research on adolescent profile in türki̇ye

RESEARCH ON
ADOLESCENT PROFILE
IN TÜRKİYE
TEPA 2008
MINISTRY OF FAMILY AND SOCIAL POLICIES
GENERAL DIRECTORATE OF FAMILY AND COMMUNITY SERVICES
RESEARCH ON ADOLESCENT PROFILE IN TÜRKİYE
TEPA 2008
FORE WORD
T.R. Ministry of Family and Social Policies
General Directorate of Family and Social Services
Research on Adolescent Profile in Türkiye
Project Coordinator
Mustafa Nuri Nuruan
Project Monitoring and Appraisal Team
Ercan Şen, Mustafa Nuri Nuruan, Mustafa Turğut
Editor
Mustafa Turğut
Field Application
GENAR Research, Consulting, Education, Inc.
Graphic Design
Serap Ergel
Academic Content Consulting
SAM Research and Consulting, Inc.
Research and Social Policy Series 14
Revised Second Edition, 2014, Ankara
ISBN: 975-19-760-3
Printing
Uzerler Matbaacılık,
Turan Güneş Bulv. 22/8 Çankaya-Ankara
T: + 90 312 441 90 15 F: + 90 312 441 90 17
Correspondance
Eskişehir Yolu Söğütözü Mahallesi 2177. Sokak
No:10/A Kat: 24 Çankaya/Ankara
T: +90 312 705 5513 F: + 90 312 705 5599
e-mail: [email protected] / www.aile.gov.tr
©2014 All rights reserved under Ministry of Family and Social Policies. No part of this work may be reproduced or utilized in any form
or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system,
without permission from the Ministry of Family and Social Policies.
Adolescence is the period when individuals experience intense
changes in self-perception and begin to form extensive relations
with social institutions besides their families. It is when individuals
move from childhood to youth and when various social actors in the
public sphere, especially educational institutions, shape their values
and behaviors. It is for these reasons that adolescence constitutes a
prominent research topic for the social sciences.
As of 2008, adolescents account for ten percent of our entire population. Therefore, studies that aim to investigate the qualities, expectations, problems as well as family, peer and school relations of
adolescents are crucial to provide them a better future.
Our Ministry is involved in a systematic effort to conduct studies on
the Adolescent Profile in Türkiye in order to identify the changes that
the adolescent population has been experiencing in the last twenty
years and the various problems caused by these changes in relation
to schooling, employment and the use of the public sphere. These
studies are geared towards understanding the changes in the adolescent population as well as young people’s needs and expectations.
This in turn makes it possible to design social policies to overcome
adolescent problems in various arenas and to prioritize investments
accordingly.
The first research study on the Adolescent Profile in Türkiye was led
by the Prime Ministry Family Research Institution in 1996. The second study was commissioned by the Prime Ministry General Directorate for Family and Social Research in 2008 and the third research
study was realized through the Ministry of Family and Social Policies in 2013. This study was conducted in 2008 in order to fill gaps
of knowledge on the subject of adolescence, which we witness due
to a scarcity of family related research projects that are conducted
using nationally representative samples. I am happy to be presenting
the second revised edition of this study on behalf of my Ministry for
the benefit of all parties who are engaged in adolescence or youth
related work. I take this opportunity to thank all who worked on the
project.
Ayşenur İSLAM
Minister
PROLOGUE
ACKNOWLEDGEMENTS
A significant portion of the population in Türkiye is composed of adolescents. Today’s young population will shape the next twenty years
of the country. It is for this reason that we regularly conduct research
on the Adolescent Profile in Türkiye, with the purpose of identifying
the problems of adolescents and realizing social policies to overcome
those problems.
Even though there is a high need for scientific data on the subject of
adolescents in Türkiye, the quantity of nationally representative studies is rather low. The current project thus set out to satisfy this pressing
need. We would like to take this opportunity to thank all parties involved in the study.
The social sciences find common ground in the effort to identify and
understand the factors that lead to social change and the structural
transformations experienced by those who are implicated by such
social change. The young population must be studied since they both
cause and are implicated by social change. I am of the opinion that
understanding processes of transformation in the youth’s relations to
work, school, family, media and peers as well as their self-perception
constitute a starting point to gage young people’s abilities to resist or
adapt to change. Processes of forming and implementing social policy show that young people occupy a dynamic and foremost position
in social change. As such, state research and social policy institutions
are obligated to reach structural identifications about the youth. The
state’s limited resources thus need to be allocated by prioritizing
adolescents’ problems and towards realizing relevant social policies.
It is with these considerations in mind that the first study on the
Adolescent Profile in Türkiye was conducted in 1996, followed by
the second study in 2008 and the third study in 2013 by our General
Directorate. A part of the groundwork for the 2013 study included
preparing a revised edition of the current study, conducted in 2008.
Here, I wish to thank everybody who worked on revising the study
and presenting it for the benefit of interested parties.
I wish for this study to incite new research questions and to benefit
those involved in developing policy.
This valuable study was designed by the esteemed administrators, experts and staff at the Ministry of Family and Social Policies, General Directorate for Family and Social Research. We hereby thank everybody
involved in the process of preparing questions, surveying literature
and report writing,
Yusuf Alpaydın, Talin Evyapan and the associates at GENAR Research,
Consulting, Education, Inc. who were able to successfully finalize the
fieldwork process despite various obstacles and for their work in all
preparatory stages of the study and in writing the first edition of the
research report,
The Prime Ministry State Planning Institution which provided the
funds for this study and thus offered support for social research, and to
the associates at the Ministry of Developments who made it possible
for us to carry out a project towards a revised second edition, the associates at the Department of Research and Policy, Dursun Ayan, Emre
Ertekin, Nurten Aslan, Neriman Kaya, Ercan Üçpınar, Serdal Altun,
Yasemin Esen, Derya Avcı and Ebru Doğan who were involved in the
processes of supervision and evaluation,
Our valuable professors who advised us during the evaluation of the
initial report, Ümit Meriç, Halil Ekşi, Fikret Gezgin, İbrahim Demir and
İhsan Aktaş,
The associates at SAM Research and Consulting, Cenap Nuhrat, Fırat
Kahyaoğlu, Nesrin Ertürk, Yağmur Nuhrat, Aslı Sarıoğlu, Ateş Ortaç,
Ayla Ortaç and Meral Özcan who worked on revising the report for the
second edition,
Serap Ergel who carried out the graphic design and layout for the final
report,
And our esteemed professors Emine Zinnur Kılıç, Oya Güngörmüş Özkardeş, Aylin İlden Koçkar, Nur Banu Kavaklı Birdal for spending their
valuable time on this project and for sharing their thoughts with us.
Ömer BOZOĞLU
General Directorate
Mustafa TURĞUT
Department of Research and Policy
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CONTENT
LIST OF TABLES........................................................................................................................................................................................8
LIST OF SUPPLEMENTARY......................................................................................................................................................................12
ABBREVIATIONS....................................................................................................................................................................................15
EXECUTIVE SUMMARY...........................................................................................................................................................................18
I. SCOPE AND METHOD
A. Introduction.....................................................................................................................................................................................22
B. Conceptual Framework.....................................................................................................................................................................22
C. Literature Review .............................................................................................................................................................................24
D. Methodology and Research Design...................................................................................................................................................30
II. RESEARCH FINDINGS
A. Demographic and Socioeconomic Characteristics of Adolescents and Their Families..........................................................................36
1. Family Type and Household Members................................................................................................................................................39
2. Socioeconomic Characterstics...........................................................................................................................................................40
B. Adolescents in School Life.................................................................................................................................................................46
1. School Success and Willingness to Go to School.................................................................................................................................46
2. Satisfaction with Education...............................................................................................................................................................47
3. School Guidance Services..................................................................................................................................................................48
4. Disciplinary Action in School Life ......................................................................................................................................................48
5. Student Allowances..........................................................................................................................................................................50
C. Adolescents in Working Life..............................................................................................................................................................51
1. Reasons for Working Rather Than Going to School.............................................................................................................................51
2. The type of Sector that Adolescents Work in......................................................................................................................................51
3. Working Conditions...........................................................................................................................................................................52
4. The Way Adolescents Spend Their Money...........................................................................................................................................53
5. Satisfaction with Work......................................................................................................................................................................53
6. Violence at the Workplace.................................................................................................................................................................54
D. Adolescents’ Relations with Friends and Family.................................................................................................................................54
1. Relations with Friends......................................................................................................................................................................54
2. Adolescents’ Views on Flirting and Premarital Sexual Relations.........................................................................................................56
3. Relations with the Family..................................................................................................................................................................57
4. Sharing Problems and Getting Support.............................................................................................................................................60
5. People with whom Adolescents Spend their Free Time......................................................................................................................62
6. Adolescents’ Perceptions about the Expectations of Families.............................................................................................................62
Table of Contents
7. Adolescents’ Perception of Their Relations with Their Parents............................................................................................................63
E. Self-Perception, Feelings and Behaviors............................................................................................................................................65
1. Self-Perception.................................................................................................................................................................................65
2. Adolescents’ Source of Information About Sexuality..........................................................................................................................67
3. Overall Life Happiness.......................................................................................................................................................................70
4. Reactions of Adolescents When They Confront Problems...................................................................................................................70
5. Changes that Arrive with Adolescence...............................................................................................................................................70
6. Adolescents’ Health...........................................................................................................................................................................72
7. Violence and Risks Faced by Adolescents.............................................................................................................................................2
8. Perception of Religion Among Adolescents........................................................................................................................................77
9. Opinions about Türkiye and the Future..............................................................................................................................................78
10. Activities.........................................................................................................................................................................................80
11. Media Habbits.................................................................................................................................................................................83
III. CONCLUSION
IV. POLICY RECOMMENDATIONS
V. BIBLIOGRAPHY
VI. SUPPLEMENTARY TABLES
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TABLES
I. SCOPE AND METHOD
Table 1. Stages of Development According to Various Theories..............................................................................................................23
Table 2. Sample Distribution.................................................................................................................................................................31
II. RESEARCH FINDINGS
Table 3. Age/Sex Distribution................................................................................................................................................................36
Table 4. Level of Education (by Sex)......................................................................................................................................................36
Table 5. Type of School Being Attended.................................................................................................................................................36
Table 6. Residing in Original Hometown................................................................................................................................................37
Table 7. Location of Hometowns Not Lived in at Present.......................................................................................................................37
Table 8. Socioeconomic Status..............................................................................................................................................................37
Table 9. Residing in Hometown (by SES and Family Type)......................................................................................................................37
Table 10. Number of Years Lived in Present Province.............................................................................................................................38
Table 11. Reasons for Migration (Respondents Not Living in Their Original Hometown).........................................................................38
Table 12. Type of Settlement where Family Lived Before Moving Here.................................................................................................38
Table 13. Family Type............................................................................................................................................................................39
Table 14. Number of People Living in Household...................................................................................................................................39
Table 15. Number of Children................................................................................................................................................................39
Table 16. Number of Children (by SES)..................................................................................................................................................39
Table 17. Level of Education of Surviving Parents..................................................................................................................................40
Table 18. Father’s Level of Education (by SES)........................................................................................................................................40
Table 19. Occupation of Surviving Parents.............................................................................................................................................40
Table 20. Number of Children (by Mother’s Education)..........................................................................................................................41
Table 21. Number of Children (by Father’s Education)............................................................................................................................41
Table 22. Type of the Residence.............................................................................................................................................................42
Table 23. Type of Residence (by Family Type).........................................................................................................................................42
Table 24. Ownership of Residence (by Family Type)...............................................................................................................................42
Table 25. Ownership of Residence.........................................................................................................................................................42
Table 26. Heating System of Residence.................................................................................................................................................43
Table 27. Number of Rooms in Residence..............................................................................................................................................43
Table 28. The Adolescent Having a Private Room...................................................................................................................................43
Table 29. Social Security Coverage through a Parent..............................................................................................................................43
Table 30. Type of Social Security of Adolescents Who Are Covered through a Family Member.................................................................43
Table 31. Adolescent’s Current Study/Work Status................................................................................................................................44
Table 32. Adolescent’s Current Status (by Sex).......................................................................................................................................44
Table 33. Adolescent’s Current Status (by SES).......................................................................................................................................44
Table 34. Main Reason for Discontinuing Education for Non-Student Adolescents.................................................................................45
List of Tables
Table 35. Main Reason for Discontinuing Education for Non-Student Adolescents (by SES)....................................................................45
Table 36. Main Reason for Discontinuing Education for Non-Student Adolescents (by Settlement Type)................................................46
Table 37. Perceived Level of Success in School.......................................................................................................................................46
Table 38. Perceived Level of Success in School (by SES)..........................................................................................................................46
Table 39. Desire to Continue His/Her Education.....................................................................................................................................46
Table 40. Level of Satisfaction with Respect to Education......................................................................................................................47
Table 41. Level of Satisfaction with the System of Education (by Age Group, SES and Settlement Type).................................................47
Table 42. Availability of Guidance Services at School.............................................................................................................................48
Table 43. Having Consulted with the Guidance Teacher about a Private Matter......................................................................................48
Table 44. Most Recent Topic Disccussed with the Guidance Teacher.......................................................................................................48
Table 45. Most Recent Topic Disccussed with the Guidance Teacher/Psychological Advisor (by Age Group).............................................49
Table 46. Level of Satisfaction with Most Recent Consultation with the Guidance Teacher.....................................................................49
Table 47. Level Of Satisfaction with Most Recent Consultation with Guidance Teacher/Psychological Advisor (by Sex)...........................49
Table 48. Level of Satisfaction with Most Recent Consultation with Guidance Teacher/Psychological Advisor (by Age Group).................49
Table 49. Having Been Subject to Disciplinary Action in School.............................................................................................................49
Table 50. Type of Disciplinary Action Faced during School Life..............................................................................................................49
Table 51. Average Weekly Allowance.....................................................................................................................................................50
Table 52. Top Three Items that the Adolescent Spends His/Her Allowance on.........................................................................................50
Table 53. Items that the Adolescent Spends His/Her Allowance on (Overall)..........................................................................................51
Table 54. Reasons for Choosing to Work Rather than Going to School....................................................................................................51
Table 55. Type of Work Done by the Adolescent.....................................................................................................................................51
Table 56. Number of Working Days per Week (Working Adolescents).....................................................................................................52
Table 57. Working Hours per Day (Working Adolescents).......................................................................................................................52
Table 58. Social Security Coverage of Working Adolescents...................................................................................................................52
Table 59. Monthly Income of Working Adolescents................................................................................................................................52
Table 60. How the Adolescent Spends His/Her Earnings........................................................................................................................53
Table 61. How the Adolescent Spends His/Her Earrnings (by SES).........................................................................................................53
Table 62. Adolescent’s Level of Satisaction with Working.......................................................................................................................53
Table 63. Adolescent ‘s Level of Satisfaction with Work Environment....................................................................................................54
Table 64. Frequency of Violence Faced at Workplace..............................................................................................................................54
Table 65. Source of Violence at Workplace.............................................................................................................................................54
Table 66. Distribution of the Adolescent’s Friends (by Sex)....................................................................................................................54
Table 67. Number of Close Friends of the Adolescent.............................................................................................................................55
Table 68. Topics Usually Talked with Friends..........................................................................................................................................55
Tablo 69. Whether or not the Adolescent Approves of Premarital Romantic Relations...........................................................................56
Table 70. Whether or not the Adolescent Approves of Premarital Romantic Relations (by Sex, Age Group, SES, Settlement Type,
Family Type, and Current Status)...........................................................................................................................................................56
Table 71. Whether or not the Adolescent Approves of Premarital Sexual Relations................................................................................57
Table 72. Whether or not the Adolescent Approves of Premarital Sexual Relations (by Sex, Age Group, SES, and Settlement Type)........57
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Table 73. Relations with Family Members.............................................................................................................................................58
Table 74. Family Member that the Adolescent Argues/Has Disputes with Most Frequently....................................................................58
Table 75. Reasons for Arguments or Disputes.......................................................................................................................................59
Table 76. Reasons for Arguments or Disputes (by Sex)..........................................................................................................................59
Table 77. Reasons for Arguments or Disputes (by Age Group)...............................................................................................................60
Table 78. Reasons for Arguments or Disputes (by SES)..........................................................................................................................60
Table 79. Reasons for Arguments or Disputes with Parents....................................................................................................................60
Table 80. Most Supportive Family Member............................................................................................................................................61
Table 81. Sharing Problems (by SES)....................................................................................................................................................61
Table 82. Sharing Problems (by Family Type)........................................................................................................................................61
Table 83. Most Frequent Free time Companion......................................................................................................................................62
Table 84. Family’s Expectations of the Adolescent.................................................................................................................................62
Table 85. Family’s Expectations of the Adolescent (by SES)....................................................................................................................63
Table 86. Adolecent’s Relations with His/Her Parents............................................................................................................................64
Table 87. “My mother and father attend to my problems” (by Family Type)............................................................................................65
Table 88. Self-Perception......................................................................................................................................................................66
Table 89. Self-Perception (by SES).........................................................................................................................................................66
Table 90. Self-Perception (by Family Type)............................................................................................................................................67
Table 91. Initial Source of Information about Sexuality.........................................................................................................................67
Table 92. Initial Source of Information about Sexuality (by Region).......................................................................................................68
Table 93. Age at which the Adolescent Received Initial Information about Sexuality.............................................................................68
Table 94. Ability to Get Adequate Answers to Questions about Sexuality...............................................................................................68
Table 95. Ability to Get Adequate Answers to Questions about Sexuality (by Region)............................................................................69
Table 96. Preferred Medium to Get Information about Sexuality...........................................................................................................69
Table 97. Preferred Medium to Get Information about Sexuality (by Sex)..............................................................................................69
Table 98. Overall Life Happiness............................................................................................................................................................70
Table 99. Overall Life Happiness (by SES)..............................................................................................................................................70
Table 100. Usual Behavior When in Conflict with and Angry at Someone...............................................................................................70
Table 101. Changes that Arrive with Adolescence..................................................................................................................................70
Table 102. Difficulty in Coping with Changes in Adolescence.................................................................................................................72
Table 103. Overall Health......................................................................................................................................................................72
Table 104. Weight.................................................................................................................................................................................72
Table 105. Height.................................................................................................................................................................................72
Table 106. Verbal Violence at Home.......................................................................................................................................................73
Table 107. Verbal Violence at Home (by Region)....................................................................................................................................73
Table 108. Source of Verbal Violence at Home.......................................................................................................................................73
Table 109. Source of Physical Violence at Home.....................................................................................................................................73
Table 110. Source of Verbal Violence at School......................................................................................................................................74
Table 111. Target of Verbal Violence on the Part of the Adolescent.........................................................................................................74
Table 112. Reasons For Running Away from Home................................................................................................................................75
Table 113. Reasons for Attempting Suicide...........................................................................................................................................75
Table 114. Cigarette Smoking...............................................................................................................................................................76
Table 115. Cigarette Smoking (by Sex)..................................................................................................................................................76
Table 116. Frequency of Smoking (by Sex)............................................................................................................................................76
List of Tables
Table 117. Age of Smoking for The First Time........................................................................................................................................76
Table 118. Alcohol Consumption...........................................................................................................................................................76
Table 119. Frequency of Alcohol Consumption (by Sex).........................................................................................................................76
Table 120. Frequency of Alcohol Consumption (by SES).........................................................................................................................77
Table 121. Age of Having First Alcoholic Drink......................................................................................................................................77
Table 122. Religious Standpoint............................................................................................................................................................77
Table 123. Religious Standpoint (by SES)..............................................................................................................................................78
Table 124. Desired Profession................................................................................................................................................................78
Table 125. Hope of Practising the Desired Profession (by SES)...............................................................................................................78
Table 126 Future Expectations..............................................................................................................................................................79
Table 127. “I Feel That Everything in My Life Will Turn out Fine”.............................................................................................................79
Table 128. “I Feel That Everything in My Life Will Turn out Fine” (by SES)................................................................................................79
Table 129. Thoughts Regarding the Future of the Country.....................................................................................................................79
Table 130. Thoughts Regarding the Future of the Country (by SES)........................................................................................................79
Table 131. Thoughts Regarding the Future of the World........................................................................................................................80
Table 132. Expectations from Public Institutions...................................................................................................................................80
Table 133. Adolescents’ Activities..........................................................................................................................................................80
Table 134. Adolescents’ Activities (Mean)..............................................................................................................................................80
Table 135. Adolescents’ Activities of (by SES).........................................................................................................................................81
Table 136. Purpose of Internet Usage....................................................................................................................................................81
Table 137. Friendship on Internet..........................................................................................................................................................82
Table 138. Continuing Internet Friendship in Real Life...........................................................................................................................82
Table 139. Daily Internet Usage.............................................................................................................................................................82
Table 140. Cell Phone Ownership (by SES).............................................................................................................................................82
Table 141. Most Frequently Visited Websites.........................................................................................................................................83
Table 142. Length of Daily TV Viewing...................................................................................................................................................83
Table 143. Most Frequently Watched TV Program Types.........................................................................................................................83
Table 144. Most Frequently Watched TV Program Types (by Sex)...........................................................................................................83
Table 145. Most Frequently Read Newspaper Sections.........................................................................................................................84
Table 146. Most Frequently Followed Music Genres...............................................................................................................................84
Table 147. Most Frequently Followed Music Genres (by SES).................................................................................................................84
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LIST OF SUPPLEMENTARY
Supplementary Table 1. Reasons for Migration (by Family Type)..........................................................................................................102
Supplementary Table 2. Reasons for Migration (by Settlement of Origin)............................................................................................102
Supplementary Table 3. Residing in Original Hometown (by Father’s Occupation)...............................................................................102
Supplementary Table 4. Ownership of Present Home (by Residing in Original Hometown)..................................................................103
Supplementary Table 5. Heating System of Residence (by Type of Residential Building)......................................................................103
Supplementary Table 6. The Adolescent Having a Private Room (byNumber of Rooms in Residence)...................................................103
Supplementary Table 7. The Adolescent Having a Private Room (by SES).............................................................................................103
Supplementary Table 8. Main Reason for Discontinuing Education for Non-Student Adolescents.........................................................104
Supplementary Table 9. Perceived Level of Success in School (by Sex).................................................................................................104
Supplementary Table 10. Desire to Continue Education (by Sex, SES, and Settlement Type)................................................................104
Supplementary Table 11. Satisfaction with Teachers’ Attitude and Behavior (by Age Group and Settlement Type)...............................105
Supplementary Table 12. Availability of Guidance Service at Adolescent’s School (by Settlement Type)...............................................105
Supplementary Table 13. Having been Subject to Disciplinary Action in School (by Sex, Settlement Type, and Desire to Continue Education).105
Supplementary Table 14. Type of Disciplinary Action Faced during School Life (by Sex )......................................................................105
Supplementary Table 15. Type of Disciplinary Action Faced during School Life (by Age Group )...........................................................106
Supplementary Table 16. Reasons for Choosing to Work Rather than Going to School (by Sex)............................................................106
Supplementary Table 17. Reasons for Choosing to Work Rather than Going to School (by Age Group)..................................................106
Supplementary Table 18. Type of Work done by the Adolescent (by Sex)..............................................................................................106
Supplementary Table 19. Type of Work done by the Adolescent (by Age Group)...................................................................................107
Supplementary Table 20. Social Security Coverage of Working Adolescents (by Type of Work).............................................................107
Supplementary Table 21. Monthly Income of Working Adolescents (by Sex)........................................................................................107
Supplementary Table 22. Monthly Income of Working Adolescents (by Age Group).............................................................................107
Supplementary Table 23. Distribution of the Adolescent’s Friends (by SES)..........................................................................................108
Supplementary Table 24. Distribution of the Adolescent’s Friends (by Settlement Type).....................................................................108
Supplementary Table 25. Number of Close Friends of the Adolescent (by Sex).....................................................................................108
Supplementary Table 26. Topics Usually Talked with Friends (by Sex)..................................................................................................109
Supplementary Table 27. Topics Usually Talked with Friends (by Age Group).......................................................................................109
Supplementary Table 28. Family Member that the Adolescent Argues/Has Disputes with Most Frequently (by Sex)............................110
Supplementary Table 29. Family Member that the Adolescent Argues/Has Disputes with Most Frequently (by Age Group).................110
Supplementary Table 30. Sharing Problems (by Sex)...........................................................................................................................110
Supplementary Table 31. Sharing Problems (by Age Group)................................................................................................................111
Supplementary Table 32. Sharing Problems (by Settlement Type).......................................................................................................111
Supplementary Table 33. Most Frequent Free time Companion (by Sex)..............................................................................................111
Supplementary Table 34. Most Frequent Free time Companion (by Age Group)...................................................................................112
Supplementary Table 35. Family’s Expectations of the Adolescent (by Sex)..........................................................................................112
Supplementary Table 36. Family’s Expectations of the Adolescent (by Age Group)...............................................................................113
Supplementary Table 37. Family’s Expectations of the Adolescent (by Settlement Type)......................................................................113
Supplementary Table 38. “I feel that my mother and father love me” (by Sex).....................................................................................113
Supplementary Table 39. “I feel that my mother and father love me” (by Age Group)..........................................................................114
Supplementary Table 40. “I feel that my mother and father love me” (by SES).....................................................................................114
Supplementary Table 41. “I feel that my mother and father love me” (by Settlement Type).................................................................114
List of Tables
Supplementary Table 42. “I feel that my mother and father love me” (by Family Type).........................................................................114
Supplementary Table 43. “I feel that my mother and father love me” (by Status as Student or Worker)................................................115
Supplementary Table 44. “My mother and father see me and accept me as I am” (by Age Group)........................................................115
Supplementary Table 45. “My mother and father see me and accept me as I am” (by SES)...................................................................115
Supplementary Table 46. “My mother and father see me and accept me as I am” (by Status as Student or Worker)..............................115
Supplementary Table 47. “My mother and father attend to my problems” (by Age Group)...................................................................116
Supplementary Table 48. “My mother and father attend to my problems” (by SES)..............................................................................116
Supplementary Table 49. “My mother and father attend to my problems” (by Status as Student or Worker).........................................116
Supplementary Table 51. “I share almost all of my problems with my mother and father”...................................................................117
Supplementary Table 52. “I share almost all of my problems with my mother and father” (by Status as Student or Worker).................117
Supplementary Table 53. “My mother and father control my actions, what I do” (by Age Group)..........................................................117
Supplementary Table 54. “My mother and father control my actions, what I do” (by Status as Student or Worker)...............................117
Supplementary Table 55. “I am easily offended and hurt” (by Sex)......................................................................................................118
Supplementary Table 56. Initial Source of Information about Sexuality (by Sex)..................................................................................118
Supplementary Table 57. Initial Source of Information about Sexuality (by SES)..................................................................................118
Supplementary Table 58. Age at which the Adolescent Received Initial Information about Sexuality (by Region)...............................119
Supplementary Table 59. Ability to Get Adequate Answers to Questions about Sexuality (by Sex)......................................................119
Supplementary Table 60. Ability to Get Adequate Answers to Questions about Sexuality (by SES).......................................................119
Supplementary Table 61. Preferred Medium to Get Information about Sexuality (by Age Group)........................................................119
Supplementary Table 62. Preferred Medium to Get Information about Sexuality (by SES)....................................................................119
Supplementary Table 63. “I began to have more attendance problems at school/work” (by Sex)..........................................................120
Supplementary Table 64. “ I became harder to get along with, more aggressive and antagonistic “ (by Sex)........................................120
Supplementary Table 65. “I became introverted and could not communicate with those around me” (by SES).....................................120
Supplementary Table 66. “I became detached from my family and grew closer to my friends “ (by Sex)...............................................120
Supplementary Table 67. “I became detached from my family and grew closer to my friends “............................................................120
Supplementary Table 68. “I became more interested in the opposite sex” (by Sex)..............................................................................120
Supplementary Table 69. “I became more interested in the opposite sex” (by Age Group)...................................................................121
Supplementary Table 70. “I became more interested in the opposite sex “ (by SES)..............................................................................121
Supplementary Table 71. “I started to argue more with my family, my father and other older relatives “ (by SES)................................121
Supplementary Table 72. “I started to argue more and have more problems with my teachers” (by Sex)..............................................121
Supplementary Table 73. “I started to argue more and have more problems with my teachers” (by SES)..............................................121
Supplementary Table 74. “I started to dislike my physical appearance (height, weight, etc. )” (by SES)................................................122
Supplementary Table 75. Disliking Physical Appearance (by Interest in Clothes, Fashion, and Make-up).............................................122
Supplementary Table 76. Becoming Introverted (by Disliking Physical Appearance)...........................................................................122
Supplementary Table 77. Disliking Physical Appearance (by Becoming Introverted)...........................................................................122
Supplementary Table 78. Coping with Changes in Adolescence (by Disliking Physical Appearance).....................................................122
Supplementary Table 79. Source of Verbal Violence at Home (by Sex)..................................................................................................123
Supplementary Table 80. Source of Physical Violence at Home (by Sex)...............................................................................................123
Supplementary Table 81. Source of Verbal Violence in School (by Sex).................................................................................................123
Supplementary Table 82. Suffering from Verbal Violence on the Street (by Sex)...................................................................................123
Supplementary Table 83. Suffering from Physical Violence on the Street (by Sex)................................................................................124
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TEPA 2013
Supplementary Table 84. Suffering from Verbal Abuse, Physical Harassment , etc. on the Street (by Sex)............................................124
Supplementary Table 85. The Adolescent Resorting to Verbal Violence (by Sex)...................................................................................124
Supplementary Table 86. The Adolescent Resorting to Physical Violence (by Sex)................................................................................124
Supplementary Table 87. Reasons for Running Away from Home (by Sex)...........................................................................................125
Supplementary Table 88. Desired Profession (by Sex)..........................................................................................................................125
Supplementary Table 89. Hope of Practising the Desired Profession (by Age Group)............................................................................125
Supplementary Table 90. Expectations from Public Institutions (by Sex).............................................................................................126
Supplementary Table 91. Activities (by Sex)........................................................................................................................................126
Supplementary Table 92. Activities (by Age Group).............................................................................................................................126
Supplementary Table 93. Internet Usage (by Sex)...............................................................................................................................126
Supplementary Table 94. Purpose of Internet Use (by Sex)..................................................................................................................127
Supplementary Table 95. Friendship on Internet (by Sex)....................................................................................................................127
Supplementary Table 96. Friendship on Internet (by Age Group).........................................................................................................127
Supplementary Table 97. Continuing Internet Friendship in Real Life (by Sex).....................................................................................127
Supplementary Table 98. Continuing Internet Friendship in Real Life (by Age Group)..........................................................................127
Supplementary Table 99. Daily Internet Usage (by Sex).......................................................................................................................128
Supplementary Table 100. Daily Internet Usage (by Age Group)..........................................................................................................128
Supplementary Table 101. Cell Phone Ownership (by Sex)..................................................................................................................128
Supplementary Table 102. Cell Phone Ownership (by Age Group)........................................................................................................128
Supplementary Table 103. Most Frequently Visited Websites (by Sex).................................................................................................129
Supplementary Table 104. Most Frequently Read Newspaper Sections (by Sex)..................................................................................129
Supplementary Table 105. Most Frequently Followed Music Genres (by Sex).......................................................................................129
Abbreviations
ABBREVIATIONS
AAK
EU
FAMILY RESEARCH INSTITUTION
EUROPEAN UNION
ACEV
ASAGEM
MOTHER CHILD EDUCATION FOUNDATION
GENERAL DIRECTORATE OF FAMILY AND COMMUNITY SERVICES
BAG-KUR
SOCIAL SECURITY ORGANIZATION FOR ARTISANS AND THE SELF-EMPLOYED
ERDEP
ILO
NUTS
MEB
ADOLESCENT TRANSFORMATION PROJECT
INTERNATIONAL LABOR ORGANIZATION
NOMENCLATURE OF TERRITORIAL UNITS FOR STATISTICS
MINISTRY OF NATIONAL EDUCATION
OKS
HIGHSCOOL ENTRANCE EXAMINATION
OSS
STUDENT SELECTION EXAMINATION
SBS
LEVEL TESTING EXAMINATION
SES
SOCIOECONOMIC STATUS
SPSS
STATISTICAL PACKAGE FOR THE SOCIAL SCIENCES
SSK
NGO
SOCIAL INSURANCE INSTITUTION
NON-GOVERNMENTAL ORGANIZATION
TEPA
ADOLESCENT PROFILE IN TÜRKİYE
TURKSTAT
TURKISH STATISTICAL INSTITUTE
UNICEF
UNITED NATIONS CHILDREN’S FUND
15
EXECUTIVE SUMMARY
18
TEPA 2008
The main goal of this study is to gather detailed insight into the lives of adolescents in Türkiye, specifically in regard to psychological, social, economic
and cultural processes. The Prime Ministry Council
of Family Research has previously conducted a study
with a similar purpose in 1997, entitled “Adolescent
Profile in Türkiye” (TEPA 1997). Since then, there
have been significant social, economical and political
changes in Türkiye. Adolescents constitute a population that is most prominently affected by such changes.
This study collects data on adolescents under 12
headings:
Demographic and Socioeconomic Characteristics of
the Adolescent and His/Her Family; School Life;
Work Life; Relations with Family and Friends; Adolescents’ Self-perception; Emotions and Behaviors;
Source of Information About Sex; Health Conditions; the Risks that Adolescents Face and the Extent
of Violence They are Exposed to; Religious Perception; Adolescents’ Perceptions of Türkiye; Basic Activities in Daily Life; Their Habits of Media Usage.
“Adolescent Profile in Türkiye” research is a quantitative study conducted in households with a sample
that represents the population between the ages of 13
and 18 residing in rural and urban regions. As a part
of the research, 5761 individuals were interviewed. In
the sample, the ratio of adolescents between the ages
of 13 and 15 is very close to the ratio of the ones between the ages of 16 and 18. Boys account for 51.4%
of the sample whereas 48.6% are girls.
Socioeconomic status (SES) is calculated for the
households where adolescents live, and the households are grouped under five categories. According
to these categories, 4% of the participants are in the
upper, 9.8% in the upper-middle, 44.8% in the lower-middle and 11.9% in the lower SES category.
Forty percent of the adolescents interviewed reside
outside of their original hometown. This can be seen
as a result of migration in Türkiye. When the family
structures of the adolescents are examined, nuclear
family is the most common one. Additionally, majority of the adolescents interviewed are from families
with two or three children. It has been observed that
the participants have most positive relations, as well
as the highest level of conflict, with their mothers.
The facts that adolescents mostly share their problems and spend their time with their mothers (besides their friends), and receive information about
sexuality from them (especially true for girls) highlight the significance of mothers in the families. Most
of the mothers are primary school graduates and 8%
have not received any schooling. Additionally, the
majority of the mothers are housewives (89%). It is
indicated that adolescents’ relations with their fathers
are also positive, although less so in comparison to
mothers. However, there have been participants who
refrained from answering this question. The ratio of
conflict with the fathers ranks second after conflict
with mothers and it is higher in boys than girls. It is
also observed that the education levels of the fathers
are better than mothers. For instance, the ratio of fathers with university education is three times that of
the mothers.
Participants are asked about the frequency of verbal,
physical or sexual violence at home and with whom
they experience such instances. Encounter with all
three categories of violence is rather low. Indication
of sexual violence is close to none. On the other hand,
among adolescents who indicate that they encounter
violence, the source of violence is identified as the father. When the group is restricted to girls, mothers
replace the fathers.
Most of the participants are still students. It is observed that the ratio of adolescents who dropped out
of school is lower in boys compared to girls. However,
the ratio of working is higher among boys compared
to girls. Another interesting point is that the ratio of
girls is higher among adolescents who do not work or
look for jobs. Primary reason behind boys’ decision
to drop out of school is determined as “not wanting
to study”. On the other hand, with respect to girls,
the abundance of adolescents, who could not continue their education because of related to traditions or
the family’s reluctance, is striking. In terms of the sat-
Executive Summary
isfaction level of the participants with respect to their
education, the highest level of satisfaction is with the
teachers’ attitudes and the way they cover the subjects
whereas the lowest level of satisfaction is with the
system of education.
