Irrational Beliefs Scale Research Articles

Do parents have exam anxiety, too? The predictive role of irrational beliefs and perfectionism with parental exam anxiety in explaining students’ exam anxiety

Objectives: Exam Anxiety is a condition influenced by both personal and environmental factors as well as cultural, family, and family-related systems. Accordingly, the current study aims at determining the predictive role of parental exam anxiety with irrational beliefs and perfectionism in explaining students’ exam anxiety. Methods: The study included a total of 1006 participants, students (N = 503 (58%) female and (42%) male) and parents (N = 503 (65%) female and (35%) male) of these students. The Test Anxiety Inventory, Exam Anxiety Scale for Parents, The Irrational Beliefs Scale for Adolescence, and Frost Multidimensional Perfectionism Scale were used as data collection instruments for this study. Results: The regression analyses indicated that exam anxiety in students was significantly predicted by the worry sub-dimension of parental exam anxiety, irrational beliefs as well as concern over mistakes, parental criticism, and doubting of actions sub-dimension of perfectionism. Conclusion: The findings are discussed and explained based on the relevant literature.

청소년이 지각한 부모의 갈등과 부적응 행동의 관계에서 비합리적 신념의 매개효과

The purpose of this study was to examine the relationship among parental conflict perceived by adolescents, irrational belief, and maladjustment behavior(internalizing and externalizing problems) and to investigate the mediating effect of irrational belief in the relationship between parental conflict perceived by adolescents and maladjustment behavior. The subjects of this study were 413(203 male, 210 female) students in the first and second grade of three high schools located at M city in Jeonnam province. The parental conflict scale, maladjustment behavior scale, and irrational belief scale were completed. SPSSWIN 27.0 for Windows was used for descriptive statistics and correlation analysis and SPSS Process Macro 4.0 was used for multiple regression analysis and bootstrapping. First, parental conflict perceived by adolescents showed positive correlation with irrational beliefs, internalization problems, and externalization problems, while irrational beliefs showed positive correlation with internalization problems and externalization problems. Second, irrational beliefs had partial mediating effects between parental conflict perceived by adolescents and internalization problems. Third, irrational beliefs had partial mediating effects between parental conflict perceived by adolescents and externalization problems.

Teachers' Irrational Belief Scale: Psychometric Properties of the Greek Version and Measurement Invariance across Genders.

Irrationality refers to human thoughts and beliefs that signify lack of rationality and entail erroneous perceptions about situational, personal, or collective idiosyncrasies, while it is independent of one’s intellectual ability. Irrational beliefs are ubiquitous in all social and cultural groups and attract a special interest in behavioral sciences, where the primary concern is the development of instruments for identifying and measuring them. The present study evaluates the psychometric properties of Greek version of Teachers’ Irrational Belief Scale (TIBS-G), a 25-item self-reported instrument using data collected from 835 participants. The exploratory procedure, implementing scree plot with parallel analysis, demonstrated the dimensionality of four factors, namely: Self-downing (SD), Authoritarianism (A), Demands for Justice (DJ), and Low Frustration Tolerance (LT). The corresponding reliability measures using Cronbach’s alpha and McDonald’s omega were ranged between 0.70 and 0.80. Subsequently, confirmatory factor analysis showed an adequate fit of the measurement model [χ2 = 579.98, df = 183, p < 0.001; CFI = 0.960; TLI = 0.956; RMSEA = 0.051]. In addition, measurement invariance was performed, which demonstrated differences between genders. Finally, discussion on the importance of irrational beliefs and the possible implementation of the TIBS instrument in educational research is provided.

The Impact of Chinese College Students' Perceived Stress on Anxiety During the COVID-19 Epidemic: The Mediating Role of Irrational Beliefs.

Objective: To explore the underlying mechanism of the impact of perceived stress on anxiety of the Chinese college students during the COVID-19 epidemic.Methods: The Perceived Stress Scale, Irrational Belief Scale, and General Anxiety Scale were adopted in the current study. College students were randomly selected for online questionnaire survey. There were 1,598 valid questionnaires, and the proportion of women was 47.81%.Results: The perceived stress and anxiety, as well as the three dimensions of irrational beliefs (catastrophizing, low frustration tolerance, and depreciation) were significantly positively correlated; demandingness was not significantly correlated with anxiety. Further analysis found that the perceived stress had a significant positive predictive effect on the anxiety of college students. Catastrophizing, low frustration tolerance, and depreciation played part of the mediating role, and there was no significant difference in the strength of these mediating roles.Conclusion: The perceived stress of the COVID-19 epidemic had a positive effect on the anxiety of Chinese college students, this was partly mediated by irrational beliefs.

