Albayrak—Kaymak, D. (1987). Sınav kaygısı envanterinin Türkçe" formunun oluşturulması ve güvenirliği. Psikoloji Dergisi. 6 (21), 55-62.
Can, G. (1992). Akademik Başansızlık ve Onlenmesi. Anadolu Universitesi Eğitim Fakültesi Yayınlan, Noz3, Eskişehir.
Chamberlain, K., & Zika, S. (1990). The minor events approach to stress: Support for the used daily hassles. British Journal of Psychology, 81 , 469-48 1 .
ChristensonS.L., Rounds, T., & Gomey, D. (1992). Family factors and student achievement: An avenueto increase students’ success. Scho— ol Psychology Quart, 7, 178-206.
Compas, BB., Howell, D.C., Phares, V., Williams, R.A., & Ledoux, N. (1989). Parent and child stres and symptoms: An integrative analy— sis. Developmental Psychology, 25, 550-559.
Demir, A. (1990). Üniversite Öğrencilerinin Yalnızlık Düzeylerini Etkileyen Bazı Etmenler. Yayınlanmamış Doktora tezi. Ankara: Hacette- pe Üniversitesi.
Dunkley, D. M. & Blankstein, K. R. (2000). Self-critical perfectionism, coping, hassles, and current distress: A structual equation modeling approach. Cognitive Therapy and Research, 24 (6), 713-730.
Epstein, J .L. (1991). Effects on student achievement of teachers’ practices of parent involvement. Advances in Reading/Language Research: Literacy through family, community, and school interaction, Greenwich, CT, JA Press, 5, 261-276.
Ergene, T. & Yıldırım, l. (2004). Üniversite adaylarının depresyon düzeyleri. Psikiyatri Psikoloji ve Psikofarmakoloji Dergisi,]2 (2), 91-100.
Eski, R. (1980) Genel Yetenek Psikolojik Ayrışıklık ve Akademik Başarı Arasındaki İlişki. Yayınlanmamış doktora tezi. Ankara: Hacettepe Universitesi.
Fan, X. & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta analysis. Educational Psychology Review, 13(1), 1-22.
Güngör, A. (1989). Lise öğrencilerinin özsaygı düzeylerini etkileyen etmenler. Yayınlanmamış Doktora tezi. Ankara: Hacettepe Üniversitesi.
Holahan, C. K., & Holahan, C. J. (1987). Life stress, hassles, and self-efŞcacy in aging: A replication and extension. Journal of Applied So- cial Psychology, 17, 574-592.
Holm, J. E., & Holroyd, K. A. (1992). The daily hassles scale (revised): does it measure stress or symptoms? Behav Assess, 14, 465—482.
lshiyama, F. L. (1984). Shyness: Anxious social sensitivity and self-isolating tendency. Journal of Adolescence, 76, 903-911.
Kanner, A. D., Coyne, ]. C.. Schaeffer, C., Lazarus, R. S. (1981). Comparison of two modes of stress management: daily hassles and uplifts versus major life events. Journal of Behavioural Medicine, 4: 1-39.
Kohn, P. M., Lafreniere, K., & Gurevich, M. (1990). The inventory of college student’s recent life experiences: A docantaminated hassles sca- le for a special population. Journal of Behavioural Medicine, 13, 619-630.
Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children’s early school adjustment?. Child Development, 61 , 1081-1100.
Lazarus, R. S, Folkman, S. (1984). Tress, appraisal, and coping. Springer: New York.
Lazarus, R. S. (1984). Puzzles in the study of daily hassles. Journal of Behavioural Medicine, 7, 375-389.
Lopez, E. J .. Ehly, S., & Vazquez, E. G. (2002). Acculturation, social support and academic achievement of Mexican and Mexican American high school students: An exploratory study. Psychology in the Schools, 39 (3), 245-257.
Malecki, C. K., & Elliott, S. N. (1999). Adolescents’ ratings of perceived social support and ıts importance: Validation of the Student Social Support Scale. Psychology in the School, 36 (6), 473—483.
