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Difficulties in Emotion Regulation and Communication Skills: The Mediating Role of Co-Rumination

Yıl 2023, Cilt: 13 Sayı: 70, 360 - 371, 30.09.2023
https://doi.org/10.17066/tpdrd.1268963.7

Öz

Teaching highly depends on good communication skills including emotional regulation. This study specifically examines the mediating role of co-rumination between emotional regulation and communication skills in an educational setting. Data was collected from 4128 (1387 females, 2741 males) teachers working in the Turkish Ministry of National Education. Structural equation modeling was used to evaluate the mediator role of co-rumination in the relation between difficulties in emotion regulation and communication skills. Difficulties in emotion regulation predicted lower level of communication skills, which was mediated by co-rumination. Contrary to predictions, co-rumination was found to be positively correlated with communication skills. Thus, difficulties in emotion regulation lead individuals to co-ruminate more, which in return seems to be a positive variable that contributes to overall communication skills. Therefore, it can be inferred that when teachers with higher emotion regulation difficulties start to co-ruminate more, which positively increases their communication skills.

Kaynakça

  • Arslan, G., & Coşkun, M. (2023). School belongingness in academically at-risk adolescents: Addressing psychosocial functioning and psychological well-being. Journal of Happiness and Health, 3(1), 1-13. https://doi.org/10.47602/johah.v3i1.9
  • Bambaeeroo, F. & Shokrpour, N. (2017). The impact of teachers’ non-verbal communication on success in teaching. Journal of Advances in Medical Education & Professionalism, 5(2), 51-59.
  • Bandalos, D. L. (2002). The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling. Structural Equation Modeling, 9(1), 78-102. https://doi.org/10.1207/S15328007SEM0901_5
  • Bardeen, J. R., Fergus, T. A., & Orcutt, H. K. (2012). An examination of the latent structure of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 34, 382–392. https://doi.org/10.1007/s10862-012-9280-y
  • Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173
  • Berkovich, I., & Eyal, O. (2018). Principals’ emotional support and teachers’ emotional reframing: The mediating role of principals’ supportive communication strategies. Psychology in the Schools, 55(7), 867-879. https://doi.org/10.1002/pits.22130
  • Yöndem, Z. D., & Bıçak, B. (2008). Öğretmen adaylarının öfke düzeyi ve öfke tarzları. Uluslararası İnsan Bilimleri Dergisi, 5(2), 1-15.
  • Boren, J. P. (2013). The relationships between co-rumination, social support, stress, and burnout among working adults. Management Communication Quarterly, 28(1), 3-25. https://doi.org/10.1177/0893318913509283
  • Bugay, A., & Baker, Ö. E. (2015). Eşli Ruminasyon Ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenirlik Çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(43), 106-114. https://dergipark.org.tr/en/pub/tpdrd/issue/21463/230069
  • Bugay-Sökmez, A., Manuoğlu, E., Coşkun, M., & Sümer, N. (2023). Predictors of rumination and co-rumination: the role of attachment dimensions, self-compassion and self-esteem. Current Psychology, 42(6), 4400-4411. https://doi.org/10.1007/s12144-021-01799-0
  • Byrne, B. M. (2010). Structural equation modeling with AMOS, basics concepts, applications, and programming (2nd edition). Routledge.
  • Calmes, C. A., & Roberts, J. E. (2008). Rumination in interpersonal relationships: Does co-rumination explain gender differences in emotional distress and relationship satisfaction among college students? Cognitive Therapy and Research, 32(4), 577-590. https://doi.org/10.1007/s10608-008-9200-3
  • D’Agostino, A., Covanti, S., Monti, M. R., & Starcevic, V. (2016). Emotion dysregulation: A review of the concept and implications for clinical practice. European Psychiatry, 33, 528-529. https://doi.org/10.1016/j.eurpsy.2016.01.1956
  • Duta, N., Panisoara, G., & Panisoara, I. O. (2015). The Effective Communication in Teaching. Diagnostic study regarding the academic learning motivation to students. Procedia-Social and Behavioral Sciences, 186, 1007-1012. https://doi.org/10.1016/j.sbspro.2015.04.064
  • Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of emotion‐related regulation with language skills, emotion knowledge, and academic outcomes. New Directions for Child and Adolescent Development, 109, 109-118. https://doi.org/10.1002/cd.143
  • Erigüç, G. & Köse, S.D. (2013). Evaluation of emotional ıntelligence and communication skills of health care manager candidates: A structural equation modeling. International Journal of Business and Social Science, 4 (13), 116-223.
  • Fenlason, K. J., & Beehr, T. A. (1994). Social support and occupational stress: Effects of talking to others. Journal of Organizational Behavior, 15(2), 157-175. https://doi.org/10.1002/job.4030150205
  • Fairchild, A. J, & McDaniel, H. L. (2017). Best (but oft-forgotten) practices: mediation analysis. American Journal of Clinical Nutrition, 105 (6), 1259–1271.
  • Fried, L. (2011). Teaching teachers about emotion regulation in the classroom. Australian Journal of Teacher Education, 36(3), 117-127. https://search.informit.org/doi/10.3316/aeipt.187206
  • Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94
  • Haggard, D. L., Robert, C., & Rose, A. J. (2011). Co-rumination in the workplace: Adjustment trade-offs for men and women who engage in excessive discussions of workplace problems. Journal of Business and Psychology, 26, 27-40. https://doi.org/10.1007/s10869-010-9169-2
  • Hallion, L. S, Steinman, S. A., Tolin, D. F. & Diefenbach, G. J. (2018). Psychometric properties of the Difficulties in Emotion Regulation Scale (DERS) and its short forms in adults with emotional disorders. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00539
