WoS İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/8653
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Article Navigating Fear and Recklessness: Lawyers’ Perspectives on Courageous Client Behaviours in the Rights-Seeking Process(Routledge Journals, Taylor & Francis Ltd, 2026) Sert, Ozgur; Kılıç, Tamer; Mert, Ibrahim Sani; Bayramoğlu, GökbenCourage is often central to rights seeking. Drawing on Aristotelian virtue ethics and socio-psychological perspectives, this qualitative study examines how Turkish lawyers interpret and manage clients' courage, from cowardice to recklessness, during litigation. Semi-structured written interviews with 46 practising lawyers were analysed thematically in MAXQDA24. Participants largely saw courage as pivotal to sustaining claims, especially when supported by education, financial resources, and robust social ties. Social pressure and reputational risks frequently dampened courage, prompting early withdrawal. Lawyers portrayed cowardly clients as anxious and hesitant, courageous clients as calibrated risk-takers, and reckless clients as bold but imprudent, and tailored their guidance, accordingly, offering reassurance, structure, or caution. Situating these dynamics within Turkiye's collectivist, high-uncertainty-avoidant context, the study advances cross-cultural legal psychology and highlights the value of emotional intelligence and mental health awareness in legal practice.Article Exploring undefinedIundefined in Research: Reflexivity through a Lacanian Lens(Routledge Journals, Taylor & Francis Ltd, 2026) Canbolat, FaziletThis article explores reflexivity through a Lacanian lens, emphasizing the divided nature of the subject and the role of the unconscious in shaping reflexive practices. It examines the limitations of traditional definitions of reflexivity, which often focus on the self or ego, and offers a Lacanian perspective centered on the subject and the Borromean knot. By highlighting the roles of academic norms and expectations, language, ideal images, and unconscious forces, the article argues that reflexivity involves not only a dynamic negotiation between the researcher's subjectivity and academic structures but also the interplay of the imaginary, symbolic, and real dimensions of subjectivity. It also emphasizes how language exposes the often-overlooked real dimension within reflexivity.Article Researcher as an Enigmatic Object in a Fieldwork on Addiction: Positionality within the Lacanian Context(Routledge Journals, Taylor & Francis Ltd, 2026) Canbolat, FaziletHow can positionality be understood beyond ego-based notions of identity? This article addresses this question by using Parker's Lacanian Discourse Analysis to explore positionality at the level of the subject, rather than the coherent researcher-self often assumed in reflexive accounts. The analysis draws on a text authored by the researcher that does not merely document interactions with gatekeepers during a one-year postdoctoral study on addiction among immigrants, but also incorporates the researcher's own reflexive statements, ethical and methodological considerations, and theoretical interpretations; accordingly, the researcher is treated as the sole participant. This type of analysis demonstrates how Lacanian Discourse Analysis enables an investigation of positionality that foregrounds division, misrecognition, and the influence of social and academic discourses, rather than personal identity alone. From a post-structuralist perspective, the article evaluates reflexivity and positionality as fluid, recursive, and contingent processes, arguing that reflexive writing necessarily stages the limits of self-knowledge rather than resolving them.Article Dispossessed Homes: Remembering Cyprus in the Aftermath of Conflict(Routledge Journals, Taylor & Francis Ltd, 2025) Pancaroglu, Seda BaharThis paper will interrogate the reconfiguration of "home" in the context of the Cyprus conflict, as depicted in Christy Lefteri's novel A Watermelon, a Fish, and a Bible. The long history of ethnic and political tensions between the Greek Cypriot and Turkish Cypriot communities escalated with political instability and reached its peak in 1974. Set during the heated midst of the 1974 conflict, Lefteri's novel offers multiple meanings of home through shifting focalisation. This study combines focalisation from narratology with Henri Lefebvre's the Production of Space, enriched by theories surrounding the notion of home. This analytical framework enables a comprehensive exploration of how narrative perspectives both shape and reflect the phenomenology of space in literature, particularly within conflict zones. This approach is particularly relevant for analysing divided or contested geographies, such as Cyprus in Christy Lefteri's A Watermelon, a Fish, and a Bible. By examining how characters perceive and navigate their surroundings, the analysis will reveal how "home", once seen as secure, familiar, or sacred, is redefined by conflict and how new meanings emerge in moments of crisis. It also highlights the dialogic nature of spatial experience in literature, where multiple perspectives on space can coexist, clash, and influence each other, reflecting the complexity of lived experience in a divided realm.Review Representation and Identity From Versailles To the Present(Routledge Journals, Taylor & Francis Ltd, 2011) Karadeli, Sedat Cem; Karadeli, Cem; Siyaset Bilimi ve Uluslararası İlişkilerReview Enlightenment in the Colony: the Jewish Question and the Crisis of Postcolonial