Mallinckrodt, B. (1988). Students retention, social support, and dropout intention: Comparison of black and white students. Journal of Co— unseling Psychology, 129 (1), 60-64.
Mallinckrodt, B. (1992). Childhood emotional bonds with parents, development of adult social competencies, and availability of social sup- port. Journal of Counseling Psychology, 39 (4), 453—461 .
Maybery, DJ .. & Graham, D. (2001). Hassles and uplifts: including anterpersonal events. Stress and Health. 17: 91—104.
Morrison, G. M., John, L., Stephanie, S. M., Douglas, C. 8., & Keith, W. (1997). Sources of support for school-related issues: Choices of His— panic adolescents varying in migrant status. Journal of Youth and Adolescence, 26 (2), 233-251.
Moulds, J. D. (2003). Stress manifestation in high school students: An Australian sample. Psychology in the Schools, 40 (4) 391-402.
Osseiran-Waines, N. & Almacian, S. (1994) Types of social support: Relation to stress and acedemic achievement among prospective teac— hers. Canadian Journal of Behavioural Science, 26(1), 1-20.
Öner, N. (1990). Sınav Kaygısı Envanteri Elkitabı. İstanbul: YÖRET Yayınlan.
Özgüven, İ. E. (1974). Akademik Başanyı Etkileyen Zihinsel Olmayan Faktörler. Ankara.
Peterson, J. L., Folkman, S., & Bakeman, R. (1996). Stress, coping, HlV status, psychosocial resources, and depressive moodin African Ame— rican gay, bisexual, and heterosexual men. American Journal of Community Psychology, 24, 461—487.
Ponzetti, J., Gate, R. M. (1981). Sex differences in the relationship between loneliness and academic performance. Psychological Reports, 48. 759-768.
Roberts, S. M. (1995). Applicability of the goodness-of—Şt hypothesis to coping with daily hassles. Psychological Reports, 77, 943—954.
Sim, H. (2000). Relationship of daily hassles and social support to depression and antisocial behavior among early adolescents. Journal of Youth and Adolescence, 29 (6), 647-659.
Singh, K., Bickley, P.G., Trivette, P., Keith, T. Z.. Keith, P. B., & Anderson, E. (1995). The effects of four components of parental involve- ment on eighth —grade student achievement : Structural analysis of NELS-88 data. School Psychological Review, 24, 299-317.
Vollrath, M. (2000). Personality and hassles among university students: A three-year longitudinal study. European Journal of Personality, 14, 199-215.
Yıldırım, l. (1999). Sosyal destek programının etkililiği: Deneysel bir çalışma. Eğitim ve Bilim, 23 (113), 66-73.
Yıldırım, 1. (1998). Akademik başarı düzeyleri farklı olan lise öğrencilerinin sosyal destek düzeyleri. Psikolojik Danışma ve Rehberlik Der- gisi, 2 (9), 33-38.
Yıldırım, 1. (2000). Akademik başannın yordayıcısı olarak sınav kaygısı ve sosyal destek. Hacettepe Eğitim Fakültesi Dergisi. 18, 167.176.
Yıldırım, İ. (2004c). Depresyonun yordayıcısı olarak sınav kaygısı, gündelik sıkıntılar ve sosyal destek. Hacettepe Eğitim Fakültesi Dergisi, 27, 241—250.
Yıldınm, l. (2004a). Gündelik sıkıntılar ölçeğinin geliştirilmesi. Eğitim Araştırmaları (Eurasian Journal of Educational Research), 15, 122- 131 .
Yıldırım, l. (2004b). Algılanan sosyal destek ölçeğinin revizyonu. Eğitim Araştırmaları (Eurasian Journal of Educational Research ). 17, 221 - 236.
Yıldırım. 1. & Ergene, T. (2003). Lise son sınıf öğrencilerinin akademik başarılarının yordayıcısı olarak sınav kaygısı, boyun eğici davranış- lar ve sosyal destek; Hacettepe Eğitim Fakültesi Dergisi, 25. 224-234.
