Predictive Relationship Between Values, Self-Compassion and Humor Styles of Adolescents

Abstract

The present study was conducted to investigate the relationship between values, self-compassion and humor styles of adolescents. The study group consisted of a total of 563 high school students, 258 female (45.8%) and 305 male (54.2%) studying in various districts of Istanbul. The average age of 563 high school students selected via random sampling method was 17.41 years. Human Values Scale was used to determine human value levels of adolescents; Self-Compassion Scale was used to determine their self-compassion values; and Humor Styles Scale was used to determine their humor levels. Data regarding personal characteristics was acquired using Descriptive Characteristics Form prepared by the researcher. During the study, a structural equation modelling analysis was performed with AMOS 19 software in order to determine and test the relationships between variables of values, self-compassion and humor styles of adolescents. According to study findings, predictive relationships between values and humor styles of adolescents demonstrated a positive linear relationship. Predictive relationships between humor styles and self-compassion of adolescents also showed a positive linear relationship. Similarly, predictive relationships between values and self-compassion of adolescents depicted a positive linear relationship. 

Keywords

• Value,Self-Compassion,Humor Styles,Adolescence

References

1. Akın, A. ( 2009 ). Akılcı duygusal davranışçı terapi odaklı grupla psikolojik danışmanın Psikolojik iyi olma ve öz-duyarlık üzerindeki etkisi[Effect of psychological counseling with rational emotive behavioral therapy-focused group on psychological well-being and self-compassion](Doctoral dissertation, Sakarya University, Sakarya, Turkey). Retrieved from https:// tez.yok.gov.tr/UlusalTezMerkezi/
2. Bollen, K.A. (1989). A new incremental fit index for general structurale quation models.Sociological Methods and Research, 17(3), 303-316.
3. Brown, B. (1999). Soul without shame: A guide to liberating yourself from the judge within. Boston:Shambhala Publications.
4. Browne, M. W., &Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136-136.
5. Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York: Taylor and Francis.
6. Çetin, S. (2017).Ergenlerin mizah tarzları ve öz anlayış düzeyleri arasındaki ilişkinin incelenmesi [A study on the relationship between humor styles and self-compassion levels of adolescents] (Master’s thesis, Arel University, İstanbul, Turkey).Retrievedfrom http://tez.yok.gov.tr/UlusalTezmerkezi/
7. Deniz, M. E., Arslan, C., Özyeşil, Z., & İzmirli, M. (2012). Öz-anlayış, yaşam doyumu, negatif ve pozitif duygu: Türk ve diğer ülke üniversite öğrencileri arasında bir karşılaştırma. [Self-compassion, life satisfaction, negative and positive feelings: A comparison of university students from Turkey and other countries] Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi[Mehmet Akif Ersoy University Journal of Education Faculty ],23, 428-446.
8. Deniz, M. E., Kesici, Ş.,& Sümer, A.S. (2008 ). The validity and reliability study of the turkish version of self-compassion scale. An International Journal of Social Behavior and Personality, 36(9), 1151–1160.

