The development and initial validation of the Earthquake Fear Scale: Its links to personality traits, psychological distress, harmony in life, and mental wellbeing.

Unexpected and unpredictable earthquakes may have a negative impact on people's mental health. The earthquake fear experienced by individuals causes psychological problems. This article is made up of three different studies that look at earthquake fear. The seven item Earthquake Fear Scale (EFS) was confirmed in Study I (N = 407) utilising confirmatory factor analysis. In addition, Item Response Analysis was done, and it was found that all of the items showed a good degree of discrimination. The reliability of the EFS has been proven with different reliability coefficients. In Study II (N = 505), both correlation and network analysis were carried out, and earthquake fear was found to be significantly associated with depression, anxiety, stress, and mental wellbeing. Moreover, neuroticism and conscientiousness, two of the big five personality traits, are significantly associated with earthquake fear. In Study III (N = 382), it was revealed that psychological distress and harmony in life play a serial and fully mediating role in the link between earthquake fear and mental wellbeing. The psychological influence of earthquake fear is emphasised in this pioneering and comprehensive study on earthquake fear.

Academic Encouragement and Academic Wellbeing: Mediating Roles of Grit and Hope.

Academic encouragement provides opportunities for individuals to achieve their educational objectives and influences both academic satisfaction and academic self-efficacy of individuals. In this study, academic self-efficacy and academic satisfaction constitute academic wellbeing. There is a gap in the literature on which concepts of academic encouragement predict academic wellbeing. This demonstrates the originality of the research. In this direction, there are two main purposes in this study. The first of these aims is to adapt the Academic Encouragement Scale to Turkish culture. The second aim of the study is to analyze the relationship between academic encouragement, hope, grit, and academic wellbeing. Based on these two purposes, data were collected from 731 Turkish participants using the Academic Encouragement Scale, Academic Self-Efficacy Scale, Academic Satisfaction Scale, Dispositional Hope Scale, and Short Grit Scale. Confirmatory Factor Analysis (CFA) revealed that the two-factor structure of the original scale was preserved in Turkish culture. The structural equation modeling (SEM) analysis showed that grit and hope played a mediating role in the relationship between academic encouragement and academic wellbeing. The bootstrapping analysis results confirmed the importance of indirect effects. In this context, some pedagogical implications were discussed at the end of the study, and suggestions were provided accordingly.

Relations among self-control, hope, and psychological adjustment: A two-wave longitudinal mediation study.

While the relationships between self-control, hope, and psychological adjustment have been examined in cross-sectional studies, the fact that these variables have not been considered together in any longitudinal research creates a gap in the literature. Therefore, our study aimed to investigate the longitudinal relationships between self-control, hope, and psychological adjustment. Specifically, a cross-lagged panel study in two waves was conducted to examine whether hope mediated the association between self-control and psychological adjustment using a Turkish college sample (N = 349). The results revealed that hope had a significant mediation effect in the longitudinal association between self-control and psychological adjustment. In this direction, self-control indirectly predicts psychological adjustment through hope. This longitudinal study reveals that having self-control may have a positive influence on a person's level of hope and that hope may be a significant predictor of individual psychological adjustment.