DUYGU DÜZENLEME STRATEJİLERİ VE BENLİK SAYGISININ MUTLULUĞU YORDAYICILIĞI

Bu çalışmada, pedagojik formasyon eğitimi alan öğrencilerde cinsiyet, duygu düzenleme stratejileri (bilişsel yeniden değerlendirme ve duygu baskılama), benlik saygısı (kendini sevme ve öz-yeterlik) ve mutluluk arasındaki ilişkilerin incelenmesi ve tüm değişkenlerin mutluluğu yordayıcılığının araştırılması amaçlanmıştır. Araştırma, bir devlet üniversitesinde pedagojik formasyon eğitimi alan 155’i kadın (%58.9), 107’si erkek (%40.7) olmak üzere toplam 262 öğrenci üzerinde gerçekleştirilmiştir. Katılımcıların yaş ortalaması 26.06’dır (Ss= 5.82). Verilerin toplanmasında Duygu Düzenleme Anketi, İki Boyutlu Benlik Saygısı Ölçeği ve Oxford Mutluluk Ölçeği Kısa Formu kullanılmıştır. Verilerin analizinde, betimsel istatistikler, Pearson korelasyon katsayısı, bağımsız gruplar için t-testi ve çoklu regresyon analizi kullanılmıştır. Araştırma bulgularına göre, bilişsel yeniden değerlendirme ile benlik saygısı (kendini sevme ve öz-yeterlik) ve mutluluk arasında pozitif yönde ilişki vardır. Ayrıca benlik saygısı (kendini sevme ve öz-yeterlik) ile mutluluk arasında pozitif yönde ilişki vardır. Cinsiyet ile duygu baskılama, kendini sevme ve öz-yeterlik arasında pozitif yönde ilişki bulunmuş ancak cinsiyet ile bilişsel yeniden değerlendirme ve mutluluk arasında anlamlı bir ilişki bulunmamıştır. Analiz bulguları, tüm değişkenlerin hep birlikte mutluluktaki toplam varyansın yüzde 51'ini açıkladığını göstermektedir. Bulgulara göre yordayıcı değişkenlerin göreli önem sırası; kendini sevme, öz-yeterlik ve bilişsel yeniden değerlendirmedir. Cinsiyetin ve duygu baskılamanın modele anlamlı katkı sağlamadığı görülmüştür. Araştırmanın sonuçları alan yazın ışığında tartışılarak, ruh sağlığı alanında çalışan uzmanlara ve araştırmacılara önerilerde bulunulmuştur.

THE PREDICTIVE ROLES OF EMOTION REGULATION STRATEGIES AND SELF-ESTEEM ON HAPPINESS

The main aim of the current study is to examine the relationships among gender, emotion regulation strategies (cognitive reappraisal and suppression), self-esteem (self-liking and self-competence) and happiness and to investigate the predictive roles of all variables on happiness. The study group of the research was comprised of 155 females (% 58.9), 107 males (%40.7) who were attending pedagogy formation education program at a state university. The study was carried out with 262 students, the mean age was 26.06 (Sd = 5.82). Emotion Regulation Questionnaire, Two-Dimensional Self-Esteem Scale and Oxford Happiness Questionnaire Short Form were applied in data collection. Descriptive statistics, Pearson correlation coefficient, independent samples t-test and multiple regression analysis were used in analysis of the data. According to the findings, there is a positive relationship between cognitive reapprasial and self-esteem (self-liking and self- efficacy) and happiness. There is also a positive relationship between self- esteem (self-liking and self-efficacy) and happiness. While there is a positive relationship between gender and emotion suppression, self- esteem and self-efficacy, there is no significant relationship between gender and cognitive reappraisal and happiness. The model as a whole is meaningful and all variables in the model explain 51% of the total variance of happiness. The findings indicate that self-liking, self- competence and cognitive reappraisal have highest contribution on the model. Suppression and gender have no contribution on the model. Research findings were discussed in the light of the literature and some suggestions were proposed for mental health experts and researchers.

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