Culture(Routledge Journals, Taylor & Francis Ltd, 2011) Karadeli, Sedat Cem; Karadeli, Cem; Siyaset Bilimi ve Uluslararası İlişkilerArticle Citation - WoS: 4Citation - Scopus: 3The Effect of Integrative Prequestions on Learning From Text: an Eye-Tracking Study(Routledge Journals, Taylor & Francis Ltd, 2024) Bostan, Esra; Ozcelik, ErolAsking questions before studying (i.e., prequestions) is an effective strategy for learning, but there is not enough evidence demonstrating how integrative prequestions lead to a general benefit of learning. Considering this need, this study aimed to reveal the underlying cognitive processes contributing to this learning benefit using eye movement measurements. This study included 24 adults aged 18-35. Half of the participants were randomly selected to answer integrative questions before reading the passage (Prequestion Group). The other half did not receive prequestions before reading (Control Group). The results show that answering integrative questions before reading enhances the learning of both prequestioned and non-prequestioned sentences. Eye movement data demonstrates that the Prequestion Group exhibited increased attention, with a greater fixation number and longer complete fixation time on prequestioned sentences than the Control Group, and they also displayed more gaze transitions between these sentences during reading due to combining information related to prequestions. Interestingly, the Prequestion Group achieved higher post-test scores on non-prequestioned sentences, even though they paid less attention to these items than the Control Group. These findings suggest that integrative prequestioning can be used as an active learning strategy for students to foster deeper cognitive processes through the integration of information.Article Citation - WoS: 3Citation - Scopus: 4Your Need for Cognition, Cognitive Flexibility, and Cognitive Emotion Regulation Strategies Matter! the Path Beyond a Satisfied Life(Routledge Journals, Taylor & Francis Ltd, 2024) Kaynak, Hande; Nazligul, Merve Denizci; Cengil, Betul Beyza; Denizci Nazlıgül, MerveThis study explored the associations among cognitive flexibility, cognitive emotion regulation (CER) strategies, need for cognition, and life satisfaction, which represents a cognitive component of subjective well-being. Previous studies have shown the importance of adaptive CER strategies for well-being, while maladaptive strategies have been linked to negative outcomes such as psychological distress, depression, and anxiety. Additionally, the need for cognition has been associated with cognitive flexibility and positive outcomes in various domains. However, the specific roles of cognitive flexibility and CER strategies in the relationship between need for cognition and life satisfaction remain relatively unexplored in the existing literature. This study aimed to address this gap by investigating how cognitive flexibility and different CER strategies contribute to the relationship between need for cognition and life satisfaction in a non-clinical sample of 239 adults via a survey consisting of a demographic information form, need for cognition scale, cognitive flexibility inventory, cognitive emotion regulation questionnaire, and satisfaction with life scale. The results demonstrated that when individuals with a high need for cognition had cognitive flexibility, they were more likely to use adaptive cognitive emotion regulation strategies, resulting in elevated life satisfaction. The findings of this study may provide insights into the underlying mechanisms that influence individuals' cognitive processes, cognitive emotional regulation, and overall life satisfaction. Such understanding can have implications for interventions aimed at enhancing cognitive flexibility, promoting adaptive CER strategies, and ultimately fostering improved life satisfaction.Article Comparative Literature in the Turkish Context: Past, Present and Possible Trajectories(Routledge Journals, Taylor & Francis Ltd, 2024) Kirca, Mustafa; Baktir, H.This article aims to offer a concise analysis and evaluation of the historical trajectory and the current state of comparative literature in Turkey with a particular focus on its interdisciplinary nature. Additionally, it seeks to explore the development of comparative literature and translation studies in the Turkish context, aiming to reassess the seemingly close relationship between these adjacent fields within the context of Turkish literature, which can, we believe, encourage border-crossings in comparative and translation studies and open a space for newfangled approaches in comparative studies of translated literature. 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The impact of economic disadvantage on these courses has not been fully explored despite several studies. This study aimed to investigate the impact of country's income level on the success of 3,523,692 learners from 204 countries enrolled in 174 MITx MOOCs. The countries were classified as low- and lower-middle-income (L&LM) or high- and upper-middle-income (H&UM). A structural equation modelling with multigroup analysis conducted. The findings revealed that learners in the L&LM group performed better academically. Completion rates were 66% for L&LM and 25% for H&UM, and certification rates were 95% for L&LM and 99% for H&UM. This shows that L&LM learners may be more motivated because they believe MOOCs might help their careers. These results are essential for creating MOOCs that fit diverse learner demographics.