Among the participating adolescents, 20% of them
report that there are no guidance services in their
school. It is observed that the schools without this
service are more common in the rural areas. It is noteworthy that among the adolescents whose schools offer guidance services, most of them have consulted
the guidance teacher about their problems and most
of those who have received consultations are satisfied
with this service. The most commonly stated reason
for working is economic difficulties (32%) with “disliking school” at a near 31%. Near half of the working
adolescents work in the service sector in places such
as barber shops or tailors and the ratio of adolescents
with working hours as much as or more than the legal
limit stated for adults is 39%. Girls more commonly work in the textile industry and boys more commonly work in manufacturing. Additionally, most of
the working adolescents do not have social security
coverage and their income is low despite long working hours. However, working adolescents seem to be
happy with working.
It is understood that adolescents do not frequently
experience violence at their workplace. The form of
violence that adolescents “sometimes” experience at
the workplace is verbal violence. While the indication
of economic violence ranks second, its frequency is
rather low. This result is striking considering the long
working hours and lack of social security.
More than half of the adolescents state that they have
an equal number of friends from both sexes. The participating adolescents generally have a positive view
about premarital romantic relationships but they do
not approve of premarital sex. Their school friends
and their friends from the neighborhood are the
people that most of the adolescents frequently spend
their free time with. Friends also constitute targets
for adolescent verbal violence.
19
Most of the adolescents receive their initial information on sexuality between the ages of 11 and 13.
Friends are an important source of information in
this regard. The participants stating that they have
not received any information on sexuality is relatively
high (20%).
Participants are asked a series of questions related to
the behavioral changes that adolescence brings on.
From a general point of view, it can be stated that in
this period adolescents are more interested in clothes,
fashion and make up and their interest in the opposite sex increases. Additionally, they experience more
arguments with their families. Half of the adolescents
who participated in the survey do not have problems
in adapting to physical and biological changes that
they experience during adolescence.
Ninety four percent of the participants say that they
have never run away from home. The most commonly stated reason for running away is “problems in the
family”. According to the results of the research, 93%
of the adolescents have never thought of committing suicide. Among the 7% who have thought about
committing suicide, 38% have attempted suicide. The
most commonly stated reason for attempting suicide
is problems with the family (50%). Twenty percent
of the adolescents state that they smoke whereas the
ratio of the ones stating that they consume alcohol
is 11%.
The top three professions that the participants mostly
would like to acquire in the future are being teachers,
doctors and policemen. Their primary expectation
from the future is to have a good job. The majority
of the participating adolescents states that they are
essentially happy. They are optimistic about the future
with respect to realizing their occupational dreams.
Meanwhile, when they asked their expectations from
public institutions, the main need they express is the
solution to unemployment. The ratio of adolescents
who agree that in the future “everything in their life
will turn out fine” is rather high. However, the same
optimism is not observed with respect to the future of
the country or the world.
SECTION 1
SCOPE AND METHOD
Introduction
Conceptual Framework
Literature Review
Methodology and Research Design
22
TEPA 2008
A. Introduction
The main goal of this research is to investigate the
adolescents living in Türkiye in psychological, social, economic and cultural aspects. Adolescence is
important in the life of an individual since it is the
period that the identity of the individual is formed
in transition from childhood to adulthood. Meanwhile, with respect to the social life, youth and adolescents represent the most dynamic element and
the future of society.
As of 2008, the population of Türkiye is 71,517,100
and the number of people who are 24 or younger
is 34,530,540. Currently, the population of Türkiye is experiencing a significant process of demographic transformation. Previously, children and
youth accounted for the majority of the population.
However, according to population projections, the
population share of children will decrease and the
population share of the old will increase in the near
future. At this stage of demographic transition,
population shares of the youth and the middle aged
will reach the highest levels to date and the country
will then experience a period of aging. Considering
the transformation of the population structure in
Türkiye, the characteristics of the young population
will establish the most important component of the
social and economic development and the problems
that the country will experience in the near future.
Therefore, in assessments of the young population,
detailed knowledge of the young and adolescent
population is particularly important for the formation of applicable policies.
“Adolescent Profile in Türkiye” (TEPA 1997) conducted by the Prime Ministry Council of Family Research is a study that provides an adolescent
profile and has representation on the national level.
There have been important social economic and political changes since 1997 due to fast social transformation. It is obvious that these changes will have
consequences in the social structure. Adolescents
constitute a group of people that is most affected by
and respond most prominently to social and cultural
changes.
For these reasons, there has been a need for novel
research on adolescence that provides a profile examining adolescents in Türkiye, thus contributing
to a holistic understanding of the adolescents and
generating accurate and valid data for scholars researching this area of study.
This research is conducted with the aims of identifying the current problems of the adolescent population, developing suggestions for the solution of
these problems, generating a database for the foundation of national policies by the establishment
of an adolescent profile and contributing to the
construction of the strategies that raise awareness
among families and the public.
B. Conceptual Framework
This section provides conceptual explanations about
the basic psychosocial characteristics of the adolescents who are the object of this research.
Adolescence Period
The development process of the human beings is
one of the longest among all living beings. The development process entails biological, physical, cognitive, sexual, psychological and ethical processes.
Throughout these processes, the person realizes that
he/she is a human being while being aware that he/
she is a social being. There have been several theories about the development of human beings. It is
possible to identify stages of development according
to age and theorize there accordingly.
Age interval for adolescence is defined differently
in different societies. These definitions may vary in
different cultures with different roles, responsibilities and positions associated with certain ages. In
general, adolescence is defined as an intermediary
stage in the process of transition from childhood to
adulthood. Different scholars may assign different
intervals to demarcate the period of adolescence but
the period is generally assumed to start between the
ages of 11 and 13 and end between 17 and 24 (Çelen,
2007; Steinberg, 2007; Yavuzer, 2005). However, in
Türkiye the age of 18 is perceived as a turning point
Scope and Method
23
Table 1. Stages of Development According to Various Theories
Period
Infancy
Early Chilhood
Late Childhood
Puberty Adolescence
Early Adulthood
Middle Age
Old Age
Age
0–18 months
18 months - 6 years
6–12 years
13–21 years
20–45 years
45–60 years
60 years-death
Psychosexual
Development FREUD
Oral
Anal, Phallic
Latency
Genital
-
Psycho-social Development
ERIKSON
Trust/Mistrust
Autonomy/Doubt
Industry/Inferiority
Identity/Role confusion
Intimacy/Isolation
Generativity/Stagnation
Ego Integrity/Despair
Cognitive Development
PIAGET
Sensorimotor
Pre-operational
Concrete operational
Formal operational
-
Moral Development
KOHLBERG
Pre-conventional
1st Stage
2nd Stage
3rd-4th Stage
5th Stage
6th Stage
Rare
Source: Selçuk, 1994
in many aspects and expectations from the youth are
shaped accordingly. Therefore, in this study, age 18
marks the end of adolescence.
Physical and Psychological Transformations in
Adolescence
Main transformations observed in the bodies of
adolescents are increase in height and weight and
associated clumsiness, menstruation in girls and
change in vocal chords in boys, acne on especially
the face and rapid change in the structure of the
nose (Steinberg, 2007).
Depending on the development stage of the adolescent, various transformations occur in his/her
emotions and behaviors. The transformations in this
period are considerably rapid compared to the previous periods. Insecurity and pessimism are two of
the concepts that best explain the adolescent psyche.
Insecurity is one of the main characteristics of the
adolescence period and it can lead to the adolescent
to become reckless, pretentious or shy. Pessimism
occurs as a result of conflicts related to reality, personal distress and doubt (Yavuzer, 2005).
It is observed that these physical transformations
have effects on their psychological conditions. Ideal
body images that are socially championed make this
period harder for adolescents who are preoccupied
about their body. Their adjustment to rapid transformations may thus take longer (Steinberg, 2007).
Considerable amount of effort is spent, especially
in girls, in order to comply with the body sizes that
are accepted as ‘ideal’, as a result dieting and eating
disorders are common (Örsel et al., 2004).
Social Development and Relations in Adolescence
The period of adolescence is primarily an intermediary period in the transition between childhood
and adulthood. In this respect, main social development duties of the adolescents are getting autonomous, developing an independent idea of self
and constructing an identity. On a related note,
adolescence is a critical period when existential
questions are frequently asked and political and
cultural preferences aiming to give meaning to life
are shaped.
Adolescents’ positions in their family environment
and their relations with family members are crucial in understanding their social development. The
elements that may have an effect on the relation
between parents and the adolescent are maturity,
transformations in the way of thinking as a result
of development, idealism, egocentric thinking, situation at school, relations with friends and desiring
independence.
In the personal development that an individual goes
through during adolescence, his/her friends are as
effective as his/her family. One of the basic characteristics of the adolescence period is that adolescents partially get away from their parents and start
spending more time with their friends. The tendency to act within a group is heightened in this period.
According to developmental psychology, a distinguishing characteristic of adolescence is the condensation of identity construction. The questions
24
TEPA 2008
Figure 1. Phases of differentiation – individuation
Other
self
I am physically different from my mother, but I carry her image within me; I cannot exist without my mother.
Bonded –dissolution of self through internalization of others
Other
self
I can exist on my own truths, but I need to check their correctness with my mother.
Search for identity (Moratorium) – differentiation
Other
self
I have my own truths and I should keep full control over how I let my mother see them.
Search for identity (Moratorium) – trial
If I exist on my own truths, then I am completely alone; I both want and don’t want to exist in this way.
Other
Other
self
self
Search for identity (Moratorium) – getting close
I exist on my own truths and my mother exists on her own; there is nothing wrong with existing in this manner.
Successful identity – continuity of self-others
Source: (Çelen, 2007)
that adolescents ask themselves most frequently are
questions like “who am I?” and “how am I different
from the others?” These questions contribute to the
formation of adolescents’ occupational, social and
political preferences. In this respect, the adolescent
is socially characterized by his/her search for identity (Kulaksızoğlu, 2005).
In this period, effects of peer groups on the adolescents’ preferences become more apparent. Other
people’s thoughts about the adolescent and what is
thought about him/her become central in the minds
of the adolescents. During this period, the adolescent examines what kind of behaviors are accepted positively in peer groups and tries to implement
these. Accordingly, he/she starts giving more importance to his/her appearance (Kulaksızğlu, 2005).
The idea of “Secondary individuation”, as referred
by Peter Blos, is explanatory for understanding the
relationship that adolescents form with technological devices. According to this idea, the first individuation, when the child transfers his interests towards various “intermediary” objects during as his/
her separation from the mother begins, is repeated
during adolescence and this time the adolescent
turns to technological devices. The relations that
adolescents have with computers and the internet,
which are most commonly used by adolescents, can
be examined in this respect. However, in the cases where use of internet has reached the level of
addiction, the adolescent lacks the opportunity of
face-to-face interaction and sometimes carries on
virtual friendships. This world, which is especially
appealing for shy adolescents prevents them from
initiating friendships and has a negative influence
on their social development (Yavuzer, 2005).
C. Literature Review
This section reviews previous research on adolescents. It is certain that adolescence is a subject
studied in various disciplines for many years. Here,
especially the recent research that stands out in the
scope of this study are considered. In this context,
firstly research on topics that are of primary importance in the adolescent’s life, such as family, school,
friends, and working life for the ones who are working, are mentioned. Then, research on adolescents’
self-perception of their inner worlds, their problem
Scope and Method
solving skills and psychological problems are examined. Finally, the literature on various subjects such
as the risks that adolescents confront, their future
expectations and use of technology are overviewed.
The topics examined in the literature review, similar to the findings, are presented in the order of the
questionnaire.
1. Adolescent and Family
Sağlam (2007) analyzes the attitudes and behaviors
of parents towards their adolescent children, the
social support that they provide to them and adolescent-parent relationship. The findings state that
there is a relation between family communication,
parents’ attitudes and the level of social support
received. There are also differences depending on
adolescents’ perception of democratic parental attitude and level of social support received. In a related study, a negative significant relationship is found
between the total social support perceived from the
family and loneliness (Köse, 2006).
Parents’ attitudes shape the behavior of the adolescent within the family and his/her psychology. The
adolescent living in an authoritarian family may
exhibit a rebellious or introverted personality development. The rebellious child may not have the
self-control due to the lack of healthy communication with him/her in an authoritarian family environment, but he/she may be able to dominate people
around him/her. On the other hand, young people
are introverted acquire a personality that submits to
everything, become shy and do everything that they
are asked. (Durmuş, 2003).
Adolescent’s desire for independence causes problems between the parents and the adolescent. In order to identify parents’ approach to independence in
Türkiye, a questionnaire was applied to the guardians of 224 students in high schools in İstanbul
(Yavuzer, Meşeci, Demir & Setrelin, 2005). According to the findings of this questionnaire applied to
the parents of adolescents who are students of Vefa,
Cibali, Kandilli Kız, İstek Vakfı, Kaşgarlı Mahmut
25
and Semiha Şakir high schools, parents declare that
they generally make the decisions about smoking
and consuming alcohol, seeing friends who they
are suspicious of for being drug addicts, curfew, and
leaving school early. On the other hand, parents
state that they give opportunity to adolescents for
making their own decisions in topics like how to
spend their allowances, which exams to study for,
learning to play a musical instrument, continuing an
activity they started and how to organize their own
room.
A significant part of the research about the parents
and adolescents focuses on studying the connection
between family type and adolescent behavior. In this
respect, especially the adolescents living in separated families versus other types of families are examined in terms of their positive and negative behaviors. In these studies, it is observed that family type
explains the risky behaviors in adolescents. There is
a consensus among many social scientists especially
on the idea that children with divorced parents have
more problems than children whose parents are not
divorced. According to a study investigating adolescents with divorced parents in terms of the process
of getting independent and the conflicts with their
parents, these adolescents demonstrate high levels
of emotional, behavioral and attitudinal independence and have more conflicts with their fathers
(Meriç, 2007).
In the study conducted by Demir and fellow scholars (2005) which aims to illustrate the role of family on the adolescents’ deviant behavior, it is stated
that the adolescents living in families with problems
have negative interactions with their peers and partners and they are deviant in many ways including
having the thought of suicide (Demir, Baran &
Ulusoy, 2005).
2. Adolescent and School
The connection between the formal education curriculum and real life has been frequently questioned.
The fact that the curriculum is not related to real
26
TEPA 2008
life in many aspects, the knowledge gained cannot
be transferred to practical use, and that it takes a
long time of studying to reach a tangible product
can lead to indifference in the majority of students
(Doğan, 2008; Erbaş, 2006; Gürdal, 2002).
It is generally accepted that, besides education,
school has functions like socializing the individual, helping the individual to adapt to short-term
and long-term social and environmental changes
more easily, providing more income for the individual, increasing political and social participation
and increasing protection against risks (Eres, 2005).
Accordingly, there is tremendous social pressure on
children and adolescents for continuing their education. Because of this pressure, ‘school’ is no longer a choice for children and adolescents because
it is somewhere all their peers go and have to go.
Majority of the students focus on the examinations
they take for attending better schools. In the primary and secondary school years when the need for
movement is biologically high, the value imposed
on school has negative effects on the way that children and adolescents perceive school life. Additionally, high expectations of the parents and the social
environment create anxiety about lessons and exams
in children.
3.Adolescents and Work Life
Küçükkalay and fellow scholars explain that, according to a study published by the International
Labor Organization (ILO) in 1999, 73 million children between the ages of 10 and 14 are employed in
economic activities worldwide. Child labor is more
common in Asian countries. It is stated that in Türkiye 24% of children in this age group are working
and with this ratio, Türkiye is behind countries like
Algeria, Egypt, India, Indonesia, Bolivia and Guatemala (Küçükkalay, Dulupçu & Turunç, 2000).
Work experience may have various negative effects
on the health of an adolescent. For instance, significant participation in the work life can diminish adaptive sources of the adolescent who already
has invested significant time and energy to school,
family and friends. Another negative effect is that
adolescents can experience distress if they work in
jobs that conflict with their autonomy, self-respect,
responsibility and orientation towards their aims. It
is stated that some adolescents may be exposed to
important events in life that requires adaptation besides the regular developmental crises. The adolescents who are experiencing a major transformation
in their lives and especially employed in a stressful
job are expected to be the most sensitive group to
health and behavioral disorders (Steinberg, 2007).
TurkStat has conducted a Child Labor research
study along with the Household Labor Survey in
October, November and December 2006. In this research, a total of 28,978 children between the ages
of 6 and 17 are interviewed. At the time of the
research, the number of children in this age group
in Türkiye was 16 million and 264 thousand. Sixty
one percent of these children reside in urban areas
whereas 39% live in rural areas. Eighty five percent
attends school and 15% do not. Six percent of children in this age group are employed and among the
ones who work, 31.5% attends school and 68.5% do
not (TurkStat, 2006).
4. The Effect of Socioeconomic Conditions on
Adolescents
Various research studies demonstrate that socioeconomic level is related to the self-acceptance level of
adolescents. For instance, in the study conducted
by Mangır and Kandemir (1993) aiming to identify
self-acceptance levels of the 17-year-old adolescents
in lower, middle and upper socioeconomic segments
and whether self acceptance level is affected by variables like socioeconomic status, sex, number of siblings, order of birth, family structure, parents’ education etc., it is observed that as socioeconomic status
increases, the level of self- acceptance also increases.
The study that Oğrak conducted with the parents
who migrated from Anatolian cities to İzmir states
that the educational level of their children do not
match with the level that their parents desire them
Scope and Method
to reach. This is mostly explained by economic reasons and it is posited that school expenditures are a
burden for families. Children contribute to the family budget by working and for some families, they
even become the sole bread-winner (Oğrak, 1998).
5. Friendships in Adolescence
It is a known fact that adolescents get closer to
friend circles than their families with the various
transformational and developmental processes they
experience. As the child proceeds from late childhood to adolescence, his/her social relationships
with friends have increased importance. During
adolescence, both the place of parents and friends in
the individual’s life change. While the need for differentiation leads the adolescents to be members of
different groups, this orientation affects the adolescents’ perception of the school and family negatively.
For instance, in the study by Aktuğ (2006), significant negative relation between peer pressure that
adolescents experience and their academic self-respect has been identified.
6. Sexuality in Adolescence
In the Adolescence Period Transformation Project
(ERDEP) conducted by the Ministry of National
Education in collaboration with two industrial organizations, sexual education of the adolescents is
covered and male and female students are asked
whether they are informed about their own genital
organs. Twenty nine percent of the boys report that
they have never heard of male reproduction organs
and this ratio drops to 7% after the education. The
ratios are the same for the girls for this question.
Similar shifts are observed with respect to the answers to the questions of where the development of
the baby in the mother’s womb takes place and at
what age girls start menstruating.
In a study by Çetin and colleagues (2008), it was
aimed to determine the transformation of adolescents’ sexual attitudes and behavior over the years
and the influence of sexual information sources on
this transformation. The number of adolescents who
27
have sexual intercourse in young ages has been increasing over the years. The high possibility of pornographic movies being the information source for
adolescents regarding sexual intercourse illustrates
the need for direct sexual information sources. The
importance of access to right information sources
and acquisition of accurate knowledge for the psychological health and sexual identity development
of the adolescents is emphasized in this study (Çetin, Bildik, Erermiş, Demiral, Özbaran, Tamar &
Aydın, 2008).
In a study aiming to identify the approach of freshman students of Çanakkale Onsekiz Mart University to their sexual lives and their expectations from
reproduction and health services, 340 freshman
students are given a survey form. It is determined
that about 5% of female students and 25% of male
students have had sexual experiences and 99.2% had
their first experience between the ages of 16 and 19.
Statistical analyses show that boys and girls have
significantly varying attitudes towards premarital
sexual relations and that opinions in this regard are
influenced by the education level of the mother and
religious beliefs. It is found that male students, the
children of mothers with university education and
students without religious beliefs have more positive attitudes towards premarital sexual relationship
(Kaya, Serin & Genç, 2007).
7. Self-Perception in Adolescence
The “self ” can be defined as the mental and physical qualities of the individual and his/her own assessment of these qualities (Yenidünya, 2005). Additionally, intelligence, personality, appearance and
physical properties are the qualities contributing to
the self-respect. Life experiences, culture, society,
family and environmental factors are prominent in
the formation of these qualities (Yaycı, 2000). The
relation between the mother and the father can also
be effective in terms of self-respect (Yücel, 2008).
Adolescence is a critical period for the development
of self-perception. With increasing socialization,
28
TEPA 2008
and questioning, the differentiation of self-perception from other people increase in the adolescence
period. Adolescent’s positive self-perception and
his/her level of positive self-acceptance have direct
connection with his/her success in various areas.
Besides, it is stated that individuals with positive
self-perception form relationships with other people
that are more based on trust. The self-perception of
adolescents who are raised in family environments
where they can spare time for themselves, participate in decision mechanisms, family members can
openly communicate their thoughts and share their
problems are more positively developed (Erbil, Divan & Önder, 2006).
8. Problem Solving in Adolescence
Complicated reasoning processes implemented by
the adolescent provide him/her the opportunity
to make comparisons between proposed points of
views and keep various views in mind. Additionally,
since the adolescents are more competent in conjuring hypothetical concepts compared to children,
they are more prone to considering the long-term
consequences of having chosen a certain route.
When considered together, all these cognitive transformations result in abilities of developed decision
making and advanced independent behavior (Steinberg, 2007).
In a study aiming to illustrate the problem solving
ability levels of high school students conducted with
239 female and 155 male students with a total of
394 students, main findings state that the variables
of sex, school type, age, occupation of the father,
the people that the individuals talk with about their
problems and get along with create a difference in
their problem solving abilities. Other findings suggest that the occupation of the mother and the education level of the parents are the variables that do
not lead to any difference in problem solving abilities (Kokut, 2002).
In Cerit’s (2007) study investigating the family
relation of the adolescents, it was found that the
boys are more successful in problem solving than
girls. Additionally, it was stated that adolescents
older than 15 communicate and state their feelings
more easily. Besides, it is observed that adolescents
whose mothers are literate or primary school graduates are more successful at communicating and
whose mothers are high school graduates state their
feelings more easily. It is also observed that first
children are more successful at general functions.
9. Psychological Problems During Adolescence
In addition to all these transformations, with the
period of adolescence, emotional maturity, increased
interest in the opposite sex, general social maturity,
desire for independence, start of economical independency and the desire for using spare time like
the adults appear (Yavuzer, 2005). In the study conducted by Özmen and colleagues (2008) the assessment of the level of hopelessness among adolescents
is aimed. In this study, 1185 high school freshman
students between the ages of 14 and 19 were interviewed. According to the results, it is observed
that in Türkiye adolescents living in urban areas are
hopeful about the future but the ratio of the ones
that are hopeless is also significant and adolescents
whose families have lower socioeconomic status are
more hopeless about their future (Özmen, Dündar,
Çetinkaya, Taşkın & Özmen, 2005).
Unhappiness is one of the symptoms of a psychological breakdown. It is frequently stated that depression, one of the main reasons of unhappiness,
significantly increases with the transformation from
childhood to adolescence and depression is one of
the main problems that adolescents experience (Kulaksızoğlu, 2005). Same studies also demonstrate
that although feelings like unhappiness and pessimism are common among adolescents, they are also
temporary.
In a related study by Eskin and colleagues (2008),
the prevalence of depression among high school
students and associated factors are investigated. In
the study conducted with 805 students (367 girls
Scope and Method
and 438 boys) from three high schools in the city
center of Aydın, it is observed that depression can
be widespread among high school adolescents and
low self respect, weak social support and inadequate
ability of problem solving are the risk factors for depression in adolescence. The risk factors depending
on sex are academic failure for boys and low education level for girls (Eskin, Ertekin, Harlak & Dereboy, 2008).
10. Adolescents and Violence
During adolescence when individuals are psychologically in turmoil, there are some risks that they
confront. The most common of these risks is violence. Adolescents are both exposed to violence and
execute violence frequently. Many researchers argue
that the violence and aggression observed in adolescents is related to poverty. When families live in
poor neighborhoods, they fail in effectively caring
and controlling their children and this leads to an
increase in aggressiveness and crime (Steinberg,
2007). Another risk factor that prevents healthy
adolescent development is behaving irregularly and
inclining towards crime.
29
haviors demonstrate that the families of the adolescents with violent behaviors have inadequacies in
problem solving, communication, responding emotionally, family roles, behavioral control, showing
the required level of care and general family functions.
11. Risky Behaviors and Substance Abuse in
Adolescence
Tendency towards risky behaviors increases during
adolescence. Some of these risks are behaviors in
conflict with generally accepted social rules, the
thought of suicide and substance abuse.
Thinking about and orienting towards suicide is
one of the risky behaviors among adolescents. The
thought and attempt of suicide increase significantly
in adolescents compared to the period of childhood
(Kulaksızoğlu, 2005; Steinberg, 2007). According
to statistical data of TurkStat, suicide rates increase
radically among the youth between the age of 15-24
and girls between the ages of 15 and 24 constitute
the group that suicide is observed most frequently
(TurkStat, 2008).
One of the most discussed factors related to violence is media. Especially in the situations that
the aggressive behavior observed in television and
cinema are encouraged or reinforced, this behavior is more likely to be imitated (Yavuzer, 2005).
Studies about violence point out the prevalence of
violence in family, school and street in Türkiye. In
Ayan’s research conducted by 655 middle school
students in Sivas city center, it is observed that 43%
of students are exposed to violence in their families
where mothers usually throw slippers and fathers
kick and slap. Işıkhan’s study, on the other hand,
indicates that 31% of fathers and 30% of mothers
use physical violence. However, only 3% of the parents see violence as the most important problem of
the family.
In the study conducted by Güleç and Aksaray (2006)
with the adolescents who have attempted to commit
suicide, it is found out that these adolescents and
their families have low education levels and low ratios of working in steady jobs. It is also pointed out
that among the adolescents who have attempted to
commit suicide, the ratio of being exposed to or being witness to violence is higher.
Avcı’s (2006) research investigating the families of
the adolescents that do and do not have violent be-
Özgür-İlhan and fellow scholars (2005) indicate
that alcohol abuse among youth and prevalence
Another risky behavior that implicates adolescents is
using substances like alcohol and cigarettes and becoming addicted to drugs. Ögel and Aksoy’s (2007)
research examines the substance abuse among inmates who are adolescents. It is pointed out that
30% of adolescents had been under the influence of
substances while committing a crime.
30
TEPA 2008
of alcohol addiction with clinical significance are
considerably high and suggest that in order to take
required precautions against the spread of alcohol
abuse, the risk factors in working youth should
be analyzed in detail (Özgür-İlhan, Demirbaş &
Doğan, 2005). In unconcerned and indifferent families; it is more frequently observed that adolescents
have harmful friendships, and have a tendency to
start alcohol abuse or smoking in the search for instant satisfactions (Semerci, 2007).
12. Use of Technology Among Adolescents
Nowadays, the internet is one of the most easily accessible sources of information for everyone. internet also led to the development of a different way of
social interaction. Adolescents are one of the social
groups that use this new way of interaction the most.
A significant group of adolescents have a group of
friends that they communicate with on the internet. In the study entitled “Adolescents’ Process of
Socialization and Communication on the internet”
by Aksüt and Batur (2007), it is stated that boys use
internet more than the girls and boys mostly play
action games whereas girls use chat programs. Adolescents think that the internet brings more benefit
than harm. Most impressive aspect of the internet is
giving the chance of accessing everything you want
in any time. In recent years, many psychologists
think that computer addiction needs to be added to
the list of illnesses to be cured (Ceyhan, Ceyhan &
Gürcan, 2007).
Düzköylü (1995) indicates that as spare time activities, 70% of the youth read books besides textbooks,
32% go to the theatre or the cinema, 55% listen to
the music and 11% go to coffee houses.
13. Adolescents’ Expectations From the Future
The future mainly contains uncertainties and creates
anxiety in the individual. This is more significant in
the adolescents, because they are just at the beginning of the process of building their future and they
experience this with many problems. Yavuzer and
fellow scholars (2005) conducted a research in order
to identify the expectations of high school and university students from the future. In this research, a
questionnaire containing the 23 points that contain
the individual and social expectations of the students
are prepared and given to a total of 992 students.
The results indicate that when top five goals for the
future are asked, 83% of the students state “doing
the job they like and being successful”, 52% indicate “earning well and reaching a good economical
status”, 44% elect “having a happy marriage and being a good partner”, 33% choose “being strong and
healthy physically” and 31% pick “being a respected
person in the society”. On the other hand, the study
by Çuhadaroğlu and colleagues (2004) points out
that 27% of the youth want to live abroad in the
future (Çuhadaroğlu, Canat, Kılıç, Şenol, Rugancı,
Öncü, Hoşgör, Işıklı & Avcı, 2004).
The literature review about adolescence demonstrates that the individual experiences multifarious
transformations during this process of transition
from childhood to adulthood. In order to describe
adolescence profile in this process of transformation,
various aspects of adolescence have been discussed.
D. Methodology and Research Design
The Adolescent Profile in Türkiye (TEPA 2008)
research is a quantitative study conducted in home
environments among a sample representing the
urban and rural population of Türkiye between the
ages of 13 and 18. The survey was administered to
5761 individuals in the 13-18 age group.
Population and Sample
The research population comprises 13 to 18-year-old
adolescents living in Türkiye. The sample is selected through multistage stratified random sampling
to represent this population of 13- to 18-year-olds
living in rural and urban Türkiye.
The sample is designed to represent the 13 to18-year
old population in the 12 NUTS Level 1 Regions
in Türkiye and was drawn by TurkStat , identifying
each address by settlement, block and household.
Scope and Method
The State Planning Institute’s 1993 development
analysis using multiple socioeconomic variables is
used to determine the development levels of provinces. A total of 5761 adolescents, 4287 in urban
areas and 1474 in rural areas have been interviewed.
The distribution of the 65 cities where the research
is carried out in terms of the 12 regions is illustrated
in Table 2.
31
The questionnaire is composed of 126 questions
that investigate the adolescents in various aspects
categorized in 11 sections. The socio-demographic characteristics of the adolescents and his/her
family, the migration experience of the family, the
household structure and physical properties of the
household are questioned in Section 1. Whether the
adolescents are a part of the working life is asked
in Section 2. In this section, the information about
the school life of the adolescents that are continu-
Table 2. Sample Distribution
Urban
Istanbul
Western Marmara
Aegean
Eastern Marmara
Western Anatolia
Mediterranean
Central Anatolia
Western Black Sea
Eastern Black Sea
Northeastern Anatolia
Mideastern Anatolia
Southeastern Anatolia
Total
Frequency
1066
154
618
494
488
493
189
273
73
98
71
270
4287
Rural
Percent
24.9
3.6
14.4
11.5
11.4
11.5
4.4
6.4
1.7
2.3
1.7
6.3
100.0
Frequency
27
96
298
72
76
223
107
179
129
72
100
95
1474
Questionnaire
The questionnaire used in the study is prepared
considering the framework identified by the Directorate General of Family and Social Research
(ASAGEM). In the process of preparation, the
draft of the questionnaire is prepared through conducting discussions about the main topics related to
adolescents as well as getting expert opinions. Additionally, some questions from the Family Research
Institution’s (AAK) Adolescence Profile in Türkiye
(TEPA 1997) questionnaire are included in order
to be able to compare the changes across time. A
pilot study has been carried out with the draft questionnaire prepared in this way. Content control of
the pilot study leads to the final version of the questionnaire.
Total
Percent
1.8
6.5
20.2
4.9
5.2
15.1
7.3
12.1
8.8
4.9
6.8
6.4
100.0
Frequency
1093
250
916
566
564
716
296
452
202
170
171
365
5761
Percent
19.0
4.3
15.9
9.8
9.8
12.4
5.1
7.8
3.5
3.0
3.0
6.3
100.0
ing their education is gathered and their satisfaction with the education system and school life are
questioned. In the next section, the adolescents in
working life are questioned about the type of their
job, their satisfaction level with what they do, the
salary they get, and amount of time that they spent
at work. Adolescents’ family and friend relations are
questioned in Section 4 while the feelings, behaviors and adolescence personality traits are addressed
in Section 5. Section 6 includes questions that aim
to gather information about the health status of the
adolescents. Section 7 is about the violence and risks
faced by the adolescents, whereas Section 8 is about
the adolescents’ relation with religion. In Section
9, the thoughts of the adolescents on the future of
Türkiye, world and themselves are questioned. How
the adolescents spend their spare time and how
32
TEPA 2008
much the internet takes place in their lives is asked
in Section 10 and their media usage habits are dealt
with in Section 11.
Data Collection and Data Analysis
As a result of the pilot study, the questionnaire has
been revised and the regional managers who would
carry out the survey throughout Türkiye and the interviewers who would work in Istanbul have been
trained in Istanbul based on the final version of the
questionnaire. Regional managers have trained the
supervisors and interviewers participating in the research in their respective regions. In this training,
after the aim and scope of the research has been
explained, information about the rules of visiting,
interviewing and conducting the questionnaire and
the questionnaire itself is provided and the important points are underlined. As such, the preparation
for the qualitative field research has been completed
and the field research started.
The accuracy of the questionnaires carried out between July and September 2008 was controlled by
phone calls. Following the content check of the
questionnaires, data entry was realized in SPSS.
With the completion of data control and data entry,
the analysis and interpretation of data were carried
out.
In addition, descriptive statistics is calculated for
constant variables and Likert type questions. The
descriptive statistics and the frequency distribution
of the data and their relations with the variables
such as age, sex, family structure and socioeconomic
status are analyzed and interpreted with crosstabs.
Significance tests are conducted for the independent groups when necessary in order to measure
whether the mean values are different for dichotomous variables such as sex.
SECTION 2
RESEARCH FINDINGS
Demographic and Socioeconomic Characteristics of
Adolescents and Their Families
Adolescents in School Life
Adolescents in Working Life
Adolescents’ Relations with Friends and Family
Self-Perception, Feelings and Behaviors
36
TEPA 2008
A.Demographic and Socioeconomic
Characteristics of Adolescents and Their Families
Sex and age distribution of the adolescents participating in the research has been illustrated in Table 3. During the time of the research, mandatory
school age for children was 72 months. Accordingly,
completion of primary education is at the age of 14.
The adolescents going through an adaptation period during the first year of the middle school are
having a quest for an occupation and when they are
15, they make certain choices in terms of ‘areas and
occupations’. As a result, considering the school life
and psychosocial environment that they are in, adolescents can be divided into two groups as the age
between 13 and 15 and above 15.
Table 4. Level of Education (by Sex) (%)
Illiterate
Literate
Dropped out of primary education
Enrolled in primary education
Completed primary education
Dropped out of high school
Enrolled in high school
High school graduate
Enrolled in an academy
Enrolled in the Open University
Enrolled in university
Enrolled in a vocational education
center
Dropped out of a vocational
education center
Total
Female
0.7
0.4
2.6
30.6
5.5
2.2
50.6
3.5
1.2
0.4
1.8
Male
0.2
0.1
2.7
20.5
8.6
5.8
53
4.9
1.0
0.2
1.9
Total
0.4
0.2
2.7
25.4
7.1
4.0
51.8
4.2
1.1
0.3
1.9
0.2
1.1
0.7
0.1
0.1
0.1
100.0
100.0
100.0
Table 3. Age/Sex Distribution (%)
13
14
15
16
17
18
Total
Female
23.0
17.5
14.3
15.1
14.6
15.5
100.0
Male
12.8
16.0
17.2
16.7
18.2
19.2
100.0
Total
17.7
16.7
15.8
15.9
16.5
17.4
100.0
Of the research participants, 50.2% are between the
age of 13 and 15 and 49.8% are between 16 and
18. Boys compose 51.4% of the participants whereas
48.6% are girls.
More than half (52%) of the adolescents interviewed
are high school students. Highest ratio after the
high school students (25%) are of primary school
students. The number of participants enrolled in a
vocational educational center is rather low (less than
1%).
