The Mediator Role of Psychological Resilience in the Relationship Between Psychosomatic Symptoms and Childhood Trauma and Attachment Styles in University Students

İlayda Taş; Cantürk Akben

Makale detayları

The Mediator Role of Psychological Resilience in the Relationship Between Psychosomatic Symptoms and Childhood Trauma and Attachment Styles in University Students

Yazarlar:

İlayda Taş | Cantürk Akben

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitimin Psikolojik Temelleri | Psikoloji Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 4, pp.2528-2541

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332695

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 Psychosomatic symptoms are the manifestation of individuals psychological states through physical symptoms, particularly associated with childhood traumas. This study aims to examine the relationship between psychosomatic symptoms, childhood trauma, and attachment styles in university students, addressing the mediating role of psychological resilience in these relationships. The research employs a descriptive and correlational quantitative methodology. Data were collected using convenience sampling, and measurements were obtained through self-report methods. Continuous variables in the study include childhood trauma, psychological resilience, and psychosomatic symptoms. The categorical variable consists of three attachment styles: secure, avoidant, and anxious-ambivalent. The findings revealed that childhood traumas decreased psychological resilience and indirectly increased psychosomatic symptoms. Furthermore, insecure attachment styles avoidant and anxious-ambivalent were found to have negative associations with psychological resilience and positive indirect associations with psychosomatic symptoms. The effect of these factors was mitigated in individuals with higher psychological resilience. The findings highlight the importance of developing programs aimed at enhancing psychological resilience to reduce psychosomatic symptoms in educational settings. It is emphasized that educators and researchers in applied social psychology should remain sensitive to students traumatic histories and design appropriate psychosocial support programs for these individuals.

 Psychosomatic symptoms are the manifestation of individuals psychological states through physical symptoms, particularly associated with childhood traumas. This study aims to examine the relationship between psychosomatic symptoms, childhood trauma, and attachment styles in university students, addressing the mediating role of psychological resilience in these relationships. The research employs a descriptive and correlational quantitative methodology. Data were collected using convenience sampling, and measurements were obtained through self-report methods. Continuous variables in the study include childhood trauma, psychological resilience, and psychosomatic symptoms. The categorical variable consists of three attachment styles: secure, avoidant, and anxious-ambivalent. The findings revealed that childhood traumas decreased psychological resilience and indirectly increased psychosomatic symptoms. Furthermore, insecure attachment styles avoidant and anxious-ambivalent were found to have negative associations with psychological resilience and positive indirect associations with psychosomatic symptoms. The effect of these factors was mitigated in individuals with higher psychological resilience. The findings highlight the importance of developing programs aimed at enhancing psychological resilience to reduce psychosomatic symptoms in educational settings. It is emphasized that educators and researchers in applied social psychology should remain sensitive to students traumatic histories and design appropriate psychosocial support programs for these individuals.

 Psychosomatic symptoms are the manifestation of individuals psychological states through physical symptoms, particularly associated with childhood traumas. This study aims to examine the relationship between psychosomatic symptoms, childhood trauma, and attachment styles in university students, addressing the mediating role of psychological resilience in these relationships. The research employs a descriptive and correlational quantitative methodology. Data were collected using convenience sampling, and measurements were obtained through self-report methods. Continuous variables in the study include childhood trauma, psychological resilience, and psychosomatic symptoms. The categorical variable consists of three attachment styles: secure, avoidant, and anxious-ambivalent. The findings revealed that childhood traumas decreased psychological resilience and indirectly increased psychosomatic symptoms. Furthermore, insecure attachment styles avoidant and anxious-ambivalent were found to have negative associations with psychological resilience and positive indirect associations with psychosomatic symptoms. The effect of these factors was mitigated in individuals with higher psychological resilience. The findings highlight the importance of developing programs aimed at enhancing psychological resilience to reduce psychosomatic symptoms in educational settings. It is emphasized that educators and researchers in applied social psychology should remain sensitive to students traumatic histories and design appropriate psychosocial support programs for these individuals.

 Psikosomatik belirtiler, bireylerin psikolojik durumlarının fiziksel belirtilerle ortaya çıkmasıdır ve bu durum, özellikle çocukluk döneminde yaşanan travmalarla ilişkilidir. Bu çalışma, üniversite öğrencilerinde psikosomatik belirtiler ile çocukluk çağı travmaları ve bağlanma stilleri arasındaki ilişkiyi incelemekte ve psikolojik dayanıklılığın bu ilişkilerdeki aracı rolünü ele almaktadır. Bu araştırma nicel yöntemlerden tanımlayıcı tipte ve ilişkisel bir çalışmadır. Veriler kolayda örnekleme yöntemiyle toplanmış olup ölçümler öz-bildirim yöntemiyle elde edilmiştir. Çalışmada kullanılan sürekli değişkenler çocukluk çağı travmaları, psikolojik dayanıklılık ve psikosomatik belirtilerdir. Kategorik değişken olarak da üç boyutlu bağlanma stili kullanılmıştır. Bu stiller güvenli bağlanma, kaçınan bağlanma ve kaygılı-kararsız bağlanmadır. Çalışmada, çocukluk çağı travmalarının psikolojik dayanıklılığı düşürdüğü ve dolaylı olarak psikosomatik belirtileri artırdığı bulunmuştur. Ayrıca, güvensiz bağlanma stillerinin kaçınan ve kaygılı-kararsız de psikolojik dayanıklılıkla negatif ilişkiler gösterdiği ve dolaylı olarak psikosomatik belirtilerle pozitif ilişkiler gösterdiği tespit edilmiştir. Yüksek psikolojik dayanıklılığa sahip bireylerde bu etkinin hafiflediği bulunmuştur. Araştırmanın bulguları, eğitim süreçlerinde psikosomatik belirtileri azaltmaya yönelik psikolojik dayanıklılığı artırıcı programların geliştirilmesinin önemine işaret etmektedir. Eğitimcilerin ve sosyal psikolojinin uygulama alanlarında faaliyet gösteren araştırmacıların, öğrencilerin travmatik geçmişlerine duyarlı olmaları ve bu öğrenciler için uygun psikososyal destek programları geliştirmeleri gerektiği vurgulanmaktadır.

Makale detayları

The Mediator Role of Psychological Resilience in the Relationship Between Psychosomatic Symptoms and Childhood Trauma and Attachment Styles in University Students

Yazarlar:

İlayda Taş | Cantürk Akben

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitimin Psikolojik Temelleri | Psikoloji Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 4, pp.2528-2541

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332695

pISSN:

1303-0493

Educational Psychology

Secure Attachment

Avoidant Attachment

Anxious-Ambivalent Attachment

Health Psychology

Social PsychologyEğitim psikolojisi

Güvenli Bağlanma

Kaçınan Bağlanma

Kaygılı-Kararsız Bağlanma

Sağlık Psikolojisi

Sosyal Psikoloji.

Sayı

Makale detayları

Yazarlar: İlayda Taş | Cantürk Akben

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Eğitimin Psikolojik Temelleri | Psikoloji Eğitimi

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 4, pp.2528-2541

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001332695

pISSN: 1303-0493

Sayı

Yazarlar:

İlayda Taş | Cantürk Akben

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitimin Psikolojik Temelleri | Psikoloji Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 4, pp.2528-2541

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332695

pISSN:

1303-0493