Year 2006,
Volume: 30 Issue: 30, 258 - 267, 01.06.2006
Albayrak—Kaymak, D. (1987). Sınav kaygısı envanterinin Türkçe" formunun oluşturulması ve güvenirliği. Psikoloji Dergisi. 6 (21), 55-62.
Can, G. (1992). Akademik Başansızlık ve Onlenmesi. Anadolu Universitesi Eğitim Fakültesi Yayınlan, Noz3, Eskişehir.
Chamberlain, K., & Zika, S. (1990). The minor events approach to stress: Support for the used daily hassles. British Journal of Psychology, 81 , 469-48 1 .
ChristensonS.L., Rounds, T., & Gomey, D. (1992). Family factors and student achievement: An avenueto increase students’ success. Scho— ol Psychology Quart, 7, 178-206.
Compas, BB., Howell, D.C., Phares, V., Williams, R.A., & Ledoux, N. (1989). Parent and child stres and symptoms: An integrative analy— sis. Developmental Psychology, 25, 550-559.
Demir, A. (1990). Üniversite Öğrencilerinin Yalnızlık Düzeylerini Etkileyen Bazı Etmenler. Yayınlanmamış Doktora tezi. Ankara: Hacette- pe Üniversitesi.
Dunkley, D. M. & Blankstein, K. R. (2000). Self-critical perfectionism, coping, hassles, and current distress: A structual equation modeling approach. Cognitive Therapy and Research, 24 (6), 713-730.
Epstein, J .L. (1991). Effects on student achievement of teachers’ practices of parent involvement. Advances in Reading/Language Research: Literacy through family, community, and school interaction, Greenwich, CT, JA Press, 5, 261-276.
Ergene, T. & Yıldırım, l. (2004). Üniversite adaylarının depresyon düzeyleri. Psikiyatri Psikoloji ve Psikofarmakoloji Dergisi,]2 (2), 91-100.
Eski, R. (1980) Genel Yetenek Psikolojik Ayrışıklık ve Akademik Başarı Arasındaki İlişki. Yayınlanmamış doktora tezi. Ankara: Hacettepe Universitesi.
Fan, X. & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta analysis. Educational Psychology Review, 13(1), 1-22.
Güngör, A. (1989). Lise öğrencilerinin özsaygı düzeylerini etkileyen etmenler. Yayınlanmamış Doktora tezi. Ankara: Hacettepe Üniversitesi.
Holahan, C. K., & Holahan, C. J. (1987). Life stress, hassles, and self-efŞcacy in aging: A replication and extension. Journal of Applied So- cial Psychology, 17, 574-592.
Holm, J. E., & Holroyd, K. A. (1992). The daily hassles scale (revised): does it measure stress or symptoms? Behav Assess, 14, 465—482.
lshiyama, F. L. (1984). Shyness: Anxious social sensitivity and self-isolating tendency. Journal of Adolescence, 76, 903-911.
Kanner, A. D., Coyne, ]. C.. Schaeffer, C., Lazarus, R. S. (1981). Comparison of two modes of stress management: daily hassles and uplifts versus major life events. Journal of Behavioural Medicine, 4: 1-39.
Kohn, P. M., Lafreniere, K., & Gurevich, M. (1990). The inventory of college student’s recent life experiences: A docantaminated hassles sca- le for a special population. Journal of Behavioural Medicine, 13, 619-630.
Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children’s early school adjustment?. Child Development, 61 , 1081-1100.
Lazarus, R. S, Folkman, S. (1984). Tress, appraisal, and coping. Springer: New York.
Lazarus, R. S. (1984). Puzzles in the study of daily hassles. Journal of Behavioural Medicine, 7, 375-389.
Lopez, E. J .. Ehly, S., & Vazquez, E. G. (2002). Acculturation, social support and academic achievement of Mexican and Mexican American high school students: An exploratory study. Psychology in the Schools, 39 (3), 245-257.
Malecki, C. K., & Elliott, S. N. (1999). Adolescents’ ratings of perceived social support and ıts importance: Validation of the Student Social Support Scale. Psychology in the School, 36 (6), 473—483.
Mallinckrodt, B. (1988). Students retention, social support, and dropout intention: Comparison of black and white students. Journal of Co— unseling Psychology, 129 (1), 60-64.
