The adolescent stage is important stage in which parental attitudes and parental attachment style may affect each other. In this study, the university students were comparatively analyzed in terms of their perceptions about their mother and father attitudes and their parental attachment styles. The relationship between parent and adolescent may determine the parental attachment style. The sample of the study consists of 214 female and 187 male students from the Gazi University. In order to measure children’s perceptions of their mother and father attitudes as well as children’s demographic information, the researchers were prepared the ‘Personal Information Form’ and were implemented into the classroom settings. In addition, in order to measure attachment styles, the ‘Inventory of Parent and Peer Attachment Short Version (IPPA-S) were used. The Parental Attitude Scale (PSC) was filled out by the participants in order to determine the adolescents’ perceptions about their mothers and fathers attitudes. Data of the survey were analyzed with SPSS 20. Descriptive statistics, t-test and one-way ANOVA were used. Results of the study show that there is a statistically significant difference between the adolescent perceptions of maternal and paternal style and parental attachment styles. It is concluded that the authoritative parenting style has more secure attachment than other three parenting styles. Key Words: Adolescents, Parental Attitudes, Attachment, Perception,

Yalnızlık olgusu, ait olma ile yakından ilişkilidir. Ekonomik, sosyal ve psikolojik açılardan ait olma hissini yaşayamayan ergenler, yalnızlıkla karşı karşıya gelmektedir. Pek çok farklı etken yalnızlığa neden olmaktadır. Fakat anne baba tutumlarının baskın etkisi göz ardı edilemez niteliktedir. Anne-baba desteğinden yoksun olan ergen kaygı, korku ve yalnızlık duygusu yaşayabilmektedir Anne ve babaların çocuklarına karşı tutumları; bireyler üzerinde uzun veya kısa süreli, olumlu veya olumsuz etkiler oluşturmaktadır. Bu araştırmada, lise öğrencilerinin anne baba tutum algılarına göre yalnızlık düzeylerinin farklı değişkenlerle incelenmesi amaçlanmıştır. Araştırma, İzmir ili Karşıyaka ilçesindeki devlet liseler arasından tesadüfi örnekleme yöntemi kullanılarak belirlenen okullarda ve çalışmanın amacı açıklanan 585 ergen üzerinde yürütülmüştür. Veri toplama araçlarını; öğrencilere çevresi ve ebeveynleriyle ilgili soruların yer aldığı kişisel bilgi formu, öğrencilerin ebeveynlerinin tutumlarını nasıl algıladıklarını değerlendirmeye yönelik anne baba tutum ölçeği ve lise öğrencilerinin algılanan yalnızlık düzeylerini belirlemek amacıyla kullanılan UCLA Yalnızlık Envanteri oluşturmaktadır. Öğrencilere ölçekler uygulandıktan sonra elde edilen veriler SPSS 23 Windows paket programı kullanılarak uygun istatiksel tekniklerle analiz edilmiş ve tablolar yardımıyla yorumlanmıştır. Analiz sonuçlarından lise öğrencilerinin yalnızlık düzeyleri ve yaş, cinsiyet, sosyoekonomik düzey gibi çevresel değişkenler ile algılanan anne baba tutumları arasında istatiksel olarak anlamlı ilişkiler olduğu belirlenmiştir. Anahtar Kelimeler: Yalnızlık, ergenlik, anne baba tutumu. Abstract Th e sense of loneliness is related with the sense of belonging. Th e students without sense of belonging in terms of economical, social, and psychological factors are facing loneliness. Many diff erent factors may cause loneliness. But the dominant infl uences of parental attitudes is irreplaceable.. Th e adolecent, that is deprived of parent support, suff ers from anxiety, fear and loneliness. Parental attitudes toward the children may produce long-term or short-term positive or negative eff ects on the individuals. In this study, it was aimed to examine the loneliness levels of hıgh school students according to their parents’ attitude perceptions with diff erent variables. Th e study was carried out among 585 adolescents that was determined by random sampling in the high schools at the province of karşıyaka, izmir and explained the purpose of the study. Th e data collection tools include a personal information form in which students are asked to answer the questions about their environment and their parents as well as parental attitude scale to measure how students perceive their parents’ attitudes, and the UCLA loneliness ınventory used to determine the perceived loneliness levels of hıgh school students. Aft er the scales were applied to the students, the obtained results were evaluated. Th e data were analyzed with the appropriate statistical techniques using spss 23 windows package program and interpreted with the help of tables. Th e results of the analysis indicated that the loneliness levels of hıgh school students and the environmental variables such as age, sex, socioeconomic level and the perceived parental attitudes were statistically significant. Keywords: Loneliness, adolescents, parenting style.

