Romantik ilişkilerde Duygu Düzenleme Güçlükleri Ölçeği–Çift Formu’nun (DDGÖ-Ç) Türkçe uyarlaması ve psikometrik özellikleri

Early childhood is a critical period for emotional development and behavioral regulation. Increasing digital device use among young children has raised concerns about its association with tantrum behavior, although research examining addiction-related use rather than screen duration alone remains limited. This study aimed to examine the relationship between gadget addiction levels and tantrum behavior among children aged 4–6 years at Widya Santhi Buana Kindergarten, West Denpasar District. A quantitative correlational approach with a cross-sectional design was employed, involving 45 parents or guardians recruited through total sampling. Data were collected on April 15, 2026, through online questionnaires administered using Google Forms. The instruments comprised an adapted Digital Addiction Scale for Children with 25 items, which demonstrated high internal consistency during pilot testing (Cronbach’s α = .977), and the 31-item Rating Scale of Angry Emotional Behavior and Temper Tantrum. Univariate analysis summarized the distributions of gadget addiction levels and tantrum behavior, while Spearman’s rank correlation assessed their relationship. The results showed that 48.9% of children were classified as having moderate gadget addiction levels. Regarding tantrum behavior, 53.3% were classified as exhibiting no tantrum behavior, whereas 22.2% were classified as exhibiting severe tantrum behavior. A strong, positive, and statistically significant correlation was identified between gadget addiction levels and tantrum behavior (ρ = .641, p < .001). Higher parent-reported gadget addiction levels were therefore associated with greater tantrum severity within the participating group. The cross-sectional design and reliance on parent-reported measures limit causal interpretation. These findings may inform parent education concerning supervised device use and consistent family rules. Further research should include larger samples, examine parenting styles and other relevant factors, and use longitudinal designs to clarify the direction of the relationship.

The present study investigated the mediating effect of spiritual wellbeing on the relationship between mindfulness and emotion dysregulation among young adults. The sample N=200 were selected for the present research. A cross-sectional correlational research design was used for the present study. Through the convenience sampling technique, data were gathered by using the Five Facet Mindfulness Questionnaire (FFMQ) by Baer et al. (2006), the Spiritual Well-Being Scale (SWBS) by Paloutzian and Ellison (1982) Difficulties in Emotion Regulation Scale (DERS) by Gratz and Roemer (2004). According to the results, spiritual well-being is positively correlated with mindfulness and its dimensions (observing, describing, acting with awareness, non-judging, non-reactivity). Emotional dysregulation is negatively linked to mindfulness. Mediation analysis showed a significant prediction by mindfulness of spiritual well-being and emotional dysregulation. It was also found that spiritual well-being predicts emotional dysregulation. In addition, spiritual well-being was found to be a mediating factor through which emotional dysregulation and mindfulness are linked. According to the study, interventions aimed at enhancing emotional resilience and well-being in people will be of interest for the mental health section.

Future orientation is an important developmental aspect for twelfth-grade senior high school students, who must decide on further study or careers after graduation. A preliminary study through interviews with the guidance and counseling teacher and an open-ended questionnaire administered to 50 twelfth-grade students of Sekolah Menengah Islam (SMI) Hidayatullah, Banjar Regency, showed that none of the respondents had clear future goals. This community service activity aimed to provide understanding and initial skills in setting future goals through the “Aku Bisa” (I Can) program, a psychoeducation-based activity consisting of an interactive lecture on goal setting, creating a “my aspirations” mind map, and a short film discussion. The one-day program was attended by 105 twelfth-grade students. Outcomes were evaluated through a pre-test and post-test based on a future orientation scale, observation during the activities, and a participant evaluation sheet. A paired sample t-test showed no significant difference between scores before and after the program (t(95) = 0.245; p = 0.807). Nevertheless, participants were able to write down their aspirations and plan how to achieve them in a mind map, and most participants rated their understanding of the material (78.10% good and very good) and the benefits of the activity (87.62% good and very good) favorably. This program can serve as an initial step in introducing future planning to students; however, longer implementation and follow-up evaluation are needed to detect meaningful changes in future orientation

Background and Purpose: Non-suicidal self-injury (NSSI) is a global concern in adolescent mental health. Rural boarding middle school students, as a unique and vulnerable population, remain understudied regarding the potential heterogeneity and longitudinal trajectories of NSSI. This study aimed to identify latent classes of NSSI among this group, examine their transition patterns over time, and evaluate the effectiveness of an emotion management group intervention. Methods: Study 1 cross-sectionally surveyed 927 adolescents; we split samples into non-NSSI and NSSI subgroups and ran latent profile analysis (LPA) only among participants with NSSI ( n =285). Study 2 conducted a 6-month follow-up of 550 participants and applied latent transition analysis (LTA) to examine class shifts and predictive factors. Study 3 was a randomized controlled trial in which 30 students from the High-NSSI received an 8-week emotion-management group intervention. Intervention effects were evaluated using repeated-measures ANCOVA with demographic covariates. Results: Within the NSSI subgroup ( n = 285), two classes were identified: a High-NSSI class ( n = 21, 7.4%) and a Low-NSSI class ( n = 264, 92.6%). Poor sleep quality and bullying victimization independently predicted High-NSSI membership. Longitudinal analysis revealed high stability in the Low-NSSI class (91%) and high fluidity in the High-NSSI class (83% transitioning to low-risk). The emotion-management intervention significantly reduced both NSSI frequency and negative affect. Discussion: These findings demonstrate that clinically meaningful NSSI subtypes exist among rural boarding adolescents and that sleep quality and bullying are key modifiable risk factors. The results support a stepped-care approach in school settings, where the High-NSSI class requires intensive intervention and the Low-NSSI class may benefit from less intensive, universal supports. The emotion-management group intervention is an effective school-based program for the most severe NSSI subtype. Keywords: non-suicidal self-injury, latent profile analysis, latent transition analysis, emotion management, group intervention

Preparing for the Civil Services Examination is long, costly, and uncertain, yet little research has listened to aspirants in India's Tier 2 cities. This descriptive survey asked 523 aspirants enrolled in coaching in Thiruvananthapuram, Kerala, about their stress, coping, attitudes to professional mental-health support, and the support their institutions offer. More than half (55.8%) called the past month very or extremely stressful, and financial strain, family expectations, and fear of judgement were prominent. Aspirants coped through peers, breaks, and planning, yet 84.3% felt they had not found a strategy that worked. Most (90.6%) thought professional help reasonable, but only 23.9% had used it, mainly held back by fear of peer judgement, cost, and confidentiality worries. Most (84.1%) rated stress-related support from their institutions as inadequate or absent. The findings are descriptive, not causal, and suggest support should change the conditions of preparation as well as strengthen individual coping.