9. Deniz, M. E.,& Sümer, A.S. (2010).Farklı öz-anlayış düzeylerine sahip üniversite öğrencilerinde epresyon, anksiyete ve stresin değerlendirilmesi [Assessment of depression, anxiety and stress in university students with different self-compassion levels]. Eğitim ve Bilim[Education and Science], 35(158),115-127.
10. Dilmaç, B. (2007). Bir grup fen lisesi öğrencisine verilen insani değerler eğitiminin insani değerler ölçeği ile sınanması [Analysis of human values training provided to a group of science high school students with human values scale](Doctoral dissertation, Selçuk University, Konya, Turkey). Retrieved from https:// tez.yok.gov.tr/UlusalTezMerkezi/
11. Dilmaç, B.(1999). İlköğretim öğrencilerine insani değerler eğitimi verilmesi ve ahlaki olgunluk ölçeği ile eğitimin sınanması [Provision of human values training to primary school students and analysis of training with moral maturity scale](Master’s thesis, Marmara University, İstanbul, Turkey).Retrievedfrom http://tez.yok.gov.tr/UlusalTezmerkezi/
12. Dilmaç, B., Deniz, M., & Deniz M. E. (2009).Üniversite öğrencilerinin öz-anlayışları ile değer tercihlerinin incelenmesi [A study on self-compassion and value preferencesof university students].Değerler Eğitimi Dergisi, [Journal of Values Education],7(18), 924.
13. Erdem, A. R. (2003). Üniversite kültüründe önemli bir unsur: değerler [An important element in university culture: Values]. Değerler Eğitimi Dergisi, [Journal of Values Education],1(4), 55-72.
14. Hökelekli, H., (2006). İslam geleneğinde psikoloji kültürü [The culture of psychology in islamic tradition]. İslami Araştırmalar Dergisi[Journal of Islamic Studies], 19(3), 418.
15. Hu, L. T., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covarian cestructure analysis: Conventional criteria versusnew alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
16. Isler, S.,& Dilmaç, B. (2016). Explanatory and predictor relationships between forgiving behaviors,social anxiety levels and values of convict-prisoners in penal institutions. SocialSciences and Education Research Review, 3(1), 87-100.
17. İlhan, T. (2005).Öznel iyi oluşa dayalı mizah tarzları modeli [Human styles model based on subjective well-being](Master’s thesis, Gazi University, Ankara, Turkey).Retrievedfrom http://tez.yok.gov.tr/UlusalTezmerkezi
18. Kanat, S. (2017). Lise öğrencilerinin görsel sanatlar eğitimi alma durumlarına göre sahipoldukları mizah tarzları ile temel değer düzeylerinin belirlenmesi [Determination of humor styles and basic value levels of high school students based on their fine arts education] International Periodical For The Languages, Literature and History of Turkish or Turkic, 12(6), 439-452.
19. Karasar, N. (2015). Bilimsel Araştırma Yöntemi [Scientific Research Method] (28. Ed.).Ankara: Nobel Akdemi Yayıncılık.
20. Kline, R. B. (2011). Principles and practice of structural equation modeling.New York:The Guilford Press.
21. Kornfield, J. (1993).Generosity, codependence, and fearless compassion. In a path with heart: A guide through the perils and promises of spiritual life. New York: Bantam Books.
22. Leary, M. R., Tate, E. B., Adams, C. E., Batts Allen, A., & Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly. Journal of Personality and Social Psychology, 92(5), 887-904.
23. Martin, R. A. (2007). The psychology of humor: An integrative approach. San Diego,CA:Elsevier Academic Press.
24. Martin, R. A., Puhlik-Doris, P., Larsen, G., Gray, J., & Weir, K. (2003). Individual differences in uses of humor and their relation to psychological well-being: Development of the Humor Styles Questionnaire. Journal of research in personality, 37(1), 48-75.
25. Neff, K. D. ( 2003a). The development and validation of a scale to measure self-compassion.Self and Identity, 2(3), 223-250.
26. Neff, K. D. ( 2003b). Self-compassion: An alternative conceptualization of a healthyattitude toward oneself. Self and Identity, 2(2), 85-102.
27. Neff, K. D., Hseih, Y., & Dejitthirat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4, 263–287.
28. Özyeşil, Z. (2011). Üniversite öğrencilerinin öz-anlayış düzeylerinin bilinçli farkındalı kişilik özellikleri ve bazı değişkenler açısından incelenmesi [The investigation of university students self-compassion levels with respect to mindfulness, personality traits and demographic variables](Doctoral dissertation, Selçuk University, Konya, Turkey). Retrieved from https:// tez.yok.gov.tr/UlusalTezMerkezi/
29. Sarıçam, H., & Biçer, B. (2015). Affedicilik üzerinde ahlaki değer ve öz-anlayışın açıklayıcı rolü [Explanatory role of moral value and self-compassion on forgiveness] Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi[ Gazi University Journal of Gazi Education Faculty], 35(1), 109-122.
30. Schumacker, R. E.,& Lomax, R. G. (2004).A Beginner’s Guide to Structural Equation Modelling.London: Lawrence Erlbaum Associates Publishers. Tanaka, J. S.,& Huba, G. J. (1985).A fit index for covarian cestructure model sunder arbitrary GLS estimation. British Journal of Mathematical and Statistical Psychology, 38(2), 197-201.
31. Tokdemir, M. A. (2007). Tarih öğretmenlerinin değerler ve değerleri eğitimi hakkındaki görüşleri[Opinions of history teachers on values and values education](Master’s thesis, Karadeniz Technic University, Trabzon, Turkey). Retrieved from http://tez.yok.gov.tr/UlusalTezmerkezi/
32. Ulusoy, K.,& Dilmaç, B. (2016).Değerler eğitimi[Values education]. Ankara: Pegem Akademi.
33. Uygur, A. E. (2016). Değerler sisteminin (dini başa çıkma, affedicilik ve emmons şükür ölçekleri açısından) anksiyete duyarlılığı üzerindekin yordayıcı etkisi: Metakognisyonların aracı rolü [Predictive effect of values system (in terms of religious coping, forgiveness and emmons’ gratitude scale) on anxiety sensitivity] (Master’s thesis, Üsküdar University, İstanbul, Turkey). Retrieved from http://tez.yok.gov.tr/UlusalTezmerkezi/
34. Wispe , L. (1991). The psychology of sympathy. New York: Plenum.
35. Yerlikaya, E. E. (2003). Mizah tarzları ölçeği (Humor styles questionnaire) uyarlama çalışması [Humor styles questionnaire adaptation study] (Master’s thesis, Çukurova University, Adana, Turkey). Retrieved from http://tez.yok.gov.tr/UlusalTezmerkezi/
36. Yerlikaya, E. E. (2009). Üniversite öğrencilerinin mizah tarzları ile algılanan stres, kaygı ve depresyon düzeyleri arasındaki ilişkinin incelenmesi [A study on the relationship between humor styles and perceived stress, anxiety and depression levels of university students] (Doctoral dissertation, Çukurova University, Adana, Turkey). Retrieved from https:// tez.yok.gov.tr/UlusalTezMerkezi/