Investigation of the Relationship between Cognitive Emotion Regulation, Coping with Stress and Academic Self-Efficacy in University Students

Zeynep Gümüş Demir

Makale detayları

Investigation of the Relationship between Cognitive Emotion Regulation, Coping with Stress and Academic Self-Efficacy in University Students

Yazarlar:

Zeynep Gümüş Demir

Yayıncı:

Gumushane University

Dergi:

Mavi Atlas Vol.11 Issue 1, pp.1-16

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288646

pISSN:

2148-5232

Anahtar kelimeler:

Özet:

 Between the ages of 18-25, which takes place in the transition period from adolescence to adulthood, it is expressed as the emergingemerging adulthood period. This developmental period, which generally includes university students, has a significant impact on the course of life due to the changes it brings. The aim of the research, which is thought to contribute to a better understanding of this period, is to examine the relationship between cognitive emotion regulation, coping with stress and academic self-efficacy in university students. In this study, in which the relational screening model was used, the participants were determined by simple-random sampling method. The sample group of the study consists of 289 university students. The Sociodemographic Information Form, Cognitive Emotion Regulation Scale CDI, Stress Coping Styles Scale SSTS, and Academic Self-Efficacy Scale were administered online to the participants. Statistical analyzes of the research were made with SPSS 25.00 and one-way analysis of variance and independent samples t-test were used. According to the data obtained from the research, it was determined that there was a moderately positive and significant relationship between the cognitive emotion regulation and the levels of coping with stress of university students. In addition, it was found that there was a positive and moderately significant relationship between academic self-efficacy and cognitive emotion regulation and levels of coping with stress. According to the gender variable, the self-confident approach has a higher average in male participants, while the helpless approach has a higher average in female participants. It is thought that this research will contribute to clinical applications, educational psychology and related academic studies in determining the problems of university students and taking precautions for this.

 Between the ages of 18-25, which takes place in the transition period from adolescence to adulthood, it is expressed as the emergingemerging adulthood period. This developmental period, which generally includes university students, has a significant impact on the course of life due to the changes it brings. The aim of the research, which is thought to contribute to a better understanding of this period, is to examine the relationship between cognitive emotion regulation, coping with stress and academic self-efficacy in university students. In this study, in which the relational screening model was used, the participants were determined by simple-random sampling method. The sample group of the study consists of 289 university students. The Sociodemographic Information Form, Cognitive Emotion Regulation Scale CDI, Stress Coping Styles Scale SSTS, and Academic Self-Efficacy Scale were administered online to the participants. Statistical analyzes of the research were made with SPSS 25.00 and one-way analysis of variance and independent samples t-test were used. According to the data obtained from the research, it was determined that there was a moderately positive and significant relationship between the cognitive emotion regulation and the levels of coping with stress of university students. In addition, it was found that there was a positive and moderately significant relationship between academic self-efficacy and cognitive emotion regulation and levels of coping with stress. According to the gender variable, the self-confident approach has a higher average in male participants, while the helpless approach has a higher average in female participants. It is thought that this research will contribute to clinical applications, educational psychology and related academic studies in determining the problems of university students and taking precautions for this.

 Between the ages of 18-25, which takes place in the transition period from adolescence to adulthood, it is expressed as the emergingemerging adulthood period. This developmental period, which generally includes university students, has a significant impact on the course of life due to the changes it brings. The aim of the research, which is thought to contribute to a better understanding of this period, is to examine the relationship between cognitive emotion regulation, coping with stress and academic self-efficacy in university students. In this study, in which the relational screening model was used, the participants were determined by simple-random sampling method. The sample group of the study consists of 289 university students. The Sociodemographic Information Form, Cognitive Emotion Regulation Scale CDI, Stress Coping Styles Scale SSTS, and Academic Self-Efficacy Scale were administered online to the participants. Statistical analyzes of the research were made with SPSS 25.00 and one-way analysis of variance and independent samples t-test were used. According to the data obtained from the research, it was determined that there was a moderately positive and significant relationship between the cognitive emotion regulation and the levels of coping with stress of university students. In addition, it was found that there was a positive and moderately significant relationship between academic self-efficacy and cognitive emotion regulation and levels of coping with stress. According to the gender variable, the self-confident approach has a higher average in male participants, while the helpless approach has a higher average in female participants. It is thought that this research will contribute to clinical applications, educational psychology and related academic studies in determining the problems of university students and taking precautions for this.