Mallinckrodt, B. (1992). Childhood emotional bonds with parents, development of adult social competencies, and availability of social sup- port. Journal of Counseling Psychology, 39 (4), 453—461 .
Maybery, DJ .. & Graham, D. (2001). Hassles and uplifts: including anterpersonal events. Stress and Health. 17: 91—104.
Morrison, G. M., John, L., Stephanie, S. M., Douglas, C. 8., & Keith, W. (1997). Sources of support for school-related issues: Choices of His— panic adolescents varying in migrant status. Journal of Youth and Adolescence, 26 (2), 233-251.
Moulds, J. D. (2003). Stress manifestation in high school students: An Australian sample. Psychology in the Schools, 40 (4) 391-402.
Osseiran-Waines, N. & Almacian, S. (1994) Types of social support: Relation to stress and acedemic achievement among prospective teac— hers. Canadian Journal of Behavioural Science, 26(1), 1-20.
Öner, N. (1990). Sınav Kaygısı Envanteri Elkitabı. İstanbul: YÖRET Yayınlan.
Özgüven, İ. E. (1974). Akademik Başanyı Etkileyen Zihinsel Olmayan Faktörler. Ankara.
Peterson, J. L., Folkman, S., & Bakeman, R. (1996). Stress, coping, HlV status, psychosocial resources, and depressive moodin African Ame— rican gay, bisexual, and heterosexual men. American Journal of Community Psychology, 24, 461—487.
Ponzetti, J., Gate, R. M. (1981). Sex differences in the relationship between loneliness and academic performance. Psychological Reports, 48. 759-768.
Roberts, S. M. (1995). Applicability of the goodness-of—Şt hypothesis to coping with daily hassles. Psychological Reports, 77, 943—954.
Sim, H. (2000). Relationship of daily hassles and social support to depression and antisocial behavior among early adolescents. Journal of Youth and Adolescence, 29 (6), 647-659.
Singh, K., Bickley, P.G., Trivette, P., Keith, T. Z.. Keith, P. B., & Anderson, E. (1995). The effects of four components of parental involve- ment on eighth —grade student achievement : Structural analysis of NELS-88 data. School Psychological Review, 24, 299-317.
Vollrath, M. (2000). Personality and hassles among university students: A three-year longitudinal study. European Journal of Personality, 14, 199-215.
Yıldırım, l. (1999). Sosyal destek programının etkililiği: Deneysel bir çalışma. Eğitim ve Bilim, 23 (113), 66-73.
Yıldırım, 1. (1998). Akademik başarı düzeyleri farklı olan lise öğrencilerinin sosyal destek düzeyleri. Psikolojik Danışma ve Rehberlik Der- gisi, 2 (9), 33-38.
Yıldırım, 1. (2000). Akademik başannın yordayıcısı olarak sınav kaygısı ve sosyal destek. Hacettepe Eğitim Fakültesi Dergisi. 18, 167.176.
Yıldırım, İ. (2004c). Depresyonun yordayıcısı olarak sınav kaygısı, gündelik sıkıntılar ve sosyal destek. Hacettepe Eğitim Fakültesi Dergisi, 27, 241—250.
Yıldınm, l. (2004a). Gündelik sıkıntılar ölçeğinin geliştirilmesi. Eğitim Araştırmaları (Eurasian Journal of Educational Research), 15, 122- 131 .
Yıldırım, l. (2004b). Algılanan sosyal destek ölçeğinin revizyonu. Eğitim Araştırmaları (Eurasian Journal of Educational Research ). 17, 221 - 236.
Yıldırım. 1. & Ergene, T. (2003). Lise son sınıf öğrencilerinin akademik başarılarının yordayıcısı olarak sınav kaygısı, boyun eğici davranış- lar ve sosyal destek; Hacettepe Eğitim Fakültesi Dergisi, 25. 224-234.
Yıldırım, İ. (2006). AKADEMİK BAŞARININ YORDAYICISI OLARAK GÜNDELİK SIKINTILAR VE SOSYAL DESTEK. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 258-267.