The purpose of this study is to analyze the relationship between the attitudes of Secondary School students in Simav district of the city of Kütahya towards the Physical Training and Sports lesson and their responsibility behavior in learning process. A total of 315 (135 female and 180 male) students having their education in the 6th, 7th and 8th grades at Hisar Bey, Nasa and Imam Hatip Secondary Schools in Simav attended our study. In order to measure students’ attitudes, “The Scale for Second-Level Primary School Students’ Attitude towards Physical Training Lesson and the Scale for Responsibility in Learning Process” has been developed and used. The scale is comprised of three parts. The first part is composed of 11 items regarding personal information, the second part of a 20-item 5-point likert scale regarding the attitudes towards physical training lesson and the third part of a 35-item 5-point likert scale regarding students’ responsibilities in learning process. When the total score of attitudes and behavior towards physical training and sports lesson and the total score of the responsibility in learning process are compared with respect to gender, a statistically significant difference (p<0.05) has been found in favor of female students. It has been observed that the female students’ attitudes and behavior towards physical training and sports lesson and their responsibility in the learning process are higher than the male students.Female students are in a better condition than the male students with a significant difference with respect to the levels of attitude towards physical training and sports lesson and learning responsibility.

The aim of this study is to examine the role of levels of depression, happiness and psychological well-being as an mediator role marriage duration in predicting marital satisfaction. Therefore, in this study, Oxford Happiness Questionnaire, CES-Depression Scale, Psychological Well-Being Scale and Marital Satisfaction Scale were applied to 202 women and 202 men, between the ages of 19 and 67 (mean=37,20, s=±9,134). Multiple Regression Analysis was used between the total score of the scales and duration before marriage and marital duration and the total score of marital satisfaction. The principal findings of these analyses are that the total score of Oxford Happiness Scale, and the total score of Psychological Well-Being and duration before marriage predicted the total score of the Marital Satisfaction Scale. The results of this study support the view that happiness, psychological well-being and duration before marriage them are some of the most important component of marital satisfaction.

Respect for differences in educational environments is no longer an option and has become a necessity. Therefore, it is important to develop a multicultural understanding in which differences are taken into consideration in educational environments. School counselors play an important role in the creation of a school climate that respects differences. Further, respect of differences level of psychological counselors should be high in order to provide effective psychological counseling services to students with different characteristics and be a role model for their peers. For this reason, it is necessary to improve the level of respect for differences of psychological counselors in the undergraduate education process. The aim of this study was to investigate the effect of the practices in Field Practice course which psychological counselor candidates took on final semester of undergraduate education on their respect of difference level and a mixed research model was employed in this study. The one-group pretest-posttest model which is a type of quasi-experimental designs was used in the quantitative dimension of the study and the experimental group was composed of 40 psychological counselor candidates. The Respect of Difference Scale and a Form of Opinions about Field Practice were used to collect the data. A paired sample t-test was used to evaluate the mean difference between the pretest which was applied before taking the Field Practice course and posttest which was applied after taking the Field Practice course mean respect of difference scores of participants. Results indicated that respect of difference levels of psychological counselor candidates significantly increased after taking the course. The qualitative data obtained from the interviews conducted in order to get information about the practices in the Field Practice course were analyzed using descriptive analysis methods. According to the findings obtained from the opinions of the participants, it was found that the number of types of diversity and the number of diversity-oriented activities are limited at schools with no counselor and schools from low socio-economic areas.