Üniversite Öğrencilerinde Benliğin Ayrımlaşması ve Psikolojik İyi Oluş

Benliğin ayrımlaşması, Bowenkuramının en temel kavramıdır ve bireylerin işlevselliği ve iyi oluşunda önemli bir bileşen olarakgörülmektedir. Çalışmalar, üniversite yıllarında bireylerin psikolojik semptomlarındaki artışı vurgulamaktadır. Benliğin ayrımlaşması ve psikolojik iyi oluşun ilişkili olduğu, birçok çalışmada rapor edilmiş olmasına rağmen; benliğin ayrımlaşması ve psikolojik iyi oluşla ilişkisi üzerine yapılan araştırmalarda, psikolojik iyi oluşun daha çok psikolojik semptomlar açısından değerlendirildiği dikkati çekmektedir. Bu çalışmada, üniversite öğrencilerinde pozitif işlevsellik açısından psikolojik iyi oluş ile benliğin ayrımlaşması arasındaki ilişkilerin araştırılması amaçlanmıştır. Bu çalışmada Psikolojik İyi Olma Ölçekleri ve Benliğin Ayrımlaşması Ölçeği kullanılmıştır. Uygun örnekleme yönteminin kullanıldığı bu çalışmanın katılımcıları, Dokuz Eylül Üniversitesi Buca Eğitim Fakültesine devam eden 395 üniversite öğrencisinden oluşmuştur. Çalışma grubunun %67,6’sı kadın, %33,4’ü erkek olmakla birlikte, katılımcıların yaşlarının 18-25 arasında değiştiği (M= 19.90, SD= 1.60) görülmüştür. Araştırmanın yapıldığı fakülteden etik kurul onayı alındıktan sonra veri toplama araçları, gruplar halinde, önceden planlanan derslerde çalışmaya katılmayı kabul eden öğrencilere gönüllülük esasına göre uygulanmıştır. Çalışmanın bulguları, psikolojik iyi olma ile benliğin ayrımlaşması ve alt ölçekler arasında anlamlı pozitif ilişkiler olduğunu göstermiştir. Benliğin ayrımlaşması boyutları birlikte psikolojik iyi oluş toplam varyansın % 35'ini açıklamıştır. Ayrıca, çalışmanın bulguları, ben pozisyonu ve duygusal kopma puanlarının psikolojik iyi oluş düzeyine önemli katkıları olduğunu ortaya koymuştur. Bu çalışmanın sonuçları, benliğin ayrımlaşması kavramının psikolojik iyi oluşta önemli bir faktör olarak düşünülmesi gerektiği görüşünü desteklemiştir.

Differentiation of Self and Psychological Well-Being in University Students

Differentiationof self is the most basic concept of Bowen’s theory and has been viewed as an essential component in the functionality and well-being of individuals. Studies emphasize the increase in psychological symptoms of individuals in university years. Although it is well documented that differentiation of self and psychological well-being are related, in researches on the differentiation of self and its relation to psychological well-being, it is worth noting that psychological well-being is mostly evaluated in terms of psychological symptoms. The objectiveof the present study is to investigate the relationships between psychological well-being in terms of positive functionality and differentiation of self in university students. In this study, Scales of Psychological Well-being and Differentiation of Self Inventory were used. The convenience sample of this research included 395 university students attending Buca Faculty of Education of Dokuz Eylul University. They were comprised of 67.6% female and 33.4% male, and ranged in age between 18 and 25 years (M= 19.90, SD= 1.60). After the ethics committee approval was obtained from the faculty where the study was conducted, the data collection tools were applied on a voluntary basis to the students who agreed to participate in the pre-planned lessons in groups. The findings of the study showed that there were significant positive relationships between psychological well-being and the differentiation of self and subscales. Differentiation of self dimensions together accounted for 35% of the total variance in psychological well-being. Further, the findings of the study revealed unique contributions of I position and emotional cutoff scores to the level of psychological well-being. The results of the present study supportedthe proposition that the concept of differentiation of self should be considered as an important factor in psychological well-being.

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