The Level of Prevalence of Irrational Beliefs among Drug Addicts in Jordan

The study aimed to discover the prevalence of irrational beliefs among drug addicts in Jordan and find out the difference in the level of prevalence of these beliefs among them according to their educational qualifications and ages. And to achieve this, the descriptive survey approach was used, and the questionnaire was used as a tool to collect data. The study sample consisted of (103) addicts in Amman, who were chosen using the available sample method, and the data were collected using the irrational beliefs scale prepared by Ellis and translated (Al-Rihani, 1985). The results showed the prevalence of irrational beliefs among drug addicts in Jordan, at high levels in general, and a mean of (2.36). The results also showed that there are statistically significant differences at the level of (α ≤ 0.05) on the scale of irrational beliefs and the areas (Cruel blaming of oneself and others, excessive anxiety, dependence, feeling helpless, and the importance of past experiences) attributed to the educational qualification variable. In contrast, there were no statistically significant differences on the scale of irrational beliefs and in all domains due to the age variable. The study recommended focusing on cognitive rebuilding in drug addicts to modify their irrational convictions and prepare treatment programs based on the theory of rational, emotional therapy to help specialists identify irrational beliefs and work to remove them in addicts.

Irrational career beliefs in agricultural education students, demographics, impacts, and rational career education intervention.

Background:Studies have shown that a good number of students admitted into Agricultural Science Education program in Nigerian universities exhibit irrational career interest which affects their perceptions, feelings, and academic behaviors. This study, therefore, explored the effect of rational emotive career education on irrational career beliefs among students enrolled in agricultural education program in federal universities in Enugu state. Three null hypotheses guided the study.Method:Of the population (N = 79 students) targeted for the study and who underwent a screening exercise, 61 students were recruited as participants/sample size for the study. Sequence allocation software was used to assign 31 students into experimental groups and 30 into waitlisted control group. Participants in the intervention group received a rational emotive career education program that lasted for 12 sessions while those in waitlisted group did not receive the intervention. The participants in both groups were assessed at three points (Time 1, Time 2, and Time 3) using rational and irrational belief scale. A repeated measure (ANOVA) and partial eta square statistical tools were used to analyze the data collected.Result:This study result showed that rational emotive career education significantly reduced irrational career beliefs among students enrolled in Agricultural Science Education program exposed to intervention group compared to those in waitlisted control group. It also showed that there was time × group interaction for irrational career beliefs. The follow-up assessment indicated that the efficacy of rational emotive career education was sustained overtime.Conclusion:This study concluded that rational emotive career education is beneficial in reducing irrational career beliefs of university students enrolled in Agricultural Science Education program. Recommendations were also made in line with the results.

Rational emotional behavior: How to reduce irrational beliefs in victims post-natural disasters

Natural disasters that occur over a long period of time and the level of damage that occurs often affect the psychological condition of the individual causing individuals to experience traumatic experiences that are hard to forget. Traumatic experiences experienced as a result of natural disasters also influence one's view of the natural disaster itself. Some people may have rational views while others have irrational views. This irrational view often makes individuals feel even more traumatized by the bad experiences they have experienced. Therefore, this study aims to examine the effectiveness of rational emotive behaviour counselling in reducing irrational beliefs experienced by people experiencing natural disasters. The research method used was quantitative with an experimental design. The research subjects were earthquake victims in Tomara Village, South Halmahera Regency who had irrational beliefs in the high category based on the results of filling in data from the irrational belief scale. The results showed that rational emotive behaviour therapy counselling was effective in reducing irrational beliefs experienced by people experiencing natural disasters.

