In this study, we did not find a significant difference between the students' DAS total score averages and their gender (Table 0). In the literature, it is reported that dysfunctional attitudes are more common in males (00-00), which is not compatible with the findings of our study.
In this study, we found that there was a significant difference between the students’ DAS mean total score and grade levels (Table 0). We found that the DAS mean scores of 0th-grade students were lower than those of 0th and 0th-grade students. In their studies with university students, Kaya and Kaya (00) and Pesen and Çelik (00) reported that the students' DAS total score averages did not change according to the students' grade levels, which is not similar to the findings of our study. The fact that according to the findings of our study, students’ DAS mean total score did not differ according to age but according to grade level, suggests that students’ dysfunctional attitudes decrease as their education level increases, whereas studies (00,00) reporting that university students’ DAS mean total score did not differ according to grade level suggest that students’ dysfunctional attitudes do not differ, regardless of their education level.
We did not find any significant difference between the students' DAS total score averages and their age, mother's education level, father's education level and income level (Table 0). Likewise, Pesen and Çelik (00) reported in their study that there was no significant difference between DAS mean total score and age, mother’s educational background, father’s educational background and income status. In this regard, our findings are similar to those of Pesen and Çelik (00).