Browsing by Author "Sayil, Melike"

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Citation - WoS: 1
Citation - Scopus: 1
Basic Psychological Needs Satisfaction and Frustration Scale (Bpnsfs): a Turkish Adaptation Study
(Wiley, 2025) Kocak, Aylin; Mouratidis, Athanasios; Christ, Aysenur Alp; Michou, Aikaterini; Sayil, Melike
This two-wave study aimed to adapt the Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS) to the Turkish language and cultural context. At Time 1, participants included 1033 Turkish high school students (Mage = 15.91, SD = 0.36; 41.9% female) from 26 public schools located in Ankara, T & uuml;rkiye. At Time 2, 849 students continued to participate in the study. A series of CFA provided support to the originally proposed six-factor solution of the BPNSFS and its time invariance along a 6-month period. The results also revealed that in addition to the six-factor model, the Multi-Trait, Multi-Method (MTMM) model could also be used in future research. In addition, testing the reliability and validity of the scale, regression analyses showed that satisfaction of the three needs positively predicted life satisfaction and negatively predicted depressive feelings, while an opposite trend was observed for the need frustration. Our findings suggest that the Turkish version of the scale is reliable and carries similar psychometric features to the original version.
Citation - WoS: 6
Citation - Scopus: 6
Procrastination, Perceived Maternal Psychological Control, and Structure in Math Class: the Intervening Role of Academic Self-Concept
(Wiley, 2021) Selçuk, Şule; Kocak, Aylin; Mouratidis, Athanasios; Michou, Aikaterini; Sayil, Melike
Do students procrastinate less when their parents psychologically press them to study? Or do they show procrastination when classroom environment lacks structure? In this study, we aimed to investigate to what extent perceived maternal psychological control and perceived classroom structure in math class relate to adolescents' academic procrastination in math via adolescents' academic self-concept in math. Three hundred fifty-three adolescents (M-age = 16.86 years, SD = 1.35) rated maternal psychological control, structure provided by their math teachers, their own academic self-concept in math, and academic procrastination in math. Results from structural equation model indicated that procrastination in math was positively predicted by achievement-oriented psychological control and negatively by perceived provision of structure by means of academic self-concept in math. Based on the current findings, we provided some suggestions for school counselors and other specialists.