Investigation of the Relationships between Perceived Marital Conflict, Parents’ Irrational Beliefs, Anxiety and Children’s Automatic Thoughts, Problem Solving Skills, and Children’s Anxiety and Aggression

In this study, it was examined whether the anxiety and aggression observed in children were predicted by the irrational beliefs and anxieties of the parents, the marital conflict perceived by the children, automatic thoughts and problem solving skills. The study group is comprised of 304 elementary school fourth-grade students (170 females and 134 males) attending a state school located in the city of İzmir, Turkey, during the 2016-2017 academic school year. Additionally, the study group includes the students’ parents ( n = 608), making a total of 912 participants. Within the context of the study, the “Trait Anxiety Scale” and “Parent Irrational Beliefs Scale” were administered to the parents, and the “Children’s Perception of Marital Conflict Scale,” “Problem Solving Inventory for Children,” “Children’s Automatic Thoughts Scale,” “Trait Anxiety Inventory for Children,” and “Little Aggression Scale” were administered to the students. The analyses conducted in the current study have revealed that except for the variables of father’s trait anxiety and mother’s irrational beliefs, the other variables have a significant contribution to the model; that father’s irrational beliefs, marital conflict perceived by children, children’s automatic thoughts and problem-solving skills significantly predicted anxiety in children, and that 55% of the total variance was explained. Moreover, the children’s problem-solving skills and automatic thoughts were found to explain 27% of the total variance in aggression in children. On the other hand, mother’s trait anxiety, father’s irrational beliefs, and perceived marital conflict were found to have no role in the prediction of children’s aggressive behaviors. The findings obtained as a result of the research are discussed according to the relevant literature within the scope of the Ecological Model, and suggestions are made for future research.

The effect of rational-emotive education on irrational thinking, subjective wellbeing and self-efficacy of typically developing students and social acceptance of disabled students.

This study aimed to assess the effects of rational-emotive education on the rational thinking, subjective well-being and self-efficacy of typical students and their levels of social acceptance of disabled students in mainstream classrooms. Rational-emotive education exercises can be important for eliminating typical students' problem behaviours, such as poor acceptance of disabled classmates, in mainstream classrooms. The study was conducted between 25 October 2017 and 17 January 2018 at two middle schools located in Ankara, Turkey. A quasi-experimental design and nonequivalent control group were used. The research sample consisted of 212 typical students and 16 disabled students from the middle schools. A socio-demographic questionnaire and the Irrational Beliefs Scale for Adolescents, Adolescent Subjective Well-being Scale, General Self-Efficacy Scale and Social Acceptance Scale were used to collect data. Students in the intervention group participated in a 12-week rational-emotive education programme. The results showed that, for the students who took part in the rational emotive-education programme, there was a significant increase in subjective well-being, self-efficacy and social acceptance of peers with special needs, and a significant reduction in irrational beliefs, compared to those in the control group (p < 0.001). Social Validity Questionnaire, which was completed by the parents of the students with special needs to assess the social validity and the effects of the intervention, indicated that the rational-emotive education programme provided a positive classroom atmosphere, which positively affected the disabled students. The study results supported previous findings on rational-emotive education, which has been adopted in Turkey and in the world as a humanistic approach. Rational-emotive education can be used in mental and school health nursing to increase social acceptance of the disabled students, and to eliminate their social-emotional problems, and to create a positive classroom atmosphere for all students.

Irrational Happiness Beliefs Scale: Development and Initial Validation

This study sought to develop a new scale of irrational happiness beliefs (IHB) and test its reliability and validity across two British samples. The participants were subjected to a series of happiness, rationality, irrationality, and subjective and psychological well-being measures. The exploratory (n = 207) and confirmatory factor analyses (n = 157) suggested that the IHB scale was unidimensional with three items demonstrating a good internal consistency reliability estimate. The IHB also showed significant positive correlations with measures of valuing happiness, negative affect, perceived stress and irrational thinking, and that significant negative correlations with measures of satisfaction with life, subjective happiness, positive affect, psychological well-being, and rational thinking. Additionally, the IHB scale was found to be discriminated from the valuing happiness measure. The results thus suggest that the IHB is a valid and reliable measure that can be used to assess one’s irrational happiness beliefs and that can readily be placed within wider psychology by contributing to individual well-being.