Considering the education level based on sex, dropping out of school is more common among boys;
additionally, among boys dropping out of high
school is higher than dropping out of primary education. In contrast, the ratio of illiterate participants is slightly higher for girls (0.7%) than boys
(0.2%). No significant relation is observed between
dropping out of education and migration.
When types of school where adolescents have studied or are studying are analyzed, it is observed that
public schools have a much higher ratio than private ones. Only 1.3% of the participants have been
enrolled or are enrolled in private education institutions. Among the public schools, the adolescents
enrolled in state high schools have the biggest share
at 45.5%. They are followed by the ones enrolled
in state primary schools (35%) and state vocational
high schools (10%). Among the private educational
institutions, private high schools have the highest
ratio (0.8%).
Table 5. Type of School Being Attended (%)
State high school
State primary school
Vocational high school
Anatolian/Science/Social Sciences high school
State university
Private high school
Vocational education center
Private vocational high school
Private primary school
Private university
Total
45.5
35.3
10.4
3.6
3.2
0.8
0.8
0.2
0.2
0.1
100.0
Forty percent of the adolescents interviewed reside outside of their hometown. When the original hometowns of these participants are examined,
it is seen that most migrants are from the Western
Research Findings
Black Sea (15%) and Southeastern (14%) regions.
These regions are followed by Central Anatolia and
Eastern Black Sea (about 12%). The other regions
with more than 10% ratio of outgoing migrants are
Northeastern Anatolia (11.5%) and Mideastern
Anatolia (10%).
Table 6. Residing in Original Hometown (%)
Does the respondent live in his/her original hometown at present?
Yes
60.0
No
40.0
Total
100.0
Table 7. Location of Hometowns Not Lived in at Present (%)
Istanbul
Western Anatolia
Eastern Marmara
Aegean
Western Marmara
Mediterranean
Western Black Sea
Central Anatolia
Eastern Black Sea
Southeastern Anatolia
Mideastern Anatolia
Northeastern Anatolia
Abroad
No response
Total
1.7
3.5
4.1
5.6
2.7
5.8
14.6
12.4
11.6
13.7
10.3
11.5
2.3
0.1
100.0
As a part of the research, a classification based on
the Socioeconomic Status (SES) is made using the
variables of education level and occupation of the
parents, household income level, home ownership
status and the appliances owned.
The validity of the variables stated in terms of the
socioeconomic status is tested through a series of
factor analyses. Before these analyses, some variables are turned into dummy variables and all variables are standardized regarding the differences of
units and measures.
To the variables whose validity is being tested for a
composite indicator are implemented a factor (principal components) analysis and every subject’s score
in the first factor attained as a result of the analysis
37
is considered in the SES classification. The factor
attained explains 55.9% of the variance between the
scores given to the variables. The factors of the variables range between 0.71 and 0.77.
Socioeconomic status score is not calculated for the
households that do not answer the related questions
and these households are excluded from the analyses using the SES variable. The scores attained are
converted to T scores with a mean of 50 and standard deviation of 10. For the determination of SES
groups, braking points are formed regarding the distance from the mean. The table below presents the
intervals attained accordingly.
Table 8. Socioeconomic Status
%
4.0
9.8
29.5
44.8
11.9
100.0
Upper
Upper-middle
Middle
Lower-middle
Lower
Total
Score
70 points or higher
60-69.99 points
50-59.99 points
40-49.99 points
Lower than 40 points
Migration status impacts socioeconomic status
(SES) too. Basically, it is understood that those in
upper SES groups have left their towns. Among the
upper group the ratio of not residing in one’s hometown is 61% (40% overall sample). This ratio is 52%
Table 9. Residing in Hometown (by SES and Family Type) (%)
Does the respondent live in his/her original
hometown at present?
SES
Upper
Upper-middle
Middle
Lower-middle
Lower
Yes
No
Total
38.7
48.0
50.5
65.0
72.7
61.3
52.0
49.5
35.0
27.3
100.0
100.0
100.0
100.0
100.0
40.5
29.0
41.9
56.7
45.8
83.3
100.0
100.0
100.0
100.0
100.0
100.0
40.0
100.0
x²:175.304 degrees of freedom:4 p=0.000
FAMILY TYPE
Nuclear family
Traditional extended family
Single parent household
Broken family
Relatives
Other
59.5
71.0
58.1
43.3
54.2
16.7
x²:37.803 degrees of freedom:4 p=0.000
Total
60.0
38
TEPA 2008
in the upper-middle group. As SES decreases, the
ratio of residing in one’s hometown increases. The
ratio of people living in their hometown is 39% in
the upper group (overall sample, 60%) and this ratio
increases to 65% in the lower-middle and 73% in
the lower SES groups.
When the status of residing in one’s hometown is
examined according to the family structure, especially extended and broken stand out. While 71%
of the extended families live in their hometown
(overall sample 60%), this ratio is 43% for broken
families. In line with this, the ratio of broken families that have migrated from their hometown is 57%
(overall sample 40%), whereas it is 29% for extended
families.
Table 10. Number of Years Lived in Present Province (%)
Less than 1 year
1 - 5 years
6 - 10 years
11 - 15 years
16 - 20 years
21 - 25 years
26 - 30 years
More than 30 years
Do not know
No response
Total
1.1
15.4
16.2
23.0
24.5
5.5
5.7
6.0
1.1
1.5
100.0
One third of the families interviewed have come to
their city of residence in the last 10 years. The ratio
of families living in the same city for the last 11-20
years is about half (47.5%).
Table 11. Reasons for Migration (Respondents Not Living in
Their Original Hometown) (%)
Economic reasons
Unemployment
Because relatives live here
Appointment
Desire to move to the city
Marriage
Education
Forced migration
Other
Do not know
No response
Total
* Multiple response
45.2
14.2
8.7
7.6
6.9
5.3
4.9
3.3
1.9
1.8
1.6
101.4
The most common reason of migration among the
adolescents who do not live in their hometown is
economic reasons (45%). Even though the second
common reason, unemployment (14%) is shown
separately on Table 11, it is still connected to economic reasons. Other main reasons of migration are
relatives living there and appointment. The ratio of
adolescents who have left their hometown because
of forced migration is 3%.
When the reasons of migration are analyzed with respect to the family structure, it is observed that in
extended families, unemployment (18%) and forced
migration (8%) stand out (14% and 3% in the overall
sample). Compared to the overall sample, economic
reasons (51%) for the single parent families and ‘desire to move to the city’ (16%) and education (11%)
for the broken families are emphasized migration
causes. (Supplementary Table 1).
A majority of migrant adolescents has migrated
from urban areas (province centers or district centers). This finding indicates that among the participants migration did not occur from rural to urban
areas. However, based on the general tendency in
Türkiye, it can be stated that migration from urban
areas constitutes the second stage in the migration
process. Thus, the first stage of migration is from rural to urban areas and in the second stage migration
occurs more heavily between urban areas.
Table 12. Type of Settlement where Family Lived Before
Moving Here (%)
Province center
District center
Sub-district/village
Do not know
No response
Total
30.2
42.8
21.8
3.5
1.7
100.0
The adolescents who have migrated from sub-districts and villages state that their reasons for migration are economic reasons (50%), unemployment
(16%), “desire to move to the city” (9.5%) and forced
migration (5%). These values are higher in com-
Research Findings
parison to overall sample rates. For the ones who
migrated from province centers, the reasons stated
more frequently than the overall sample values are
appointment (13%) and education (6%). Education
is indicated more frequently among those migrating
from district centers as well compared to the overall
sample. (Supplementary Table 2)
1. Family Type and Househ old Members
The most common family type is the nuclear family
(85%). Traditional extended family is ranked behind
the nuclear family at 8.5%. The large difference between the ratios of nuclear family and traditional
extended family can be interpreted as an indication
of the transformation of widespread family type to
nuclear family in Türkiye.
39
Majority of the adolescents (61%) interviewed are
from families with 2 or 3 children. The ratio of families with one child is 8%. The average number of
siblings for participating adolescents is 2.
Table 15. Number of Children (%)
1 Child
2 Children
3 Children
4 Children
5 Children
6 Children
7 Children
8 Children
9 Children
More than 10 children
No response
Total
8.0
33.3
28.1
14.0
6.5
4.0
2.3
1.7
1.0
1.1
0.0
100.0
Table 13. Family Type (%)
Nuclear family
Traditional extended family
Single parent household
Broken family
Relatives
Other
Total
85.1
8.5
3.3
1.7
1.2
0.2
100.0
Table 14 provides the household sizes of the adolescents. Adolescents predominantly (59%) live in
4 or 5 people households. At the same time, the
households with 3 or 6 people also have relatively high ratios (12% and 13% respectively). Mean
household size is 5.
Table 14. Number of People Living in Household (%)
1 Person
2 People
3 People
4 People
5 People
6 People
7 People
8 People
9 People
More than 10 people
No response
Total
0.1
1.0
11.8
33.3
26.1
13.2
6.5
3.3
1.8
3.0
0.1
100.0
Number of siblings differs significantly with respect
to SES level. It is observed that as the SES level
increases, the number of siblings decreases.
Table 16. Number of Children (by SES) (%)
Upper
1 Child
2 Children
3 Children
4 Children
5 Children
6 Children
7 Children
8 Children
9 Children
More
than 10
Children
Total
Mean
Middle
37.7
55.5
6.3
0.5
0.0
0.0
0.0
0.0
0.0
Uppermiddle
25.1
48.2
20.4
5.5
0.4
0.4
0.0
0.0
0.0
Lower
Total
14.3
45.4
28.5
9.0
1.8
0.7
0.2
0.1
0.0
Lowermiddle
8.5
33.3
32.0
15.1
6.3
2.3
1.1
0.8
0.2
3.5
12.2
17.2
19.1
16.0
12.9
7.5
6.4
3.3
12.4
36.7
27.1
12.2
5.3
2.8
1.4
1.2
0.5
0.0
0.0
0.0
0.3
1.9
0.4
100.0
2
children
100.0
2
children
100.0
2
children
100.0
3
children
100.0
100.0
5
3
children children
x²:1551.924 degrees of freedom:36 p=0.000
Adolescents were asked about the number of siblings living in the household along with the number
of siblings that they have. Findings point out that
some of the siblings have left home for reasons such
as education or marriage.
40
TEPA 2008
2. Socioeconomic Characterstics
Among the mothers of the participating adolescents,the ratio of the ones who are illiterate or literate but with no schooling are 18%. The ratio of
mothers who completed primary school is 56%. The
education level of the mothers is lower than that of
the fathers.
Table 17. Level of Education of Surviving Parents (%)
Illiterate
Literate, no schooling
Completed primary school
Completed middle school
High school graduate
University degree
Master’s or doctoral degree
No response
Total
Mother
14.8
3.2
55.6
12.2
11.2
2.3
0.2
0.5
100.0
Father
3.8
1.5
48.8
17.3
20.4
6.9
0.6
0.7
100.0
Majority of the mothers of the participating adolescents are housewives (89%). This can be associated
with low levels labor force participation for women.
Most working mothers are unskilled laborers (4%).
Compared to mothers, the occupations of the fathers are distributed in a more balanced way. However, most of the fathers are also working as unskilled workers (25%). The one with the highest
ratio after unskilled workers is in the shopkeeper/
merchant group (15%). Self-employed and pieceworker fathers and the ones doing casual work have
a close ratio (14%). They are followed by farmers,
those who are retired and civil servants (9-10%).
The ratio of the adolescents with unemployed fathers is 4%.
Table 18. Father’s Level of Education (by SES) (%)
Upper
Upper-middle
Middle
Lower-middle
Lower
Illiterate
Literate
0.2
0.4
1.5
24.5
0.5
0.0
0.1
0.7
8.9
Primary school Middle school
2.2
6.2
30.9
69.3
62
3.3
8.2
25.7
19.2
3.5
High school
25.5
52.4
36.1
8.9
0.4
University
degree
61.4
30.3
6.1
0.2
0.0
Master’s or
higher
6.5
2.8
0.3
0.0
0.0
No response
0.5
0.0
0.5
0.2
0.8
Total
100
100
100
100
100
x²:3727.42 degrees of freedom:24 p=0.000
Compared to the mothers, fathers of the adolescents
are more educated. The ratio of the fathers who
completed primary school is close to half (49%). The
ratio of fathers who are university graduate is three
times as the mothers.
When SES is taken into consideration, higher differences between the education levels of the fathers
are observed. Of the fathers 24.5% who are in the
lower SES group are illiterate (3.8% overall sample).
The ratio of the ones who received primary school
education is 62%. In the upper group, on the other
hand, 68% of the fathers are university graduates.
High school graduate fathers are predominant in
the upper-middle group whereas high school and
middle school graduates are predominant in the
middle group.
Table 19. Occupation of Surviving Parents (%)
Housewife
Unskilled worker
Civil servant
Skilled worker
Retired, not working
Shopkeeper/merchant
Self employed, pieceworker, casual work
Professional, self employed
Farming/animal husbandry
Retired, still working
Unemployed
Manager or employer in mid to large scale enterprise
Administrator
Seasonal worker
Receives rent income
Ranger
Village/neighborhood headman
No response
Total
Mother
89.3
3.9
1.9
1.0
0.9
0.9
0.4
0.4
0.4
0.3
0.1
0.1
0.1
0.1
0.0
0.0
0.0
0.2
100.0
Father
25.2
9.1
5.3
9.5
15.2
14.1
1.1
9.7
2.3
3.8
0.9
0.6
0.8
1.4
0.3
0.2
0.6
100.0
Research Findings
In terms of the relation between the occupation of
the fathers and the migration, it is observed that the
majority of the ones living in their original hometowns are farmers. While in general the fathers
doing farming and animal husbandry are 10%, it is
15% among the ones living in their original town.
The ratio of farmers among the fathers not living in
their original town is only 2%. On the other hand,
it is understood that migrants are more commonly
unskilled workers, ones doing casual work or unemployed. Among the migrants the ratios of these
occupational groups are higher compared to the
overall sample (Supplementary Table 3).
The number of siblings differs significantly with
respect to the educational level of the mother. The
ratio of illiterate mothers exceeds the overall sample
value for those mothers who have more than four
children. This border is 3 children for the literate
mothers. Among the mothers who received primary
school education, the percentage of those with 3 or
4 children is above the overall sample value. Middle
school graduate mothers more commonly have 2 or
3 children.
It is observed that the percentage of mothers with
high school education or higher and have one or
two children is above the overall sample value.
When the number of siblings is examined with respect to the education level of the fathers, a pattern
similar to the one about the education level of the
mothers is observed. As the education level increases, the number of siblings decreases.
Table 20. Number of Children (by Mother’s Education) (%)
1 Child
2 Children
3 Children
4 Children
5 Children
6 Children
7 Children
8 Children
9 Children
More than 10 Children
Total
Illiterate
3.4
9.8
14.8
15.3
14.6
13.5
9.5
8.6
4.7
5.8
100.0
Literate
4.3
16.3
30.4
20.1
8.7
9.8
4.3
3.3
1.1
1.6
100.0
Primary school
6.2
34.1
32.8
15.8
6.1
2.7
1.1
0.5
0.3
0.2
100.0
Middle school
9.3
39.7
33.4
12.9
3.0
1.0
0.3
High school
17.2
54.5
20.8
5.0
1.9
0.5
0.2
University degree
26.9
53.7
13.4
5.2
0.7
Master’s or higher
25.0
58.3
8.3
8.3
0.1
0.1
100.0
100.0
100.0
100.0
Total
7.9
33.4
28.2
14.0
6.5
4.0
2.2
1.7
1.0
1.1
100.0
x²:1910.558 degrees of freedom: 54 p=0.000
Table 21. Number of Children (by Father’s Education) (%)
1 Child
2 Children
3 Children
4 Children
5 Children
6 Children
7 Children
8 Children
9 Children
More than 10 Children
Total
Illiterate
2.9
10.5
11.9
14.8
14.8
11.9
9.0
8.6
5.2
10.5
100.0
Literate
7.2
9.6
24.1
13.3
12.0
8.4
8.4
8.4
4.8
3.6
100.0
Primary school
5.3
29.2
29.2
16.3
7.8
5.0
2.8
2.1
1.3
1.0
100.0
41
Middle school
7.1
35.4
33.0
13.9
5.1
3.1
1.2
0.9
0.1
0.1
100.0
High school
12.8
44.4
25.6
11.2
3.8
1.1
0.6
0.4
0.1
0.2
100.0
x²:919.653 degrees of freedom:54 p=0.000
University degree Master’s or higher
17.1
8.8
44.9
55.9
27.0
23.5
7.3
8.8
2.9
2.9
0.5
0.3
100.0
100.0
Total
8.0
33.7
28.2
14.0
6.4
3.8
2.2
1.7
1.0
1.0
100.0
42
TEPA 2008
other hand, the ratio of the broken families living in
rented houses is much higher than the overall sample (49.5% and 28% respectively).
Table 22. Type of Residence (%)
Apartment or flat
House
Squatter housing
Other
No response
Total
53.1
42.5
2.8
0.1
1.5
100.0
Homeownership is more widespread among families of participants who reside in their hometown
compared to the overall sample rate (75.5% and
Table 23. Type of Residence (by Family Type) (%)
Nuclear family
Traditional extended
family
Single parent
household
Broken family
Relatives
Other
Total
54.6
36.3
48.2
70.1
50.0
83.3
53.1
41.1
2.8
60.0
2.7
46.1
4.2
22.7
5.2
44.4
4.2
8.35
1.5
100.0
1.0
100.0
1.6
100.0
2.1
100.0
1.4
100.0
42.5
2.8
0.1
1.5
100.0
Apartment
or flat
House
Squatter housing
Other
No response
Total
8.35
100.0
x²:85.718 degrees of freedom:16 p=0.000
Table 24. Ownership of Residence (by Family Type) (%)
Nuclear family
We own it
Rented
Owned by a relative
Public/company housing
Other
No response
Total
67.0
28.7
2.4
1.7
0.0
0.1
100.0
Traditional extended
family
75.8
18.3
5.3
0.6
Single parent
household
63.9
29.8
5.2
1.0
100.0
100.0
Broken family
Relatives
Other
Total
44.3
49.5
3.1
2.1
55.6
31.9
12.5
25
58.3
67.1
28.3
2.9
1.6
0
0.1
100
1.0
100.0
8.3
100.0
8.3
100.0
x²:93.561 degrees of freedom: 12 p=0.000
More than half of the respondents live in an apartment or a flat. This can be associated with the concentration of the urban population. Houses are generally common in villages and rural areas. Living in
squatter housing is rare. Extended families and broken families stand out with respect to the relation
between family type and type of residence. The ratio
of extended families living in houses is 60% (overall
sample 42.5%). The ratio of broken families living in
apartment houses is 70% (overall sample 53%).
67% respectively) (Supplementary Table 4).
Of the participants, 67% live in a residence owned
by the family. This ratio is close to the national average. The ratio of extended families living in their
own houses is 9 points higher than the values of the
overall sample (76% and 67% respectively). On the
Heating stove is the most common heating tool for
all residence types. As may be expected, room heater
and central heating are more common in apartment
houses compared to other types of residence (Supplementary Table 5).
Table 25. Ownership of Residence (%)
We own it
Rented
Public/company housing
Owned by a relative
Other
No response
Total
67.1
28.4
1.6
2.9
0.1
0.1
100.0
Research Findings
Table 26. Heating System of Residence (%)
Heating stove
Room heater/boiler
Central heating
Air conditioner
Electric heater
Other
No heating
No response
Total
64.4
16.7
12.7
5.6
0.4
0.5
0.4
0.2
101.0
* Multiple response
The residences where participating adolescents live
generally have 3 or 4 rooms. This can be associated
with the fact that the average household size is 5.
The number of rooms in the houses differs significantly depending on household size. It is observed
that the houses of the adolescents who live in their
original hometown have more rooms than the houses of adolescents who have migrated.
Table 27. Number of Rooms in Residence (%)
1 Room
2 Rooms
3 Rooms
4 Rooms
5 Rooms
More than 6 rooms
No response
Total
Mean
Minimum
Maximum
0.3
4.6
35.2
47.1
9.4
3.1
0.4
100.0
3.71
1 room
12 rooms
Majority of the adolescents have their own rooms
(57%). This shows that most of the adolescents have
their own private space at home.
Table 28. The Adolescent Having a Private Room (%)
Yes
No
No response
Total
56.7
42.9
0.4
100.0
No significant difference about owning their own
rooms is observed between girls and boys. The ratio
of the adolescents having own their own room differ
43
significantly depending on the number of rooms in
the house. As the number of rooms in the house
increases, the ratio of adolescents’ having their own
room increases (Supplementary Table 6).
A significant relation is observed between socioeconomic status and adolescents having their own
room. The ratio of adolescents with their own rooms
is considerably higher in upper SES groups compared to lower SES groups. This ratio is 95% in upper SES group and 18% in the lower group (Supplementary Table 7). Majority of the adolescents
(78.5%) have social security coverage through their
parents. The ratio of adolescents who state that they
have no social security is 14%.
Table 29. Social Security Coverage through a Parent (%)
I have social security coverage
No social security
Do not know
No response
Total
78.5
14.0
6.6
0.9
100.0
About half of the adolescents stating that they have
no social security are from the middle SES group
and they are followed by the lower SES group. The
number of adolescents who do not have social security is very low in the upper SES group.
Majority of the adolescents who have social security from their parents are affiliated with SSK (54%).
Bağ-Kur (17%) and the Retirement Fund (14%)
follow. The ratio of the adolescents with a green card
is 14%. The ratio of participants with private insurance is rather low.
Table 30. Type of Social Security of Adolescents Who Are
Covered through a Family Member (%)
SSK
Bağ-Kur
Retirement Fund
Green card: Health card for uninsured people
Private insurance
SSK and private insurance
Retirement Fund and private insurance
Total
53.9
17.3
14.3
14.1
0.2
0.1
0.0
100.0
44
TEPA 2008
Majority of the participants are still students (80%).
When the participants who study and work and the
ones enrolled in open education are added, the ratio
increases to 81%.
Table 31. Adolescent’s Current Study/Work Status (%)
Student
Not working, not looking for a job
Working
Not working, looking for a job
Both student and working
Attends university prep courses
Student in open education
Student in open education and working
Total
79.7
7.8
6.5
4.2
1.1
0.4
0.2
0.2
100.0
Table 32. Adolescent’s Current Status (by Sex) (%)
Student
Not working, not looking for a job
Working
Not working, looking for a job
Both student and working
Attends university prep courses
Student in open education
Student in open education and working
Total
Female
84.3
10.3
2.1
2.4
0.4
0.4
0.2
0.1
100.0
Male
75.3
5.4
10.7
5.8
1.9
0.4
0.2
0.3
100.0
Total
79.7
7.8
6.5
4.2
1.1
0.4
0.2
0.2
100.0
x²:294.121 degrees of freedom:7 p=0.000
On the other hand, the ratio of boys who are working is considerably higher than the value for girls
(11% and 2% respectively). Another interesting
point is that among the adolescents the ratio of the
ones who are not working or are not looking for a
job is relatively high in girls (10%).
The ratio of students among upper SES groups is
considerably higher compared to the lower SES
groups. This ratio is 95% in the upper SES group,
whereas it decreases to almost 65% in the lower
group (80% overall sample). On the other hand, the
ratio of adolescents working or looking for a job is
lower in the upper SES groups and higher in the lower SES groups. In the lower SES group, the ratio of
adolescents who neither work or look for a job is 16%
(7% overall sample), the ratio of working adolescents
is 8% (6.5% overall sample) and the ratio of the ones
looking for a job is 9% (6% overall sample).
When the adolescents who are students, who work,
who attend university prep courses and who are students in open education are excluded, it is observed
that 1064 (18%) of the adolescents are not students.
The causes for not continuing one’s education have
been investigated.
Table 33. Adolescent’s Current Status (by SES) (%)
Student
Both student and working
Working
Not working, looking for a job
Not working, not looking for a job
Attends university prep courses
Student in open education
Student in open education and working
Total
Upper
94.8
0.5
1.6
1.0
1.0
1.0
0.0
0.0
100.0
Upper-middle
90.9
1.7
3.6
0.8
2.5
0.0
0.2
0.2
100.0
Middle
84.4
1.5
5.3
2.7
5.2
0.4
0.4
0.2
100.0
Lower-middle
77.5
1.2
7.7
5.2
7.8
0.3
0.1
0.2
100.0
Lower
65.0
0.9
8.3
9.2
15.8
0.5
0.0
0.2
100.0
Total
80.0
1.2
6.4
4.3
7.2
0.4
0.2
0.2
100.0
x²:224.630 degrees of freedom:28 p=0.000
The percentage of being a student and working at
the same time increases with age. The ratio of boys
who have dropped out of school or are looking for a
job is higher than the corresponding ratio for girls.
The ratio of girls who are students (84%) is higher
than the rate for boys (75%) (overall sample 80%).
Forty percent of the adolescents who are not continuing their education have dropped out of school
because they are unwilling to attend school. The
ratio of the ones who dropped out because of economic reasons is 28%. Not succeeding in university
exams also has a relatively significant ratio (13%).
Research Findings
The fact that only 13 adolescents state that there
are no schools around where they live, illustrates the
level of improvement of the education infrastructure.
Table 34. Main Reason for Discontinuing Education for
Non-Student Adolescents (%)
Unwilling to attend school
Economic reasons
Could not succeed in university entrance exams
Family's resistance because of customs and traditions
Unsuccessful in school
There are no schools here
Mother/father is deceased
Health problems
Other
No response
Total
40.0
27.9
12.6
7.4
1.6
1.2
0.7
0.7
4.4
3.5
100.0
The ratio of boys who do not continue their education because of unwillingness to go to school is
considerably higher than the corresponding figure
for girls (47% and 29% respectively). On the other
hand, the ratio of adolescents who do not continue
school because of family’s resistance due to customs
and traditions is much higher among girls. This is
the reason that 18% of the girls do not continue
their education (7% overall sample) (Supplementary Table 8).
Adolescents’ relation with education is directly related to the socioeconomic situation of the
families. While “unwillingness to attend school”
and “not succeeding in university entrance exams” are the main reasons in upper and middle
SES groups, in the lower SES group the option
of “economic reasons” is stated as the main reason
for not attending school. The ratio of the adolescents who do not continue with their education
because of unwillingness to go to school is 57%
in the upper SES group (40.5 % overall sample
). The ratio of adolescents who do not continue
with their education because of not succeeding in
the university entrance exams is 42% in the upper-middle and 29% in the upper SES group (
13% overall sample). On the other hand, in the
lower group half of the adolescents who are not
students (54%) have stated that they do not continue their education because of economic reasons (28% overall sample).
When the reasons of not continuing with school is
examined with respect to the place of residence, it
is striking that the ratio of the adolescents that do
not go to school because of the family’s resistance
caused by the customs and traditions is remarkably
higher in rural areas compared to urban areas (14%
and 4% respectively). The ones who do not go to
school because of unwillingness to go to school and
economic reasons do not differ significantly. In contrast with the frequency of dropping out of school
because of customs and traditions in the rural areas, in the urban areas, the initiative for continuing
education is higher but university entrance exams
constitute an obstacle.
Table 35. Main Reason for Discontinuing Education for Non-Student Adolescents (by SES) (%)
Unwilling to attend school
Economic reasons
Could not succeed in university entrance exams
Family's resistance because of customs and traditions
Unsuccessful in school
There are no schools here
Other
No response
Total
Upper
57.1
0.0
28.6
0.0
0.0
0.0
14.3
0.0
100.0
45
Upper-middle
30.3
9.1
42.4
0.0
3.0
0.0
9.1
6.1
100.0
Middle
49.7
12.2
23.3
1.1
1.1
0.0
6.3
6.3
100.0
x²:296.634 degrees of freedom:100 p=0.000
Lower-middle
45.1
26.6
10.7
6.9
1.3
0.2
5.4
3.8
100.0
Lower
21.9
54.2
1.0
12.5
1.6
2.6
4.7
1.6
100.0
Total
40.5
28.7
12.7
6.6
1.4
0.7
5.6
3.9
100.0
46
TEPA 2008
Table 36. Main Reason for Discontinuing Education for
Non-Student Adolescents (by Settlement Type) (%)
Unwilling to attend school
Economic reasons
Could not succeed in university
entrance exams
Family's resistance because of customs
and traditions
There are no schools here
Other
No response
Total
Table 38. Perceived Level of Success in School (by SES) (%)
Urban
40.9
28.0
Rural
38.3
27.7
Total
40.0
27.9
15.5
6.6
12.6
4.2
14.1
7.4
0.1
7.3
4.0
100.0
3.5
7.5
2.3
100.0
1.2
7.4
3.5
100.0
Not at all
successful
Not successful
Somewhat
successful
Successful
Very
successful
No response
Total
Uppermiddle
Middle
Lowermiddle
Lower
Total
0.5
0.9
0.7
1.2
0.8
1.0
4.3
2.9
3.5
2.3
5.0
3.1
21.2
28.7
31.6
34.3
36.0
32.4
51.1
52.9
53.7
53.7
51.2
53.3
22.3
14.3
9.8
7.9
6.8
9.8
0.5
100.0
0.2
100.0
0.7
100.0
0.5
100.0
0.3
100.0
0.5
100.0
x²:72.855 degrees of freedom:16 p=0.000
x²:89.683 degrees of freedom:27 p=0.000
B. Adolescents in School Life
1. School Success and Willingness to Go to
School
More than half of the adolescents who continue
their education (53%) find themselves successful in
school. With the addition of the ones stating that
they are very successful, this ratio rises to 62.5%.
Only 4% think they are not successful, and 33% find
them somewhat successful.
Upper
Ninety seven percent of the adolescents who are
currently in school are willing to continue. Only 2%
of the participants state unwillingness to continue
their education.
Table 39. Desire to Continue His/Her Education (%)
Yes
No
No response
Total
97.2
2.0
0.8
100.0
Table 37. Perceived Level of Success in School (%)
Not at all successful
Not successful
Somewhat successful
Successful
Very successful
No response
Total
1.0
3.2
32.9
52.9
9.6
0.5
100.0
Compared to boys, girls find themselves more successful (Supplementary Table 9).
A significant relation is observed between the adolescents’ perception of success in school and the
families’ SES levels. The ratio of those thinking that
they are successful or very successful in school is
73% in the upper SES group, whereas it is 58% in
the lower group (62.5% overall sample).
No significant relation is found between the perception of success in school and the age of the participants.
The willingness to continue education is slightly
higher among the adolescents in the upper SES
groups compared to the lower ones. The ratio of adolescents who do not want to continue their education is 1% in the upper SES group, whereas this ratio
increases to 5% in the lower group (Supplementary Table 10). Table 33 above displays participating
adolescents’ current status (student and/or working)
with respect to SES (95% students in the upper SES
group as opposed to 65% in the lower SES group).
Compared to the situation of continuing education,
dropping out of school is clearly caused by objective
conditions and not the subjective attitudes of the
adolescents for the lower SES group. As it can be
seen above, adolescents who quit school because of
unwillingness is more common in the upper groups
compared to the lower ones. In the lower groups,
the primary reason of not continuing education is
economic reasons.
Research Findings
2. Satisfaction with Education
When the satisfaction of the participants with education is examined, the highest level of satisfaction
is observed with the teachers’ attitude and the way
they cover the subjects. The lowest level is with the
system of education. The satisfaction with the content of the classes, administrative staff of schools,
schools’ outside appearances and buildings, schools’
gardens, numbers of students in classes, and the
sporting facilities provided by the schools are at the
medium level. The satisfaction with the labs and educational class material is relatively low.
Adolescents’ satisfaction with the system of education varies significantly with respect to the age,
SES and type of residence. Older adolescents are
less satisfied with the system of education compared to the younger ones. The ratio of adolescents
stating that they are not satisfied with the system
of education in Türkiye is 23% in the 13-15 age
group, whereas this ratio increases to 40% in 16-18
age group (overall sample 30.5%). In the same vein,
the ratio of adolescents who are satisfied with the
system of education is 49% in the 13-15 age group
and it is 29.5% in the 16-18 age group (overall
sample 40.5%).
Table 40. Level of Satisfaction with Respect to Education* (%)
With the system of education in our country
With the content of your classes
With the administrative staff of your school
With your school's outside appearance and building
With your school's garden
With your school's labs
With the sufficiency of your school's educational class material
With the number of students in your class
With your teachers' attitude and behavior
With the way your teachers cover the subjects
With the sporting and social facilities provided by your school
With the safety of your school's surroundings
Not at all
satisfied
13.1
6.7
7.3
6.8
6.6
12.5
8.6
6.9
5.0
4.4
7.2
9.9
Not satisfied
17.3
11.7
11.6
11.2
11.5
14.5
13.4
11.2
8.1
7.5
12.0
11.8
Somewhat
satisfied
29.0
29.0
23.4
22.0
21.6
24.6
27.5
20.0
21.8
22.7
23.2
20.2
Satisfied
Very
satisfied
5.7
7.9
11.1
12.0
12.5
9.6
10.1
13.0
14.8
14.0
12.9
12.5
34.8
44.7
46.6
48.1
47.7
38.9
40.4
48.8
50.2
51.3
44.6
45.6
Mean
3.03
3.35
3.43
3.47
3.48
3.19
3.30
3.50
3.62
3.63
3.44
3.39
*The table excludes cases of non-response and those of enrolment in open education.
Table 41. Level of Satisfaction with the System of Education (by Age Group, SES and Settlement Type) (%)
13–15 age group
16–18 age group
Not satisfied
AGE GROUP
23.3
39.8
Somewhat satisfied
Satisfied
Total
27.7
30.7
49.0
29.5
100.0
100.0
30.1
27.8
31.2
28.4
30.8
26.8
32.6
36.8
42.3
50.4
100.0
100.0
100.0
100.0
100.0
29.9
26.2
37.2
50.9
100.0
100.0
29.0
40.5
100.0
x²:214.011 degrees of freedom:2 p=0.000
SES
Upper
Upper-middle
Middle
Lower-middle
Lower
43.2
39.6
32.1
29.3
18.8
x²:72.389 degrees of freedom: 8 p=0.000
Urban
Rural
SETTLEMENT TYPE
32.9
23.0
x²:71.178 degrees of freedom:2 p=0.000
Total
30.5
47
48
TEPA 2008
In terms of SES groups, it is observed that the adolescents in the upper SES groups are less satisfied
with the system of education in Türkiye compared
to the ones in the lower groups. While the ratio of
satisfaction with the system of education is 50% in
the lower group, the ratio decreases to 27% in the
upper group. On the other hand the ratio of adolescents not satisfied with the system of education
is 19% in the lower group and 43% in the upper
group.
The level of satisfaction with the system of education also differs with respect to settlement type.
The students living in rural areas are more satisfied
with the system of education than the ones living in
urban areas (51% and 37% respectively). Similarly,
while the ratio of students who are not satisfied with
the system of education is 23%, this ratio increases
to 33% in the urban areas.
The satisfaction with the attitudes of the teachers
differs with respect to age and settlement type. As
the age increases, satisfaction with teachers’ attitudes
and behaviors decreases. The ratio of adolescents
satisfied with their teachers is 69% in the 13-15 age
group , whereas it falls to 59.5% in the 16-18 age
group (65% overall sample) (Supplementary Table
11). The satisfaction of adolescents living in urban
areas with their teachers is lower than the satisfaction of those living in rural areas (Supplementary
Table 11).
3. School Guidance Services
Among the participating adolescents, 79% have
guidance teachers at school: 20% do not have such
access to guidance services. School guidance services are more common in urban areas . This ratio is
82% in urban areas and 70% in rural areas (Supplementary Table 12).
Table 42. Availability of Guidance Services at School (%)
No, there is not
Yes, there is
Enrolled in open education
No response
Total
79.1
20.4
0.4
0.1
100.0
The majority of adolescents who have guidance services at school (73%) has consulted the guidance
teacher/psychological advisor about their personal
problems. The ratio of the ones who have not consulted about a problem despite the existence of the
guidance service is 27%. No significant variation is
determined between consulting the guidance teacher or advisor in terms of sex, age, SES or settlement
type.
