Alcohol consumption among adolescents is an important issue because of its link to many negative social and health problems, including depression, suicide, and aggression. Drawing from Hirschi’s social bonding theory and Agnew’s general strain theory, this study examines the effects of family relations on alcohol consumption among Turkish adolescents. Social bonding theory suggests that individuals with stronger social bonds are less likely to use alcohol than individuals with weaker social bonds. General strain theory, on the other hand, proposes that individuals with higher levels of strain due to financial difficulties and/or negative relationships are more likely to consume alcohol compared to individuals with lower levels of strain. In particular, this study proposes to examine how parental attachment, parental monitoring, time spent with family, parents’ religiosity, family economic strain, and negative life events in the family predict alcohol consumption among adolescents in Turkey. 2008 Youth in Europe (YIE) project data is used in the study. In general, the results indicate that social bonding and strain factors have significant effects on the adolescents’ alcohol consumption patterns. These findings will help to inform prevention programs aimed at reducing adolescent alcohol risk behaviors by explaining the importance of family relationships.

The purpose of this study was to determine the overall effectiveness of Turkey's technology integration initiative on teachers' attitudes and examine the moderating effects of related study characteristics. The 22 studies in this meta-analysis, carried out between the years 2010 and 2017, investigated the effects of Turkey's technology integration initiative on teachers' attitudes and met the inclusion criteria. This study followed a traditional meta-analysis research approach utilizing Hedge's g effect size to combine studies. The effect size was calculated using Comprehensive Meta-Analysis (CMA) software. The result (g = .31) indicates that Turkey's technology integration initiative had a moderate but significant influence on teacher attitudes. In addition to teacher attitudes, barriers that could contribute to some K–12 teachers' lack of integration training were identified. Based on the results it is recommended that future professional development and training for teachers include assessments of teacher technology usage by administrators, an increase in time for collaborative planning among teachers, and more just-in-time technology support for technology integration.