Izvori profesionalnog stresa i iracionalna uverenja kao prediktori mentalnog zdravlja nastavnika tokom COVID-19 pandemije

Education worldwide has been strongly affected by the COVID-19 pandemic. Given the previous evidence that teachers' wellbeing is under a tremendous negative influence of major societal disruptions, this kind of sudden overturn of the routines and practices that were in place for decades could have detrimental effects on teachers' mental health. In the present study, we are interested in examining specific occupational stressors and irrational cognitions as potential contributors to distress, depression, and anxiety among teachers, following enormous lockdown-induced changes in the educational system. The basic theoretical framework in the research is Rational-Emotive and Cognitive-Behavioural Therapy (RE &amp; CBT), according to which irrational beliefs have a critical contribution in generating and maintaining dysfunctional emotional reactions. Data were collected from 104 primary school teachers (88% female, age M= 41.39, SD=9.10) during the first wave of COVID-19, from the beginning of lockdown in March until its end in May 2020. We administered the adapted version of the Sources of stress at work questionnaire (IRS), the Teacher Irrational Beliefs Scale (TIBS) and the Depression, Anxiety and Stress Scale (DASS21). The questionnaires were distributed electronically by professional associates in schools since classes were conducted online at the time. The results of the hierarchical regression analysis suggest that, when it comes to experiencing stress due to changes in working and living conditions, both the COVID-19 related sources of stress (b=.32, p&lt;.005) and irrational cognitions (b=.25, p&lt;.01) have an independent and significant contribution. However, irrational cognitions only play a significant role in experiencing anxiety (b=.33, p&lt;.005) and depression (b=.36, p&lt;.005).

Correlation between Cognitive Distortions and Social Phobia Symptom Levels of Students in First Adolescence Period

Bu araştırmada, ilk ergenlik dönemi (12-14 yaş) öğrencilerinde bilişsel çarpıtma düzeyi ile sosyal fobi belirti düzeyleri arasındaki ilişki ve bu düzeyleri etkileyen faktörler incelenmiştir. Adana il merkezinde eğitim alan ve basit tesadüfi örnekleme yöntemi ile araştırmaya alınan ortaokul düzeyindeki toplam 591 öğrenciden 257’si erkek, 334’ü kızdır. Tarama modelinde yapılan bu araştırmada, ölçme araçları olarak, “Ergenler İçin Mantık dışı İnançlar Ölçeği (EMİÖ)” ve “Çapa Çocuk ve Ergenler Sosyal Fobi Ölçeği (ÇESFÖ)” kullanılmıştır. Ulaşılan bulgular incelendiğinde, EMİÖ puanları arttıkça ÇESFÖ puanlarının da arttığı görülmüştür (r=0.66). Başarı odaklı olma puanı (mantık dışı inançlar alt ölçeği) arttıkça sosyal fobi ölçeği puanlarının arttığı görülmüştür. Mantık dışı inanç düzeyleri azaldıkça öğrenci ortalama başarı düzeyi yükseldiği görülmüştür. Anne baba tutumlarını ilgisiz olarak tanımlayan öğrencilerin ÇESFÖ puanlarının arttığı görülmüştür. Araştırmadan ulaşılan sonuçlar; mantık dışı inanç düzeyinin yüksek olmasının sosyal fobi belirti düzeyinin de yüksek olmasına neden olabileceğini düşündürmektedir. Öğrencilerin ders başarısı, aile yapısı gibi faktörlerin mantık dışı inançlar düzeyi ve sosyal kaygı düzeyleri üzerinde etkili olduğu anlaşılmıştır.

Moral Disengagement, Attitudes Towards Violence and Irrational Beliefs as Predictors of Bullying Cognition in Adolescence

Considering the causes of bullying behavior, the situations caused by it and its impact area, the formation of bullying in the cognitive dimension draws attention. In this context, examination of thoughts or cognition about bullying becomes an important element in explaining bullying. In this study, it is aimed to examine moral disengagement tendencies, attitudes towards violence and irrational beliefs as predictors of bullying cognition of adolescents between the ages of 15-18. Study group consisted of 369 individuals, 197 females and 172 males. Bullying Cognition Scale, Moral Disengagement Scale, Attitude Towards Violence Scale and Irrational Beliefs Scale for adolescents were applied to participants. The data obtained were tested by hierarchical regression analysis. Moral disengagement tendency, attitudes towards violence and irrational beliefs (demands for success and for comfort sub-dimensions) predicted cognition about bullying significantly. It was determined as a result of hierarchical regression analysis that these variables predicted bullying cognition both separately and together. At the end of the study, suggestions for the studies to be carried out for bullying, which would be handled within the scope of cognitive structure, were presented.