Table 43. Having Consulted with the Guidance Teacher about a
Private Matter (%)
No
Yes
No response
Total
73.1
26.8
0.1
100.0
School/classes or exams constitute foremost topics
of consultation for adolescents at 61%. The second
most frequent topic discussed is family issues (21%).
Other topics that are discussed are personal issues,
economic difficulties and relations with friends.
Table 44. Most Recent Topic Disccussed with the Guidance
Teacher (%)
School /classes /exams
Family issues
Personal issues
Economic difficulties
Friends
No response
Total
60.7
21.2
15.4
1.1
1.0
0.6
100.0
The topics that are discussed with the guidance
teacher differ significantly with respect to age. It
is observed that the adolescents in the 13-15 age
group discuss personal and family issues with a
higher frequency than the group aged between 16
and 18. On the other hand, the ratio of discussing
the topics of school/classes/exams is higher in the
16-18 age group.
Among the adolescents who have consulted guidance services, 52% of the adolescents state that they
were satisfied with their last consultation, 18.5%
Research Findings
state that they were very satisfied and 16% state that
they were somewhat satisfied. The ratio of those
who state that they were not satisfied or not at all
satisfied is 12%. (When the mean is calculated, the
point interval of 1- “I am not satisfied at all” and
5-“I am very satisfied” is employed.)
Table 45. Most Recent Topic Disccussed with the Guidance
Teacher/Psychological Advisor (by Age Group) (%)
School /classes /
exams
Family issues
Personal issues
Economic difficulties
Friends
Do not remember
No response
Total
13-15 age group
16-18 age group
Total
55.2
67.5
60.7
25.0
16.9
1.3
0.9
0.2
0.5
100.0
16.4
13.7
0.9
1.1
0.0
0.4
100.0
21.2
15.4
1.1
1.0
0.1
0.5
100.0
x²:16.984 degrees of freedom:4 p=0.002
Table 46 Level of Satisfaction with Most Recent Consultation
with the Guidance Teacher (%)
Not at all satisfied
Not satisfied
Somewhat satisfied
Satisfied
Very satisfied
No response
Total
Mean
Adolescents’ satisfaction level with their last consultation varies with respect to sex and age. Girls are
slightly more satisfied with consultations than boys.
Table 47. Level Of Satisfaction with Most Recent Consultation
with Guidance Teacher/Psychological Advisor (by Sex) (%)
Not at all satisfied
Not satisfied
Somewhat satisfied
Satisfied
Very satisfied
No response
Total
Female
3.9
4.4
18.0
53.0
19.9
0.8
100.0
Male
7.5
9.2
14.4
51.5
16.9
0.6
100.0
x²:17.433 degrees of freedom:4 p=0.002
On the other hand, while the total ratio of being
satisfied and very satisfied is 78% for the 13-15 age
group, it is 62% for the 16-18 age group.
Table 48. Level of Satisfaction with Most Recent Consultation
with Guidance Teacher/Psychological Advisor (by Age Group) (%)
Not at all satisfied
Not satisfied
Somewhat satisfied
Satisfied
Very satisfied
No response
Total
Total
5.6
6.7
16.2
52.3
18.5
0.7
100.0
13-15 age group 16-18 age group
4.7
6.7
5.1
8.7
11.4
22.2
57.2
46.2
20.9
15.5
0.7
0.7
100.0
100.0
Total
5.6
6.7
16.2
52.3
18.5
0.7
100.0
x²:33.844 degrees of freedom:4 p=0.000
4. Disciplinary Action in School Life
Ninety one percent of the adolescents in school
state that they have never received any disciplinary
punishments.
Table 49. Having Been Subject to Disciplinary Action in School (%)
No
Yes
No response
Total
5.6
6.7
16.2
52.3
18.5
0.7
100.0
3.72
49
91.0
8.7
0.3
100.0
Analyzing types of punishments, it is observed that
the frequency of warning is 80% and the frequency
of suspension is 22%. There is only one participant
who was expelled from school.
Table 50. Type of Disciplinary Action Faced during School Life(%)
Warning
Suspension
Expulsion
No response
Total
79.9
21.8
0.2
2.7
104.7
* Multiple response
There is no considerable difference between boys
and girls with respect to having disciplinary punishments. However, suspension ratio is rather higher
among boys (24%) compared to girls (13%) (Supplementary Table 14).
50
TEPA 2008
The students in 13-15 age group have a higher percentage of having received warnings (88%) compared to the overall sample (80%). On the other
hand the ratio of suspension is higher than the
overall sample figure (22%) for the 16-18 age group
(33%) (Supplementary Table 15).
Table 51. Average Weekly Allowance (%)
5 TL or less
6 - 10 TL
11 - 20 TL
21 - 30 TL
31 - 40 TL
41 - 50 TL
51 TL or more
Receives no allowance
No definite amount
No response
Total
Mean
16.1
21.7
24.6
13.8
4.2
5.3
3.1
10.9
0.1
0.1
100.0
20.10 TL
5. Student Allowances
The average allowance for students is 20 TL. The
group with the highest ratio is the adolescents re-
ceiving 11-20 TL (25%). This group is followed
by the ones receiving 6-10 TL (22%). The ratio of
adolescents who state that they do not receive any
allowance is 11%.
The amount of allowance that adolescents receive
varies significantly with respect to age, sex, SES
and settlement type. It is observed that boys receive
higher allowances than girls, the ones over the age
of 15 receive more than the ones below 15, upper
SES groups receive higher allowances and the adolescents who live in urban areas receive higher allowances than the ones living in rural areas.
When the way adolescents spend their allowances
is analyzed, it is seen that majority of allowances is
spent on food, followed by school needs and transportation expenditures. Spending the allowance for
fun is in the fourth place. These findings indicate
that adolescents use their allowances for their basic
needs. The ratio of adolescents who state that they
do not spend their allowances and save is low.
Table 52. Top Three Items that the Adolescent Spends His/Her Allowance on (%)
Food
School needs
Transportation
Fun
Hobbies
The Internet café
Clothes
Books
Phone credit
Music CDs
Game CDs
Cigarettes
Technological products
Cosmetics
I don't spend, I save
Magazines
Paying rent
Private needs
The cost of Internet
To bet on sports
To pay for the gym or training costs
To pay for university prep courses
To buy alcoholic drinks
To buy newspaper
No response
Total
First
49.2
33.4
6.5
2.6
2.1
1.6
1.0
1.0
0.8
0.3
0.3
0.3
0.3
0.2
0.1
0.1
0.1
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.1
100.0
Second
33.6
22.6
11.1
8.0
7.1
4.3
2.7
2.9
2.4
0.9
1.0
0.2
0.9
1.4
0.1
0.6
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
100.0
Third
8.8
11.4
14.3
16.6
10.4
6.6
5.8
8.5
5.8
1.5
1.8
0.2
1.4
3.1
0.1
3.4
0.1
0.0
0.0
0.0
0.0
0.1
0.0
0.0
0.0
100.0
Research Findings
The way adolescents spend their allowances is illustrated on Table 53. According to this table, the
frequency of food is 84% and that of school needs
is 60%.
Table 53. Items that the Adolescent Spends His/Her Allowance
on (Overall) (%)
Food
School needs
Transportation
Fun
Hobbies
The Internet café
Books
Clothes
Phone credit
Cosmetics
Magazines
Game CDs
Music CDs
Technological products
Cigarettes
I don't spend, I save
Paying rent
To pay for university prep courses
Private needs
To bet on sports
To buy alcoholic drinks
To buy newspaper
The cost of Internet
To pay for the gym or training costs
No response
Total
83.7
60.3
25.8
20.8
15.3
9.8
9.3
7.3
6.9
3.6
3.0
2.4
2.1
2.0
0.6
0.3
0.1
0.1
0.0
0.0
0.0
0.0
0.0
0.0
0.1
253.6
* Multiple response
C. Adolescents in Working Life
1. Reasons for Working Rather Than Going to
School
The reason for working that is stated most often
is economic reasons (32%), followed by not liking
school at a close 31%. A considerable percentage of
adolescents indicate that they work rather than being in school because they like to work (24%).
The biggest difference between boys and girls is
about the ones who quit their education because
51
they do not like school. The ratio of preferring work
to education is 19% among girls whereas it rises to
33% among boys (Supplementary Table 16).
Table 54. Reasons for Choosing to Work Rather than Going to
School (%)
Because I like working
Because I don't like school
Economic difficulties
Because I was unsuccessful in the university
entrance exams (ÖSS)
Other
No response
Total
23.8
31.1
32.0
3.6
7.1
2.4
100.0
The reasons for adolescents preferring work over
school also varies significantly with respect to age.
The ratio of adolescents stating not liking school as
the reason for working is higher in the 13-15 age
group compared to the 16-18 age group (41% and
29% respectively). It is understood that the adolescents who do not like going to school quit school in
early ages. The percentage of those who prefer work
because they like to work is slightly higher in the
16-18 age group compared to the 13-15 age group
(Supplementary Table 17).
2. The type of Sector that Adolescents Work in
Nearly half of the working adolescents (49%) work
in the service sector in barber shops, tailors etc.
Twenty one percent are workers in the manufacturing industry, 13% are workers in the textile industry,
12% work in the family business and 3% work in
farming. One percent of the working adolescents
state that they work on the street.
Table 55. Type of Work Done by the Adolescent (%)
Worker in the service sector
Worker in the industry
Worker in textiles
Works for the family
Farm worker
Works on the street
Other
No response
Total
49.3
20.9
12.9
11.6
2.7
1.3
0.9
0.4
100.0
52
TEPA 2008
When examined with respect to sex, it is observed
that boys work in manufacturing with higher ratios
than girls (24% and 4% respectively); and girls work
in textile with higher ratios than the boys (33% and
9% respectively) (Supplementary Table 18).
When the sectors that the adolescents work in are
considered with respect to the age groups, it is seen
that the adolescents in 13-15 age group work in textile (24%) and for the family (19%) more so than
the those in the 16-18 age group. Meanwhile, the
adolescents in the 16-18 age group work in the service sector (51.5%) and manufacturing with higher
ratios than the ones in the 13-15 age group (Supplementary Table 19).
3. Working Conditions
More than half of the working adolescents (58%)
work for six days a week. The ratio of adolescents
who work every day of the week is 19%. Many adolescents state that they have irregular working days.
Table 56. Number of Working Days per Week (Working
Adolescents) (%)
1 Day
2 Days
3 Days
4 Days
5 Days
6 Days
7 Days
It changes
No response
Total
0.9
3.1
1.6
2.4
13.8
58.4
18.9
0.4
0.4
100.0
Fifty four percent of the working adolescents work
6-10 hours a day. The ratio of adolescents whose
working hours is equal to or above the legal limit
for adults is 39%.
Table 57. Working Hours per Day (Working Adolescents) (%)
1 - 5 hours
6 - 10 hours
11 hours and more
No response
Total
7.1
54.0
38.7
0.2
100.0
The majority of working adolescents do not have
social security (73%). The ratio of adolescents with
social security is 27%.
Table 58. Social Security Coverage of Working Adolescents (%)
Yes
No
Total
27.1
72.9
100.0
Analyzing social security coverage by work sector,
it is observed that the ones working in the manufacturing industry have social security with a higher
ratio (41.5%). The adolescents working in the textile
industry have the lowest ratio in terms of having
social security coverage (15.5%) (Supplementary
Table 20).
Despite long working hours, adolescents have quite
low incomes. Only 29% of the working adolescents earn more than 500 TL. 4% of them state that
they do not earn any money from their labor since
they are helping their families. Adolescents’ mean
monthly income is 443 TL.
Table 59. Monthly Income of Working Adolescents (%)
50 TL or less
51 -100 TL
101 - 200 TL
201 - 300 TL
301 - 400 TL
401 - 500 TL
501 TL or more
It changes
I help the family, I don't get paid
No response
Total
Mean
3.1
4.0
10.9
13.6
17.6
16.4
28.7
1.3
3.6
0.9
100.0
443 TL
In terms of sex, it is observed that boys receive relatively higher wages than the girls. The ratio of adolescents who receive more than 500 TL per month
is 30% among boys, whereas this ratio decreases to
20% among girls (Supplementary Table 21).
When income levels are examined with respect to age,
it is seen that the adolescents in the 16-18 age group
Research Findings
have higher incomes than the ones in the 13-15 age
group. More than half of the adolescents in the 1315 age group (53%) earn less than 300 TL per month.
This ratio is 27% among the 16-18 age group. On
the other hand, while the ratio of adolescents with
monthly income higher than 500TL is 31% among
the 16-18 age group, this ratio drops to 19% among
the 13-15 age group (Supplementary Table 22).
lescents in the lower SES group give their money to
their families. This ratio is 15% in the upper-middle group. In the upper group, there is nobody who
spends most of their income on their family. On the
other hand, the ratio of adolescents who spend their
money on themselves is 13% in the lower group and
it increases to 75% in the upper group.
5. Satisfaction with Work
The participants are asked to state their level of satisfaction with working on a scale of 1 to 10, where
1 indicates the lowest level of satisfaction and 10
indicates the highest. As such, 24% of the working
adolescents arrive at a score of 5 or below, whereas
the remaining 76% have a score of 6 or above. Accordingly, mean satisfaction level is 6.99. Thus, it is
Table 60. How the Adolescent Spends His/Her Earnings (%)
Mostly for my family's needs
Partly for my own and partly for my family's needs
Mostly for my own needs or pleasures
Other
No response
Total
53
40.4
30.0
28.0
0.4
1.1
100.0
Table 61. How the Adolescent Spends His/Her Earrnings (by SES) (%)
Mostly for my own needs or pleasures
Partly for my own and partly for my family's needs
Mostly for my family's needs
I don't make money
No response
Total
Upper
75.0
25.0
.0
.0
.0
100.0
Upper-middle
46.2
38.5
15.4
.0
.0
100.0
Middle
40.0
34.0
25.0
.0
1.0
100.0
Lower-middle
24.9
33.5
40.1
.5
1.0
100.0
Lower
13.0
22.2
63.0
.0
1.9
100.0
Total
29.1
32.3
37.3
.3
1.0
100.0
x²:39.843 degrees of freedom: 20 p=0.005
4. The Way Adolescents Spend Their Money
It is striking that working adolescents spend most
of (40%) or a part of (30%) their income for their
families’ needs. These findings confirm the findings
described above such as quitting education because
of economic difficulties and starting working because of the same reason. The ratio of adolescents
who spend most of their income for their own needs
or pleasure is 28%.
The way of spending the income and for whom the
income is spent does not differ significantly with
respect to sex. When it is analyzed with respect to
age, the ratio of adolescents spending their income
for their families is 39.5% in the 16-18 age group
whereas it rises to 45% for the 13-15 age group.
For whom the income is spent varies significantly
with respect to SES. Sixty three percent of the ado-
Table 62. Adolescent’s Level of Satisaction with Working (%)
1 Point
2 Points
3 Points
4 Points
5 Points
6 Points
7 Points
8 Points
9 Points
10 Points
Total
Mean
6.9
1.8
2.7
2.2
10.0
7.3
20.9
18.7
13.1
16.4
100.0
6.99
understood that despite long working hours and low
income, working adolescents are generally satisfied
with working. The ratio of the adolescents who state
that they work because they like working is consistent with the high level of satisfaction.
54
TEPA 2008
Working adolescents’ satisfaction with work is examined in greater detail in relation to their satisfaction with the work they do, their work environment, the behavior of their workmates towards
them and the behavior of their director towards
them. The assessments in these four topics are
conducted on a scale of 1 to 5 and it is seen that
mean level of satisfaction is relatively high (close
to 4 or higher) for all four topics. These findings
are consistent with the adolescents’ level of satisfaction with working.
D. Adolescents’ Relations with Friends and
Family
1. Relations with Friends
More than half of the adolescents (51%) state that
they have equal number of friends from both sexes and this ratio does not vary with respect to sex.
The ratio of adolescents who state that they have no
friends is slightly higher among girls (1%). The ones
who state that most of his/her friend are boys are
mostly boys (17%) and the ones who state that most
of his/her friends are girls are mostly girls (16%).
Table 63. Adolescent ‘s Level of Satisfaction with Work Environment (%)
Not at all
satisfied
7.6
6.5
4.1
6.1
The work I do
Work environment
Behavior of my workmates towards me
Behavior of directors/supervisors towards me
6. Violence at the Workplace
As illustrated on Table 64, it is understood that
working adolescents do not frequently face violence
in the workplace. The type of violence that the adolescents state that they “sometimes” confront is
verbal violence. Economic violence takes the second
place but with a considerably lower ratio. Thus, one
might conclude that adolescents do not interpret
long working hours and lack of social security as
economic violence.
Table 64. Frequency of Violence Faced at Workplace (%)
Verbal Violence
Physical Violence
Sexual Violence
Economic Violence
No,
never
85.1
99.1
98.9
95.1
Rarely
Sometimes
Often
Total
6.4
0.7
0.2
2.0
6.9
0.2
0.7
1.6
1.6
0.0
0.2
1.3
100.0
100.0
100.0
100.0
Adolescents are asked by whom the violence is perpetrated in the workplace and the source of violence
is generally addressed as the owner of the workplace,
followed by the chief/director.
Not satisfied
4.5
2.9
2.5
6.1
Somewhat
satisfied
14.3
11.2
11.1
10.6
Satisfied
Very satisfied
Mean points
46.3
48.4
49.7
45.7
27.3
31.0
32.7
31.5
3.81
3.95
4.05
3.91
Table 65. Source of Violence at Workplace (%)
Owner
Chief/director
Workmates
Father
No response
Total
Verbal
violence
43.3
40.3
11.9
4.5
3.0
103.0
Physical
violence
20.0
40.0
20.0
0.0
20.0
100.0
Sexual
violence
40.0
0.0
60.0
0.0
0.0
100.0
Economic
63.6
18.2
0.0
0.0
22.7
104.5
* Multiple response
Similarly, the adolescents with only male friends are
mostly boys and the ones with only female friends
are mostly girls.
Table 66.Distribution of the Adolescent’s Friends (by Sex) (%)
I have an equal number of friends from
both sexes
Most of my friends are boys
Most of my friends are girls
All of my friends are girls
All of my friends are boys
I have no friends
No response
Total
Female
Male
Total
50.7
50.9
50.8
3.9
28.4
14.4
1.1
1.4
0.1
100.0
29.6
4.5
1.4
13.0
0.6
0.1
100.0
17.1
16.1
7.7
7.2
1.0
0.1
100.0
x²:1681.451 degrees of freedom:5 p=0.000
Research Findings
When examined with respect to SES groups, the
ratio of those stating they have equal number of
friends from both sexes is considerably higher in
the upper SES groups compared to the lower SES
groups (66% in the upper group and 26% in the
lower group) (Supplementary Table 23).
When the distribution of friends is analyzed with
respect to the type of residence, the ratio of adolescents who state that they have equal number of
friends from both sexes is higher in urban areas than
the rural areas (53% and 44% respectively) (Supplementary Table 24).
When the ones with no friends are excluded, the
mean number of close friends that the adolescents
state is calculated as four. The ratio of adolescents
who have 2-5 close friends is close to 70%. The ratio of adolescents who state that they have no close
friends is low (0.3%).
Table 67. Number of Close Friends of the Adolescent (%)
1-3 Friends
4-6 Friends
7+ Friends
I have no close friends
No response
Total
Mean
Minimum
Maximum
48.7
33.9
13.4
0.3
3.9
100.0
4.32
1 friends
29 friends
When distribution with respect to sex is examined,
it is observed that girls have fewer close friends
compared to boys. The ratio of the girls who state
that they have at the most three close friends is 58%,
whereas this ratio is 40% for boys. On the other
hand, the ratio of adolescents who have 5 or more
than 5 close friends is 40% among boys and 22%
among girls (Supplementary Table 25).
The topics that adolescents talk about when they are
with friends vary and school is the most commonly stated one as an answer to the relevant multiple
response question (the frequency being 46.5%). The
55
topics talked about most besides school are girl/
boyfriends and current events (frequencies 34% and
30% respectively). Topics such as exams (OSS, etc.),
clothes, and the future are also talked about relatively frequently. In addition, football is one of the most
frequently talked about topics among boys (total
frequency 42%).
Table 68. Topics Usually Talked with Friends (%)
School
Girlfriend/boyfriend
Current events
Exams (ÖSS/OKS/SBS)
Football
Clothes
The future
Sports
Music
Family issues
TV shows
Work life
Sexual issues
Economic issues
Celebrities
Information Technology
Other
It changes
No response/do not know
Total
46.5
34.0
29.9
25.6
22.8
21.6
20.4
19.3
18.9
14.1
13.1
10.3
9.6
7.2
5.1
4.6
0.6
0.4
0.5
304.5
* Multiple response
The topics that girls talk about more frequently than
the boys are school (girls 56%, boys 37%), clothes
(girls 29%, boys 14%) and exams (girls 32.5%, boys
19%). The future, music, family issues and TV shows
are also topics that girls talk about more frequently.
On the other hand boys talk about especially football (boys 41%, girls 3%), and sports in general (boys
33%, girls 5%) more frequently than girls. It is understood that work life and sexual issues are other
topics that boys are more interested in than girls
(Supplementary Table 26).
When examined with respect to the age groups,
the adolescents in the 13-15 age group talk about
school more frequently than the ones in the 16-18
56
TEPA 2008
age group (frequency 53% and 40% respectively).
The adolescents in the 16-18 age group, on the other hand, talk about girl/boyfriends, current events,
family issues, work life and sexual issues more frequently than the ones in the 13-15 age group (Supplementary Table 27).
2. Adolescents’ Views on Flirting and Premarital
Sexual Relations
Participating adolescents usually (70%) approve of
premarital romantic relations. The ratio of the ones
not approving is 20%. Ten percent of the respondents have not answered this question.
Tablo 69. Whether or not the Adolescent Approves of
Premarital Romantic Relations (%)
Yes
No
No response/ do not know
Total
69.9
19.7
10.3
100.0
Table 70. Whether or not the Adolescent Approves of
Premarital Romantic Relations (by Sex, Age Group, SES,
Settlement Type, Family Type, and Current Status) (%)
Female
Male
When examined with respect to SES, premarital
romantic relations are approved more commonly
among the upper SES groups compared to the lower
SES groups. While the ratio of adolescents approving such relations is 86% in the upper SES group, it
is 55% in the lower group (70% overall sample). On
the other hand, the ratio of adolescents who do not
approve of premarital romantic relations is 9% in
the upper SES group, whereas it goes up to 37% in
the lower group (20% overall sample).
There is a difference between adolescents living in
rural versus urban areas in regard to views about
premarital romantic relations. While 72% of those
living in urban areas approve, the ratio is 63% in the
rural areas.
No
65.3
74.3
SEX
24.0
15.7
No response/
do not know
Total
10.7
10.0
100.0
100.0
x²:65.858 degrees of freedom:1 p=0.000
AGE GROUP
13-15 age
group
16-18 age
group
63.7
25.2
11.1
100.0
76.3
14.2
9.6
100.0
x²:121.209 degrees of freedom:1 p=0.000
Upper
Upper-middle
Middle
Lower-middle
Lower
86,4
81,3
73,1
68,3
54,6
SES
8,9
9,7
14,0
21,1
36,7
4,7
9,1
12,9
10,6
8,7
100,0
100,0
100,0
100,0
100,0
x²:181.087 degrees of freedom:4 p=0.000
Urban
Rural
The ratio of boys approving premarital romantic relations is higher than the ratio for girls (74% and
65% respectively). Similarly, the 16-18 age group
is more accepting of premarital romantic relations
compared to the 13-15 age group (76% and 64%
respectively).
Yes
72.4
62.7
SETTLEMENT TYPE
17.4
26.5
10.2
10.8
100.0
100.0
x²:61.320 degrees of freedom:1 p=0.000
Nuclear family
Traditional
extended family
Single parent
household
Broken family
Relatives
Other
70.9
FAMILY TYPE
18.7
10.4
100.0
58.9
30.4
10.7
100.0
69.1
23
7.9
100.0
77.3
75
50
12.4
19.4
16.7
10.3
5.6
33.3
100.0
100.0
100.0
x²:44.271 degrees of freedom:4 p=0.000
Student
Both student
and working
Working
Not working,
looking for
a job
Not working,
not looking for
a job
70.7
STUDENT / WORKING
19.3
10.0
100.0
81.5
15.4
3.1
100.0
69.9
16.5
13.6
100.0
67.6
19.5
12.9
100.0
59.8
29.9
10.3
100.0
x²:55.544 degrees of freedom:21 p=0.000
Among the family types, the ratio of adolescents
who approve of premarital romantic relations is
highest in broken families (77%). The group that
least favors this issue is the adolescents living in extended families (30%).
Research Findings
Whether the adolescent is a student or working also
leads to different attitudes in this regard. The group
that approves premarital romantic relations most
strongly is the adolescents who both work and go
to school (81.5%). The group that is most strongly against is the adolescents who neither work nor
study (30%).
The ratio of adolescents approving of premarital
sexual relations is 12.5% and the ratio of the ones
disapproving is 73%. The ratio of the adolescents
who did not answer this question is close to 15%.
Table 71. Whether or not the Adolescent Approves of
Premarital Sexual Relations (%)
Yes
No
No response
Total
12.5
72.7
14.8
100.0
57
Table 72. Whether or not the Adolescent Approves of
Premarital Sexual Relations (by Sex, Age Group, SES, and
Settlement Type) (%)
Yes
Female
Male
3.9
20.7
No
SEX
81.0
64.8
No response
Total
15.1
14.5
100.0
100.0
x²:373.721 degrees of freedom:1 p=0.000
13-15 age group
16-18 age group
8.2
16.9
AGE GROUP
76.4
68.9
15.4
14.2
100.0
100.0
x²:98.107 degrees of freedom:1 p=0.000
Upper
Upper-middle
Middle
Lower-middle
Lower
21.5
18.1
15.3
11.4
4.0
SES
64.4
67.6
67.8
74.1
81.2
14.1
14.3
16.9
14.5
14.8
100.0
100.0
100.0
100.0
100.0
x²:80.687 degrees of freedom:4 p=0.000
Urban
Rural
13.1
10.8
SETTLEMENT TYPE
72.4
73.5
14.5
15.7
100.0
100.0
x²:4.814 degrees of freedom:1 p=0.028
The views on premarital sexual relations are consistent with the views on the premarital romantic relations with respect to sex, age, SES and settlement
type.
While 21% of boys approve of premarital sexual relations, this ratio is 4% for the girls (12.5% overall
sample). The ratio of girls that do not approve is
81% and the corresponding figure for boys is 65%
(73% overall sample).
The adolescents in the 16-18 age group more frequently approve of premarital sexual relations compared to the 13-15 age group (17% and 8% respectively). The ratio of the ones disapproving is 76%
in the 13-15 age group and 69% in the 16-18 age
group.
As SES decreases, the ratio of approving of premarital sexual relations decreases and the ratio of
disapproval increases. The ratio of adolescents approving of premarital sexual relations is 21.5% in
the upper SES group, whereas it decreases to 4% in
the lower group. In contrast, the ratio of adolescents
disapproving is 64% in the upper SES group and it
increases to 81% in the lower group.
Total
12.5
72.7
14.8
100.0
There is little variation by settlement type in this
regard (72% disapproval in urban areas and 73.5%
disapproval in rural areas).
3. Relations with the Family
In order to acquire information about participating adolescents’ family relations, they were asked to
evaluate their relations with every member of the
household on a scale of 1 to 5. Their responses are
presented on Table 73. The mean values shown in
the right column of the table point out that adolescents generally perceive of their relations with
family members as “normal” or better (3 or higher
out of 5).
According to the evaluations of the participants, adolescents’ mothers are the members of their families
with whom they form the most positive relations
(4.39 mean value). The relations with fathers, even
though not as good as that with mothers, are also
stated to be good (4.25 mean value). The ratio of not
answering the question is relatively high (3%) for the
relations with the fathers. However, no difference is
observed between boys and girls in this regard.
58
TEPA 2008
It is understood that the relations with older sisters (4.22 mean value) are better than relations with
older brothers (4.07 mean value). The relations with
younger sisters and younger brothers are evaluated
as equally well (4.06 mean value). Another striking
point is that the highest ratio of not answering is
observed in evaluating relations with siblings (4.5%)
Girls more commonly refrain from responding to
this question (%7).
When disputes in the family are analyzed with
respect to sex, a considerable differentiation is observed about relations with the father. The ratio of
boys who have disputes with their fathers (%15) is
rather high compared to the ratio of the girls (5%)
(10% overall sample). On the other hand, girls argue
and dispute with their mothers and siblings more
frequently than boys. Similarly, the ratio of the adolescents who state that they do not have any dis-
Table 73. Relations with Family Members (%)
(%)
Mother
Father
Older Sister
Older Brother
Younger Sister
Younger Brother
Grandfather
Grandmother
Uncle
Aunt
Uncle’s Wife/Brother’s Wife
Cousin
Aunt’s Husband / Sister’s
Husband
Niece/Nephew
Stepmother
Stepfather
Very bad (%)
Normal (%)
0.5
1.2
0.5
1.6
1.0
1.2
0.5
1.5
2.9
0.0
0.0
3.4
Bad
Good (%)
1.2
2.2
2.4
3.3
3.8
3.6
2.0
1.8
1.5
11.5
0.0
0.0
Very good (%)
7.3
10.6
12.0
15.3
13.1
13.9
12.7
9.7
10.3
3.8
9.2
10.3
No response (%)
39.6
40.0
44.5
46.2
48.4
50.8
49.8
55.6
51.5
61.5
58.7
55.2
Mean
50.2
43.3
40.5
33.3
29.1
30.2
35.1
31.5
33.8
23.1
32.1
31.0
1.1
2.7
0.2
0.2
4.5
0.4
0.0
0.0
0.0
0.0
0.0
0.0
4.39
4.25
4.22
4.07
4.06
4.06
4.17
4.14
4.12
3.85
4.23
4.1
0.0
0.0
0.0
62.5
37.5
0.0
4.38
0.0
11.5
0.0
0.0
15.4
15.4
3.8
30.8
53.8
66.0
38.5
23.1
30.2
3.8
7.7
0.0
0.0
0.0
4.26
3.08
3.23
a. Members of the Family that Adolescents Have
Disputes with
A significant part (43%) of participating adolescents
state that they do not argue or have disputes with
any of the family members. This finding is consistent with the general positive evaluation of family
relations. Mothers are indicated as family members
with whom adolescents form the best relationships.
On the other hand, mothers are also those members
with whom adolescents conflict most (11%). The
ratio of adolescents having disputes with younger
brothers and older brothers is higher than the ones
having disputes with younger and older sisters. The
ratio of adolescents who state that they have disputes with their fathers is close to 10%.
Table 74. Family Member that the Adolescent Argues/Has
Disputes with Most Frequently (%)
I do not argue/have disputes with anyone
My mother
My younger brother
My older brother
My father
My younger sister
My older sister
Other
No response
Total
42.8
11.2
10.3
10.0
9.7
7.8
7.0
1.2
0.1
100.0
putes with their family members is higher among
boys compared to girls (45% and 40.5% respectively) (Supplementary Table 28).
Research Findings
The ratio of adolescents who state that they do not
have any disputes/arguments with family members
is higher in older (16-18) adolescents (45%) compared to the 13-15 age group (40%). It is also observed that adolescents in the 16-18 age group more
frequently have disputes with their parents whereas
the ones in the 13-15 age group more commonly
dispute with their siblings (Supplementary Table
29).
b. Reasons for Disputes and Arguments
Adolescents’ main disputes and arguments are investigated by a multiple response question posed to all
participants excluding the ones who state that they
do not have any disputes with their family members. This illustrates that watching television is the
number one reason for arguments (frequency 26%).
The second reason is schoolwork (21%), which is
followed by spending time on the computer (19%)
and going out (15%).
Table 75. Reasons for Arguments or Disputes (%)
Watching TV
Studying for school
Spending time on the computer
Going out
Helping out with household chores
Clothes
Coming home late
Friend choices
Economic issues
Talking on the phone
No specific reason
Difference in opinions
Noncompliance
Cleanliness/tidiness of room
Sharing common goods
Other
No response
Total
26.2
21.4
18.8
15.0
14.7
12.5
12.5
11.7
9.0
5.8
1.9
1.5
0.9
0.7
0.6
4.5
0.6
158.2
* Multiple response
Watching television is the primary reason for argument for both boys and girls. The other primary reasons are helping with household chores for the girls
59
and spending time on the computer for the boys.
Girls have more frequent disputes about clothes and
boys about economic issues, going out and coming
home late.
Table 76. Reasons for Arguments or Disputes (by Sex) (%)
Watching TV
Studying for school
Spending time on
the computer
Going out
Helping out with
household chores
Clothes
Coming home late
Friend choices
Economic issues
Talking on the
phone
No specific reason
Difference in
opinions
Other
No response
Total
Female
28.1
21.6
Male
24.2
21.1
Total
26.2
21.4
16.6
21.1
18.8
13.7
16.4
15
23.8
5.3
14.7
17.3
6.9
12
6.6
7.6
18.2
11.4
11.5
12.5
12.5
11.7
9.0
7.4
4.1
5.8
2.2
1.7
1.9
1.9
1.2
1.5
6.2
0.5
164.6
7.1
0.7
151.6
6.6
0.6
158.2
* Multiple response
When age groups are considered, economic issues
and going out become reasons to argue for the 1618 age group more frequently. Watching television
is an important subject of dispute for the 13-15 age
group (30%). This ratio is 22% for the 16-18 age
group. Additionally, those in the 13-15 age group
have disputes about spending time on the computer
and studying for school more frequently than the
16-18 age group.
When examined with respect to SES, the groups
that have disputes about the economic issues most
frequently are upper and lower groups (12% and
10.5% respectively). The ratio of disputes about
spending time on the computer is 32.5% in the
upper-middle group, whereas it is 1% in the lower
group. Additionally, the ratio of the disputes about
studying for school increases as SES rises.
60
TEPA 2008
Table 77. Reasons for Arguments or Disputes (by Age Group) (%)
Watching TV
Studying for school
Spending time on the
computer
Going out
Helping out with
household chores
Clothes
Coming home late
Friend choices
Economic issues
Talking on the phone
No specific reason
Difference in opinions
Other
No response
Total
13-15 age group 16-18 age group
29.6
22,3
22.6
20.0
Total
26,2
21,4
20.5
16,9
18,8
11.7
18,6
15.0
14.5
14,9
14,7
11.4
8.8
9.4
5.6
5.1
1.9
1.5
6.7
0.6
150.1
13,7
16,5
14,2
12,8
6,4
2.0
1,6
6,6
0.5
167
12,5
12,5
11,7
9.0
5,8
1,9
1,5
6,6
0.6
158.2
Table 79. Reasons for Arguments or Disputes with Parents (%)
* Multiple response
Table 78. Reasons for Arguments or Disputes (by SES) (%)
Upper
Watching TV
Studying for school
Going out
Coming home late
Spending time on
the computer
Clothes
Helping out with
household chores
Friend choices
Economic issues
Talking on the phone
No specific reason
Difference in
opinions
Other
No response
Total
Middle Lower- Lower
middle
21.9
27.4
26.4
22.7
19.3
16.7
15.1
14.5
14.3
14.3
13.5
7.4
argument is the most frequent subject in disputes
with the mother and second one (following the
subject of coming home late) in disputes with the
father. Helping with household chores is the second most frequently mentioned topic and going out
ranks third in regards to disputes with the mother.
Going out is a significant subject in disputes with
the father and economic issues is also observed to
be important. Adolescents’ choices of friends are a
subject of arguments with both parents in similar
ratios. Summing up, it can be said that the arguments about the subjects related to the relations in
the household are more common with the mother
and the disputes with the father are more frequently
about the subjects related to the outside world.
