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Ergenlerde Okulda Öznel İyi Oluşun Yordayıcıları: Duygu Düzenleme, Başa Çıkma ve Bilişsel Esneklik

Yıl 2022, Cilt: 23 Sayı: 2, 133 - 149, 31.07.2022
https://doi.org/10.12984/egeefd.1060883

Öz

Bu araştırmanın amacı, duygu düzenleme, başa çıkma ve bilişsel esneklik değişkenlerinin ergenlerin okulda öznel iyi oluş düzeylerini ne kadar yordadığının incelenmesidir. Bu amaç kapsamında araştırma ilişkisel tarama modeline dayalı yürütülmüştür. Araştırma grubu 184 (%47.3) erkek ve 205 (%52.7) kız olmak üzere toplam 389 ergenden oluşmuştur. Araştırma grubunda yer alan ergenlerin yaş ortalaması 15.70’tir. Veri toplama araçları olarak Ergenler İçin Kısa Okulda Öznel İyi Oluş Ölçeği, Duygu Düzenleme Ölçeği, Ergenler İçin Başa Çıkma Ölçeği, Bilişsel Esneklik Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Araştırmadan elde edilen veriler hiyerarşik regresyon analiz yöntemi ile analiz edilmiştir. Araştırmadan duygu düzenleme, başa çıkma ve bilişsel esneklik değişkenlerinin okulda öznel iyi oluşu anlamlı düzeyde yordadığı sonucuna ulaşılmıştır. Araştırmada okulda öznel iyi oluşun %43’ünü (R2 = .432, düzenlenmiş R2 = .429; p < .01; F2/386 = 146.51, p < .01) duygu düzenleme, %15’ini (R2 = .587, düzenlenmiş R2 = .582; p < .01; F5/383 = 108.90, p < .01) başa çıkma %2’sini (R2 = .600, düzenlenmiş R2 = .594; p < .01; F6/382 = 161.83, p < .01) bilişsel esneklik değişkenlerinin açıkladığı bulunmuştur.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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Kaynakça

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  • Amato, P. R., & Afifi, T. D. (2006). Feeling caught between parents: Adult children's relations with parents and subjective well‐being. Journal of Marriage and Family, 68(1), 222-235. doi: 10.1111/j.1741-3737.2006.00243.x
  • Amjad, A., & Dasti, R. (2020). Humor styles, emotion regulation and subjective well-being in young adults. Current Psychology, 1-10. doi: 10.1007/s12144-020-01127-y
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Predictors of Subjective Well-Being at School in Adolescents: Emotion Regulation, Coping, and Cognitive Flexibility

Yıl 2022, Cilt: 23 Sayı: 2, 133 - 149, 31.07.2022
https://doi.org/10.12984/egeefd.1060883

Öz

The aim of this study is to examine how well emotion regulation, coping, and cognitive flexibility variables predict adolescents' subjective well-being at school. For this purpose, a correlational study was conducted. Participants in the study include 389 adolescents, 184 (47.3%) boys and 205 (52.7%) girls. The average age of the adolescents in the study group is 15.70. Brief Adolescents’ Subjective Well-Being in School Scale, Emotion Regulation Questionnaire, The Coping Strategies for Adolescents Scale, Cognitive Flexibility Scale, and Personal Information Form were used as data collection tools. The data obtained were analyzed through hierarchical regression analysis. It was concluded that the variables of emotion regulation, coping and cognitive flexibility significantly predicted subjective well-being at school. In the study, it was found that 43% (R2 = .432, adjusted R2 = .429; p < .01; F2/386 = 146.51, p < .01) of the variance in subjective well-being at school was explained by emotion regulation, 15% (R2 = .587, adjusted R2 = .582; p < .01; F5/383 = 108.90, p < .01) by coping, and 2% (R2 = .600, adjusted R2 = .594; p < .01; F6/382 = 161.83, p < .01) by cognitive flexibility variables.