The Effect of Test Anxiety Psychoeducation Program on Test Anxiety and Irrational Beliefs

This study aims to examine the effect of test anxiety psychoeducation program on test anxiety and irrational beliefs. In the study, a semi-experimental pattern with pretest and posttest control group was used, and 13 subjects were included in the experimental group, and in the control group who are 8 th graders. In the data collection, the Test Anxiety Inventory and the Irrational Beliefs Scale were adopted. Ten weeks of test anxiety education was applied to the experimental group. No application was made with the control group. Mann-Whitney U test were used in independent groups in the analysis of the data gathered from 8 th grade students. Research findings showed that test anxiety education has a significant effect on the reduction of test anxiety and irrational belief scores of students in the experimental group. Based on research findings interpretations were made and suggestions on application and research were developed. Based on the findings of the research, the students who experienced the test anxiety intensely were identified and the implementation of the psychoeducation program to cope with the test anxiety was recommended to guidance teachers.

Irrational Beliefs and Mental Health among Malaysian Secondary School Teachers

This study aims to investigate the association between irrational beliefs and mental health among secondary school teachers in Malaysia. A total number of 82 secondary school teachers have participated in this study. Descriptive analysis and correlation analysis (r) were applied in this research. Teachers Irrational Beliefs Scale (TIBS) was used to determine the level of irrational beliefs while Depression, Anxiety and Stress Scales (DASS-21) was utilized to identify the level of depression, anxiety and stress symptoms among the secondary school teachers. The findings showed that the level of irrational beliefs among the secondary school teachers was moderate, the level of depression and stress were normal whereas the level of anxiety was moderate. The results showed that there was a weak positive significant relationship between irrational beliefs with depression, anxiety and stress among the secondary school teachers.

Özel Yetenekli Çocukların Ebeveynlerinin Akılcı Olmayan İnançları ve Ebeveyn Yetkinliklerinin İncelenmesi

In this research, it is investigated whether here is a relationship between gifted children’s parents’ irrational beliefs and parental self-efficacy. Additively, examined whether there is a differences between gifted children’s parents’ irrational beliefs and parental self-efficacy, according to some variables. Research model is carried out in survey research model from scientific research methods. The sample group, in the 2018-2019 academic year, it consists of the parents of primary and secondary school students registered to Sahinbey Science and Art Center in Gaziantep. Sample consists 147 mothers and 126 fathers totally 273 members. Personal information form, Parent Irrational Beliefs Scale and Parental Self-Efficacy Scale were used as data collections in this research. Research variables (gender, job status, level of students’ grades, income, graduation status) were collected. In analysis of obtained data “statistical program for social science (SPSS)” package program was used. T-test (for unrelated samples), analysis variance for independent samples (ANOVA) were used. To determine whether there is a relationship between gifted children’s’ parents’ irrational beliefs and parental self-efficacy simple linear correlation was used and showed in Pearson Correlation Matrix. At the end of research, there were positive and low level of significant relationship found between irrational beliefs and parental self-efficacy of gifted children’s’ parents. When Parental Irrational Beliefs Scale is examined, significant differences were found in the “Expectations” sub-dimension according to gender and graduation status and significant differences were found in the “Perfectionism” sub-dimension according to the graduation status. When the variables were examined according to Parental Self-Efficacy Scale, significant differences were found according to gender and working status. Findings were discussed in the light of literature.

The predictors of the negative self-concept in the puberty, adolescence, and emerging adulthood stages: The roles of the irrational beliefs, egocentrism, and gender

Objective: This study aimed to examine the predictive role of adolescent egocentrism, irrational beliefs, and gender on the negative self-perception levels of individuals in different stages of development. Methods: This research was conducted with cross-sectional and correlational research designs. The study included 667 people age ranging from 13 to 24 years who attended various classes of secondary schools, high schools, and universities. Hierarchical linear regression analysis was used to examine whether imaginary audience, personal fable, irrational beliefs, and gender variables predicted negative self-concept levels of the participants. Brief Symptom Inventory for Adolescents, Irrational Beliefs Scale Adult and Adolescent Form, Egocentrism Scales Adult and Adolescent Form were used as data collection tools. The analyses were carried out separately for the participants in puberty (13-15), adolescence (16-18) and emerging adulthood (19-24) stages. Results: At the end of the study, in all three developmental periods, it was determined that the imaginary audience and irrational beliefs were positive predictors of the negative self-concept. In addition, it was founded that irrational beliefs have a partial mediator role in the relationship between negative self-concept and imaginary audience of adolescents and emerging adults. Discussion: It has been concluded that intervention studies on irrational beliefs of adolescents and emerging adults may partially heal or even prevent the negative effects of the imaginary audience on self-concept.

