THE PREDICTIVE ROLE OF EMOTION REGULATION AND COPING STRATEGIES ON METACOGNITION IN ADOLESCENTS

Hilal Dağdevran; Mehmet Ali Yıldız

Makale detayları

THE PREDICTIVE ROLE OF EMOTION REGULATION AND COPING STRATEGIES ON METACOGNITION IN ADOLESCENTS

Yazarlar:

Hilal Dağdevran | Mehmet Ali Yıldız

Yayıncı:

Trakya University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 2, pp.735-747

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001317489

pISSN:

2630-6301

Anahtar kelimeler:

Özet:

 The purpose of this study is to investigate the predictability of metacognition of emotion regulation and coping strategies in adolescents. The sample of the study consisted of a total of 551 students, of which 306 were girls 55.5 and 245 were boys 44.5, who were studying in high schools in Malatya in the 2021-2022 academic year. The research data were collected through the Metacognition Scale Child and Adolescent Form, Adolescent Emotion Regulation Questionnaire, Coping Scale for Children and Youth, and Personal Information Form. In the analysis of the research data, descriptive statistics, t-tests for independent groups, Pearson correlation analysis, and hierarchical regression analysis strategies are used. According to the results gained from the research, it was found that the level of predicting metacognition scores of the coping sub-dimensions was 8.5, contributing 6.6 to the total variance of metacognition explained, and this contribution was at a significant level. It has been reached that the level of predicting metacognition scores of emotion regulation sub-dimensions is 23.8, contributing 15.3 to the total variance of metacognition explained, and this contribution is at a significant level. The results obtained from the conclusion of the research were interpreted and discussed within the framework of the literature, and suggestions were made to field experts and researchers.

 The purpose of this study is to investigate the predictability of metacognition of emotion regulation and coping strategies in adolescents. The sample of the study consisted of a total of 551 students, of which 306 were girls 55.5 and 245 were boys 44.5, who were studying in high schools in Malatya in the 2021-2022 academic year. The research data were collected through the Metacognition Scale Child and Adolescent Form, Adolescent Emotion Regulation Questionnaire, Coping Scale for Children and Youth, and Personal Information Form. In the analysis of the research data, descriptive statistics, t-tests for independent groups, Pearson correlation analysis, and hierarchical regression analysis strategies are used. According to the results gained from the research, it was found that the level of predicting metacognition scores of the coping sub-dimensions was 8.5, contributing 6.6 to the total variance of metacognition explained, and this contribution was at a significant level. It has been reached that the level of predicting metacognition scores of emotion regulation sub-dimensions is 23.8, contributing 15.3 to the total variance of metacognition explained, and this contribution is at a significant level. The results obtained from the conclusion of the research were interpreted and discussed within the framework of the literature, and suggestions were made to field experts and researchers.

 The purpose of this study is to investigate the predictability of metacognition of emotion regulation and coping strategies in adolescents. The sample of the study consisted of a total of 551 students, of which 306 were girls 55.5 and 245 were boys 44.5, who were studying in high schools in Malatya in the 2021-2022 academic year. The research data were collected through the Metacognition Scale Child and Adolescent Form, Adolescent Emotion Regulation Questionnaire, Coping Scale for Children and Youth, and Personal Information Form. In the analysis of the research data, descriptive statistics, t-tests for independent groups, Pearson correlation analysis, and hierarchical regression analysis strategies are used. According to the results gained from the research, it was found that the level of predicting metacognition scores of the coping sub-dimensions was 8.5, contributing 6.6 to the total variance of metacognition explained, and this contribution was at a significant level. It has been reached that the level of predicting metacognition scores of emotion regulation sub-dimensions is 23.8, contributing 15.3 to the total variance of metacognition explained, and this contribution is at a significant level. The results obtained from the conclusion of the research were interpreted and discussed within the framework of the literature, and suggestions were made to field experts and researchers.

 Bu çalışmanın amacı, ergenlerde duygu düzenleme ile baş etme yöntemlerinin üst bilişleri yordayıcılığını araştırmaktır. Araştırmaya katılan çalışma grubunu, 2021-2022 eğitim-öğretim yılında Malatyadaki liselerde öğrenim gören, 306sı kız 55.5 ve 245i erkek 44.5 olan toplam 551 öğrenci oluşturmuştur. Araştırma verileri, Üst Biliş Ölçeği Çocuk ve Ergen Formu, Çocuk ve Ergenler İçin Baş etme Ölçeği Ergenler İçin Duygu Düzenleme Ölçeği ve Kişisel Bilgi Formu aracılığıyla toplanmıştır. Araştırma verilerinin analizinde tanımlayıcı istatistikler, bağımsız gruplar için t testi, Pearson korelasyon analizi ve hiyerarşik regresyon analizi kullanılmıştır. Araştırmanın sonuçlarına göre, baş etme alt boyutlarının üst biliş puanlarını yordama düzeyinin 8.5 olduğu, açıklanan üst biliş toplam varyansına 6.6lık bir katkı getirdiği ve bu katkının anlamlı düzeyde olduğu sonucuna ulaşılmıştır. Duygu düzenleme alt boyutlarının üst biliş puanlarını yordama düzeyinin ise 23.8 olduğu, açıklanan üst biliş toplam varyansına 15.3 lük bir katkı sağladığı ve bu katkının da anlamlı düzeyde olduğu sonucuna ulaşılmıştır. Araştırma sonucunda elde edilen sonuçlar, yorumlanmış ve alan yazın bağlamında tartışılarak alanda çalışan araştırmacılara ve uzmanlara öneriler sunulmuştur.

Makale detayları

THE PREDICTIVE ROLE OF EMOTION REGULATION AND COPING STRATEGIES ON METACOGNITION IN ADOLESCENTS

Yazarlar:

Hilal Dağdevran | Mehmet Ali Yıldız

Yayıncı:

Trakya University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 2, pp.735-747

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001317489

pISSN:

2630-6301

Metacognition

coping

emotion regulation

adolescentsÜst biliş

baş etme

duygu düzenleme

ergenler

Sayı

Makale detayları

Yazarlar: Hilal Dağdevran | Mehmet Ali Yıldız

Yayıncı: Trakya University

Ana Başlıklar: Okul Psikolojik Danışmanlığı

Dergi: Trakya Eğitim Dergisi Vol.14 Issue 2, pp.735-747

Belge Tipi: Makale

Yayın Tarihi: 5/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001317489

pISSN: 2630-6301

Sayı

Yazarlar:

Hilal Dağdevran | Mehmet Ali Yıldız

Yayıncı:

Trakya University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 2, pp.735-747

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001317489

pISSN:

2630-6301