21.1
24.6
14.0
14.0
Uppermiddle
27.8
26.8
17.9
10.9
Total
24.6
32.5
29.0
13.1
.8
14.7
10.5
12.9
12.1
12.3
16.3
12.5
13.2
11.3
12.1
16.1
17.8
12.5
11.4
12.3
4.4
2.6
12.6
6.6
5.0
2.6
14.5
9.3
6.2
1.7
10.4
9.0
5.9
1.8
8.5
10.5
6.2
1.2
11.7
9.0
5.8
1.9
3.5
1.3
1.7
1.6
.8
1.5
7.9
.9
164.9
5.3
.0
173.5
5.6
.4
166.3
6.2
.6
151.5
26.2
21.4
18.8
15.0
12.8
6.6
1.9
0.6
141.5 158.2
* Multiple response
When the primary reasons for adolescents’ arguing with their parents are examined, it is observed
that studying for school is an important subject for
arguments with both parents (34% frequency for
the mother and 25% for the father). This subject of
Studying for school
Helping out with household
chores
Going out
Friend choices
Coming home late
Spending time on the
computer
Clothes
Watching TV
Economic issues
Talking on the phone
Other
No response
Total
With mother
34.0
With father
25.3
21.6
5.2
20.8
19.4
17.1
24.2
17.2
26.5
15.3
13.1
13.3
13.0
10.2
6.5
6.4
0.8
178.3
11.1
9.3
20.3
6.3
7.7
0.5
166.7
* Multiple response
4. Sharing Problems and Getting Support
Nearly half of the participating adolescents (44%)
state that when they have a problem, they talk to
their mothers in order to get support. The ratio of
adolescents who reach out to their friends for sharing and support is 20%. The ratio of adolescents who
communicate with their fathers about the problems
they confront is only 9%. Six percent of the participants state that they do not get any support about
their problems and they do not share their problems
with anyone.
Research Findings
lems with friends increases (17% for the 13-15 age
group and 23% for the 16-18 age group) (Supplementary Table 31).
Table 80. Most Supportive Family Member (%)
My mother
My friend
My father
My older sister
Nobody
My girl/boyfriend
My older brother
My younger sister
Other
No response
Total
61
44.1
19.9
9.0
7.2
6.0
5.4
4.3
1.0
2.9
0.2
100.0
The person from whom the adolescents get the
greatest support and the person with whom they
mostly share their problems vary significantly with
respect to sex, age, SES and family type.
When sex is taken into account, it is observed that
girls share their problems mostly with their mothers, followed by their older sisters. The ratio of
girls who share their problems with their mothers
(55%) is considerably higher than the ratio of the
boys (34%) (44% overall sample). It is striking that
boys share their problems more with their friends
(25%) than their fathers (13%). This is also true for
the girls (15% with friends, 4.5% with their fathers).
The ratio of boys who do not share their problems
with anybody is higher than the ratio for girls (8%
and 4% respectively) (Supplementary Table 30).
When age is taken into account, the ratio of sharing
problems with the mother is higher for the 13-15
age group (49%) than the 16-18 age group (39%). In
contrast, as age increases, the ratio of sharing prob-
When SES is taken into account, it is observed that
the ratio of the adolescents sharing problems with
their parents is higher in the upper SES groups. As
the SES level decreases, this ratio decreases too.
While the ratio of adolescents sharing their problems with their mothers is 49% in the upper SES
group, it is 34% in the lower SES group (44% overall
sample). Similarly, the ratio of those sharing problems with their fathers is 13% in the upper SES
group and it is 6% in the lower group (6% overall
sample). On the other hand, an opposite tendency
is observed with respect to sharing problems with
friends. The ratio of the adolescents sharing problems with friends is 29% in the lower SES group,
whereas it is 15% in the upper group (20% overall
sample).
Table 81. Sharing Problems (by SES) (%)
Upper
My mother
My friend
My father
My older sister
My girl/boyfriend
My older brother
Nobody
Other
No response
Total
48.7
15.2
13.1
4.2
7.9
2.1
4.7
2.6
1.6
100.0
Upper- Middle Lowermiddle
middle
49.1
45.0
42.5
18.1
17.9
22.0
11.6
11.0
8.1
4.6
7.3
7.0
5.9
5.7
5.0
3.4
4.4
4.5
4.6
5.0
6.2
0.6
0.9
1.6
2.1
2.8
3.0
100.0 100.0 100.0
Lower
Total
34.3
28.9
6.4
8.7
6.3
5.0
6.6
0.9
3.0
100.0
43.2
21.0
9.3
7.0
5.5
4.3
5.7
1.3
2.8
100.0
x²:96.321 degrees of freedom:32 p=0.000
Table 82. Sharing Problems (by Family Type) (%)
Nuclear family
My mother
My friend
My father
My older sister
My girl/boyfriend
My older brother
Nobody
Other
No response
Total
44.6
20.0
9.2
7.2
5.4
3.9
6.0
1.0
2.7
100.0
Traditional extended family
43.9
15.4
9.9
7.4
3.9
7.2
5.7
3.5
3.1
100.0
Single parent
household
38.7
26.2
2.1
6.8
4.7
7.9
8.4
3.1
2.1
100.0
Broken family
Relatives
Other
Total
42.3
22.7
7.2
7.2
6.2
2.1
6.2
1.0
5.2
100.0
33.3
16.7
2.8
8.3
12.5
4.2
5.6
11.1
5.6
100.0
25.0
41.7
16.7
0.0
8.3
8.3
0.0
0.0
0.0
100.0
44.1
19.9
9.0
7.2
5.4
4.3
6.0
1.4
2.8
100.0
x²:57.509 degrees of freedom:24 p=0.000
62
TEPA 2008
The ratio of sharing problems with friends is especially higher among adolescents living in single parent households (26%) and in broken families (23%)
compared to the overall sample (20%). The highest
ratio of adolescents not sharing their problem with
anybody is the ones in single parent families (8%).
5. People with whom Adolescents Spend their
Free Time
The people with whom the participating adolescents spend most free time with are friends from
the neighborhood (31%), closely followed by
school friends (29%). The ratio of spending free
time with the mother (13%) is remarkably higher
compared to the ratio of spending time with the
father (1.5%).
Table 83. Most Frequent Free time Companion (%)
My friend(s) from the neighborhood
My school friend(s)
My mother
My girl/boyfriend
My older sister
My younger sister
My younger brother
My older brother
My father
Nobody
Other
No response
Total
31.2
29.1
12.9
10.8
3.2
2.4
1.8
1.6
1.5
2.7
2.7
0.2
100.0
The ratio of spending free time with the mother is
rather high among girls compared to boys (21% and
5% respectively). On the other hand, the ratio of
spending time with friends from the neighborhood
is higher among boys than girls (43% and 19% respectively). The ratio of spending time with school
friends is close for boys and girls (30% among girls,
28% among boys). The adolescents tend not to
spend their free time with their fathers (2% among
the boys, 1% among the girls) (Supplementary Table 33).
While spending free time with school friends is
more frequent among the adolescents below the age
of 15, spending time with girl/boyfriends is higher
among those older than 15 (Supplementary Table
34).
6. Adolescents’ Perceptions about the
Expectations of Families
The expectations of families from adolescents are
investigated through a multiple response question. As such, school success ranks first (frequency
39%). The ratio of adolescents who state that their
families do not have any expectations from them
is 17.5%. The ratio of adolescents who are expected to help with household chores is 15%. However, when it is combined with the expectations of
keeping their rooms clean, helping out with grocery shopping, cooking, taking care of and tutoring
siblings, the expectations about household chores
is actually higher than the expectations of success
in school. On the other hand, 11% of the adolescents state that their parents expect them to work
and make money.
Table 84. Family’s Expectations of the Adolescent (%)
To succeed in school
They have no expectations of me
To do/help out with household chores
To keep my room clean and tidy
To work and make money
Grocery shopping or helping out
To tutor my younger sibling(s)
To care for my younger sibling(s)
Cooking or helping out with cooking
To secure a job for the future/to study and obtain a profession
To be successful in university entrance exams
To be a respectful and honest person
Other
No response
Total
38.8
17.5
15.1
14.3
10.6
7.8
6.6
6.4
5.5
4.1
1.1
0.5
0.6
0.3
129.3
* Multiple response
When the parents’ expectations from the adolescents are examined with respect to sex, age, SES and
type of residency, some variations are observed. It
is observed that economic expectations are higher
in regard to boys and the 16-18 age group. While
the ratio of parents’ expecting from their adolescent
Research Findings
children to work and make money is 4% in regard to
girls, it rises to 17% for boys (Supplementary Table
35). In the same vein, in the 13-15 age group 6% of
the families have economic expectations, whereas in
63
success (expectation rate is 41% in urban areas and
32.5% in rural areas), whereas rural families are more
demanding about household chores (20% in rural
areas and 13% in urban areas). The ratio of families
Table 85. Family’s Expectations of the Adolescent (by SES) (%)
To succeed in school
They have no expectations of me
To do/help out with household chores
To keep my room clean and tidy
To work and make money
Grocery shopping or helping out
To tutor my younger sibling(s)
To care for my younger sibling(s)
Cooking or helping out with cooking
To secure a job for the future/to study and obtain a profession
Other
No response
Total
Upper
53.4
19.9
6.3
23.6
3.1
7.3
1.6
1.0
4.2
4.2
3.1
0.0
127.7
Upper-middle
44.0
17.1
8.6
25.1
5.7
7.2
4.0
5.1
1.9
5.7
3.8
0.0
128.0
Middle
47.6
17.2
10.4
15.3
7.8
6.5
4.3
5.8
4.6
3.9
2.4
0.3
126.1
Lower-middle
36.4
17.1
16.7
11.8
12.9
7.6
7.7
7.1
5.2
3.8
2.2
0.3
128.8
Lower
22.4
11.0
23.7
8.5
17.9
10.1
14.4
10.4
12.3
3.1
1.6
0.3
135.8
Total
38.8
17.5
15.1
14.3
10.6
7.8
6.6
6.4
5.5
4.1
2.3
0.3
129.3
* Multiple response
the 16-18 age group this ratio is 16% (Supplementary Table 36).
When the ratios are examined with respect to SES,
the most striking variation is observed in relation
to families’ economic expectations. While the ratio
of expecting from the adolescent to make money is
3% in the upper SES group, this ratio is 18% in the
lower group (11% overall sample). This may not be
surprising when one considers that families in the
upper SES group do not need their children’s economic support. Similarly, the ratio of families with
no expectations from their children rises as SES
level increases (11% in the lower group, 20% in the
upper group). Another important difference with
respect to SES is about the expectations of success
in school. While the ratio of families expecting their
children to be successful in school is 53% in the upper SES group, this ratio falls down to 22% in the
lower group. The level of expecting from the adolescent to care for the siblings, to tutor them or to help
out with household chores decreases as SES level
increases.
Urban families are more demanding about school
with no expectations from their children is higher
in rural areas compared to urban areas (20.5% and
16.5% respectively) (Supplementary Table 37).
7. Adolescents’ Perception of Their Relations with
Their Parents
A series of statements were provided for the participants and they were asked to evaluate the frequency
with which they confront these situations on a scale
of 1 to 5. The values given for each statement and
the means calculated are presented on Table 86.
Participating adolescents’ evaluation of the statement “I feel that my mother and father love me”
(4.25 mean value) shows that this is the feeling that
they have most frequently among the six statements
provided. The fact that this is followed by the statements “My mother and father attend to my problems” (4.7 mean value) and “My mother and father
see me and accept me as I am” (4.06 mean value),
illustrate that adolescents generally evaluate the attitudes and behaviors of their parents positively. On
the other hand, adolescents’ relatively rare agreement with the statement “I share most of my problems with my mother and father” (3.52 mean value)
64
TEPA 2008
suggests a lack of communicating these problems on
behalf of the adolescents. Calculated mean values
of the other two statements “My mother and father
control my actions, what I do” and “They think I
have to be perfect and flawless in everything I do” is
3.93 and 3.61 respectively.
(50%). The adolescents who feel the least loved are
the ones who attend university prep courses (the ratio of the ones always feeling loved by their parents
is 27%) (Supplementary Table 43).
Table 86. Adolecent’s Relations with His/Her Parents (%)
I feel that my mother and father love me
My mother and father attend to my problems
My mother and father see me and accept me as I am
My mother and father control my actions, what I do
They think that I have to be perfect and flawless in everything that I do
I share almost all of my problems with my mother and father
Never
1.2
1.7
3.2
2.5
7.3
8.2
Adolescents feeling of being loved by their mother and father significantly differ based on sex, age,
SES, settlement type, and whether the adolescent is
a student or working. The adolescents who “always”
feel loved by their parents have a higher ratio among
girls compared to boys (50% and 46% respectively)
(Supplementary Table 38). This ratio is also higher
in the 13-15 age group compared to the 16-18 age
group (51% and 45% respectively) (Supplementary
Table 39).
When examined with respect to SES, the adolescents in the upper SES group think that they are
loved by their parents more so than those in the
lower group. While the ratio of adolescents who “always” feel that their parents love them is 63% in the
upper SES group, this ratio falls down to 34% in the
lower group (Supplementary Table 40).
The ratio of adolescents who “always” feel loved by
their parents is 49% in the urban areas and 45% in
the rural areas (Supplementary Table 41). When
examined with respect to the family type, the highest ratio is seen among the adolescents in extended
families (53%) and the lowest in broken families
(36%) (Supplementary Table 42).
Even though numbers are too few to provide bases
for analysis, those who feel more loved are the ones
both working and studying (51%) and the students
Rarely
2.6
4.2
4.8
6.2
9.6
11.3
Sometimes
13.8
17.9
15.6
21.0
24.3
25.7
Often
34.4
37.5
35.4
36.6
32.4
29.7
Always
48.0
38.7
41.0
33.7
26.3
25.1
Mean
4.25
4.07
4.06
3.93
3.61
3.52
It is understood that younger adolescents get along
better with their parents. Of the adolescents in the
13-15 age group, 44% think that their parents “always” see them and accept them as they are. This
ratio is 37% in the 16-18 age group (41% overall
sample) (Supplementary Table 44).
While the ratio of the adolescents who think that
their parents “always” accept them as they are is 50%
in the upper SES group, this ratio goes down to 30%
in the lower group (Supplementary Table 45). Of
the adolescents not working and not looking for
a job, 33% think that their parents “always” accept
them as they are. This ratio is 42% among students
(Supplementary Table 46).
The adolescents in the 13-15 age group think more
positively about their parents’ attending to their
problems compared to the older ones. The ratio of
adolescents thinking that their parents “always” attend to their problems is 42.5% in the 13-15 age
group, whereas it is 34% in the older group (38.5%
overall sample) (Supplementary Table 47).
When attending to the problems of children is examined with respect to SES, a significant variation
is observed. While 59% of the adolescents in the
upper SES group thinks that their parents “always”
attend to their problems, this ratio is 27.5% in the
lower group (Supplementary Table 48).
Research Findings
Although not as significant as this one, in different family types, the adolescents’ perceptions about
their parents’ attending to their problems vary. Forty percent of the adolescents who are members of
extended families think that they “always” receive
attention from their parents about their problems,
whereas this ratio goes down to 31% among those
in broken families.
65
Adolescents in the 13-15 age group feel more like
they are under control. Among this group, the ratio
of the ones who feel that they are “always” under the
control of their parents is 37%. This ratio decreases
to 30% in the 16-18 age group (34% overall sample)
(Supplementary Table 53).
Table 87. “My mother and father attend to my problems” (by Family Type) (%)
Nuclear family
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
1.6
4.1
17.7
37.9
38.4
0.0
0.4
100.0
Traditional extended
family
1.6
4.7
17.5
35.7
40.0
0.0
0.4
100.0
Single parent
household
3.1
3.1
18.8
35.6
38.7
0.0
0.5
100.0
Students especially think that their parents attend
to their problems. While the ratio of adolescents
who think that their parents “always” attend to their
problems is 41% among the students, this ratio goes
down to 30% among working adolescents, those
who are not working but looking for a job and those
who are neither working nor looking for a job. It is
29% among those who both work and study (Supplementary Table 49).
Girls share their problems with their parents in a
higher ratio compared to boys. The ratio of girls
who “always” share their problems with their parents
is 27% whereas it is 23% among boys (25% overall
sample) (Supplementary Table 50). Similarly, the
ratio of those who “always” share their problems is
28% in the 13-15 age group and 22% in the older
group (Supplementary Table 51).
Twenty six percent of the students state that they
“always” share their problems with their parents.
This ratio is 19.5% among those who do not work
but look for a job (Supplementary Table 52).
Broken family
Relatives
Other
Total
3.1
12.4
21.6
32.0
30.9
0.0
0.0
100.0
5.6
1.4
22.2
26.4
37.5
5.6
1.4
100.0
0.0
0.0
8.3
25.0
58.3
8.3
0.0
100.0
1.7
4.2
17.8
37.4
38.5
0.1
0.4
100.0
The ratio of the adolescents who feel that they are
constantly under the control of their parents is relatively high among the students (34%). This ratio
decreases for those who both work and study (26%)
(Supplementary Table 54).
E.Self-Perception, Feelings and Behaviors
1.Self-Perception
In order to measure adolescents’ self-perception, a
series of statements were provided and these statements were evaluated on a scale. The statements and
the scale (1 being “never”, 5 being “always”) were
written on a card and presented to the participant.
Table 88 shows the answers and means (the participants who did not answer the questions are not
included).
Considering together the answers of “often” and “always”, it is observed that the majority of the adolescents help others (78%), feel bad when they hurt
others (75%), do the best they can with everything
(71%), do not desire to be someone else (61%) and
have self confidence (61%).
66
TEPA 2008
Table 88. Self-Perception (%)
I help others
I feel bad when I hurt others
I do the best I can with everything
I do not give up in the face of problems and I devise solutions
I easily express my feelings
I am aggressive and easily get angry
I am easily offended and hurt
I find myself lacking in certain respects
I want to be a more amicable person
If I could, I would change the way I am
I have thoughts about wanting to be someone else
I think I lack self confidence
Never
1.6
3.8
2.2
5.1
8.6
14.0
19.3
16.7
32.4
38.5
47.6
46.0
Rarely
3.3
4.3
4.0
7.9
11.0
13.1
15.3
19.1
12.9
12.4
13.2
14.8
Sometimes
16.8
17.3
22.6
29.6
26.8
26.5
28.6
39.9
21.8
21.6
19.7
22.5
Often
40.0
33.8
39.6
36.4
30.9
24.6
21.0
17.5
17.9
15.8
12.1
10.7
Always
38.3
40.8
31.6
21.0
22.7
21.8
15.8
6.7
15.0
11.7
7.4
6.1
Mean
4.10
4.04
3.94
3.60
3.48
3.27
2.99
2.78
2.70
2.50
2.18
2.16
Table 89. Self-Perception (by SES) (%)
I am easily offended and hurt
If I could, I would change the way I am
I am aggressive and easily get angry
I have thoughts about wanting to be someone else
I think I lack self confidence
I want to be a more amicable person
I find myself lacking in certain respects
I do not give up in the face of problems and I devise solutions üretirim
I easily express my feelings
I help others
I feel bad when I hurt others
I do the best I can with everything
Upper
2.83
2.14
3.28
2.04
1.91
2.28
2.63
3.85
3.88
4.17
3.90
3.89
The ratios of adolescents who have chosen “often”
and “always” for the statements of getting hurt easily
and getting angry easily are 37% and 47% respectively.
While 49% of the girls indicate that they are easily offended or hurt, this ratio is 25% among the
boys (37% overall sample) (Supplementary Table
55). No significant differentiation is observed with
respect to age.
Self-perception of the adolescents differ and point
to a certain tendency with respect to socioeconomic
status. Accordingly, as the SES groups decrease, it
is understood that adolescents have less self-confi-
Upper-middle
2.83
2.30
3.27
2.06
2.03
2.37
2.64
3.69
3.69
4.09
4.02
3.97
Middle
2.88
2.39
3.30
2.11
2.04
2.58
2.68
3.67
3.50
4.09
3.97
3.96
Lower-middle
3.05
2.57
3.33
2.21
2.17
2.77
2.83
3.59
3.41
4.12
4.08
3.97
Lower
3.11
2.67
3.14
2.34
2.43
2.91
2.94
3.50
3.37
4.08
4.07
3.90
Total
2.98
2.48
3.29
2.17
2.14
2.67
2.77
3.62
3.48
4.11
4.03
3.95
dence, and are less fond of themselves. In addition,
adolescents in the lower SES groups have a harder
time in the face of problems.
The adolescents raised in broken families are less
willing to change. The adolescents who state that
they agree with the statements “If I could, I would
change the way I am” (2.26/5) and “I want to be a
more amicable person” (2.29/5) least are the ones
raised in broken families. No significant difference
is observed with respect to these statements among
the adolescents who are raised in nuclear families
and extended families.
Research Findings
67
Table 90. Self-Perception (by Family Type) (%)
I help others
I feel bad when I hurt others
I do the best I can with everything
I do not give up in the face of problems and I devise solutions
I easily express my feelings
I am aggressive and easily get angry
I am easily offended and hurt
I find myself lacking in certain respects
I want to be a more amicable person
If I could, I would change the way I am
I have thoughts about wanting to be someone else
I think I lack self confidence
Nuclear family Traditional extended
family
4.09
4.15
4.02
4.10
3.94
4.05
3.61
3.60
3.48
3.57
3.26
3.27
2.98
3.06
2.78
2.82
2.70
2.79
2.51
2.52
2.19
2.12
2.17
2.13
2. Adolescents’ Source of Information About
Sexuality
Twenty six percent of the participants state that
their initial source of information about sexuality was their friends. The ratio of those stating that
their initial source was their mother is 18%. The corresponding figure is 5% in relation to the father. The
ratio of the adolescents who received their initial
information from school is 12%. Twenty one percent of the adolescents state that they have never
received any information on this issue.
Table 91. Initial Source of Information about Sexuality (%)
My friends
My mother
School
My father
TV
Internet
My older sister
My older brother
Books
No one/No place
Other
No response
Total
25.9
18.3
11.6
5.1
4.6
4.0
2.8
2.3
1.6
21.3
2.2
0.3
100.0
When the source of information about sexuality
is examined with respect to sex, a remarkable difference is observed. Thirty five percent of the girls
Single parent
household
4.03
4.07
3.84
3.54
3.28
3.27
3.02
2.75
2.70
2.39
2.12
2.11
Broken family
Relatives
Other
4.25
4.17
3.92
3.70
3.62
3.54
3.04
2.77
2.29
2.26
2.08
2.01
4.16
4.07
3.82
3.51
3.33
3.53
3.08
2.83
2.43
2.63
2.19
2.01
4.10
4.04
3.94
3.60
3.48
3.27
2.99
2.78
2.70
2.50
2.18
2.16
receive their initial information from their mothers
whereas this ratio is only 3% among boys. It is understood that boys do not talk about sexuality with
their fathers either (9%). Boys indicated that they
mostly receive this information from their friends
(35%) and this ratio decreases to 16% among girls
(Supplementary Table 56).
As SES level decreases, the ratio of receiving information from the mother decreases. While 28% of
the adolescents from the upper SES families state
that they receive their initial information from
mothers, this ratio decreases to 13% for the lower
SES group (18% overall sample). This decrease is
also related with the increase of the ratio of those
who have not received any information as SES decreases. Only 12% of the adolescents in the upper
group state that they have not received any information, whereas this ratio increases to 23% in the
lower group (21% overall sample) (Supplementary
Table 57).
When this question is analyzed with respect to regions, significant differences are observed. For instance, while the ratio of adolescents stating that
they received their initial information about sexuality from their mothers is 8% in Southeastern Anatolia, it is 27% in Western Anatolia, 25% in Western Marmara and 24% in the Mediterranean (26%
68
TEPA 2008
Western
Marmara
Aegean
Eastern Marmara
Western Anatolia
Mediterranean
Central Anatolia
Western Black
Sea
Eastern Black
Sea
Northeastern
Anatolia
Mideastern
Anatolia
Southeastern
Anatolia
Total
My mother
My father
My older brother
My older sister
My friends
TV
Books
Internet
School
No one/Nowhere
Other
No response
Total
Istanbul
Table 92. Initial Source of Information about Sexuality (by Region) (%)
15.8
2.4
1.8
1.6
28.3
2.4
1.5
6.5
9.2
28.3
1.7
0.5
100.0
24.8
4.8
2.8
1.2
31.2
4.4
4.8
3.6
10.8
9.2
2.4
0.0
100.0
21.4
6.6
3.1
2.4
27.1
1.5
1.6
4.1
14.1
15.3
2.5
0.3
100.0
9.9
6.0
3.2
1.1
27.0
7.6
1.9
7.2
11.7
22.4
1.6
0.4
100.0
27.0
7.6
1.8
3.0
33.2
2.0
1.1
2.1
9.2
12.1
1.1
0.0
100.0
24.3
7.5
2.4
3.4
24.9
1.5
2.2
2.1
12.6
14.9
3.8
0.4
100.0
18.9
4.1
1.0
3.0
24.7
4.4
1.4
5.7
7.8
26.4
2.7
0.0
100.0
17.0
6.9
2.9
4.9
25.2
1.1
2.2
20.3
5.0
3.0
6.4
26.2
0.5
1.0
5.9
9.4
17.8
4.5
0.0
100.0
10.6
1.2
1.2
6.5
12.9
10.0
1.8
0.6
9.4
41.8
2.9
1.2
100.0
14.0
2.3
1.8
2.9
22.8
2.3
2.9
0.6
15.8
29.8
4.1
0.6
100.0
7.7
0.8
1.6
2.7
10.4
29.3
0.8
0.5
21.6
21.9
1.9
0.5
100.0
25.9
18.3
11.6
5.1
4.6
4.0
2.8
2.3
1.6
21.3
2.2
0.3
100.0
9.3
29.9
0.4
0.2
100.0
x²=1214.690 degrees of freedom:121 p=0.000
overall sample). The ratio of adolescents stating that
they received their initial information about sexuality from their friends also differs with respect to
regions. This ratio is 33% in Western Anatolia, 31%
in Western Marmara, 13% in Southeastern Anatolia
and 10% in Southeastern Anatolia. In contrast with
the other regions, the ratio of adolescents who state
that they received their initial information from
television is rather high in Southeastern Anatolia.
With the ratio of 29%, television is the main medium for the adolescents living in the Southeastern
Anatolia for receiving information about sexuality.
This ratio is not higher than 10% for any other region. Similarly, the ratio of adolescents stating that
they received this information from their schools is
highest in this region (22%). Mideastern Anatolia is
close to this ratio at 16%.
A majority of the adolescents (69%) indicate that
they received their initial information about sexuality at the 11-13 age interval. The ratio of those who
state that they received this information at the age
of 14 or older is 21%.
No significant variation is observed with respect to
sex or SES. In contrast to the general lack of differences between regions, there is significant difference
Table 93. Age at which the Adolescent Received Initial
Information about Sexuality (%)
6-10
11-13
14-15
16-18
No response
Total
9.6
68.6
18.1
3.1
0.6
100.0
between Mideastern Anatolia and Western Marmara. It is observed that 37.5% of adolescents living
in Mideastern Anatolia received their initial information about sex at an age older than 14, whereas
this ratio is 16% in Western Marmara (21% overall
sample) (Supplementary Table 58).
Forty one percent of the participating adolescents
state that they are able to receive adequate answers
to their questions about sexuality. The ratio of the
ones stating they do not is 12%. Of the participants,
175 did not respond to this question.
Table 94. Ability to Get Adequate Answers to Questions about
Sexuality (%)
Yes, I can
Partially
No, I cannot
No response
Total
40.9
30.4
12.1
16.6
100.0
Research Findings
There is significant variation between girls and boys.
Accordingly, while 46% of the boys indicate that
they find adequate answers to their questions about
sexuality, this ratio decreases to 36% for girls (41%
overall sample) (Supplementary Table 59).
69
provided in school, followed by the media of internet and TV.
While girls significantly indicate schools as their
preferred medium in comparison to boys (mean
3.23 and mean 3.04 respectively), boys prefer the
Table 95. Ability to Get Adequate Answers to Questions about Sexuality (by Region) (%)
Istanbul Western Aege- Eastern
Marmara an Marmara
Yes I can
Partially
No I cannot
No response
Total
42.6
27.8
7.9
21.7
100.0
50.0
32.8
9.6
7.6
100.0
39.3
36.4
13.9
10.5
100.0
38.0
26.9
11.5
23.7
100.0
Western
Anatolia
62.8
22.5
7.1
7.6
100.0
Medi- Central Western
terrane- Anatolia Black Sea
an
44.0
36.5
29.2
28.5
34.1
40.9
14.4
11.5
9.5
13.1
17.9
20.4
100.0
100.0
100.0
Eastern
Black Sea
46.5
35.1
12.4
5.9
100.0
Northeastern
Anatolia
30.6
24.1
10.0
35.3
100.0
Mideastern
Anatolia
22.2
21.1
42.1
14.6
100.0
Southeastern
Anatolia
27.4
31.5
16.4
24.7
100.0
Total
40.9
30.4
12.1
16.6
100.0
x²=522.702 degrees of freedom:33 p=0.000
No variation is observed with respect to age groups
but it is observed with respect to SES groups. The
adolescents in the upper SES groups state with a
higher ratio that they receive adequate answers to
their questions about sexuality. For instance, while
52% of the adolescents in the upper group state that
they receive adequate answers to their questions
about sexuality, this ratio declines to 39% in the
lower-middle group and 27% in the lower group.
These ratios are consistent with the answers given
regarding initial sources of information about sexuality. These two sets of data illustrate that as SES
decreases, adolescents’ access to information about
sex is severed (Supplementary Table 60).
Biggest difference among regions is observed between Western Anatolia and Mideastern Anatolia.
In Western Anatolia, 63% of the adolescents expressed that they receive adequate answers to their
questions about sexuality, whereas this ratio declines
to 22% for Mideastern Anatolia.
The participating adolescents were asked to assign a
value out of 5 in regard to how helpful they would
find it if information about sexuality were to be provided in schools, on TV or over the internet.
Adolescents tend to prefer sexual information to be
internet (mean 2.98 for boys and mean 2.51 for
girls). It is observed that boys would find the internet as helpful as school in this regard (mean 2.98
and mean 3.04 respectively).
Table 96. Preferred Medium to Get Information about
Sexuality (%)
Mean
3.13
2.76
2.52
School
Internet websites
Television
Adolescents in the 16-18 age group prefer the internet more so than the 13-15 age group (mean 2.86
and 2.66 respectively) (Supplementary Table 61).
When SES groups are considered it is again observed that the only significant difference relates to
the internet. AS the SES level increases, the preference for internet also rises (upper mean: 3.05, lower
mean 2.58) (Supplementary Table 62).
Table 97. Preferred Medium to Get Information about
Sexuality (by Sex) (%)
School
Internet websites
Television
Mean (Between 1-5)
Female
Male
3.23
3.04
2.43
2.60
2.51
2.98
Total
3.13
2.76
2.52
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TEPA 2008
3. Overall Life Happiness
The participating adolescents generally indicate that
they are happy. The ratio of adolescents who state
that they are unhappy is only 5.5%.
Table 98. Overall Life Happiness (%)
Unhappy
Neither happy, nor unhappy
Happy
No response
Total
5.5
18.2
74.3
2.0
100.0
There is no difference in the happiness level of the
adolescents with respect to sex and age. However,
there is variation in this regard by SES. As SES decreases, the ratio of unhappy adolescents increases.
Eighty six percent of the adolescents in the upper
SES group state that they are happy whereas this
ratio decreases to 72% among the ones in the lower
group (74.5% overall sample).
Table 99. Overall Life Happiness (by SES) (%)
Upper
Unhappy
Neither happy, nor
unhappy
Happy
No response
Total
3.1
Upper- Middle Lowermiddle
middle
4.0
5.1
5.7
Lower
Total
8.2
5.6
8.9
14.7
17.1
19.9
17.6
17.9
86.4
1.6
100.0
79.6
1.7
100.0
75.5
2.2
100.0
72.3
2.1
100.0
72.0
2.3
100.0
74.5
2.1
100.0
x²=36.007 degrees of freedom:8 p=0.000
4. Reactions of Adolescents When They Confront
Problems
Adolescents are asked about the type of behavior
they most commonly exhibit when they confront a
Table 100. Usual Behavior When in Conflict with and Angry at
Someone (%)
I do not care/I do nothing
I try to resolve the issue by talking
I just leave
I take offense and stop talking to that person
I yell and shout in anger
I hit people
I thrash the surroundings
Other
No response
Total
10.3
45.5
10.7
8.6
15.4
7.2
1.9
0.3
0.1
100.0
problem or get angry. Forty six percent of the participants state that they try to resolve the issue by
talking whereas 15% yell and shout in anger. The
ratio of the ones stating that they “hit people” is 7%.
No significant difference is observed considering
sex, age or SES groups.
5. Changes that Arrive with Adolescence
Participants are asked a series of questions about the
behavioral changes that they go through with the
adolescence period. Generally, it can be pointed out
that in this period, adolescents are more interested
in clothes and fashions. Also, interest in the opposite sex tends to increase during this period. In addition, 40% of the respondents state that they start
to argue more with their parents.
When these statements are each examined with respect to sex, age and SES groups, the following results are obtained (Only the significant differences
are indicated and the ratios of the affirmative options are given).
Table 101. Changes that Arrive with Adolescence (%)
I became more interested in clothes, fashions and make-up
I became more interested in the opposite sex
I started to argue more with my family, my father and other older relatives
I started to dislike my physical appearance (height, weight, etc.)
I became harder to get along with, more aggressive and antagonistic
I became detached from my family and grew closer to my friends
I became introverted and could not communicate with those around me
I became less successful at school/work
I started to argue more and have more problems with my teachers
I began to have more attendance problems at school/work
Yes
71.8
54.5
39.9
36.8
36.0
33.1
30.4
28.1
26.7
22.7
No
27.8
45.2
59.8
62.7
63.7
66.6
69.4
68.1
69.3
73.7
No response
0.3
0.3
0.3
0.5
0.3
0.3
0.3
3.9
4.1
3.7
Research Findings
No significant difference is found between girls and
boys who state “I became less successful in school.”
71
Among the boys “attendance problems at school”
are more frequent compared with the girls (30% and
15% respectively) (Supplementary Table 63).
As SES levels decrease, the percentage of adolescents stating that “their interest in the opposite sex
increased” declines. While 69% of the adolescents in
the upper SES group agree with this statement, this
ratio is 47% among the ones in the lower SES group
(Supplementary Table 70).
Boys become more “aggressive and antagonistic”
compared with girls (40% and 31% respectively)
(Supplementary Table 64).
No significant difference with respect to sex, age
and SES is observed about the statement “I became
more interested in clothes, fashions and make-up.”
As SES decreases, the percentage of adolescents
saying “I became introverted and could not communicate with those around me” increases. While
the ratio of adolescents agreeing with this statement
is 24% for the upper SES group, as the SES levels
decrease, the ratio increases and becomes 35.5% for
the lower group (Supplementary Table 65).
It is observed that as SES increases, adolescents
argue more with their family and elderly relatives.
While this ratio is 31% in the lower SES groups,
it is 45% in the upper SES groups (Supplementary
Table 71).
It is understood that girls “became detached from
their family and grew closer to their friends” more
so than boys (37.5% and 28.5% respectively) (Supplementary Table 66).
As one might expect, there is a certain difference
between age groups. Older adolescents agree with
the statement “I became detached from my family
and grew closer to my friends” with a ratio higher
that that of younger adolescents (37% and 29.5%
respectively) (Supplementary Table 67).
When the statement “I became more interested
in the opposite sex” is examined, a significant difference is observed between boys and girls. While
69% of the boys state that their interest in the opposite sex increased, this ratio is 39% among girls.
It should be taken into consideration that this difference between the values can be caused by girls’
being shy about declaring their opinion about this
(Supplementary table 68).