Proje Numarası

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Kaynakça

  • Abbott, G. R., & Byrne, L. K. (2012). Schizotypy and subjective well-being in university students. Psychiatry Research, 196(1), 154-156. doi: 10.1016/j.psychres.2011.08.013
  • Akyüz Uçar, G. A. ve Savi Çakar, F. (2021). Ergenlerin duygu düzenleme becerileri, öznel iyi oluşu artırma stratejileri ve yas düzeyinin riskli davranışları üzerindeki etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 52, 256-280. doi: 10.9779/pauefd.811383
  • Amato, P. R., & Afifi, T. D. (2006). Feeling caught between parents: Adult children's relations with parents and subjective well‐being. Journal of Marriage and Family, 68(1), 222-235. doi: 10.1111/j.1741-3737.2006.00243.x
  • Amjad, A., & Dasti, R. (2020). Humor styles, emotion regulation and subjective well-being in young adults. Current Psychology, 1-10. doi: 10.1007/s12144-020-01127-y
  • Baumeister, R. F., & Heatherton, T. F. (1996). Self-regulation failure: An overview. Psychological Inquiry, 7, 1-15. doi: 10.1207/s15327965pli0701_1
  • Bedel, A., Işık, E. ve Hamarta, E. (2014). Ergenler için Başa Çıkma Ölçeğinin (EBÇÖ) geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 39(176), 227-235. doi: 10.15390/EB.2014.3501
  • Bender, T. A. (1996). Assessment of subjective well-being during childhood and adolescence. In G. D. Phye (Ed.), Handbook of classroom assessment (pp. 199-225). San Diego, CA: Academic Press. doi: 10.1016/b978-012554155-8/50009-0
  • Ben-Zur, H. (2003). Happy adolescents: The link between subjective well-being, internal resources, and parental factors. Journal of Youth and Adolescence, 32(2), 67-79. doi: 10.1023/A:1021864432505
  • Berking, M. (2010). Training emotionaler kompetenzen (2nd ed.). Heidelberg: Springer.
  • Berking, M., & Lukas, C. A. (2015). The affect regulation training (ART): A trans diagnostic approach to the prevention and treatment of mental disorders. Current Opinion in Psychology, 3, 64-69. doi: 10.1016/j.copsyc.2015.02.002
  • Berking, M., Wupperman, P., Reichardt, A., Pejic, T., Dippel, A., & Znoj, H. (2008). Emotion-regulation skills as a treatment target in psychotherapy. Behaviour Research and Therapy, 46(11), 1230-1237. doi: 10.1016/j.brat.2008.08.005
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. (2. baskı). Ankara: Pegem Akademi.
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  • Chen, C. (2016). The role of resilience and coping styles in subjective well-being among Chinese university students. The Asia-Pacific Education Researcher, 25(3), 377-387. doi: 10.1007/s40299-016-0274-5
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  • Koca, D. ve Ekşi, H. (2021). Fen lisesi öğrencilerinde öz yeterlik ve iyi oluş: Duygu düzenlemenin aracı rolü. Cumhuriyet International Journal of Education, 10(3), 1047-1065. doi: 10.30703/cije.803179.
  • Koole, S. L. (2009). The psychology of emotion regulation: An integrative review. Cognition & Emotion, 23(1), 4-41. doi: 10.1080/02699930802619031
  • Kruczek, A., Basińska, M. A., & Janicka, M. (2020). Cognitive flexibility and flexibility in coping in nurses–the moderating role of age, seniority and the sense of stress. International Journal of Occupational Medicine and Environmental Health, 33(4), 507-521. doi: 10.13075/ijomeh.1896.01567
  • Lazarus, R. S. (1976). Patterns of adjusment. New Jersey, NJ: McGraw-Hill Book Company.
  • Lazarus, R., & Folkman, S. (1984). Stress, appraisal, and coping. New York, NY: Springer.
  • Li, J., Yao, M., & Liu, H. (2021). From social support to adolescents’ subjective well-being: The mediating role of emotion regulation and prosocial behavior and gender difference. Child Indicators Research, 14(1), 77-93. doi: 10.1007/s12187-020-09755-3