  • Heydarian, S. M. T., Amiri, M., & Jani, H. T. (2018). The effectiveness of self-control and communication skills on emotional regulation, perceived pain severity and selfcare behaviors in diabetic neuropathy. Journal of Fundamentals of Mental Health, 20(6), 439-453.
  • Hoffmann, J. D., Brackett, M. A., Bailey, C. S., & Willner, C. J. (2020). Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning. Emotion, 20(1), 105-109. https://doi.org/10.1037/emo0000649
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • Keshishian, A.C., Watkins, M.A., & Otto, M.W. (2016). Clicking away at co-rumination: co-rumination correlates across different modalities of communication. Cognitive Behaviour Therapy, 45 (6), 473-8. https://doi.org/10.1080/16506073.2016.1201848
  • Kısaç, İ. (2002). Öğretmen öğrenci iletişimi (Edt.Emin Karip). İstanbul: Pegem Yayıncılık.
  • Korkut-Owen, F. & Bugay, A. (2014). İletişim Becerileri Ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 51-64.
  • Latina, D., Giannotta, F., & Rabaglietti, E. (2015). Do friends' co-rumination and communication with parents prevent depressed adolescents from self-harm?. Journal of Applied Developmental Psychology, 41, 120-128. https://doi.org/10.1016/j.appdev.2015.10.001
  • Maes, J. D., Weldy, T. G., & Icenogle, M. L. (1997). A managerial perspective: Oral communication competency is most important for business students in the workplace. Journal of Business Communication, 34(1), 67-80.
  • Mazer, J. P. (2013). Associations among teacher communication behaviors, student interest, and engagement: A validity test. Communication Education, 62(1), 86-96. https://doi.org/10.1080/03634523.2012.731513
  • McMain, S., Korman, L. M., & Dimeff, L. (2001). Dialectical behavior therapy and the treatment of emotion dysregulation. Journal of Clinical Psychology, 57(2), 183-196. https://doi.org/10.1002/1097-4679(200102)57:2%3C183::AID-JCLP5%3E3.0.CO;2-Y
  • Morrish, L., Rickard, N., Chin, T. C., & Vella-Brodrick, D. A. (2018). Emotion regulation in adolescent well-being and positive education. Journal of Happiness Studies, 19, 1543-1564. https://doi.org/10.1007/s10902-017-9881-y
  • Muehlbacher, F., Hagenauer, G., & Keller, M. M. (2022, February). Teachers’ emotion regulation in the team-taught classroom: insights into teachers’ perspectives on how to regulate and communicate emotions with regard to the team-teaching partner. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.787224
  • Ocak Karabay, S. (2019). Emotion regulation, teaching beliefs and child–teacher relationships from the perspectives of pre-school teachers. Education, 47(1), 101-115. https://doi.org/10.1080/03004279.2017.1405057
  • Ozkaral, T.C., & Uştu, H. (2019). Examination of the relationship between teacher candidates’ emotional intelligence and communication skills. Journal of Education and Learning,8(5), 232-240.
  • Pallini, S., Vecchio, G. M., Baiocco, R., Schneider, B. H., & Laghi, F. (2018). Student-Teacher Relationships and Attention Problems in School-Aged Children: The Mediating Role of Emotion Regulation. School Mental Health, 1-12. https://doi.org/10.1007/s12310-018-9286-z
  • Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments and Computers, 36, 717–731. https://doi.org/10.3758/BF03206553
  • Prefit, A. B., & Szentagotai-Tătar, A. (2018). Depression and disordered eating behaviors: The role of emotion regulation difficulties. Journal of Evidence-Based Psychotherapies, 18(1), 95-106.
  • Rose, A. J. (2002). Co–rumination in the friendships of girls and boys. Child Development, 73(6), 1830-1843. https://doi.org/10.1111/1467-8624.00509
  • Rose, A. J., Carlson, W., & Waller, E. M. (2007). Prospective associations of co-rumination with friendship and emotional adjustment: considering the socioemotional trade-offs of co-rumination. Developmental Psychology, 43(4), 1019-1031. https://doi.org/10.1037/0012-1649.43.4.1019
  • Rose, A. J., Glick, G. C., Smith, R. L., Schwartz-Mette, R. A., & Borowski, S. K. (2017). Co-rumination exacerbates stress generation among adolescents with depressive symptoms. Journal of Abnormal Child Psychology, 45(5), 985-995. https://doi.org/10.1007/s10802-016-0205-1
  • Rugancı, R. N., & Gençöz, T. (2010). Psychometric properties of a Turkish version of the Difficulties in Emotion Regulation Scale. Journal of Clinical Psychology, 66(4), 442-455. https://doi.org/10.1002/jclp.20665
  • Satorra, A., & Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. von Eye & C.C. Clogg (Eds.), Latent variable analysis: applications to developmental research. (pp.399-419). Newbury Park: Sage.
  • Starr, L. R., & Davila, J. (2009). Clarifying co-rumination: Associations with internalizing symptoms and romantic involvement among adolescent girls. Journal of Adolescence, 32(1), 19-37. https://doi.org/10.1016/j.adolescence.2007.12.005
  • Stone, L. B., Hankin, B. L., Gibb, B. E., & Abela, J. R. (2011). Co-rumination predicts the onset of depressive disorders during adolescence. Journal of Abnormal Psychology, 120(3), 752-757. https://doi.org/10.1037/a0023384
  • Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teachers' emotion regulation and classroom management. Theory into Practice, 48(2), 130-137. https://doi.org/10.1080/00405840902776418
  • Tudder, A., Wilkinson, M., Gresham, A. M., & Peters, B. J. (2023). The intrapersonal and interpersonal consequences of a new experimental manipulation of co-rumination. Emotion, 23(4), 1190–1201. https://doi.org/10.1037/emo0001151
  • Tuluhan, S.M., & Yalcinkaya, M. (2018). The effect of communication skills training program on teachers' communication skills, emotional intelligence and loneliness levels. Revista de Cercetare si Interventie Sociala, 62, 151-172.
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Yıl 2023, Cilt: 13 Sayı: 70, 360 - 371, 30.09.2023
https://doi.org/10.17066/tpdrd.1268963.7