The adolescents in the 16-18 age group agree with
the statement “I became more interested in the opposite sex” more so than the 13-15 age group (Supplementary Table 69).
Boys state that they argue more and have more
problems with their teachers with a higher ratio
than the girls (32.5% and 20.5% respectively) (Supplementary Table 72).
As SES decreases, the ratio of adolescents who argue with their teachers decreases. This ratio is 32.5
in the upper SES group whereas it declines to 16.5%
in the lower SES group (Supplementary Table 73).
Although the ratio of the adolescents who agree
with the statement “I started to dislike my physical appearance” has a tendency to increase as SES
increases, the main difference is between the upper
SES groups and the rest. Adolescents in the upper
SES group have the lowest percentage of agreeing
with this statement (26%) (Supplementary Table
74).
When analyzed together with the statement concerning “interest in physical appearance and fashion”, it is observed that the adolescents who “started
to dislike their physical appearance” are more interested in fashion and make up (81%). This ratio decreases to 67% among the adolescents who do not
think negatively about their own physical appearance (Supplementary Table 75).
72
TEPA 2008
In a similar vein, it is observed that the adolescents who developed negative thoughts about their
physical appearance also have a higher tendency to
become introverted during adolescence. While the
ratio of adolescents who state that they “started to
dislike their physical appearance” and “became introverted” is 51%, this ratio decreases to 31% among
the ones who do not have issues regarding their
physical appearances (Supplementary Table 76).
When the relation between these two statements
is examined from the other way around, a certain
correlation is observed. Forty two percent of the
adolescents who “became introverted” state that
they “started to dislike their physical appearance”,
this ratio drops to 24% among the more extraverted
respondents (Supplementary Table 77).
6. Adolescents’ Health
Half of the participating adolescents do not have
problems in adapting to the biological and physical
changes they underwent during adolescence. The
ratio of the ones who state that they had problems
is 19%.
Table 103. Overall Health (%)
Bad
Normal
Good
No response
Total
2.4
17.2
80.2
0.2
100.0
When health is analyzed with respect to sex, age
groups and SES, no significant difference is observed.
Mean weight of the participants is 55 kg and mean
height is 164 cm.
Table 104. Weight (%)
40 kg or less
41 - 50 kg
51 - 60 kg
61 - 70 kg
71 - 80 kg
81 kg or more
No response
Do not know
Total
Mean
8.8
32.4
34.5
16.2
5.0
2.0
0.4
0.6
100.0
54.7 kg
Table 102. Difficulty in Coping with Changes in Adolescence (%)
Yes, I had problems
Partially
No, I did not have problems
I did not experience biological or physical changes
No response
Total
19.4
23.6
49.6
1.9
5.6
100.0
About this issue, no significant difference is observed when sex, age and SES are taken into consideration.
Thirty six percent of the adolescents who started to
dislike their physical appearance state that they had
problems adapting to the changes. This ratio drops
to 10% among the ones who do not have problems
coping with the changes in their physical appearance (Supplementary Table 78).
The majority of the adolescents indicated that their
health is good in general (80%).
Table 105. Height (%)
1.50 cm or shorter
1.51 - 1.60 cm
1.61 - 1.70 cm
1.71 - 1.80 cm
1.81 cm or taller
No response
Do not know
Total
Mean
9.6
28.7
37.3
19.1
3.7
1.6
0.0
100.0
164.3 cm
Ninety nine percent of the participants do not have
any illnesses and 99% do not have any disabilities.
Among the 51 adolescents who state that they have
disabilities, 34 have seeing disabilities and 17 have
orthopedic disabilities.
7. Violence and Risks Faced by Adolescents
a.Being Exposed toViolence
Participating adolescents were asked about the frequency of acts of violence such as fighting, beating
or verbal insults that occur in their household. The
Research Findings
ratio of adolescents who state that they face these
acts “often” or “always” is 3%. The ratio of the ones
who state that these incidences never take place is
60%.
Table 106. Verbal Violence at Home (%)
Never
Rarely
Sometimes
Often
Always
No response
Total
59.8
25.0
11.7
2.1
0.9
0.6
100.0
When regional means are compared, it is observed
that Northeastern Anatolia is the region where acts
of violence such as fighting, beating and verbally insulting are experienced with the least frequency. The
regions where such domestic violence is most frequent are Central Anatolia and Southeastern Anatolia (Scale of 1 to 5 where 1 indicates “never” and 5
indicates “always”).
Table 107. Verbal Violence at Home (by Region) (%)
Central Anatolia
Southeastern Anatolia
Eastern Black Sea
Mediterranean
Western Marmara
Aegean
Istanbul
Western Anatolia
Eastern Marmara
Mideastern Anatolia
Western Black Sea
Northeastern Anatolia
Total
Mean
1.70
1.69
1.66
1.64
1.63
1.63
1.62
1.57
1.49
1.47
1.39
1.33
1.59
The participants are asked to state how frequently they have been subject to acts such as beatings,
insults, verbal harassment etc. and who the person
doing this is. Majority of the participants (82%) indicate that they are never or seldom subject to these
kinds of acts. Among the ones who state that they
are subject to, fathers are the mostly stated people
that have been doing these acts and mothers are the
second.
73
Table 108. Source of Verbal Violence at Home (%)
My father
My mother
My younger sibling
My older brother
My friend
My older sister
Other relatives
No response
Total
42.1
33.9
18.8
5.1
4.5
2.1
1.7
2.1
110.4
* Multiple response
While the ratio of girls stating that they most frequently receive such treatment from their mothers
is 42%, this ratio is 27% for boys. Girls who indicate
their father as the perpetrator have a ratio of 30%
and this ratio increases to 52% among boys (Supplementary Table 79).
The majority of the adolescents (91%) indicate that
they are never or rarely subjected to physical violence such as beatings or the use of force at home.
The ones who report such experiences of violence
most frequently indicate their fathers as perpetrators (47%).
Table 109. Source of Physical Violence at Home (%)
My father
My mother
My younger sibling
My friend
Other relatives
No response
Total
47.4
25.1
14.2
8.5
7.1
4.3
106.7
* Multiple response
Girls indicate their mothers as the foremost perpetrator of violence (39%). The corresponding ratio for
the father is 34%. The situation is rather different
for boys. While the ratio of indicating the mother is
17%, the ratio for the fathers increases to as much as
55% (Supplementary Table 80).
Nearly all of the participating adolescents (99.3%)
have stated that they have not been subjected to verbal or physical sexual harassment at home.
74
TEPA 2008
The ratio of adolescents who have never or rarely
been subjected to yelling, scolding, insults, swearing,
etc. in school is 85%. The ones who have had such
experiences most frequently indicate their teachers
as the perpetrators (64%), followed by their friends
(26%).
Table 110. Source of Verbal Violence at School (%)
My teacher(s)
My friend(s)
The principal/administrators
The guidance counselor
Other
No response
Total
64.1
26.1
12.1
1.0
0.2
2.4
106.0
* Multiple response
The ratio of being subjected to verbal violence is almost 9 points higher among girls than boys. Boys
have more frequently indicated that they have been
subjected to violence by their principals and administrators compared to girls (14% and 8% respectively) (Supplementary Table 81).
Ninety percent of the adolescents state that they
have never been subjected to physical violence at
school. The ratio of the ones who state that they
have never experienced verbal or physical sexual harassment is 97%.
The ratio of adolescents who state that they have
never been subjected to verbal violence in the form
of yelling, scolding, insults, swearing, etc. is 84%.
While 92% of the girls state that they have never
been subjected to verbal violence, this ratio is 77%
for boys (Supplementary Table 82).
The ratio of adolescents who state that they have
never been subjected to physical violence on the
street is 92%. While 98% of the girls state that
they have never had such an experience, this ratio is
85.5% for boys (Supplementary Table 83).
The ratio of adolescents who indicate that they have
never been subjected to verbal or physical sexual ha-
rassment is 93%. The ratio of the girls who state that
they have never had this kind of an experience is
88%, whereas the ratio is 97% for boys (Supplementary Table 84).
b. Resorting to Violence
Participating adolescents were also asked questions
about their practices of resorting to verbal, physical
or sexual violence. Sixty seven percent of the adolescents state that they have never resorted to verbal
violence. The ratio of the ones who state that they
have is 33%. Friends appear to be the main targets
of verbal violence (62%). Verbal violence towards
the mother and the father is also indicated, albeit rarely (3% and 2% respectively). The frequency
of indication of verbal violence towards siblings is
19%. Adolescents’ ratio of mistreating the people
they do not know is relatively high (20%).
While 73% of the girls state that they have never
resorted to verbal violence, this ratio is 61% among
boys (Supplementary Table 85).
Table 111. Target of Verbal Violence on the Part of the
Adolescent (%)
My friend
Someone I do not know
My sibling
My mother
My father
Other
No response
Total
61.8
19.6
18.9
2.8
1.7
1.8
2.1
108.6
* Multiple response
Seventy nine percent of the participants state that
they have never resorted to physical violence. The
ones who have engaged in physical violence have often targeted their friends (58%). Thirty two percent
of those who state that they have resorted to violence indicate that strangers have been their targets.
With respect to resorting to physical violence, a
significant difference between boys and girls is observed. While 89% of the girls state that they have
Research Findings
never resorted to physical violence, this ratio is 69%
among boys (Supplementary Table 86).
Ninety seven percent of the participating adolescents state that they have never sexually harassed
people, verbally or physically.
Ninety five percent of the participants have never been summoned to the police station, appeared
before a juvenile court or taken to a children’s correction facility for any reasons. Among the remaining 262 adolescents constituting a 5%, the majority
(87%) has been taken to the police station.
c. Running Away From Home and Suicide
Ninety four percent of the participating adolescents
state that they have never run away from home or
deserted home. Among the ones who have run away,
47% have done it once, whereas the ratio of the ones
who have done it more than once is 48%.
The most frequently indicated reason for running
away from home are “problems in the family” (58%).
The frequency of indicating the reason “Because I
had problems at school” is 7%.
Table 112. Reasons For Running Away from Home (%)
Because I had problems in the family
To go some place my family did not allow me to go to
Because I had problems with my boy/girlfriend
Because I had problems at school
Because I had financial problems
Because I was bored
Other
No response
Total
57.9
16.5
10.0
7.2
4.4
1.2
3.7
1.6
102.5
* Multiple response
The ratio of running away from home because of
problems in the family is high for both sexes (53%
for girls and 58% for boys). On the other hand, family pressure is felt more by the girls. While the ratio of running away from home to go somewhere
they were not allowed to is 24% among girls, this
ratio is 15% among boys. In a similar way, the ratio
75
of girls stating that they have run away from home
because they had problems with their boyfriend is
18% whereas the ratio of running away from home
because of their problems with their girlfriends is
9% among boys (Supplementary Table 87).
Participants were asked whether they have ever
thought about committing suicide. Those who have
had such thoughts were asked whether they have
ever attempted suicide. The results indicate that
93% of the adolescents have never thought about
suicide. Among the 7% who have, 38% have attempted suicide. This ratio refers to 161 people. The
most frequently stated reason for attempted suicide
is problems with the family (50%). The statements
under the title of “problems with the family” are
“being subjected to violence in the family”, “having
problems with my mother” and “pressure from the
family’”. Problems with the girl/boyfriend or partner also seem to be a substantial reason for attempting suicide (20%).
Table 113. Reasons for Attempting Suicide (%)
Problems with my family
Problems with girl/boyfriend/husband/wife
Psychological problems
Other
No response
Total
50.0
20.3
5.2
14.5
13.4
103.4
* Multiple response
d. Substance Abuse
Participants were asked whether they smoke, consume alcohol or use drugs, the frequency of their
usage and the age at which they started using.
Use of substances is examined in two main groups:
adolescents who use substances in their daily lives
and those who do not. Then the frequency use is
investigated. In this framework, 20% of the adolescents stated that they smoke. Seventy five percent
of the adolescents state that they have never tried
cigarettes.
76
TEPA 2008
Table 114. Cigarette Smoking (%)
Table 117. Age of Smoking for The First Time
I have never smoked
I tried it once
I used to smoke but I quit
I smoke
No response
Total
75.3
3.9
1.0
19.8
0.0
100.0
Among the 1141 people who state that they smoke,
77% smoke everyday whereas 11% state that they
smoke 3-5 times a week.
A significant difference is observed between girls
and boys about smoking. While the ratio of girls
who state that they use cigarettes is 8%, this ratio
goes up to 31% among boys. Five percent of the girls
smoke every day, whereas this ratio increases to 25%
for boys. A higher percentage of boys rather than
girls smoke and boys who have this habit smoke
more often in comparison to girls who smoke.
Table 115. Cigarette Smoking (by Sex) (%)
I have never smoked
I tried it once
I used to smoke but I quit
Once or twice a year
Once or twice a month
Once or twice a week
Three to five times a week
Every day
Total
Female
87.6
3.6
0.8
0.4
0.6
0.8
1.2
5.1
100.0
Male
63.6
4.2
1.2
0.6
0.8
1.7
3.0
25.0
100.0
Total
75.3
3.9
1.0
0.5
0.7
1.2
2.1
15.3
100.0
Age
10 years old or younger
11
12
13
14
15
16
17
18
Total
%
11.6
5.2
10.2
15.2
20.8
19.8
12.7
3.6
0.8
100.0
Mean=13,49
The use of alcohol is less common than smoking.
The ratio of adolescents stating that they use alcohol is 11%. Among these adolescents, 7% state that
they use alcohol on a daily basis, 28% state that they
consume alcohol once or twice a year and 37% state
that they use once a month.
Table 118. Alcohol Consumption (%)
I have never tried it
I tried it once
I used to drink but I quit
I drink
Total
86.2
2.6
0.4
10.9
100.0
Similar to the case of cigarettes, boys use alcohol
more commonly than girls. Ninety three percent of
the girls have never used alcohol. This ratio drops to
80% among boys.
x²=521.479 degrees of freedom:8 p=0.000
Table 119.Frequency of Alcohol Consumption (by Sex) (%)
Table 116. Frequency of Smoking (by Sex) (%)
Once or twice a year
Once or twice a month
Once or twice a week
Three to five times a week
Every day
Total
Female
4.5
7.2
9.9
14.8
63.7
100.0
Male
1.9
2.6
5.4
9.6
80.5
100.0
Total
2.4
3.5
6.3
10.6
77.1
100.0
x²=32.888 degrees of freedom:5 p=0.000
Smokers were asked to indicate the age at which
they began smoking. The mean age for beginning to
smoke is 13-14. This indicates a 6-7 year period for
education.
I have never tried it
I tried it once
I used to drink but I quit
Once or twice a year
Once or twice a month
Once or twice a week
Three to five times a week
Every day
Total
Female
93.0
2.3
0.4
2.1
1.6
0.5
0.1
0.1
100.0
Male
79.8
2.9
0.4
3.9
6.4
3.7
1.6
1.5
100.0
Total
86.2
2.6
0.4
3.0
4.1
2.1
0.9
0.8
100.0
x²=263.601 degrees of freedom:7 p=0.000
When SES is taken into consideration, it is observed that the use of alcohol decreases as SES decreases. While 67.5% of the adolescents from the
Research Findings
77
Table 120. Frequency of Alcohol Consumption (by SES) (%)
I have never tried it
I tried it once
I used to drink but I quit
Once or twice a year
Once or twice a month
Once or twice a week
Three to five times a week
Every day
Total
Upper
67.5
7.9
1.6
6.8
9.4
4.7
0.5
1.6
100.0
Upper-middle
80.6
3.6
0.6
4.6
5.3
2.7
1.7
0.8
100.0
Middle
83.2
2.9
0.2
2.9
5.6
3.0
1.3
0.9
100.0
Lower-middle
87.9
2.2
0.3
3.2
3.4
1.6
0.7
0.7
100.0
Lower
94.3
1.6
0.2
1.0
1.0
0.9
0.5
0.5
100.0
Total
85.7
2.7
0.4
3.1
4.2
2.2
1.0
0.8
100.0
x²=136.910 degrees of freedom:28 p=0.000
upper SES group state that they have never used
alcohol, this ratio increases to 94% in the lower
SES group.
The mean age for beginning to consume alcohol appears to be 14.
Table 121. Age of Having First Alcoholic Drink (%)
Age
10 years old or younger
11
12
13
14
15
16
17
18
Total
%
5,50
3,00
7,40
11,90
20,60
24,70
17,50
7,80
1,50
100,00
Mean=14,27
Marijuana, bally (thinner or similar substances)
and Ecstasy is used by near to none of the adolescents. (The ratio of adolescents who have never
used these substances is 98%, 99.5% and 99.6% respectively).
8. Perception of Religion Among Adolescents
A question with a series of choices is provided in
order to gain information about the participating
Table 122. Religious Standpoint (%)
I believe in a religion and I try to fulfill all components of worship
I believe in a religion and I fulfill most components of worship
I believe in a religion and I fulfill some components of worship
I believe in a religion but I do not fulfill the components of worship
I do not believe in any particular religion but I respect all religions
I do not believe in any particular religion and I am against all religions
I do not care about religion or God
No response
Total
14.2
13.9
55.4
15.1
0.7
0.1
0.3
0.3
100.0
adolescents’ relation with religion. More than half
of the participants state that “they believe in a religion and they fulfill some components of worship”
(55%). The addition of the ratios of adolescents
who try to fulfill all components of worship and
who fulfill most components of worship is 28%.
Adolescents’ relation with religion does not provide significant differences with respect to sex, age
or settlement type. On the other hand, when SES
is taken into account, it is observed that the upper
SES group differs from the rest in terms of “fulfilling some components of worship and “fulfilling
none”. In this group, the ratio of adolescents who
fulfill some components of worship is 50% (55%
overall sample), whereas the ratio of those who do
not fulfill any components of worship is 24% (14%
overall sample).
78
TEPA 2008
Table 123. Religious Standpoint (by SES) (%)
Upper
I believe in a religion and I try to fulfill all components of worship
I believe in a religion and I fulfill most components of worship
I believe in a religion and I fulfill some components of worship
I believe in a religion but I do not fulfill the components of worship
I do not believe in any particular religion but I respect all religions
I do not believe in any particular religion and I am against all religions
I do not care about religion or God
No response
Total
6.8
15.2
49.7
24.1
3.1
.0
1.0
.0
100.0
Upper-middle
12.0
11.2
59.4
15.6
.6
.2
.8
.2
100.0
Middle
13.2
13.9
58.3
12.8
.8
.4
.4
.4
100.0
Lower-middle
17.2
14.0
54.6
13.3
.5
.1
.0
.3
100.0
Lower
Total
11.5
20.9
49.9
16.0
.9
.0
.3
.5
100.0
14.4
14.5
55.4
14.1
.7
.2
.3
.3
100.0
x²=111.106 degrees of freedom:2 p=0.0000
9. Opinions about Türkiye and the Future
In order to understand adolescents’ expectations of
the future, their future related hopes and choices for
occupation, various questions from different topics
are directed to the participants.
Adolescents have an optimistic attitude when asked
about their beliefs on whether they will have the job
they want in the future. Of the participants, 82.5%
state that they believe they will be able to reach their
dream job.
Adolescents’ top three occupational choices are as
follows: teaching (23%), medicine (11%) and working in the police department (10%). The ones who
have not thought about this constitute 2.5%. The
top nine choices of the adolescents are presented on
Table 124.
The participants who are 15 or younger are more
hopeful. In this group 86% believe they will acquire
their dream job, whereas for the ones older than 15
this rate declines to 78.5% (Supplementary Table
89).
Table 124. Desired Profession (%)
Teacher
Doctor
Policeman
Engineer
Football player
Lawyer
Soldier
Civil servant
Merchant
I have never thought about it
22.9
11.4
10.3
9.2
6.3
6.2
3.2
2.3
2.1
2.5
Boys mostly want to become engineers (13%) and
police officers (13%), while girls want to become
teachers (35%) and doctors (15%). Boys tend to
have a greater tendency to state various occupational orientations. On the whole, girls indicate 94
different occupations, while boys indicate 139 (Supplementary Table 88).
As one might expect, different SES groups have different belief tendencies. As SES declines, the percentage of adolescents who believe that they will be
able to acquire their dream job declines as well. In
the upper SES group this rate is 90%, whereas in the
lower SES group it is 74%.
Table 125. Hope of Practising the Desired Profession (by SES) (%)
Upper
Yes
No
No response
Total
90.4
8.5
1.1
100.0
Uppermiddle
87.9
11.3
0.8
100.0
Middle
85.7
13.7
0.6
100.0
Lowermiddle
82.1
17.4
0.5
100.0
Lower Total
73.6 83.1
26.3 16.4
0.2
0.5
100.0 100.0
x²=63.661 degrees of freedom:4 p=0.000
Seventy percent of adolescents state that they do
not have a celebrity idol. The foremost mentioned
idols are as follows: Ismail YK (%9.7), Arda Turan
(2.6%), Cristiano Ronal¬do (2.6%), Necati Sasmaz
(as the fictional character of Polat Alemdar) (2.5%),
Research Findings
Gokhan Ozen (2.2%), Grup Hepsi (2.2%), Mustafa Kemal Ataturk (2.1%), Ceza (2%), Sagopa Kajmer (1.5%), İbrahim Tatlises (1.4%), Serdar Ortac
(1.3%) and Hakan Sukur (1.2%).
Sixty six percent of celebrity idols are artists (singer, actor, etc.), 20% are athletes or sportsmen, 5% are
politicians, 3% are writers and 1% constitutes scientists.
Adolescents were presented with a series of statements in regard to their future expectations. As
such, the foremost expectation appears to be “having a good job” with 64%, followed by “living happily and in peace” and “receiving a good education”
(both at around 40%).
Table 126 Future Expectations (%)
To have a good job
To live happily and in peace
To have a good education
To be happy with my family and loved ones
To have a career
To get married, have a family and a happy home
To provide a better future for my family
To be rich
To leave something behind for the country, for future
generations, for the people
Other
I have no expectations
Do not know
Total
63.8
40.9
40.1
25.5
24.1
21.7
13.6
12.8
The response pattern for this question is parallel to
that about how hopeful the adolescent is in regard
to acquiring his/her dream job. The percentage of
those who agree with the statement decreases with
SES. While the percentage of those who agree is
44 for the lower SES group, it rises to 76% for the
upper SES group.
Table 128. “I Feel That Everything in My Life Will Turn out Fine”
(by SES) (%)
Upper
I disagree
I neither agree
nor disagree
I agree
No response
Total
Middle
10.5
Uppermiddle
12.4
12.6
Lowermiddle
18.8
13.1
20.8
20.9
76.4
0.0
100.0
66.1
0.6
100.0
66.1
0.4
100.0
Lower Total
30.6
17.4
21.1
25.2
21.2
59.9
0.2
100.0
44.2 61.1
0.0
0.3
100.0 100.0
Table 129. Thoughts Regarding the Future of the Country (%)
I think that our country will do greatly in the future
I do not think there will be a change in the state of our country in the
future
I think that our country will do very badly in the future
Do not know
Total
12.1
0.5
0.3
0.0
255.5
24.8
23.1
42.1
10.0
100.0
Adolescents are more pessimistic about the future
of the country. While 42% believe that the country
will do very badly in the future, 25% indicate that
the country will do greatly.
Table 127. “I Feel That Everything in My Life Will Turn out Fine”(%)
17.3
21.8
60.5
0.1
0.2
100.0
Table 130. Thoughts Regarding the Future of the Country (by SES) (%)
Upper
I think that our country will do greatly in the future
I do not think there will be a change in the state of our country in the future
I think that our country will do very badly in the future
Do not know / No response
Total
The percentage of those who believe that everything
in their lives will turn out fine is 60.5%.
x²=143.599 degrees of freedom:8 p=0.000
* Multiple response
I disagree
I neither agree nor disagree
I agree
Do not know
No response
Total
79
19.4
21.5
51.3
7.9
100.0
Considering SES groups, adolescents’ optimism or
pessimism about their own future is not found to
be parallel to SES. Optimist appears to increase as
SES declines where 19% of those in the upper SES
group believe that the country will have a great future and 38% of those in the lower SES group share
this opinion.
Upper-middle
21.3
23.8
48.0
6.9
100.0
x²=101.313 degrees of freedom:8 p=0.003
Middle
21.8
24.3
47.4
6.5
100.0
Lower-middle
24.9
22.3
42.4
10.4
100.0
Lower
Total
38.4
24.2
26.8
10.6
100.0
25.0
23.2
42.9
8.9
100.0
80
TEPA 2008
The participants’ ideas about the future of the world
are parallel to their ideas about Türkiye’s future. Forty seven percent of the adolescents believe that the
condition of the world will be very bad in the future.
Table 131. Thoughts Regarding the Future of the World (%)
quently. Girls underline the need for a library more
so than boys (15% to 9%) and boys indicate a need
for sports areas and playgrounds more often than
girls. Girls have expectations related to social services more so than boys (40% and 32%) (Supplementary Table 90).
I think that our world will do greatly in the future
I do not think there will be a change in the state of our world in
the future
I think that our world will do very badly in the future
Do not know
Total
10. Activities
This section provides information on adolescents’
daily habits, activities and how they spend their
time.
19.7
19.2
46.7
14.4
100.0
Among the participants the most preferred activity is listening to music. The rate for going to the
theatre or to the movies is fairly low. Books are preferred to newspapers. Exercising is the second most
widespread activity after listening to music. The rate
of engaging in handcrafts (sewing, carpentry, knitting, repair, etc.) is low. Table 134, which presents
frequency scores assigned to these activities (where
1 indicates “never” and 5 indicates “always”), offers
yet another way in which to interpret their popularity (Also see Supplementary Tables 91 and 92).
Table 132. Expectations from Public Institutions (%)
Overcoming the problem of unemployment
Social services for the poor
The establishment of new sports and entertainment facilities
Environmental planning
The establishment of libraries
Resolving the problem of traffic
Other
Do not know / no response
Total
53.9
36.0
20.6
18.8
12.0
8.7
3.1
1.6
154.7
* Multiple response
Table 133. Adolescents’ Activities (%)
Never
Rarely
Sometimes
Often
Always
No response
Total
Reading the
newspaper
16.7
18.2
36.0
18.7
10.4
0.1
100.0
Reading books
13.3
14.9
30.4
29.1
12.2
0.1
100.0
Listening to
music
1.3
4.6
13.8
30.9
49.1
0.2
100.0
Going to the
theater
52.6
24.9
15.4
4.9
1.9
0.3
100.0
In this section, the participants were also questioned
about public institutions and the kind of services
that are needed from these institutions. Finding
a solution to unemployment has the highest rate
(54%) in terms of adolescents’ expectation. Providing social services for the poor (36%) and opening
up new sports facilities (21%) follow.
Both the male and female participants elect the
option of finding a solution to unemployment fre-
Going to the
cinema
36.8
20.6
26.0
12.3
4.0
0.3
100.0
Sports/
Exercising
15.9
12.0
25.8
26.0
19.9
0.4
100.0
Going to cafés, tea gardens,
etc.
27.7
14.8
25.6
19.8
11.9
0.3
100.0
Table 134. Adolescents’ Activities (Mean) (%)
Listening to music
Sports/ Exercising
Reading books
Reading the newspaper
Going to cafés, tea gardens or similar places
Going to the cinema
Going to the theater
Doing handcrafts
Mean
4.22
3.22
3.12
2.88
2.73
2.26
1.78
1.59
Doing
handcrafts
71.3
8.8
10.2
5.0
3.6
1.0
100.0
Research Findings
All the activities except listening to music and
going to the cinema are found to be significantly
different for male and female participants (Supplementary Table 91). It is found that girls compared
to boys:
81
Half of the participating adolescents have computers
at home (52%). Sixty eight percent indicate that they
use the internet. This might indicate that some adolescents use the internet outside of their houses. Boys
are found to use the internet more so than girls (boys:
72% and girls: 62%) (Supplementary Table 93).
Table 135. Adolescents’ Activities of (by SES) (%)
Reading the newspaper
Reading books
Listening to music
Going to the theater
Going to the cinema
Sports/ Exercising
Going to cafés, tea gardens or similar places
Doing handcrafts (sewing, embroidery, lace, carpentry, repair)
Upper
3.40
3.45
4.53
2.40
3.33
3.44
3.50
1.55
Mean (between 1-5)
Upper-middle
3.17
3.18
4.30
2.14
2.94
3.42
3.23
1.51
•Exercise less (mean: 2.70 and 3.71)
•Read more (mean: 3.52 and 2.74)
•Read the newspaper less (mean: 2.82 and 2.94)
•Go less to places such as cafés or parks (mean: 2.51
and 2.94)
•Go more to the theatre (mean: 1.88 and 1.69)
•Engage more in handcrafts (mean: 1.76 an 1.43)
When socioeconomic groups are considered, all the
activities except handcrafts are less likely to be preferred as SES declines.
When different age groups are considered all activities except going to the theatre and engaging
in handcrafts demonstrate significant differences
(Supplementary Table 92). Based on this, adolescents aged between 13-15, in comparison to those
aged between 16-18:
•Exercise more (mean: 3.31 and 3.13)
•Read more (mean: 3.30 and 2.93)
•Read the newspaper less (mean: 2.71 and 3.04)
•Listen to music less (mean: 4.15 and 4.30)
•Go less to places such as cafés or parks (mean:2.44
and 3.03)
•Go less to the cinema (mean: 2.11 and 2.41)
Middle
3.08
3.16
4.35
2.01
2.67
3.44
3.13
1.57
Lower-middle
2.87
3.13
4.21
1.71
2.09
3.20
2.68
1.71
Lower
2.35
2.91
3.88
1.28
1.35
2.94
1.80
1.73
Total
2.92
3.13
4.24
1.82
2.31
3.27
2.79
1.65
When purposes for using the internet are analyzed,
chatting online is listed as the primary reason (74%).
Second on the list is preparing assignments (68.5%).
Table 136. Purpose of Internet Usage (%)
To chat
To prepare assignments
To play games
To read the news
Other
No response
Total
73.8
68.5
59.1
24.7
2.0
0.4
228.6
* Multiple response
Male and female participants are found to have
different purposes for using the internet. While
81.5% of the girls state that they use the internet
for preparing assignments, for boys this rate is 58%.
Another significant difference is found in regard to
playing games online. For girls this rate is 45% but
for boys it rises to 71% (Supplementary Table 94).
Adolescents who indicate that they use the internet
were asked if they have a friend group for chatting
online. Seventy four percent of the participants indicate that they have such a group.
82
TEPA 2008
Table 137. Friendship on Internet (%)
Yes
No
No response
Total
73.6
26.3
0.1
100.0
It can be said that boys tend to prefer these chatting
environments more so than girls (78% and 68% respectively) (Supplementary Table 95).
Those from the older age group (aged 16-18) tend
to establish online friendships more compared to
younger ones (aged 13-15) (79% and 67% respectively) (Supplementary Table 96).
As SES declines, the percentage of those who have
online friendships decreases.
Of the adolescents who have online friendships, 36%
indicate that they meet with their online friends in
real life. Five percent indicate that they do not approve of this.
Table 138. Continuing Internet Friendship in Real Life (%)
Yes
No
I do not approve of it
No response
Total
35.9
58.8
4.9
0.4
100.0
who indicate spending 3-4 hours on the internet
make up quite a large group as well (21%).
Table 139. Daily Internet Usage (%)
Less than 1 hour a day
1-2 hours a day
3-4 hours a day
5-6 hours a day
6-8 hours a day
Other
No response
Total
24.2
42.0
21.0
5.4
2.3
4.8
0.3
100.0
The results show that girls tend to spend less time
on the internet. Twenty nine percent of the girls indicate that they spend, on average, 1-2 hours online
per day, whereas this ratio is 20% for boys.
The reason for this might be that most of the boys
spend more than 2 hours on the internet per day.
Thirty five percent of the boys spend more than 2
hours online, while the corresponding rate is 25%
for girls (Supplementary Table 99).
Older adolescents tend to spend more time on the
internet. Those between the ages of 16 and 18 indicate spending more than 2 hours online, while for
the younger ones this ratio is 26% (Supplementary
Table 100).
Table 140. Cell Phone Ownership (by SES) (%)
Compared to girls, boys are more likely to carry these online friendships to real life. While 46%
of the boys indicate that they do meet with online
friends outside, the corresponding figure is 23% for
girls. Among the girls, 7% find this kind of friendship inappropriate and the corresponding figure is
3% for boys (Supplementary Table 97).
As one might expect, the older teenagers have more
friendships that follow this pattern compared to
younger adolescents (41% and 30% respectively)
(Supplementary Table 98).
Average hours spent on the internet per day is indicated as 1-2 hours by 42% of the participants. Those
Upper
No
Yes
No response
Total
8.4
91.6
0.0
100.0
Uppermiddle
13.7
85.9
0.4
100.0
Middle
18.6
81.2
0.1
100.0
Lowermiddle
30.1
69.5
0.4
100.0
Lower
Total
57.2
42.4
0.3
100.0
27.5
72.2
0.3
100.0
x²=400.377 degrees of freedom:4 p=0.000
The majority of the participants own a cell phone
(70%). This rate is 76% for boys and 65% for girls
(Supplementary Table 101). The difference between the age groups is significant as well. While
59% of those in the younger age group own cell
phones, 82.5% of the older group is found to own
cell phones (Supplementary Table 102). Cell phone
ownership differs significantly by SES whereby the
Research Findings
two variables are positively correlated. In the upper
SES group this rate is 92% whereas in the lower
SES group it is 42%.
Adolescents were asked to indicate how often they
visit various types of websites. As such, game sites
are ranked first with the most frequency, followed by
music sites, which are ranked second or third with
the most frequency. The fourth rank is most frequently occupied by search sites and the fifth rank
most with sharing sites.
Disregarding site rankings, music sites are the most
popular choice with the 73%, followed by game sites
(67%) and search engines (54%).
Table 141. Most Frequently Visited Websites (%)
Music sites
Game sites
Search sites
News sites/Newspapers
Forum sites (Information sharing sites)
Sharing sites (Books, programs, etc.)
Dictionary sites (Turkish, English, German, etc.)
Friendship sites
Sites of formal institutions
Erotic sites
Homework sites
Other
No response
Total
73.3
66.6
54.4
42.5
40.5
38.8
19.3
15.6
10.7
7.7
4.8
1.0
0.6
375.9
* Multiple response
Considering all the answers from boys and girls, the
most visited sites are music sites. While boys visit game sites more so than girls (76% and 55% respectively), girls indicate visiting online dictionaries
more so than boys (25% and 15% respectively). The
ratio for visiting erotic sites is 1% for girls and 13%
for boys. There are not any significant differences
between the visiting rates for other types of sites
(Supplementary Table 103).
11. Media Habbits
Almost half of the adolescents in the study indicate
watching TV for 1-2 hours per day (47%). The rates
for watching TV at least for an hour every day is 93%.
83
Table 142. Length of Daily TV Viewing (%)
Less than 1 hour
1 - 2 hours
3 - 4 hours
5 hours or more
I do not watch TV
It changes
No response
Total
0.3
46.6
35.9
10.4
2.8
0.2
3.8
100.0
The most popular TV programs are Turkish series
(66%), followed by music programs at 33% and
Turkish movies at 20%.
Table 143. Most Frequently Watched TV Program Types (%)
Turkish series
Music programs
Turkish films
Sports programs
Foreign films
Game shows
News
Talk shows
Documentaries
Cartoons
Other
No response
Total
65.6
32.6
19.7
18.1
18.0
14.5
12.5
11.2
7.3
7.0
23.3
0.3
230.1
* Multiple response
Table 144. Most Frequently Watched TV Program Types (by Sex)(%)
Music programs
Turkish films
Turkish series
Game shows
Cartoons
Documentaries
Talk shows
Foreign films
News
Sports programs
Other
No response
Total
Female
42.6
17.3
74.3
16.9
7.1
6.5
12.6
11.1
11.6
2.6
29.1
0.3
232.0
Male
23.0
22.1
57.2
12.2
6.9
8.1
9.9
24.7
13.4
32.9
17.7
0.3
228.4
Total
32.6
19.7
65.6
14.5
7.0
7.3
11.2
18.0
12.5
18.1
23.3
0.3
230.1
*Multiple response; excluding respondents who do not watch TV
Girls watch more TV series than boys (74% and
57% respectively) but series remain as the most
84
TEPA 2008
popular type of TV show for both sexes. While boys
indicate preferring sports programs on TV at a rate
of 33%, this rate is only 3% for girls. Girls watch
music programs more so than boys (43% and 23%
respectively). The news and foreign movies are more
likely to be preferred by boys.