Customers' irrational beliefs: Scale development and validation

The service literature, in addressing constructs predicting customer behaviors during service delivery, has neglected the domain of customers’ irrational beliefs (IBs). The Customer Irrational Beliefs Scale (CIBS) was constructed in a mixed-methods process of scale development and validation –– with five separate customer samples, in which the final stage employs the scale to predict customer behaviors of ingratiation, assertiveness, social benefits, commitment, and loyalty. The customer irrational beliefs (CIB) construct comprises three different reflective indicators: Subjective Favoritism, Absolute Fairness, and Reasoning Supremacy. CIB predicted customer behaviors of ingratiation, assertiveness, and customer-related outcomes such as commitment and loyalty. This work extends theory in conceptualizing customer IBs in service interactions. Insights derived from the CIBS can help service employees be cognizant of what thoughts underlie unusual customer behavior with the prospect of dealing more effectively with it.

Anne Babaların Akılcı Olmayan İnançları ile Yaşam Doyumları Arasındaki İlişkinin İncelenmesi

Bu araştırmanın amacı anne babaların akılcı olmayan inançları ile yaşam doyumları arasındaki ilişkiyi belirmektir. Çalışma, yaşları 24 ile 68 arasında değişen 248’i anne 70’i baba olmak üzere toplam 318 kişiden toplanan veriler üzerinde gerçekleştirilmiştir. Araştırma da veri toplama aracı olarak Anne Babaların Akılcı Olmayan İnançları Ölçeği ile Yaşam Doyumu Ölçekleri kullanılmıştır. Verilerin çözümlenmesinde t testi, ANOVA, Kruskal-Wallis testi, korelasyon ve regresyon teknikleri kullanılmıştır. Araştırma bulguları anne babaların akılcı olmayan inançlarından gerek beklentiler gerekse mükemmeliyetçilik boyutunda cinsiyete, çalışma durumuna, aile türüne ve köken ailede algılanan aile içi ilişkilere göre farklılaşmadığı, eğitim durumuna ve ailenin ekonomik düzeyine göre farklılaştığı sonucuna ulaşılmıştır. Bununla birlikte yaşam doyumunun cinsiyet, çalışma durumu, aile türü ve anne babaların eğitim durumuna göre farklılaşmadığı; ailenin gelir durumuna ve köken aileden algılanan aile içi ilişkilere göre farklılaştığı belirlenmiştir. Anne babaların akılcı olmayan inançlarının yaşam doyumlarını yordama durumunu belirlemek için yapılan regresyon analizinde ise akılcı olmayan inançların, beklentiler ve mükemmeliyetçilik boyutlarının yaşam doyumunu anlamlı şekilde yordadığı sonucuna ulaşılmıştır. Son olarak araştırmadan elde edilen bu bulgular ilgili alan yazın çerçevesinde tartışılmıştır.

The Relationship between Irrational Beliefs, Resilience, Psychological Needs, Cyberbullying and Cyber Victimization

The aim of this research is to reveal whether resilience, irrational beliefs and psychological needs are significant predictors of cyberbullying and cyber victimization in adolescents. The research sample consisted of 849 students that studied in a high school. Personal Information Form, Revised Cyberbullying Inventory, Irrational Beliefs Scale Adolescent Form, Child and Youth Resilience Scale Brief Form and New Psychological Needs Evaluation Scale were used for data collection. Results showed that, 14.9%, 18.6% and 8.9% of the students were cyberbullies, cyber victims and cyberbullies/ cyber victims, respectively. According to the results, boys who participated in the study showed that they experienced more cyber bullying (X =1.28) than girls (X =1.23). Similarly, the mean score of boys in cyber victimization (X =1.27) was higher than females (X =1.23). In terms of parental attitudes, students who are exposed to unrelated parental attitudes are more likely to be cyber bullies. On the other hand, students exposed to oppressive parental attitudes experience more cyber victimization. It was also found that irrational beliefs, resilience and psychological needs (success, dominance, autonomy and need for relationship) significantly predicted cyber bullying and victimization. The findings will provide a better understanding of cyberbullying behaviors of adolescents and other variables such as psychological needs and beliefs, which are a significant consequence of parental behavior and parent child interaction.