Biomedical subjects

E Olcay Imamoğlu

Publications and source records attributed to E Olcay Imamoğlu.

3 recordsLinked to original sources

PubMed2006

Relationship between general and context-specific attachment orientations in a Turkish sample.

The authors explored the relationship between general and context-specific attachment orientations involving family, peer, and romantic contexts. Participants were 110 Turkish university students (50 men, 60 women). The authors used the Turkish form of K. Bartholomew and L. M. Horowitz's (1991) Relationship Questionnaire (RQ) to measure participants' general and specific attachment orientations. Using 5-point Likert-type scales, participants specified the degree to which each of the 4 descriptions of RQ (i.e., of secure, preoccupied, dismissing, and fearful orientations) represented (a) how they generally felt in close relationships; and then how they felt in their (b) family relationships, (c) romantic relationships, and (d) peer relationships. The present results indicated that participants who were generally high rather than low on a particular attachment orientation tended to be so across the 3 contexts, thereby supporting the trait-like conceptualization of attachment styles. However, the present results also supported conceptualization of attachment orientations as specific context-related tendencies because regardless of their general orientations, participants reported feeling relatively more secure in some relationships (e.g., family) than in others (e.g., romantic). The authors discussed the present results as supporting (a) the coexistence of both general and specific attachment orientations in the cognitive system and (b) the cross-cultural validity of attachment orientations.

Adolescent↗

PubMed2004

Self-construals and values in different cultural and socioeconomic contexts.

In this study the authors investigated (a) how individuational and relational self-orientations, as well as self-directed and other-directed values, are related to one another, and (b) how these self- and value orientations differ across 2 cultural (i.e., 422 Turkish and 441 American university students) and 2 socioeconomic status (SES) groups (i.e., 186 lower SES and 167 upper SES Turkish high school students). Across cross-cultural and SES groups, individuational and relational self-orientations appeared to be not opposite but distinct orientations, as predicted by the Balanced Integration-Differentiation (BID) model (E. O. Imamoglu, 2003). Furthermore, both Turkish and American students with similar self-construal types, as suggested by the BID model, showed similar value orientations, pointing to both cross-cultural similarities and within-cultural diversity. Individuational and relational self-orientations showed weak to moderate associations with the respective value domains of self-directedness and other-directedness, which seemed to represent separate but somewhat positively correlated orientations. In both cross-cultural and SES groups, students tended to be high in both relational and individuational self-orientations; those trends were particularly strong among the Turkish and American women compared with men and among the upper SES Turkish adolescents compared with lower SES adolescents. Results are discussed as contesting the assumptions that regard the individuational and relational orientations as opposites and as supporting the search for invariant aspects of psychological functioning across contexts.

Adult↗

PubMed2002

Value domains of Turkish adults and university students.

The authors identified the basic dimensions of contemporary values among Turkish university students and adults and explored gender and group (adults vs. students) differences in the importance attributed to particular value types. The authors administered a composite value survey to 101 students from different departments of Middle East Technical University and 101 adults from different parts of Ankara. Factor analysis yielded 5 value domains: self-enhancement, tradition-religiosity, universalism, benevolence, and normative patterning, supporting S. H. Schwartz's (1992) motivational value dimensions. Compared with the students, the adults attributed more importance to the tradition-religiosity, normative patterning, and benevolence domains. Gender similarities were more important than gender differences. The results are discussed with reference to the studies of values in the literature and prevalent social change in the social structure of Turkish society.

Adolescent↗