The ones who state that they read the newspaper
indicate that they mostly read the current events
section (48%). This is followed by sports news and
tabloid news (39% and 32% respectively). The least
read section is financial news (5%).
Table 145. Most Frequently Read Newspaper Sections (%)
Current events
Sports news
Tabloid news
Columns
Cultural news
Third page news
Economy news
Other
Total
48.2
39.2
32.2
14.9
9.2
6.1
5.2
3.3
158.4
* Multiple response
Girls indicate that they mostly read about current
events (55.5%) and tabloid news (51%). However,
boys indicate that they prefer mostly sports news
and current events (%67 and %41.5 respectively)
(Supplementary Table 104).
Lastly adolescents are asked about their preferred
music genre. The most preferred music genre is
Turkish pop (37.5%). Of the participants, 24.5% indicate that they listen to all genres of music.
Table 146. Most Frequently Followed Music Genres (%)
Turkish pop
Arabesque
Rock
Rap
Foreign pop
Turkish folk music
I listen to all kinds of music
Other
I do not much listen to music
No response
Total
* Multiple response
37.5
14.0
13.3
11.9
10.8
4.6
24.1
8.2
2.4
0.2
127.0
There is a variation in terms of sex in regard to listening to Turkish pop music and arabesque music.
Some boys prefer arabesque music to Turkish pop.
While 21% of the boys indicate that they prefer arabesques music, only 6% of the girls answer similarly.
For Turkish pop this rate is 30% for boys and 46%
for girls (Supplementary Table 105).
Preferring arabesque versus rock has different correlations with SES. As SES declines, the percentage of listening to arabesque increases and the percentage of listening to rock music decreases. Four
percent of those in the upper SES group listen to
arabesque music, while the corresponding ratio 15%
for the lower SES group. In contrast, 30% of those
in the upper SES group listen to rock whereas the
rate remains at a low 4% for the lower SES group.
Table 147. Most Frequently Followed Music Genres (by SES) (%)
Upper Upper- Middle Lower- Lower Total
middle
middle
I listen to all kinds of music 23.0
23.2
21.4
22.6
31.3 27.9
I do not much listen to
0.5
1.5
1.6
2.3
4.3
3.8
music
Turkish pop
33.0
33.5
35.7
42.0
36.3 33.7
Foreign pop
16.2
16.4
12.5
9.7
5.4
10.0
Arabesque
3.7
10.9
13.5
15.8
15.0 13.6
Turkish folk music
3.1
3.6
3.9
4.6
7.8
4.5
Rock
29.8
19.8
18.4
10.1
4.3
11.9
Rap
15.2
17.3
15.1
10.5
4.7
11.2
Other
10.5
9.7
8.5
8.0
7.0
7.9
No response
0.0
0.2
0.1
0.1
0.3
0.2
Total
135.1 136.0 130.6 125.8 116.5 124.7
* Multiple response
Research Findings
85
SECTION 3
CONCLUSION
88
TEPA 2008
This section provides a summary of the results related to adolescents’ school and family lives and how
relationships in these environments are reflected on
their lives in general. The majority of the participants
are students. Male participants have a greater tendency to leave school and begin working compared
to female participants. However, in cases where not
being able to continue education is related to “cultural traditions”, girls are more substantially implicated.
Additionally, the main reason for preferring work to
school is “not being fond of education”.
Although the ones continuing their education are
determined to continue their education and seem
satisfied with their teachers, in order to understand
the adolescent perspective on education, it is key to
understand why the working adolescent group has a
general tendency to state that they are “not fond of
education”.
Analyzing issues that lead to conflict within adolescent homes, one finds that schoolwork is a most
prominent matter. This is what causes the highest levels of conflicts between adolescents and their parents.
School and family problems are the most discussed
issues with school guidance services. Given this, it
can be understood that adolescents are able to discuss
these issues about which they are most preoccupied
with guidance counselors.
Students were asked to reflect on their satisfaction
with school. The results show that the main source for
discontentment is the lack of laboratories in schools,
inadequacy of teaching materials, limited social resources and inadequate security in the school area.
Sexual education, especially, is lacking when education in general is to be considered. Among the
participants 21% state that they have not obtained
education on sex from “any resources” whereas 26%
indicate their friends as a source of information. As
it will be more thoroughly explained below, the most
important source of information on sexual topics for
girls is the mother. In total, for adolescents, moth-
er as an information source is indicated more than
sources such as the school or the father. Therefore, it
can be observed that accurate and reliable information sources about sexuality are very limited. It can
thus be inferred that sexual education in schools is
insufficient.
Mothers appear to be the family member with whom
the adolescent has best relations as well as the person
with whom the adolescent has most disputes. Almost
half of the adolescents state that they share their
problems with their mothers who offer them support.
The mother’s importance comes to the fore especially
in regard to girls who share their problems foremost
with their mothers as well as seek their mothers for
obtaining information on issues such as sexuality. As
such, it is remarkable to notice that most mothers
only have primary school education.
Even though adolescents indicate that they mostly
have conflicts or arguments with their parents, these
arguments do not usually involve physical violence.
On the other hand, those who are most often physically abused are the ones being subjected to violence
from their fathers. Male participants especially are
subjected to higher rates of violence. The fact that the
relationship with the father is much weaker than the
relationship with the mother in every aspect is salient.
Especially in middle or low SES families, the education levels are considerably low. On the other hand, it
is also obvious that fathers’ being more educated than
mothers in general fails to resolve this problem.
The relationship between adolescents and their fathers is especially problematic. As stated above, fathers appear to engage in physical and verbal violence
more so than any other perpetrator. In addition, adolescents state that they receive most support from
their mothers, followed by their friends and lastly by
their fathers. While 44% state they get the most support from their mothers, only 9% percent state that
they receive most support from their fathers.
Talking about their families’ expectations, adoles-
Conclusion
cents often mention household matters. As such, it is
obvious that this line of housework constitutes a burden for most adolescents. These expectations include,
helping out with daily chores, cooking or providing
help with cooking. Additionally, chores outside the
house, such as shopping and helping the parents
with shopping and helping the younger sibling with
homework or taking care of them in general are mentioned as responsibilities that are included in families’
expectations.
Among the interviewed adolescents, 18.5% have no
relations to school. When those who neither work
nor study and those who are in search of a job are
excluded, 6.5% appear to be just working and not
studying. Boys have a much higher rate of working
compared to girls. Working adolescents indicate
economic needs and not being fond of education as
reasons for working. Also, almost half of working adolescents work in the service sector.
Work conditions for working adolescents are quite
problematic. The majority of them are found to be
working for six or seven days a week, 39% state that
they work for 11 hours or longer per day. Additionally, 73% indicate that they do not have social security. Despite the long working hours and low income
rates, adolescents generally indicate that they are satisfied to be working.
Findings suggest that working has some effects on
the adolescent’s social life and family relations. For
instance, the highest ratio of approving premarital
romantic relations is obtained among the adolescents
who continue their education and work at the same
time. The strongest counter opinion is obtained from
the group where participants neither work nor study.
When adolescents’ perception on their relationship
with their parents is analyzed, working is found to
make a difference in their perception there as well.
Adolescents who indicate feeling loved the most are
those who study and work, whereas the ones that indicate feeling loved the least are the ones who go to
preparatory schools. Participants who state that their
89
parents “always” pay attend to and take care of their
problems make up 41% of the student sample, whereas in the group where the participants are working,
seeking work or not working nor seeking work, this
percentage goes down to 30%. This percentage is 29%
for the participants who work and study at the same
time. Lastly, the participants who are students indicate feeling under the supervision of their parents at a
higher rate, while the ones who work and study at the
same time provide a lower rate for the sense of being
under supervision.
Ninety three percent of the participants indicate not
having any suicidal thoughts. Thirty eight percent
among the ones who state having suicidal thoughts
have attempted suicide (161 participants). Half of
the ones who have attempted suicide point out family
problems as the reason for this action. Family problems include violence in the family, issues with the
mother and family pressure.
Smokers make up 20% of the participants. This rate
is considerably higher among boys than girls. Also,
the age of starting smoking is identified as 13 or 14.
The age of consuming one’s first alcoholic beverage
is similarly identified as 14. Nevertheless, the rate
for alcohol consumption is lower in comparison to
smoking (11%).
Participation in cultural activities is found to be very
limited. When asked about their most preferred activity, participants indicate listening to music. The
rates of going to the theatre or the cinema are low.
Considering their relation to technology, it is found
that they spent most of their time using certain applications on their cell phones, playing computer games
or “chatting” online.
The adolescent participants in this research identify themselves as happy. However, when asked about
the future of the country this attitude differs: 42% of
them state that they believe the future of the country
will be very unfavorable. Their greatest expectation
on this matter is about finding a solution to unemployment.
SECTION 4
POLICY RECOMMENDATIONS
92
TEPA 2008
This section, details policy recommendations devised to overcome the problems explored above.
The formation of education programs using various
channels is beneficial for raising the level of awareness and knowledge among mothers and especially
fathers about the problems of the adolescents. In this
context, education and contribution of the teachers, family doctors and religious functionaries can
be provided. Financial support can be gained from
the media and NGO’s. Public service ads about the
issue can be prepared and be aired between the TV
series that the mothers and the sport programs that
the fathers watch.
Precautions need to be taken in order to support
girls’ education especially in rural areas and certain
regions of Türkiye. Girls should be encouraged to
attend to courses and certificate programs at schools
with their mothers, so that students and parents may
have an opportunity to get to know the school. By
this way, parents may be more willing to send their
daughters to school.
The education of adolescents about the harms of
smoking and alcohol should be pursued through
various channels. Websites that are not too dry and
didactic but capture adolescents’ attention in various
ways would be useful in this regard.
Students appear to consult with guidance services at
schools. The improvement and the development of
the system will increase its effectiveness. Guidance
service should be extended, the working conditions
of the guidance teachers should be improved and
in-service training should be developed for guidance teachers towards meeting student needs.
Adolescents do not get enough education on sexuality. The education provided at schools on this issue
is insufficient. The improvement of the education
programs/courses about sexuality at schools would
be beneficial. In addition, designing various websites to help educate and guide adolescents would
be helpful.
Necessary action must be taken to make sure that
adolescents like school and to ensure that schools
provide adolescents with various social and sporting
abilities. For this, the physical conditions of schools
should be improved, social and sportive facilities
should be developed and arts at schools should be
supported. The improvement of educational materials and laboratories is crucial in this respect.
Work life for adolescents should be organized in a
way so that they can continue their education. Apprenticeship schools should be more widespread.
Adolescents should be allowed to work only under
the condition that they will continue their education. It would be beneficial if the system at apprenticeship schools in various lines of work could be
organized to provide social support for adolescents
and prevent their being abused at the workplace.
Policy Recommendations
93
SECTION 5
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96
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99
SECTION 6
SUPPLEMENTARY TABLES
102
TEPA 2008
Supplementary Table 1. Reasons for Migration (by Family Type) (%)
Nuclear family
Economic reasons
Unemployment
Because relatives live here
Appointment
Desire to move to the city
Marriage
Education
Forced migration
Other
Do not know
No response
Total
45.6
14.0
8.9
8.4
6.6
5.2
4.6
3.0
2.1
1.9
1.7
101.5
Traditional extended
family
41.1
18.4
8.5
3.5
8.5
7.1
2.8
7.8
0.7
1.4
1.4
101.4
Single parent
household
51.3
15.0
8.8
3.8
3.8
2.5
7.5
2.5
2.6
2.5
Broken family
Relatives
34.5
16.4
5.5
1.8
16.4
3.6
10.9
3.6
5.5
45.2
14.2
8.7
7.6
6.9
5.3
4.9
3.3
1.9
1.8
1.6
101.4
1.8
100.0
100.0
Supplementary Table 2. Reasons for Migration (by Settlement of Origin) (%)
Economic reasons
Unemployment
Because relatives live here
Appointment
Desire to move to the city
Marriage
Education
Forced migration
Other
Do not know
No response
Total
Province center
village
13,6
8,6
13,2
6,2
5,0
5,7
3,9
1,8
1,1
0,7
100,5
District center
Total
13,7
9,7
7,1
6,5
5,2
6,1
2,1
2,2
1,0
0,7
101,7
Sub-district/village
50,3
16,3
7,8
1,6
9,5
5,8
1,8
5,0
1,4
2,2
0,4
102,1
Total
45,2
14,2
8,7
7,6
6,9
5,3
4,9
3,3
1,7
1,8
1,6
101,2
* Multiple response
Supplementary Table 3. Residing in Original Hometown (by Father’s Occupation) (%)
Does the respondent live in his/her original hometown?
Unskilled worker
Shopkeeper/merchant
Self employed, pieceworker, casual work
Farming/animal husbandry
Retired, not working
Civil servant
Skilled worker
Unemployed
Retired, still working
Receives rent income
Professional, self employed
Manager or employer in mid to large scale enterprise
Seasonal worker
Administrator
Ranger
Village/neighborhood headman
No response
Total
Yes
22.4
14.8
12.5
15.1
9.7
9.2
4.6
3.3
2.2
2.0
0.9
0.7
1.0
0.2
0.4
0.2
0.7
100.0
x²:358.578 degrees of freedom:15 p=0.000
No
29.3
15.8
16.7
1.8
9.1
9.0
6.2
4.5
2.5
0.4
1.3
1.2
0.5
1.0
0.0
0.0
0.5
100.0
Total
25.2
15.2
14.1
9.7
9.5
9.1
5.3
3.8
2.3
1.4
1.1
0.9
0.8
0.6
0.3
0.2
0.6
100
Supplementary Tables
Supplementary Table 4. Ownership of Present Home (by Residing in Original Hometown) (%)
Does the respondent live in his/her original hometown?
We own it
Rented
Owned by a relative
Public/company housing
Other
No response
Total
Yes
75.5
20.4
3.2
0.8
0.1
0.1
100.0
No
54.4
40.3
2.5
2.8
0.0
0.0
100.0
Total
67.0
28.3
2.9
1.6
0.1
0.1
100.0
x²:322.215 degrees of freedom:3 p=0.000
Supplementary Table 5. Heating System of Residence (by Type of Residential Building) (%)
Heating stove
Room heater/boiler
Central heating
Air conditioner
Electric heater
Other
No heating
No response
Total
Apartment or flat
42,1
29,2
20,5
7,2
0,6
0,8
0,5
0,2
101,1
House
90,7
2,4
3,3
4,0
0,2
0,0
0,2
0,2
101,0
Squatter house
92,7
3,7
0,0
3,0
0,0
0,0
0,6
0,0
100,0
Total
64,4
16,7
12,7
5,6
0,4
0,5
0,4
0,2
101,0
* Multiple response
Supplementary Table 6. The Adolescent Having a Private Room (byNumber of Rooms in Residence) (%)
Do have your own room at home?
1 Room
2 Rooms
3 Rooms
4 Rooms
5 Rooms
6 Room or more
No response
Total
Yes
0.0
24.5
43.8
65.2
73.2
77.3
61.9
56.7
No
88.2
74.3
56.1
34.4
26.6
22.7
28.6
42.9
No response
11.8
1.1
0.1
0.4
0.2
0.0
9.5
0.4
Total
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
No
5,3
14,6
26,2
51,7
82,2
42,3
Total
100,0
100,0
100,0
100,0
100,0
100,0
x²:513.726 degrees of freedom:10 p=0.000
Supplementary Table 7. The Adolescent Having a Private Room (by SES) (%)
Do have your own room at home?
Upper
Upper-middle
Middle
Lower-middle
Lower
Total
Yes
94,7
85,4
73,8
48,3
17,8
57,7
x²:856.461 degrees of freedom:4 p=0.000
103
104
TEPA 2008
Supplementary Table 8. Main Reason for Discontinuing Education for Non-Student Adolescents (by Sex) (%)
Female
28.8
26.4
15.3
17.7
1.7
1.9
5.5
2.7
100.0
Unwilling to attend school
Economic reasons
Could not succeed in university entrance exams
Family's resistance because of customs and traditions
Unsuccessful in school
There are no schools here
Other
No response
Total
Male
47.2
28.9
10.9
0.9
1.5
0.8
5.8
4.0
100.0
Total
40.0
27.9
12.6
7.4
1.6
1.2
5.8
3.5
100.0
x²:146.773 degrees of freedom:27 p=0.000
Supplementary Table 9. Perceived Level of Success in School (by Sex) (%)
Not at all successful
Not successful
Somewhat successful
Successful
Very successful
No response
Total
Female
0.5
1.8
26.1
58.4
12.9
0.4
100.0
Male
1.6
4.6
39.8
47.2
6.3
0.5
100.0
Total
1.0
3.2
32.9
52.9
9.6
0.5
100.0
x²:193.273 degrees of freedom:4 p=0.000
Supplementary Table 10. Desire to Continue Education (by Sex, SES, and Settlement Type) (%)
Do you want to continue your education?
Female
Male
Yes
SEX
97.9
96.5
No
No response
Total
1.3
2.6
0.8
0.8
100.0
100.0
1.1
1.1
1.2
2.2
4.7
0.5
1.1
0.9
1.0
0.3
100.0
100.0
100.0
100.0
100.0
1.6
3.0
0.9
0.6
100.0
100.0
2.0
0.8
100.0
x²:11.006 degrees of freedom:1 p=0.001
Upper
Upper-middle
Middle
Lower-middle
Lower
SES
98.4
97.7
97.9
96.9
95.0
x²:21.176 degrees of freedom:4 p=0.000
Urban
Rural
SETTLEMENT TYPE
97.5
96.4
x²:11.006 degrees of freedom:1 p=0.001
Total
97.2
Supplementary Tables
Supplementary Table 11. Satisfaction with Teachers’ Attitude and Behavior (by Age Group and Settlement Type) (%)
Not satisfied
13-15 age group
16-18 age group
Somewhat satisfied
AGE GROUP
19.6
24.8
11.2
15.7
Satisfied
Total
69.3
59.5
100.0
100.0
64.4
67.0
100.0
100.0
65.0
100.0
x²:49.123 degrees of freedom:2 p=0.000
Urban
Rural
13.8
10.9
Total
13.1
SETTLEMENT TYPE
21.7
22.2
x²:71,178 degrees of freedom:2 p=0,000
21.8
Supplementary Table 12. Availability of Guidance Service at Adolescent’s School (by Settlement Type) (%)
Urban
82.1
17.3
0.5
0.1
100.0
No, there is not
Yes, there is
Enrolled in open education
No response
Total
Rural
69.7
30.0
0.1
0.2
100.0
Total
79.1
20.4
0.4
0.1
100
x²:84.050 degrees of freedom:1 p=0.000
Supplementary Table 13. Having been Subject to Disciplinary Action in School (by Sex, Settlement Type, and Desire to Continue
Education) (%)
Yes
Female
Male
No
SEX
3.8
13.8
95.9
85.8
No response
Total
0.3
0.4
100.0
100.0
0.4
0.3
100.0
100.0
0.3
1.1
5.1
100.0
100.0
100.0
0.3
100.0
x²:148.178 degrees of freedom:1 p=0.000
Urban
Rural
SETTLEMENT TYPE
9.4
6.5
90.3
93.3
x²:9.174 serbestlik derecesi:1 p=0.002
Yes
No
No response
91.3
79.3
82.1
Total
91.1
DESIRE TO CONTINUE EDUCATION
8.4
19.6
12.8
x²:15.459 degrees of freedom:2 p=0.000
8.7
Supplementary Table 14. Type of Disciplinary Action Faced during School Life (by Sex ) (%)
Warning
Suspension
Expulsion
No response
Total
* Multiple response
Female
81.1
13.3
6.7
101.1
Male
79.6
24.2
1.6
0.3
105.7
Total
79.9
21.8
0.2
2.7
104.7
105
106
TEPA 2008
Supplementary Table 15. Type of Disciplinary Action Faced during School Life (by Age Group) (%)
Warning
Suspension
Expulsion
No response
Total
13-15 age group
88,1
10,4
0,0
3,5
102,0
16-18 age group
71,8
33,0
1,9
0,5
107,3
Total
79,9
21,8
0,2
2,7
104,7
* Multiple response
Supplementary Table 16. Reasons for Choosing to Work Rather than Going to School (by Sex) (%)
Female
24.3
18.6
38.6
5.7
10.0
2.9
100.0
Because I like working
Because I don't like school
Economic difficulties
Because I was unsuccessful in the university entrance exams (OSS)
Other
No response
Total
Male
23.7
33.4
30.8
3.2
6.6
2.4
100.0
Total
23.8
31.1
32.0
3.6
7.1
2.4
100.0
x²:5.3090 degrees of freedom: 2 p=0.070
Supplementary Table 17. Reasons for Choosing to Work Rather than Going to School (by Age Group) (%)
Because I like working
Because I don't like school
Economic difficulties
Other
No response
Total
13-15 age group
20.5
41.0
33.7
3.6
1.2
100.0
16-18 age group
24.5
28.9
31.6
12.3
2.7
100.0
Total
23.8
31.1
32.0
10.7
2.4
100.0
x²:9.121 degrees of freedom:4 p=0.058
Supplementary Table 18. Type of Work done by the Adolescent (by Sex) (%)
Worker in the service sector
Worker in the industry
Worker in textiles
Works for the family
Farm worker
Works on the street
Diğer
No response
Total
Female
50.0
4.3
32.9
8.6
1.4
2.9
0.0
0.0
100.0
x²:38.710 degrees of freedom:5 p=0.000
Male
49.2
23.9
9.2
12.1
2.9
1.1
1.1
0.5
100.0
Total
49.3
20.9
12.9
11.6
2.7
1.3
0.9
0.4
100.0
Supplementary Tables
Supplementary Table 19. Type of Work done by the Adolescent (by Age Group) (%)
13-15 age group
39.8
13.3
24.1
19.3
1.2
2.4
0.0
0.0
100.0
Worker in the service sector
Worker in the industry
Worker in textiles
Works for the family
Farm worker
Works on the street
Diğer
No response
Total
16-18 age group
51.5
22.6
10.4
9.8
3.0
1.1
1.1
0.5
100.0
Total
49.3
20.9
12.9
11.6
2.7
1.3
0.9
0.4
100.0
x²:21.360 degrees of freedom:5 p=0.001
Supplementary Table 20. Social Security Coverage of Working Adolescents (by Type of Work) (%)
Yes
No
Total
Works on the
street
16.7
83.3
100.0
Works for the
family
25.0
75.0
100.0
Worker in the
industry
41.5
58.5
100.0
Worker in the
service sector
24.8
75.2
100.0
Farm worker
Worker in
textiles
15.5
84.5
100.0
16.7
83.3
100.0
Other
No response
Total
50.0
50.0
100.0
50.0
50.0
100.0
27.1
72.9
100.0
x²:15.594 degrees of freedom: 5 p=0.008
Supplementary Table 21. Monthly Income of Working Adolescents (by Sex) (%)
50 TL or less
51 -100 TL
101 - 200 TL
201 - 300 TL
301 - 400 TL
401 - 500 TL
501 TL or more
It changes
I help the family, I don't get paid
No response
Total
Female
2.9
1.4
12.9
14.3
22.9
18.6
20.0
1.4
5.7
0.0
100.0
Male
3.2
4.5
10.5
13.4
16.6
16.1
30.3
1.3
3.2
1.1
100.0
Total
3.1
4.0
10.9
13.6
17.6
16.4
28.7
1.3
3.6
0.9
100.0
16-18 age group
1.9
3.3
8.7
12.8
18.3
18.8
30.8
1.6
3.3
0.5
100.0
Total
3.1
4.0
10.9
13.6
17.6
16.4
28.7
1.3
3.6
0.9
100.0
x²:5.493 degrees of freedom: 7 p=0.600
Supplementary Table 22. Monthly Income of Working Adolescents (by Age Group) (%)
50 TL or less
51 -100 TL
101 - 200 TL
201 - 300 TL
301 - 400 TL
401 - 500 TL
501 TL or more
It changes
I help the family, I don't get paid
No response
Total
13-15 age group
8.4
7.2
20.5
16.9
14.5
6.0
19.3
0.0
4.8
2.4
100.0
x²:5.491 degrees of freedom:6 p=0.483
107
108
TEPA 2008
Supplementary Table 23. Distribution of the Adolescent’s Friends (by SES) (%)
I have an equal number of friends from both sexes
Most of my friends are boys
Most of my friends are girls
All of my friends are girls
All of my friends are boys
I have no friends
Total
Upper
65.8
7.9
20.0
2.6
3.7
.0
100.0
Upper-middle
61.8
15.8
13.5
3.8
4.2
.8
100.0
Middle
62.7
14.9
13.4
5.0
3.2
.8
100.0
Lower-middle
48.0
18.4
16.7
8.0
8.0
.8
100.0
Lower
25.9
23.7
18.4
13.9
16.7
1.4
100.0
Total
51.8
17.3
15.8
7.2
7.1
.8
100.0
x²:353.118 degrees of freedom:20 p=0.000
Supplementary Table 24. Distribution of the Adolescent’s Friends (by Settlement Type) (%)
I have an equal number of friends from both sexes
Most of my friends are boys
Most of my friends are girls
All of my friends are girls
All of my friends are boys
I have no friends
No response
Total
Urban
53.4
16.8
16.0
6.4
6.5
0.9
0.0
100.0
Rural
43.6
17.9
16.4
11.5
9.2
1.4
0.0
100.0
Total
50.9
17.1
16.1
7.7
7.2
1.0
0.0
100.0
Male
39.6
37.3
18.9
0.3
4.0
100.0
Total
48.7
33.9
13.4
0.3
3.9
100.0
x²:72.135 degrees of freedom:5 p=0.000
Supplementary Table 25. Number of Close Friends of the Adolescent (by Sex) (%)
1-3 Friends
4-6 Friends
7+ Friends
I have no close friends
No response
Total
Female
58.3
30.0
7.6
0.3
3.7
100.0
x²:295.495 degrees of freedom:10 p=0.000
Supplementary Tables
Supplementary Table 26. Topics Usually Talked with Friends (by Sex) (%)
School
Girl/boyfriend
Current events
Exams (ÖSS/OKS/SBS)
Football
Clothes
The future
Sports
Music
Family issues
TV shows
Work life
Sexual issues
Economic issues
Celebrities
Information Technology
Other
It changes
No response/do not know
Total
Female
56.2
32.7
31.3
32.5
3.3
29.2
23.6
5.0
23.1
18.4
17.8
8.1
4.3
6.8
7.2
3.4
0.3
0.3
0.7
304.3
Male
37.4
35.1
28.5
19.2
41.2
14.5
17.5
32.6
14.9
10.1
8.6
12.4
14.6
7.5
3.1
5.7
0.8
0.4
0.4
304.5
Total
46.5
34.0
29.9
25.6
22.8
21.6
20.4
19.3
18.9
14.1
13.1
10.3
9.6
7.2
5.1
4.6
0.6
0.4
0.5
304.5
16-18 age group
40.1
39.2
34.2
24.6
22.4
22.9
23.4
19.4
19.3
18.2
11.9
13.8
12.7
9.7
4.7
4.7
0.8
0.4
0.5
322.7
Total
46.5
34.0
29.9
25.6
22.8
21.6
20.4
19.3
18.9
14.1
13.1
10.3
9.6
7.2
5.1
4.6
0.6
0.4
0.5
304.5
* Multiple response
Supplementary Table 27. Topics Usually Talked with Friends (by Age Group) (%)
School
Girl/boyfriend
Current events
Exams (ÖSS/OKS/SBS)
Football
Clothes
The future
Sports
Music
Family issues
TV shows
Work life
Sexual issues
Economic issues
Celebrities
Information Technology
Other
It changes
No response/do not know
Total
* Multiple response
13-15 age group
52.8
28.8
25.6
26.7
23.2
20.3
17.5
19.1
18.5
10.1
14.3
6.9
6.5
4.7
5.5
4.5
0.3
0.3
0.6
286.2
109
110
TEPA 2008
Supplementary Table 28. Family Member that the Adolescent Argues/Has Disputes with Most Frequently (by Sex) (%)
I do not argue/have disputes with anyone
My mother
My younger brother
My older brother
My father
My younger sister
My older sister
Other
No response
Total
Female
40.5
12.6
12.7
10.3
5.4
9.8
7.3
1.3
0.1
100.0
Male
45.0
9.9
8.0
9.7
13.7
5.9
6.8
1.0
0.0
100.0
Total
42.8
11.2
10.3
10.0
9.7
7.8
7.0
1.2
0.1
100.0
x²:178.471 degrees of freedom:6 p=0.000
Supplementary Table 29. Family Member that the Adolescent Argues/Has Disputes with Most Frequently (by Age Group) (%)
I do not argue/have disputes with anyone
My mother
My younger brother
My older brother
My father
My younger sister
My older sister
Other
No response
Total
13-15 age group
40.2
10.8
11.4
11.8
6.6
9.0
8.7
1.2
0.1
100.0
16-18 age group
45.4
11.6
9.1
8.2
12.8
6.6
5.2
1.1
0.1
100.0
Total
42.8
11.2
10.3
10.0
9.7
7.8
7.0
1.2
0.1
100.0
x²:178.471 degrees of freedom:6 p=0.000
Supplementary Table 30. Sharing Problems (by Sex) (%)
My mother
My friend
My father
My older sister
My girl/boyfriend
My older brother
Nobody
Other
No response
Total
Female
54.8
14.6
4.5
10.1
5.8
1.2
4.4
1.4
3.1
100.0
x²:551.550 degrees of freedom:6 p=0.000
Male
33.9
24.8
13.1
4.4
5.0
7.2
7.6
1.4
2.5
100.0
Total
44.1
19.9
9.0
7.2
5.4
4.3
6.0
1.4
2.8
100.0
Supplementary Tables
Supplementary Table 31. Sharing Problems (by Age Group) (%)
My mother
My friend
My father
My older sister
My girl/boyfriend
My older brother
Nobody
Other
No response
Total
13-15 age group
49.0
16.8
9.2
7.2
4.4
4.1
5.1
1.5
2.7
100.0
16-18 age group
39.1
23.0
8.8
7.2
6.4
4.4
7.0
1.3
2.9
100.0
Total
44.1
19.9
9.0
7.2
5.4
4.3
6.0
1.4
2.8
100.0
x²:79.003 degrees of freedom:6 p=0.000
Supplementary Table 32. Sharing Problems (by Settlement Type) (%)
My mother
My friend
My father
My older sister
My girl/boyfriend
My older brother
Nobody
Other
No response
Total
Urban
44.3
19.2
9.1
7.4
5.2
4.3
6.2
1.4
2.8
100.0
Rural
43.4
21.7
8.4
6.5
5.8
4.2
5.6
1.4
2.9
100.0
Total
44.1
19.9
9.0
7.2
5.4
4.3
6.0
1.4
2.8
100.0
Male
43.0
28.2
5.0
10.5
1.0
0.6
2.3
2.5
2.2
2.5
2.2
0.1
100.0
Total
31.2
29.1
12.9
10.8
3.2
2.4
1.8
1.6
1.5
2.7
2.6
0.2
100.0
x²:6.928 degrees of freedom:6 p=0.328
Supplementary Table 33. Most Frequent Free time Companion (by Sex) (%)
My friend(s) from the neighborhood
My school friend(s)
My mother
My girl/boyfriend
My older sister
My younger sister
My younger brother
My older brother
My father
Nobody
Other
No response
Total
Female
18.6
30.1
21.3
11.1
5.5
4.4
1.3
0.6
0.8
2.9
2.9
0.3
100.0
x²:820.058 degrees of freedom:9 p=0.000
111
112
TEPA 2008
Supplementary Table 34. Most Frequent Free time Companion (by Age Group) (%)
My friend(s) from the neighborhood
My school friend(s)
My mother
My girl/boyfriend
My older sister
My younger sister
My younger brother
My older brother
My father
Nobody
Other
No response
Total
13-15 age group
30.6
31.1
13.8
7.2
3.5
3.0
2.4
1.9
1.5
2.4
2.6
0.1
100.0
16-18 age group
31.8
27.1
12.0
14.4
2.9
1.9
1.2
1.3
1.5
