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• MakaleAçık Erişim2025Scopus SJRQ1/r/bayburt/11376
  Difficulties in Emotion Regulation as a Mediator and Gender as a Moderator in the Relationship Between Problematic Digital Gaming and Life Satisfaction Among Adolescents

  Yayla, İbrahim Erdoğan; Dombak, Kübra; Diril, Sena; Düşünceli, Betül; Çelik, Eyüp; Yildirim, Murat

  Background: Problematic digital gaming has emerged as a significant behavioral concern among adolescents, with potential implications for well-being. Understanding the mechanisms through which problematic digital gaming affects life satisfaction and how these mechanisms may differ by gender is important for targeted interventions. Aims: This study aimed to investigate the mediating role of difficulties in emotion regulation and the moderating role of gender in the relationship between problematic digital gaming and life satisfaction among adolescents. Method: The sample consisted of 458 Turkish adolescents (232 females, 50.7%) aged between 14 and 18 years (M = 16.27). Participants completed the Game Addiction Scale for Adolescents—Short Form, the Life Satisfaction Scale, and the Difficulties in Emotion Regulation Scale—8. Results: Problematic digital gaming was found to have a significant negative association with life satisfaction. Difficulties in emotion regulation significantly mediated the relationship between problematic digital gaming and life satisfaction. Furthermore, gender moderated this mediation effect, with difficulties in emotion regulation being more pronounced among males than females. Conclusions: The findings highlight the importance of emotional regulation in understanding the negative impact of problematic digital gaming on adolescents’ life satisfaction, particularly among males. These results suggest the need for gender-sensitive approaches in interventions aimed at improving emotion regulation skills and reducing problematic gaming behavior.

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• MakaleAçık Erişim2024Scopus SJRQ1/r/bayburt/11774
  Classification of Student Leadership Profiles in Diverse Governance Settings: Insights from Pisa 2022

  Görgülü, Deniz; Coşkun, Fatma; Sipahioğlu, Mete; Demir, Mustafa

  Student leadership prepares students for responsibilities, such as taking on specific tasks and assuming leadership roles in their future personal and professional lives. Developing students’ leadership profiles is among the important goals of educational systems aiming for future generations to take responsibility and advance their countries. With this perspective in mind, the PISA assessment includes items to measure students’ leadership behaviors. This study aims to extract student leadership profiles from the leadership-related items in the PISA 2022 application, using data from Cambodia, Peru, Paraguay, and Guatemala, which have different governance systems and cultural characteristics. The second purpose of the research is to determine the distribution of the identified leadership profiles in these countries and explain them in the context of governance and cultural characteristics. Latent class analysis was used to determine student leadership profiles. Accordingly, two-class and three-class latent models were found to be the most suitable models to explain student profiles. While the distinction between student profiles is more pronounced in the two-class model, the three-class model provides more detailed information about student profiles. In this respect, two-class and three-class latent models are reported comparatively. In the two-class latent model, students are labeled as the “Shy or Lack of Self-Confidence Group” and the “Active Leader or Influential Group”. In the three-class latent model, students are labeled as the “Moderate or Passive Leader Group”, the “Strong Leader or Influential Group”, and the “Avoidant or Leadership-Uncomfortable Group”. In both models, it is one of the striking findings that Cambodian students are in the low leadership profile, and Peruvian students are in the high leadership profile.

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