in school environment (Nucci, 2001). Besides, it is among educational aims to ensure individuals embrace universal values and the society also expects this from schools (Eksi, 2003b). In Turkey, National Education Act with number1739 which organizes governments' tasks and responsibilities in educational area highlights training people who are academically succesful and have rational character properties, when it defines the general aims of Turkish national education (Milli Egitim Bakanligi [MEB], 1997). According to this, we can say that the governmental demand is towards young generations' character development and, research about this issue includes practices in the context of character education (Lickona, 1991). The origins of character education start from antiquity and, it was defined as intentional implementations which were done with the aim of providing students to know good, to desire it and to do good (Healea, 2006; Lickona, 1991). As we can understand form this definition, good character is a concept which contains knowing good, embracing good and doing well. Therefore, intentional implementations towards knowing good, embracing good and doing good are remembered when we ad- dress activities related with character development (Ryan & Bohlin, 1999; Lickona, 1993). The rationale of these implementation is formed parallel to the considerations that positive character traits cannot be spontaneously existed, and intentional implementations are necessary (Arthur, 2008; Lickona, 1991). Besides, character education is supported by its' advocators because of the thinking that the individual whose moral development has reached a relatively mature level might gain responsibility sense and s/he might be academically successful at the same time (Arthur, 2008; Lickona, 1991; Nucci, 1989). In this context, we can define the character education as intentional implementations that organize behaviors according to main human values and are provided with the aim of training academically successful individuals. Social studies researchers have stated that there is an interaction between character education and citizenship education (Johnson, 2005, p. …

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Efficiency of social studies integrated character education program

Citation: Demirci, İ., & Ekşi, H. (2018). Keep calm and be happy: A mixed method study from character strengths to well-being. Educational Sciences: Theory & Practice, 18, 279–330. http://dx.doi.org/10.12738/estp.2018.2.0799 * This manuscript was produced from the doctoral dissertation that prepared by İbrahim Demirci under the advisory of Prof. Dr. Halil Ekşi. 1 Correspondence to: İbrahim Demirci, Department of Psychological Counseling and Guidance, Sinop University, Sinop Turkey. Email: ibrahimdemircipdr@gmail.com 2 Department of Psychological Counseling and Guidance, Marmara University, İstanbul Turkey. Email: halileksi70@gmail.com Abstract The purpose of this study is to investigate the characteristics and sources of a peaceful and happy life. The research uses the sequential exploratory design from the mixed research designs. The grounded theory design has been used in the qualitative part of the study. In-depth interviews were performed in the qualitative section with 26 participants between the ages of 21 and 82. The structural equation model has been used in the quantitative section of the study. A total of 900 participants (548 women) between the ages of 18 and 75 (M = 30.46, SD = 12.94) form the sample of the study. According to the findings from the qualitative stage of the research, peaceful and happy living means having comfort and positive feelings and not having negative feelings. In spite of peace and happiness being related to each other and intertwined, peace is understood to be more permanent, prioritized, and significant compared to happiness. Sufficiency in relationships and trust, personal virtues, social virtues, acceptance, spirituality, developmental strength of problems, optimism, nature, health and economics, as well as activities and superficial solutions constitute the sources of peace and happiness. The quantitative stage of the research has found peace and happiness to positively correlate with the characteristics of tolerance, helpfulness, beliefs and spirituality, responsibility, purposefulness, worthiness, trust, and reliability. Relationships among the variables have been tested using different structural equation models. The research results are considered to contribute to the literature on positive psychology and its applications.

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Keep Calm and Be Happy: A Mixed Method Study from Character Strengths to Well-Being *

The purpose of this study is to find out whether the humane values education program has produced any changes on the students’ level of humane values. The research was conducted with the first-and second-grade students in Konya Meram Science High School in the 2006-2007 academic year. Thirty students participated in the study. Half of the participants were assigned to the experimental group and the other half to the control group. The research period spans April & May. Having prepared the education program and the scale, the experimental and control groups were formed objectively. The experimental group, consisting of 15 students, was provided with the Humane Values Education Program lasting 14 sessions. Two sessions were held in a week. Statistical methods were used to balance the control and experimental group. The control group didn’t receive any program. Findings of the research can be summarized as follows: Between the pre-test and post-test of the experimental group, a significant difference can be seen in favor of the post- test. There is no such a difference for the control group. According to the post-test results of the control and experimental group, there are meaningful differences in favor of the experimental group in the sub-dimensions of responsibility, friendship, amiability, respect, honesty, and tolerance. Thus, these results show the effectiveness of the program presented. The sub-dimensions of the Humane Values Education Program given above show that this study is effective with regard to affective, cognitive, and behavioral outcomes. Suggestions are made in the light of the findings and it has been concluded that the program is effective in the development of secondary education students’ value acquisition.

Halil Ekşi

Papers

Spiritual Well-Being: Scale Development and Validation

Temel İnsanî Değerlerin Kazandırılmasında Bir Yaklaşım: Karakter Eğitimi Programları

Efficiency of social studies integrated character education program

Keep Calm and Be Happy: A Mixed Method Study from Character Strengths to Well-Being *

An Examination of the Humane Values Education Program on a Group of Science High School Students