  • Lima, R., & Morais, N. (2018). Subjective well-being of children and adolescents: Integrative review. Ciencias Psicológicas, 12(2), 249-260. doi: 10.22235/cp.v12i2.1689
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  • Martin, M. M., & Anderson, C. M. (1996). Communication traits: A cross-generational investigation. Communication Research Reports, 13, 58-67. doi: 10.1080/08824099609362071
  • Martin, M. M., & Anderson, C. M. (1998). The cognitive flexibility scale: Three validity studies. Communication Reports, 11(1), 1-9. doi: 10.1080/08934219809367680
  • Martin, M. M., Anderson, C. M., & Thweatt, K. S. (1998). Aggressive communication traits and their relationship with the cognitive flexibility scale and the communication flexibility scale. Journal of Social Behavior and Personality, 13(3), 531-540.
  • Martin, M. M., & Rubin, R. B. (1995). A new measure of cognitive flexibility. Psychological Reports, 76(2), 623-626. doi: 10.2466/Pr0.1995.76.2.623.
  • Neugarten, B. L., Havighurst, R. J., & Tobin, S. S. (1961). The measurement of life satisfaction. Journal of Gerontology, 16(2), 134-143. doi: 10.1093/geronj/16.2.134.
  • Özdemir, Y. ve Sağkal, A. S. (2016). Ergenler İçin Okulda Öznel İyi Oluş Ölçeği’nin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Ege Eğitim Dergisi, 17(2), 333-350. doi: 10.12984/egeefd.280748
  • Pavot, W., Diener, E. D., Colvin, C. R., & Sandvik, E. (1991). Further validation of the satisfaction with life scale: Evidence for the cross-method convergence of well-being measures. Journal of personality assessment, 57(1), 149-161. doi: 10.1207/s15327752jpa5701_17.
  • Rousseau, F. L., & Vallerand, R. J. (2008). An examination of the relationship between passion and subjective well-being in older adults. The International Journal of Aging and Human Development, 66(3), 195-211. doi: 10.2190/AG.66.3.b
  • Rudnik, A., Piotrowicz, G., Basińska, M. A., & Rashedi, V. (2019). The importance of cognitive flexibility and flexibility in coping with stress for the quality of life in inflammatory bowel disease patients during biological therapy. A preliminary report. Przeglad Gastroenterologiczny, 14(2), 121-128. doi: 10.5114/pg.2018.81081
  • Sağar, M. E. (2021). Predictive role of cognitive flexibility and self-control on social media addiction in university students. International Education Studies, 14(4), 1-10. doi: 10.5539/ies.v14n4p1
  • Salovey, P., Bedell, B. T., Detweiler, J. B., & Mayer, J. D. (1999). Coping intellingently: Emotional intelligence and the coping process In C. R. Snyder (Ed.), Coping: The psychology of what works, (pp. 141-164). New York, NY: Oxford University Press.
  • Sanjuán, P., & Magallares, A. (2014). Coping strategies as mediating variables between self-serving attributional bias and subjective well-being. Journal of Happiness Studies, 15(2), 443-453. doi: 10.1007/s10902-013-9430-2
  • Sapmaz, F. ve Doğan, T. (2013). Bilişsel esnekliğin değerlendirilmesi: Bilişsel Esneklik Envanteri Türkçe versiyonunun geçerlik ve güvenirlik çalışmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 46(1), 143-161. doi: 10.1501/Egifak_0000001278.
  • Sastre, M. T. M., & Ferrière, G. (2000). Family 'decline' and the subjective well-being of adolescents. Social Indicators Research, 49(1), 69-82. doi: 10.1023/A:1006935129243
  • Satan, A. A. (2014). Dini inanç ve bilişsel esneklik düzeylerinin öznel iyi oluş düzeyine olan etkisi. 21. Yüzyılda Eğitim ve Toplum Eğitim Bilimleri ve Sosyal Araştırmalar Dergisi, 3(7), 56-74. https://dergipark.org.tr/tr/pub/egitimvetoplum/issue/5126/69815 adresinden elde edildi.
  • Schmeichel, B. J., & Baumeister, R. F. (2004). Self-regulatory strength. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 84-98). New York, NY: Guilford Press.