 Ergenlikten yetişkinliğe geçiş döneminde yer alan 18-25 yaşlar arası, ortaya çıkanbeliren yetişkinlik dönemi olarak ifade edilmektedir. Genellikle üniversite öğrencililerinin de yer aldığı bu gelişim dönemi beraberinde getirdiği değişimler nedeniyle yaşam seyri üzerinde önemli bir etkiye sahiptir. Bu dönemin daha iyi anlaşılmasına katkı sunacağı düşünülen araştırmanın amacı üniversite öğrencilerinde bilişsel duygu düzenleme, stresle başa çıkma ve akademik öz yeterlilik arasındaki ilişkinin incelenmesidir. İlişkisel tarama modeli kullanılan bu çalışmada katılımcılar basit-rastgele örneklem yöntemi ile belirlenmiştir. Araştırmanın örneklem grubunu 289 üniversite öğrencisi oluşturmaktadır. Katılımcılara Sosyodemografik Bilgi Formu, Bilişsel Duygu Düzenleme Ölçeği BDDÖ, Stresle Başa Çıkma Tarzları Ölçeği SBTÖ ve Akademik Öz Yeterlilik Ölçeği çevrim içi olarak uygulanmıştır. Araştırmanın istatistiksel analizleri SPSS 25.00 ile yapılmış olup tek yönlü varyans analizi ve bağımsız örneklemler t testi kullanılmıştır. Araştırmadan elde edilen verilere göre üniversite öğrencilerinin bilişsel duygu düzenleme ve stresle başa çıkma düzeyleri arasında orta düzeyde pozitif yönde anlamlı ilişki olduğu saptanmıştır. Ayrıca akademik öz-yeterlilik ile bilişsel duygu düzenleme ve stresle başa çıkma düzeyleri arasında da pozitif yönde ve orta düzeyde anlamlı bir ilişki olduğu bulunmuştur. Cinsiyet değişkenine göre kendine güvenli yaklaşım erkek katılımcılarda daha yüksek ortalamaya sahipken, çaresiz yaklaşımın kadın katılımcılarda daha yüksek ortalamaya sahip olduğu görülmektedir. Bu araştırmanın üniversite öğrencilerinin sorunlarının belirlenmesi ve buna yönelik önlemlerin alınmasında klinik uygulamalar, eğitim psikolojisi ve ilgili akademik çalışmalara katkı sunacağı düşünülmektedir.

Makale detayları

Investigation of the Relationship between Cognitive Emotion Regulation, Coping with Stress and Academic Self-Efficacy in University Students

Yazarlar:

Zeynep Gümüş Demir

Yayıncı:

Gumushane University

Dergi:

Mavi Atlas Vol.11 Issue 1, pp.1-16

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288646

pISSN:

2148-5232

Cognitive Emotion Regulation

Coping with Stress

Academic Self-Efficacy

University StudentsBilişsel Duygu Düzenleme

Stresle Başa Çıkma

Akademik Öz Yeterlilik

Üniversite Öğrencileri

Sayı

Makale detayları

Yazarlar: Zeynep Gümüş Demir

Yayıncı: Gumushane University

Dergi: Mavi Atlas Vol.11 Issue 1, pp.1-16

Belge Tipi: Makale

Yayın Tarihi: 4/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001288646

pISSN: 2148-5232

Sayı

Yazarlar:

Zeynep Gümüş Demir

Yayıncı:

Gumushane University

Dergi:

Mavi Atlas Vol.11 Issue 1, pp.1-16

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288646

pISSN:

2148-5232