Hatice İrem ÖZTEKE KOZAN, Mustafa BALOĞLU, Şahin KESİCİ

BİLİŞSEL DUYGU DÜZENLEME VE DUYGULARI YÖNETME ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Bu araştırmanın amacı, üniversite öğrencilerinin bilişsel duygu düzenleme stratejileri ile duyguları yönetme becerileri arasındaki ilişkinin incelenmesidir. Bu amaçla, araştırmanın çalışma grubunu 202 kadın, 122 erkek toplam 324 üniversite öğrencisi oluşturmaktadır. Verilerin toplanmasında, kişisel bilgi formunun yanı sıra, Bilişsel Duygu düzenleme ölçeği ile Duyguları yönetme becerileri ölçeği kullanılmıştır. Verilerin analizinde ise kanonik korelasyon analizinden yararlanılmıştır. Araştırmadan elde edilen bulgulara göre, en yüksek ilişkiler yıkım ve duyguları olduğu gibi gösterebilme, plana tekrar odaklanma ve başa çıkma ve düşünceye odaklanma ile başa çıkma arasında ortaya çıkmıştır. Birinci kanonik korelasyon sonuçlarına göre, uyumlu olmayan bilişsel duygu düzenleme stratejileri seti ile duyguları yönetme becerileri arasında negatif yönlü korelasyonlar ortaya çıkmıştır. İkinci kanonik korelasyon sonuçlarına göre bilişsel duygu düzenleme stratejilerinin tümü duygu yönetme becerileri ile –başa çıkma hariç- arasında negatif bir korelasyon vardır. Elde edilen sonuçlar ilgili alan yazın çerçevesinde tartışılmış ve önerilere yer verilmiştir.

Anahtar Kelimeler:

Emotion regulation, emotion management, cognitive, canonical

The Associaton between Cognitive-Emotion Regulation and Emotion Management

We studied the association between cognitive emotion regulation strategies and emotion management skills. A total of 324 college students participated in the study (122 menand 202 women). A demographical information form, the Cognitive Emotion Regulation Questionnaire, and the Emotion Management Skills Scale were used to collect the data. Canonical correlation was used in the analysis, where cognitive emotion regulation strategies and emotions management skills were treatedas two sets of variables. The first canonical variate indicated that those individuals who scored higher on catastrophism and self-blame werelower on focusing, planning, evaluating, and putting into perspective. The second canonical variate indicated that cognitive-emotional variables as a set were negatively associated with all the emotionregulation skills with the exception of coping. The third canonical variate indicated that higher rumination and re-focusing on were associated with higher coping and regulation skills but less with emotional display skills.

Keywords:

Emotion regulation, emotion management, cognitive, canonical,

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