  • Scott, W. (1962). Cognitive Complexity and Cognitive Flexibility. Sociometry, 25(4), 405-414. doi: 10.2307/2785779
  • Shoshani, A., & Slone, M. (2013). Middle school transition from the strengths perspective: Young adolescents’ character strengths, subjective well-being, and school adjustment. Journal of Happiness Studies, 14(4), 1163-1181. doi: 10.1007/s10902-012-9374-y
  • Soltani, E., Shareh, H., Bahrainian, S. A., & Farmani, A. (2013). The mediating role of cognitive flexibility in correlation of coping styles and resilience with depression. Pajoohandeh Journal, 18(2), 88-96. Retrieved from http://pajoohande.sbmu.ac.ir/article-1-1518-en.html
  • Spiro, R., & Jehng, J. (1990). Cognitive flexibility and hypertext: Theory and technology for the non-linear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, education and multimédia: Exploring ideas in high technology (pp. 163-205). New Jersey, NJ: Lawrence Erlbaum Associates.
  • Stathi, A., Fox, K. R., & McKenna, J. (2002). Physical activity and dimensions of subjective well-being in older adults. Journal of Aging and Physical Activity, 10(1), 76-92.
  • Stevens, A. D. (2009). Social problem-solving and cognitive flexibility: Relations to social skills and problem behavior of at-risk young children. (Unpublished dissertations). Seattle Pacific University, Washington.
  • Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271-322. doi: 10.1111/j.0022-3506.2004.00263.x. PMID: 15016066
  • Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59, 25-52. doi: 10.2307/1166137
  • Tian, L., Chen, H., & Huebner, E. S. (2014). The longitudinal relationships between basic psychological needs satisfaction at school and school-related subjective well-being in adolescents. Social Indicators Research, 119(1), 353-372. doi: 10.1007/s11205-013-0495-4
  • Tian, L., Wang, D., & Huebner, E. S. (2015). Development and validation of the brief adolescents’ subjective well-being in school scale (BASWBSS). Social Indicators Research, 120(2), 615-634. doi: 10.1007/s11205-014-0603-0
  • Tian, L., Zhang, L., Huebner, E. S., Zheng, X., & Liu, W. (2016). The longitudinal relationship between school belonging and subjective well-being in school among elementary school students. Applied Research in Quality of Life, 11(4), 1269-1285. doi: 10.1007/s11482-015-9436-5
  • Ulaşan Özgüle, E. T. ve Sümer, N. (2017). Ergenlikte duygu düzenleme ve psikolojik uyum: Duygu Düzenleme Ölçeğinin Türkçe uyarlaması. Türk Psikoloji Yazıları, 20(40), 1-18. https://hdl.handle.net/11511/87500 adresinden elde edildi.
  • Vanderstoep, S. W., & Johnston, D. D. (2009). Methods for everyday life blending qualitative and quantitative approaches. San Francisco: Jossey-Bass.
  • Yang, Q., Tian, L., Huebner, E. S., & Zhu, X. (2019). Relations among academic achievement, self-esteem, and subjective well-being in school among elementary school students: A longitudinal mediation model. School Psychology, 34(3), 328-340. doi: 10.1037/spq0000292
  • Zeidner, M., Matthews, G., & Shemesh, D. O. (2016). Cognitive-social sources of wellbeing: Differentiating the roles of coping style, social support and emotional intelligence. Journal of Happiness Studies, 17(6), 2481-2501. doi: 10.1007/s10902-015-9703-z
Toplam 85 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Mehmet Enes Sağar 0000-0003-0941-5301

Proje Numarası -
Yayımlanma Tarihi 31 Temmuz 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 23 Sayı: 2

Kaynak Göster

APA Sağar, M. E. (2022). Ergenlerde Okulda Öznel İyi Oluşun Yordayıcıları: Duygu Düzenleme, Başa Çıkma ve Bilişsel Esneklik. Ege Eğitim Dergisi, 23(2), 133-149. https://doi.org/10.12984/egeefd.1060883