2.9
2.7
0.2
100.0
Total
31.2
29.1
12.9
10.8
3.2
2.4
1.8
1.6
1.5
2.7
2.6
0.2
100.0
x²:106.505 degrees of freedom:9 p=0.000
Supplementary Table 35. Family’s Expectations of the Adolescent (by Sex) (%)
To succeed in school
They have no expectations of me
To do/help out with household chores
To keep my room clean and tidy
To work and make money
Grocery shopping or helping out
To tutor my younger sibling(s)
To care for my younger sibling(s)
Cooking or helping out with cooking
To secure a job for the future/to study and obtain a profession
To be successful in university entrance exams
To be a respectful and honest person
Other
No response
Total
* Multiple response
Female
39,1
15,0
27,2
18,3
4,0
11,0
6,9
8,1
10,7
3,7
1,0
0,3
0,3
0,3
145,9
Male
38,5
19,9
3,7
10,5
16,8
4,8
6,4
4,8
0,6
4,4
1,3
0,8
0,9
0,3
113,6
Total
38,8
17,5
15,1
14,3
10,6
7,8
6,6
6,4
5,5
4,1
1,1
0,5
0,6
0,3
129,3
Supplementary Tables
Supplementary Table 36. Family’s Expectations of the Adolescent (by Age Group) (%)
To succeed in school
They have no expectations of me
To do/help out with household chores
To keep my room clean and tidy
To work and make money
Grocery shopping or helping out
To tutor my younger sibling(s)
To care for my younger sibling(s)
Cooking or helping out with cooking
To secure a job for the future/to study and obtain a
profession
To be successful in university entrance exams
To be a respectful and honest person
Other
No response
Total
13-15 age group
43.9
16.4
14.9
15.6
5.6
6.5
7.9
6.8
4.6
16-18 age group
33.6
18.7
15.4
12.9
15.6
9.1
5.3
6.0
6.5
Total
38.8
17.5
15.1
14.3
10.6
7.8
6.6
6.4
5.5
3.2
5.0
4.1
0.5
0.4
0.5
0.2
127.0
1.8
0.6
0.7
0.3
131.6
1.1
0.5
0.6
0.3
129.3
* Multiple response
Supplementary Table 37. Family’s Expectations of the Adolescent (by Settlement Type) (%)
Urban
41,0
16,5
13,4
15,5
10,7
7,5
6,2
6,1
5,0
4,6
1,4
0,5
0,5
0,2
129,0
To succeed in school
They have no expectations of me
To do/help out with household chores
To keep my room clean and tidy
To work and make money
Grocery shopping or helping out
To tutor my younger sibling(s)
To care for my younger sibling(s)
Cooking or helping out with cooking
To secure a job for the future/to study and obtain a profession
To be successful in university entrance exams
To be a respectful and honest person
Other
No response
Total
Rural
32,5
20,5
20,1
10,6
10,3
8,6
8,0
7,4
7,1
2,5
0,5
0,5
0,8
0,6
130,1
Total
38,8
17,5
15,1
14,3
10,6
7,8
6,6
6,4
5,5
4,1
1,1
0,5
0,6
0,3
129,3
* Multiple response
Supplementary Table 38. “I feel that my mother and father love me” (by Sex) (%)
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
Female
1.0
2.3
12.6
34.0
49.7
0.1
0.2
100.0
x²: 12.319 degrees of freedom:6 p= 0.55
Male
1.4
2.8
14.8
34.6
46.2
0.1
0.1
100.0
Total
1.2
2.6
13.7
34.3
47.9
0.1
0.2
100.0
113
114
TEPA 2008
Supplementary Table 39. “I feel that my mother and father love me” (by Age Group) (%)
13-15 age group
1.0
2.4
12.6
32.9
51.0
0.0
0.1
100.0
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
16-18 age group
1.4
2.7
14.9
35.8
44.8
0.1
0.2
100.0
Total
1.2
2.6
13.7
34.3
47.9
0.1
0.2
100.0
x²:26.469 degrees of freedom: 6 p= 0.000
Supplementary Table 40. “I feel that my mother and father love me” (by SES) (%)
Never
Rarely
Sometimes
Often
Always
No response
Total
Upper
1.0
0.5
8.9
26.7
62.8
0.0
100.0
Upper-middle
0.6
1.1
12.4
34.1
51.6
0.2
100.0
Middle
1.2
1.8
11.3
35.2
50.3
0.1
100.0
Lower-middle
1.2
3.1
13.5
35.2
46.7
0.2
100.0
Lower
1.2
4.9
23.3
36.3
34.3
0.0
100.0
Total
1.1
2.6
13.7
34.9
47.4
0.2
100.0
x²:112.852 degrees of freedom:16 p=0.000
Supplementary Table 41. “I feel that my mother and father love me” (by Settlement Type) (%)
Urban
1.3
2.4
13.2
33.9
49.0
0.1
0.2
100.0
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
Rural
0.9
3.1
15.3
35.6
44.6
0.1
0.2
100.0
Total
1.2
2.6
13.7
34.3
47.9
0.1
0.2
100.0
x²:13.248 degrees of freedom:6 p= 0.039
Supplementary Table 42. “I feel that my mother and father love me” (by Family Type) (%)
Nuclear family
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
1.1
2.6
14.0
34.2
47.9
0.0
0.1
100.0
Traditional extended
family
0.8
2.7
12.5
33.9
50.1
0.0
0.0
100.0
Single parent
household
3.1
2.1
9.9
39.3
45.5
0.0
0.0
100.0
Broken family
Relatives
Other
Total
1.0
3.1
23.7
34.0
36.1
0.0
2.1
100.0
5.6
0.0
4.2
30.6
52.8
5.6
1.4
100.0
0.0
0.0
0.0
41.7
50.0
8.3
0.0
100.0
1.2
2.6
13.7
34.3
47.9
0.1
0.2
100.0
x²: 514.154 degrees of freedom:36 p= 0.000
Supplementary Tables
Supplementary Table 43. “I feel that my mother and father love me” (by Status as Student or Worker) (%)
Student
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
1.1
2.5
12.5
33.8
49.9
0.0
0.2
100.0
Both student and
working
0.0
4.6
21.5
21.5
50.8
1.5
0.0
100.0
Working
Not working,
looking for a job
3.3
4.1
18.7
35.3
38.2
0.4
0.0
100.0
1.6
1.9
18.7
38.1
39.5
0.0
0.3
100.0
Not working, not
looking for a job
1.1
2.7
19.4
36.2
40.4
0.2
0.0
100.0
Attends university prep courses
0.0
9.1
13.6
50.0
27.3
0.0
0.0
100.0
Other
Total
0.0
0.0
5.0
50.0
40.0
0.0
5.0
100.0
1.2
2.6
13.7
34.3
47.9
0.1
0.2
100.0
x²:159.896 degrees of freedom:42 p= 0.000
Supplementary Table 44. “My mother and father see me and accept me as I am” (by Age Group) (%)
13-15 age group
2.8
4.4
13.9
34.3
44.2
0.0
0.3
100.0
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
16-18 age group
3.6
5.2
17.3
36.1
37.4
0.1
0.4
100.0
Total
3.2
4.8
15.6
35.2
40.8
0.1
0.3
100.0
x²:34.228 degrees of freedom:6 p= 0.000
Supplementary Table 45. “My mother and father see me and accept me as I am” (by SES) (%)
Upper
2.1
4.2
15.2
28.3
50.3
0.0
100.0
Never
Rarely
Sometimes
Often
Always
No response
Total
Upper-middle
2.9
3.6
11.6
36.0
45.9
0.0
100.0
Middle
2.9
4.0
14.6
34.6
43.6
0.3
100.0
Lower-middle
3.6
5.1
15.6
35.6
39.5
0.6
100.0
Lower
2.4
5.9
21.0
40.2
30.4
0.0
100.0
Total
3.2
4.7
15.5
35.6
40.7
0.3
100.0
x²:65.937 degrees of freedom:20 p=0.000
Supplementary Table 46. “My mother and father see me and accept me as I am” (by Status as Student or Worker) (%)
Student
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
3.1
4.4
14.9
35.1
42.1
0.0
0.3
100.0
Both student and
working
15.4
3.1
20.0
20.0
40.0
1.5
0.0
100.0
Working
3.5
7.5
14.7
36.3
37.6
0.0
0.5
100.0
Not working,
looking for a job
3.3
7.5
16.6
35.7
36.5
0.4
0.0
100.0
Not working, not
looking for a job
2.5
5.8
21.9
35.9
33.3
0.2
0.4
100.0
x²: 104.937 degrees of freedom:42 p= 0.000
Attends university prep courses
0.0
4.5
27.3
45.5
22.7
0.0
0.0
100.0
Other
Total
0.0
5.0
10.0
50.0
35.0
0.0
0.0
100.0
3.2
4.8
15.6
35.2
40.8
0.1
0.3
100.0
115
116
TEPA 2008
Supplementary Table 47. “My mother and father attend to my problems” (by Age Group) (%)
13-15 age group
1.3
3.1
16.0
36.7
42.5
0.0
0.4
100.0
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
16-18 age group
2.1
5.3
19.7
38.0
34.4
0.1
0.4
100.0
Total
1.7
4.2
17.8
37.4
38.5
0.1
0.4
100.0
x²: 59.354 degrees of freedom:6 p= 0.000
Supplementary Table 48. “My mother and father attend to my problems” (by SES) (%)
Upper
2.1
2.6
12.0
24.6
58.6
0.0
100.0
Never
Rarely
Sometimes
Often
Always
No response
Total
Upper-middle
1.3
1.1
13.5
40.8
43.4
0.0
100.0
Middle
1.5
3.9
16.4
37.5
40.4
0.3
100.0
Lower-middle
1.4
4.1
19.3
38.7
36.0
0.5
100.0
Lower
3.0
7.7
23.8
37.9
27.5
0.2
100.0
Total
1.7
4.1
18.1
37.9
37.9
0.3
100.0
x²:122.178 degrees of freedom:20 p=0.000
Supplementary Table 49. “My mother and father attend to my problems” (by Status as Student or Worker) (%)
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
Student
Both student and
working
Working
Not working,
looking for a job
Not working, not
looking for a job
1.5
3.7
16.3
37.5
40.6
0.0
0.4
100.0
1.5
6.2
24.6
36.9
29.2
1.5
0.0
100.0
2.9
6.4
19.7
40.3
30.1
0.0
0.5
100.0
5.0
5.0
29.9
30.3
29.5
0.4
0.0
100.0
0.9
6.0
24.6
37.5
29.9
0.2
0.9
100.0
Attends
university prep
courses
0.0
4.5
18.2
40.9
36.4
0.0
0.0
100.0
Other
Total
0.0
10.0
15.0
40.0
35.0
0.0
0.0
100.0
1.7
4.2
17.8
37.4
38.5
0.1
0.4
100.0
x²: 138.083 degrees of freedom:42 p= 0.000
Supplementary Table.50 “I share almost all of my problems with my mother and father” (by Sex) (%)
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
Female
6.4
9.4
24.7
32.1
26.8
0.1
0.5
100.0
Male
9.9
13.0
26.4
27.2
23.2
0.1
0.1
100.0
x²: 65.157 degrees of freedom:6 p= 0.000
Total
8.2
11.3
25.6
29.6
25.0
0.1
0.3
100.0
Supplementary Tables
Supplementary Table 51. “I share almost all of my problems with my mother and father” (by Age Group) (%)
13-15 yaş grubu
7.4
8.9
25.5
30.3
27.6
0.0
0.3
100.0
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
16 -18 yaş grubu
9.1
13.7
25.6
28.9
22.3
0.1
0.3
100.0
Toplam
8.2
11.3
25.6
29.6
25.0
0.1
0.3
100.0
x²: 53.329 degrees of freedom: 6 p= 0.000
Supplementary Table 52. “I share almost all of my problems with my mother and father” (by Status as Student or Worker)(%)
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
Student
Both student and
working
Working
Not working,
looking for a job
Not working, not
looking for a job
7.6
10.3
26.0
30.1
25.6
0.0
0.3
100.0
20.0
18.5
26.2
12.3
21.5
1.5
0.0
100.0
11.5
14.4
21.3
29.9
22.4
0.0
0.5
100.0
14.1
14.1
27.8
24.1
19.5
0.4
0.0
100.0
6.9
15.2
23.4
30.4
23.7
0.2
0.2
100.0
Attends university prep
courses
4.5
13.6
27.3
22.7
31.8
0.0
0.0
100.0
Other
Total
10.0
15.0
25.0
25.0
25.0
0.0
0.0
100.0
8.2
11.3
25.6
29.6
25.0
0.1
0.3
100.0
x²: 91.136 degrees of freedom:42 p= 0.000
Supplementary Table 53. “My mother and father control my actions, what I do” (by Age Group) (%)
13-15 age group
1.9
4.9
19.5
36.6
36.7
0.0
0.3
100.0
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
16-18 age group
3.2
7.3
22.4
36.2
30.4
0.1
0.3
100.0
Total
2.5
6.1
21.0
36.4
33.6
0.1
0.3
100.0
x²: 48.549 degrees of freedom:6 p= 0.000
Supplementary Table 54. “My mother and father control my actions, what I do” (by Status as Student or Worker) (%)
Student
Never
Rarely
Sometimes
Often
Always
Other
No response
Total
2.1
5.6
20.5
37.0
34.3
0.0
0.3
100.0
Both student and
working
3.1
7.7
26.2
35.4
26.2
1.5
0.0
100.0
Working
5.9
7.2
20.8
37.6
28.3
0.0
0.3
100.0
Not working,
looking for a job
2.9
10.0
22.8
32.0
31.5
0.4
0.4
100.0
Not working, not Attends univerlooking for a job sity prep courses
3.3
4.5
7.6
18.2
24.6
13.6
31.5
45.5
32.8
18.2
0.2
0.0
0.0
0.0
100.0
100.0
x²: 84.914 degrees of freedom:42 p= 0.000
Other
Total
10.0
0.0
10.0
35.0
45.0
0.0
0.0
100.0
2.5
6.1
21.0
36.4
33.6
0.1
0.3
100.0
117
118
TEPA 2008
Supplementary Table 55. “I am easily offended and hurt” (by Sex) (%)
Female
10.0
12.3
28.6
25.2
23.6
0.3
100.0
Never
Rarely
Sometimes
Often
Always
No response
Total
Male
28.0
18.0
28.3
16.9
8.4
0.4
100.0
Total
19.3
15.2
28.5
20.9
15.8
0.3
100.0
x²=531.843 degrees of freedom:5 p=0.000
Supplementary Table 56. Initial Source of Information about Sexuality (by Sex) (%)
Female
%
34.8
1.0
0.3
5.5
16.0
2.5
1.4
1.3
13.3
22.1
1.5
0.4
100.0
My mother
My father
My older brother
My older sister
My friends
TV
Books
Internet
School
No one/No place
Other
No response
Total
Male
%
2.8
8.9
4.3
0.2
35.1
6.6
1.9
6.5
10.1
20.4
2.9
0.3
100.0
x²: 1636.568 degrees of freedom:22 p= 0.000
Supplementary Table 57. Initial Source of Information about Sexuality (by SES) (%)
My mother
My father
My older brother
My older sister
My friends
TV
Books
Internet
School
No one/No place
Other
No response
Total
Upper
28.3
6.3
3.1
0.5
30.9
0.5
2.6
5.8
7.3
12.0
2.6
0.0
100.0
Upper-middle
23.2
7.8
1.3
1.9
31.4
2.5
0.4
5.3
8.6
15.4
1.7
0.6
100.0
Middle
18.0
5.0
2.9
2.1
27.1
3.0
2.0
5.4
10.5
21.7
2.1
0.2
100.0
Lower-middle
17.7
5.2
2.5
2.9
25.5
4.0
1.6
3.7
12.9
21.5
2.3
0.2
100.0
x²=317.382 degrees of freedom:44 p=0.000
Lower
13.2
3.5
1.6
4.2
20.3
16.7
1.4
1.2
11.8
23.3
2.6
0.2
100.0
Total
18.2
5.2
2.4
2.6
26.1
4.9
1.6
4.2
11.4
20.8
2.2
0.2
100.0
Supplementary Tables
Supplementary Table 58. Age at which the Adolescent Received Initial Information about Sexuality (by Region) (%)
Istanbul
6-10
11-13
14-15
16-18
No response
Total
13.5
65.2
18.0
2.8
0.5
100.0
Western Aege- Eastern Western Medi- Central Western Eastern
Marmara an Marmara Anatolia terrane- Anatolia Black Sea Black Sea
an
5.3
12.0
13.2
6.5
6.6
9.2
11.7
12.0
78.9
68.8
56.9
74.2
69.5
71.1
70.3
63.3
12.8
16.1
24.8
15.9
20.9
17.9
12.9
22.3
3.1
2.7
4.1
3.2
2.5
1.8
4.7
1.8
0.4
0.9
0.2
0.7
0.3
0.6
100.0
100.0 100.0
100.0
100.0
100.0
100.0
100.0
Northeastern
Anatolia
1.0
71.7
18.2
4.0
5.1
100.0
Mideastern
Anatolia
3.3
58.3
27.5
10.0
0.8
100.0
Southeastern
Anatolia
4.6
77.2
15.8
1.8
0.7
100.0
Total
9.6
68.5
18.1
3.1
0.6
100.0
x²=183.990 degrees of freedom:44 p=0.000
Supplementary Table 59. Ability to Get Adequate Answers to Questions about Sexuality (by Sex) (%)
Female
35.9
32.6
12.4
19.2
100.0
Yes I can
Partially
No I cannot
No response
Total
Male
45.8
28.3
11.8
14.1
100.0
Total
40.9
30.4
12.1
16.6
100.0
x²=65.842 degrees of freedom:3 p=0.000
Supplementary Table 60. Ability to Get Adequate Answers to Questions about Sexuality (by SES) (%)
Yes I can
Partially
No I cannot
No response
Total
Upper
52.4
30.4
7.3
9.9
100.0
Upper-middle
54.5
26.1
6.1
13.3
100.0
Middle
44.8
28.7
9.6
16.8
100.0
Lower-middle
39.3
31.3
12.7
16.6
100.0
Lower
26.8
32.0
22.6
18.6
100.0
Total
41.5
30.1
12.1
16.3
100.0
x²=143.277 degrees of freedom:8 p=0.000
Supplementary Table 61. Preferred Medium to Get Information about Sexuality (by Age Group) (%)
Mean (Between 1-5)
13-15 age group
3.10
2.46
2.66
School
Television
Internet websites
16-18 age group
3.17
2.58
2.86
Total
3.13
2.76
2.52
Supplementary Table 62. Preferred Medium to Get Information about Sexuality (by SES) (%)
School
Television
Internet websites
Upper
3.20
2.66
3.05
Upper-middle
3.26
2.56
2.90
Mean (Between 1-5)
Middle
3.14
2.53
2.82
Lower-middle
3.11
2.47
2.69
Lower
3.10
2.47
2.58
Total
3.13
2.51
2.75
119
120
TEPA 2008
Supplementary Table 63. “I began to have more attendance problems at school/work” (by Sex) (%)
Female
15.3
80.5
0.5
3.8
100.0
Yes
No
No response
Does not go to school or work during adolescence
Total
Male
29.7
67.3
0.0
3.0
100.0
Total
22.7
73.7
0.3
3.4
100.0
x²=164.473 degrees of freedom:1 p=0.000
Supplementary Table 64. “ I became harder to get along with, more aggressive and antagonistic “ (by Sex) (%)
Female
31.0
68.3
0.4
100.0
Yes
No
No response
Total
Male
40.4
59.4
0.1
100.0
Total
36.0
63.7
0.30
100.0
x²=51.071 degrees of freedom:1 p=0.000
Supplementary Table 65. “I became introverted and could not communicate with those around me” (by SES) (%)
Yes
No
No response
Total
Upper
23.6
75.9
0.5
100.0
Upper-middle
25.1
74.9
0.0
100.0
Middle
29.9
69.7
0.4
100.0
Lower-middle
32.9
66.9
0.2
100.0
Lower
35.5
64.3
0.2
100.0
Total
31.2
68.6
0.2
100.0
x²=22.459 degrees of freedom:4 p=0.010
Supplementary Table 66. "I became detached from my family and grew closer to my friends " (by Sex) (%)
Yes
No
No response
Total
Female
28.5
71.1
0.4
100.0
Male
37.5
62.2
0.3
100.0
Total
33.1
66.6
0.3
100.0
x²=52.388 degrees of freedom:1 p=0.000
Supplementary Table 67. "I became detached from my family and grew closer to my friends " (by Age Group) (%)
Yes
No
No response
Total
13-15 age group
29.5
70.1
0.4
100.0
16-18 age group
36.8
62.9
0.3
100.0
Total
33.1
66.6
0.3
100.0
x²=34.181 degrees of freedom:1 p=0.000
Supplementary Table 68. “I became more interested in the opposite sex" (by Sex) (%)
Yes
No
No response
Total
Female
39.1
60.5
0.5
100.0
Male
69.2
30.7
0.1
100.0
x²=521.311 degrees of freedom:1 p=0.000
Total
54.5
45.2
0.3
100.0
Supplementary Tables
Supplementary Table 69. "I became more interested in the opposite sex" (by Age Group) (%)
13-15 age group
46.1
53.5
0.3
100.0
Yes
No
No response
Total
16-18 age group
63.0
36.7
0.2
100.0
Total
54.5
45.2
0.3
100.0
x²=165.974 degrees of freedom:1 p=0.000
Supplementary Table 70. "I became more interested in the opposite sex " (by SES) (%)
Yes
No
No response
Total
Upper
67.0
33.0
0.0
100.0
Upper-middle
64.4
35.6
0.0
100.0
Middle
60.8
38.9
0.3
100.0
Lower-middle
51.1
48.6
0.3
100.0
Lower
46.6
53.0
0.3
100.0
Total
55.4
44.4
0.2
100.0
x²=76.456 degrees of freedom:4 p=0.000
Supplementary Table 71. “I started to argue more with my family, my father and other older relatives " (by SES) (%)
Yes
No
No response
Total
Upper
45.0
55.0
0.0
100.0
Upper-middle
42.3
57.7
0.0
100.0
Middle
44.4
55.3
0.3
100.0
Lower-middle
40.7
59.1
0.2
100.0
Lower
31.1
68.7
0.2
100.0
Total
41.0
58.8
0.2
100.0
x²=31.934 degrees of freedom:4 p=0.000
Supplementary Table 72. "I started to argue more and have more problems with my teachers" (by Sex) (%)
Female
20.5
75.1
0.6
3.8
100.0
Yes
No
No response
Did no attend school during adolescence
Total
Male
32.5
63.8
0.7
3.0
100.0
Total
26.7
69.3
0.7
3.4
100.0
x²=105.166 degrees of freedom:1 p=0.000
Supplementary Table 73. “I started to argue more and have more problems with my teachers” (by SES) (%)
Yes
No
No response
Did no attend school during adolescence
Total
Upper
32.5
67.0
0.0
0.5
100.0
Upper-middle
33.7
65.5
0.2
0.6
100.0
Middle
32.9
64.8
0.9
1.4
100.0
x²=199.163 degrees of freedom:8 p=0.000
Lower-middle
24.3
72.4
0.4
3.0
100.0
Lower
16.5
71.8
1.0
10.6
100.0
Total
27.2
69.2
0.6
3.1
100.0
121
122
TEPA 2008
Supplementary Table 74. "I started to dislike my physical appearance (height, weight, etc. )" (by SES) (%)
Yes
No
No response
Total
Upper
25.7
73.8
0.5
100.0
Upper-middle
35.6
64.4
0.0
100.0
Middle
36.2
63.1
0.7
100.0
Lower-middle
38.1
61.6
0.3
100.0
Lower
33.0
66.4
0.5
100.0
Total
36.2
63.4
0.4
100.0
x²=14.889 degrees of freedom:4 p=0.000
Supplementary Table 75. Disliking Physical Appearance (by Interest in Clothes, Fashion, and Make-up) (%)
I started to dislike my physical appearance
I did not start to dislike my physical appearance
Total
I became more interested in
clothes, fashion and make-up
80,7
66,9
71,8
I did not become more interested
in clothes, fashion and make-up
19,0
33,0
27,8
No response
Total
0,2
0,1
0,3
100,0
100,0
100,0
x²=1531.629 degrees of freedom:4 p=0.000
Supplementary Table 76. Becoming Introverted (by Disliking Physical Appearance) (%)
I became introverted and could not communicate
with those around me
I did not become introverted and could not
communicate with those around me
No response
Total
I started to dislike my physical
appearance
I did not start to dislike my physical
appearance
No response
Total
51.0
30.7
12.5
36.8
48.7
69.0
31.3
62.7
0.3
100.0
0.3
100.0
56.3
100.0
0.5
100.0
No response
Total
19.2
46.2
34.6
100.0
30.4
69.4
0.3
100.0
No response
Total
19.2
19.2
23.1
0.0
38.5
100.0
19.4
23.6
49.6
1.9
5.6
100.0
x²=1327.283 degrees of freedom:4 p=0.000
Supplementary Table 77. Disliking Physical Appearance (by Becoming Introverted) (%)
I became introverted and could not
communicate with those around me
I started to dislike my physical appearance
I did not start to dislike my physical appearance
No response
Total
42.0
57.9
0.1
100.0
I did not become introverted and
could not communicate with those
around me
23.6
76.3
0.1
100.0
x²=1327.283 degrees of freedom:4 p=0.000
Supplementary Table 78. Coping with Changes in Adolescence (by Disliking Physical Appearance) (%)
Yes, I had problems
Partially
No, I did not have problems
I did not experience biological or physical changes
No response
Total
I started to dislike my physical
appearance
35.7
29.4
30.9
0.0
4.0
100.0
I did not start to dislike my physical
appearance
9.7
20.1
60.8
3.0
6.3
100.0
x²=887.203 degrees of freedom:8 p=0.000
Supplementary Tables
Supplementary Table 79. Source of Verbal Violence at Home (by Sex) (%)
My mother
My father
My younger sibling
My friend
My paternal grandmother
My paternal uncle
My older sister
My older brother
Female
41.7
30.3
22.8
3.8
0.8
0.1
2.7
5.5
Male
27.1
52.4
15.3
5.1
0.2
0.4
1.6
4.8
Total
33.9
42.1
18.8
4.5
0.5
0.2
2.1
5.1
Male
16.9
55.5
12.5
10.7
0.3
0.0
0.6
0.3
5.0
0.3
3.8
105.9
Total
25.1
47.4
14.2
8.5
0.4
0.2
1.0
0.4
4.9
0.2
4.3
106.6
Male
14,4
1,1
65,6
22,8
0,1
0,1
2,1
106,3
Total
12,1
1,0
64,1
26,1
0,2
0,1
2,4
106
Male
77.2
9.3
11.1
2.4
0.1
100.0
Total
84.2
7.0
7.4
1.5
0.0
100.0
*Multiple response
Very low frequencies not shown on the table.
Supplementary Table 80. Source of Physical Violence at Home (by Sex) (%)
My mother
My father
My younger sibling
My friend
My paternal uncle
My paternal grandmother
My older sister
My paternal grandfather
My older brother
My maternal uncle
No response
Total
Female
39.0
33.7
17.1
4.8
0.0
1.1
1.6
0.5
4.8
0.0
5.3
107.9
* Multiple response
Supplementary Table 81. Source of Verbal Violence in School (by Sex) (%)
The principal/administrators
The guidance counselor
My teacher(s)
My friend(s)
People I do not know
My mother
No response
Total
Female
8,4
0,8
61,7
31,6
0,2
0,0
2,7
105,4
* Multiple response
Supplementary Table 82. Suffering from Verbal Violence on the Street (by Sex) (%)
No, never
Rarely
Sometimes
Often
No response
Total
Female
91.6
4.5
3.4
0.5
0.0
100.0
x²=236.430 degrees of freedom:4 p=0.000
123
124
TEPA 2008
Supplementary Table 83. Suffering from Physical Violence on the Street (by Sex) (%)
Female
97.7
1.4
.8
.0
.0
100.0
No, never
Rarely
Sometimes
Often
No response
Total
Male
85.5
7.2
5.8
1.4
.0
100.0
Total
91.5%
4.4
3.4
.7
.0
100.0
x²=275.627 degrees of freedom:4 p=0.000
Supplementary Table 84. Suffering from Verbal Abuse, Physical Harassment , etc. on the Street (by Sex) (%)
No, never
Rarely
Sometimes
Often
No response
Total
Female
87.9
5.1
5.5
1.5
0.0
100.0
Male
97.2
1.2
1.1
0.4
0.1
100.0
Total
92.7
3.1
3.2
0.9
0.1
100.0
x²=189.390 degrees of freedom:4 p=0.000
Supplementary Table 85. The Adolescent Resorting to Verbal Violence (by Sex) (%)
No, never
Rarely
Sometimes
Often
No response
Total
Female
72.8
10.8
13.5
2.8
0.0
100.0
Male
60.7
16.6
17.4
5.2
0.1
100.0
Total
66.6
13.8
15.5
4.0
0.1
100.0
x²=101.643 degrees of freedom:4 p=0.000
Supplementary Table 86. The Adolescent Resorting to Physical Violence (by Sex) (%)
No, never
Rarely
Sometimes
Often
No response
Total
Number
Female
89.1
5.0
4.5
1.4
0.0
100.0
2800
Male
69.0
12.6
14.2
4.2
0.1
100.0
2961
x²=349.005 degrees of freedom:4 p=0.000
Total
78.8
8.9
9.5
2.8
0.1
100.0
5761
Supplementary Tables
Supplementary Table 87. Reasons for Running Away from Home (by Sex) (%)
Female
24.4
53.3
17.8
4.4
6.7
2.2
To go some place my family did not allow me to go to
Because I had problems in the family
Because I had problems with my boy/girlfriend
Because I had problems at school
Because I had financial problems
Because I wanted to live alone
Male
15.2
58.7
8.7
7.6
4.0
0.4
Total
16.5
57.9
10.0
7.2
4.4
0.6
*Multiple response
Very low frequencies not shown on the table.
Supplementary Table 88. Desired Profession (by Sex) (%)
Doctor
Engineer
Lawyer
Policeman
Soldier
Politician
Merchant
Teacher
Civil servant
Football player
Artist
Singer
Theater actor
Model
Journalist
Academic/Scientist
Total number of professions indicated
Female
15.4
4.8
8.5
7.5
1.0
1.0
0.2
34.7
2.3
0.3
0.8
0.3
1.5
0.3
2.0
1.0
94
Male
7.7
13.3
4.1
13.0
5.2
1.7
3.9
11.7
2.3
12.0
1.0
0.7
0.8
0.4
0.9
1.0
139
Total
11.4
9.2
6.2
10.3
3.2
1.4
2.1
22.9
2.3
6.3
0.9
0.5
1.2
0.3
1.5
1.0
161
x²=1125.356 degrees of freedom:15 p=0.000
Very low frequencies not shown on the table.
Supplementary Table 89. Hope of Practising the Desired Profession (by Age Group) (%)
Yes
No
No response
Total
13-15 age group
86.4
12.8
0.7
100.0
16-18 age group
78.5
21.1
0.3
100.0
x²=73.5586 degrees of freedom:3 p=0.000
Total
82.5
17.0
0.5
100.0
125
126
TEPA 2008
Supplementary Table 90. Expectations from Public Institutions (by Sex) (%)
Female
Male
Total
16.8
24.2
20.6
19.4
15.4
56.3
40.0
9.3
18.1
8.8
51.8
32.3
8.1
18.8
12.0
53.9
36.0
8.7
The establishment of new sports and entertainment
facilities
Environmental planning
The establishment of libraries
Overcoming the problem of unemployment
Social services for the poor
Resolving the problem of traffic
*Multiple response
Very low frequencies not shown in the table.
Supplementary Table 91. Activities (by Sex) (%)
Mean (Between 1-5)
Female
2,82
3,52
4,25
1,88
2,24
2,70
2,51
1,76
Reading the newspaper
Reading books
Listening to music
Going to the theater
Going to the cinema
Sports/Exercising
Going to cafés, tea gardens or similar places
Doing handcrafts (sewing, embroidery, lace, carpentry, repair)
Male
2,94
2,74
4,20
1,69
2,28
3,71
2,94
1,43
Total
2,88
3,12
4,22
1,78
2,26
3,22
2,73
1,59
16-18 age group
3.04
2.93
4.30
1.79
2.41
3.13
3.03
1.62
Total
2.88
3.12
4.22
1.78
2.26
3.22
2.73
1.59
Supplementary Table 92. Activities (by Age Group) (%)
Mean (Between 1-5)
13-15 age group
2.71
3.30
4.15
1.78
2.11
3.31
2.44
1.57
Reading the newspaper
Reading books
Listening to music
Going to the theater
Going to the cinema
Sports/Exercising
Going to cafés, tea gardens or similar places
Doing handcrafts (sewing, embroidery, lace, carpentry, repair)
Supplementary Table 93. Internet Usage (by Sex) (%)
No, I do not
Yes, I do
Total
Female
37.8
62.3
100.0
x²=62.163 degrees of freedom:1 p=0.000
Male
28.0
72.0
100.0
Total
32.7
67.3
100.0
Supplementary Tables
Supplementary Table 94. Purpose of Internet Use (by Sex) (%)
To prepare assignments
To play games
To chat
To read the news
To get information
To listen to music
For research
Other
No response
Total
Female
Male
Total
81.5
57.9
68.5
44.9
70.1
24.3
0.3
0.5
0.9
0.0
0.2
222.7
70.8
76.8
25.1
0.5
0.7
0.5
0.6
0.5
233.4
59.1
73.8
24.7
0.4
0.6
0.7
0.3
0.4
228.5
* Multiple response
Supplementary Table 95. Friendship on Internet (by Sex) (%)
Yes
No
No response
Total
Female
68.1
31.8
0.1
100.0
Male
78.1
21.8
0.0
100.0
Total
73.6
26.3
0.1
100.0
16-18 age group
79.3
20.7
0.0
100.0
Total
73.6
26.3
0.1
100.0
x²=49.981 degrees of freedom:2 p=0.000
Supplementary Table 96. Friendship on Internet (by Age Group) (%)
Yes
No
No response
Total
13-15 age group
67.2
32.7
0.1
100.0
x²=72.467 degrees of freedom:2 p=0.000
Supplementary Table 97. Continuing Internet Friendship in Real Life (by Sex) (%)
Yes
No
I do not approve of it
No response
Total
Female
23.3
69.0
7.1
0.7
100.0
Male
46.2
50.5
3.1
0.2
100.0
Total
35.9
58.8
4.9
0.4
100.0
x²=231.330 degrees of freedom:3 p=0.000
Supplementary Table 98. Continuing Internet Friendship in Real Life (by Age Group) (%)
Yes
No
I do not approve of it
No response
Total
13-15 age group
30.1
64.4
5.0
0.5
100.0
16-18 age group
41.0
53.9
4.7
0.4
100.0
x²=49.979 degrees of freedom:3 p=0.000
Total
35.9
58.8
4.9
0.4
100.0
127
128
TEPA 2008
Supplementary Table 99. Daily Internet Usage (by Sex) (%)
Less than 1 hour a day
1-2 hours a day
3-4 hours a day
5-6 hours a day
6-8 hours a day
9-10 hours a day
More than 10 hours a day
It changes
A few hours a week
1 hour a month
No response
Total
Female
29.4
41.1
18.9
3.8
1.3
0.3
0.7
0.8
3.2
0.1
0.3
100.0
Male
19,9
42,7
22,7
6,8
3,1
1,1
1,6
0,4
1,3
0,1
0,3
100,0
Total
24,2
42,0
21,0
5,4
2,3
0,7
1,2
0,6
2,2
0,1
0,3
100,0
x²=110.850 degrees of freedom:11 p=0.000
Supplementary Table 100. Daily Internet Usage (by Age Group) (%)
Less than 1 hour a day
1-2 hours a day
3-4 hours a day
5-6 hours a day
6-8 hours a day
9-10 hours a day
More than 10 hours a day
It changes
A few hours a week
1 hour a month
No response
Total
13-15 age group
26.9
43.4
18.3
4.5
1.7
0.4
1.1
0.4
2.6
0.2
0.4
100.0
16-18 age group
21.8
40.7
23.3
6.2
2.8
1.0
1.3
0.8
1.7
0.0
0.2
100.0
Total
24.2
42.0
21.0
5.4
2.3
0.7
1.2
0.6
2.2
0.1
0.3
100.0
x²=47.941 degrees of freedom:11 p=0.000
Supplementary Table 101. Cell Phone Ownership (by Sex) (%)
No
Yes
No response
Total
Female
34.5
65.0
0.5
100.0
Male
23.4
76.3
0.4
100.0
Total
28.8
70.8
0.4
100.0
x²=87.835 degrees of freedom:2 p=0.000
Supplementary Table 102. Cell Phone Ownership (by Age Group) (%)
No
Yes
No response
Total
13-15 age group
40.3
59.2
0.5
100.0
16-18 age group
17.2
82.5
0.3
100.0
x²=379.093 degrees of freedom:2 p=0.000
Total
28.8
70.8
0.4
100.0
Supplementary Tables
Supplementary Table 103. Most Frequently Visited Websites (by Sex) (%)
Female
55.0
42.0
71.7
40.8
42.5
55.6
11.1
1.0
24.8
0.2
16.6
0.2
0.1
5.7
0.1
0.7
368.2
Game sites
News sites/Newspapers
Music sites
Forum sites (Information sharing sites)
Sharing sites (Books, programs, etc.)
Search sites
Sites of formal institutions
Erotic sites
Dictionary sites (Turkish, English, German, etc.)
Sports sites
Friendship sites
Women's sites
Video sites
Homework sites
Other
No response
Total
Male
76.1
43.0
74.6
40.3
35.7
53.5
10.4
13.1
14.7
0.8
14.8
0.0
0.1
4.1
0.4
0.6
382.1
Total
66.6
42.5
73.3
40.5
38.8
54.4
10.7
7.7
19.3
0.5
15.6
0.1
0.1
4.8
0.3
0.6
375.9
Male
41.5
11.5
15.5
4.5
5.3
5.6
67.0
2.7
153.5
Total
48.2
14.9
32.2
6.1
5.2
9.2
39.2
3.3
158.4
* Multiple response
Supplementary Table 104. Most Frequently Read Newspaper Sections (by Sex) (%)
Female
55.5
18.5
50.6
7.9
5.2
13.3
8.8
4.1
163.7
Current events
Columns
Tabloid news
Third page news
Economy news
Cultural news
Sports news
Other
Total
*Multiple response; excluding respondents who do not read newspaper
Supplementary Table 105. Most Frequently Followed Music Genres (by Sex) (%)
I listen to all kinds of music
I do not much listen to music
Turkish pop
Foreign pop
Arabesque
Turkish folk music
Rock
Rap
Other
No response
Total
* Multiple response
Female
24,4
2,2
45,6
10,6
6,3
4,6
16,3
9,6
8,5
0,1
128,2
Male
23,8
2,7
29,9
11,0
21,3
4,6
10,4
14,0
8,0
0,2
125,9
Total
24,1
2,4
37,5
10,8
14,0
4,6
13,3
11,9
8,2
0,2
127,0
129
RESEARCH ON
ADOLESCENT PROFILE
IN TÜRKİYE
TEPA 2008