The primary objective of this paper is to investigate the impact of mentoring on organizational commitment and job satisfaction of accounting-finance academicians employed in Turkey. Survey method is utilized in order to reach this goal and questionnaires are distributed to test the effect of mentoring on Turkish accounting-finance scholars’ organizational commitment and job satisfaction. This paper contributes to the literature by pointing out the relationship among mentoring, organizational commitment and job satisfaction, which in turn leads to more efficient mentoring management and necessary measures in Turkish accounting-finance community.

Organizational commitment and ethical leadership practices are regarded as crucial in the process of achieving organizational goals in modern organizational structures and as variables that need to be enhanced within administrative policies of organizations. According to literature, the Machiavellian characteristics of the employees typically stand out as an unwanted phenomenon in organizations. The objective of this study is to examine the relationship between Machiavellianism, organizational commitment and ethical leadership in universities. A questionnaire was conducted on 385 academic staff serving in universities around Turkey and frequency, t-test, ANOVA and regression methods were utilized in the analysis of the research data. According to research findings, a positive relationship was found between the continuance commitment and normative commitment which are among sub-dimensions of organizational commitment and Machiavellianism tendency. It was observed that ethical leadership was positively related to all sub-dimensions of organizational commitment, that is, ethical leadership behaviors were an important determinant in terms of organizational commitment. No relation was found between the tendency of Machiavellianism and ethical leadership behaviors.

The purpose of this qualitative case study is to investigate the common issues and factors associated with organizational identity from the viewpoint of faculty members employed during the 2011-2012 academic year in the Faculty of Education at Mersin University in Mersin, Turkey. The sample of this study consisted of 14 faculty members, including professors, associate professors, and assistant professors from the Faculty of Education. The data was gathered by utilizing the semi-structured interview method, which consisted of 16 interview questions developed by the researcher. The data, collected from interviews, was content-analyzed by identifying, coding, and categorizing the primary patterns of the data. Analysis of the data revealed that there are a number of common issues and factors associated with the organizational identity of faculty members. As a result of the analysis, three main categories and a number of sub-categories emerged: Identity-related issues, identityrelevant outcomes and administrative issues. Considering these results, it may be proposed that the interviewed faculty members do not identify themselves with their faculty or sub-group of the faculty but rather as discrete individuals who as a whole comprise the faculty organization. Keywords Administrative Issues, Alienation, Faculty Members, Identity-related Issues, Identity-related Outcomes, Organizational Commitment, Organizational Identity, Organizational Image.

organizational socialization and commitment

European Union (EU) framework programs aim to produce innovation by supporting various scientific projects and research and development (R & D) activities. These programs are one of the key policy tools used to enable the European Union to have a more innovative and sustainable growth paradigm. Through research projects funded by the framework programs, the aim is to produce scientific knowledge, support innovation, increase patent production and promote economic growth across the EU and in partner countries. The last framework program formed for 7-years of plans is the Horizon 2020 program, which is in effect between 2014 and 2020. With this program, a budget of around 80 billion Euros has been allocated to be spent in R & D and innovation activities and is a significant contribution to European research and development expenditure. In addition to financially supporting scientific and technological activities, it is aimed to develop international cooperation between research institutions, universities and private firms with these programs. Research and development activities funded by the framework programs put forward innovative outputs throughout the European Union. In this process, important duties fall to higher education institutions. According to the reports prepared by the European Commission, higher education institutions contribute around 70% to research and development projects funded by framework programs. The implemented R & D projects reveal new products, processes or services. In the process of realization of the projects, higher education institutions cooperate with SMEs, large companies and public institutes. With the funded projects, innovative outputs are aimed to create an effective potential, to be exported to the market and to gain commercial value. In this process, stakeholders are expected to meet different requirements and have different roles. It is understood that, in the process of realizing the projects, the higher education institutions are more engaged in the process of making needs analyses, reporting, researching and preparing the final requirements before being put into the market and private companies are busy with commercialization of the innovation, market formation and spreading in the market. Therefore, it can be argued that innovations emerged after EU-funded projects are always products of solidarity. Universities' collaborations with the private sector and industry have an important role in innovation production in information economies. Because higher education institutions are the actors possessing all the necessary scientific skills to be provided to other stakeholders in the process of innovation production. In this study, the extent to which higher education institutions contribute to the projects funded by framework programs throughout the European Union is discussed. The study was developed mainly as interpretation of secondary data and evaluation of available resources.