Öz

Kaynakça

  • Arslan, G., & Coşkun, M. (2023). School belongingness in academically at-risk adolescents: Addressing psychosocial functioning and psychological well-being. Journal of Happiness and Health, 3(1), 1-13. https://doi.org/10.47602/johah.v3i1.9
  • Bambaeeroo, F. & Shokrpour, N. (2017). The impact of teachers’ non-verbal communication on success in teaching. Journal of Advances in Medical Education & Professionalism, 5(2), 51-59.
  • Bandalos, D. L. (2002). The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling. Structural Equation Modeling, 9(1), 78-102. https://doi.org/10.1207/S15328007SEM0901_5
  • Bardeen, J. R., Fergus, T. A., & Orcutt, H. K. (2012). An examination of the latent structure of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 34, 382–392. https://doi.org/10.1007/s10862-012-9280-y
  • Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173
  • Berkovich, I., & Eyal, O. (2018). Principals’ emotional support and teachers’ emotional reframing: The mediating role of principals’ supportive communication strategies. Psychology in the Schools, 55(7), 867-879. https://doi.org/10.1002/pits.22130
  • Yöndem, Z. D., & Bıçak, B. (2008). Öğretmen adaylarının öfke düzeyi ve öfke tarzları. Uluslararası İnsan Bilimleri Dergisi, 5(2), 1-15.
  • Boren, J. P. (2013). The relationships between co-rumination, social support, stress, and burnout among working adults. Management Communication Quarterly, 28(1), 3-25. https://doi.org/10.1177/0893318913509283
  • Bugay, A., & Baker, Ö. E. (2015). Eşli Ruminasyon Ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenirlik Çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(43), 106-114. https://dergipark.org.tr/en/pub/tpdrd/issue/21463/230069
  • Bugay-Sökmez, A., Manuoğlu, E., Coşkun, M., & Sümer, N. (2023). Predictors of rumination and co-rumination: the role of attachment dimensions, self-compassion and self-esteem. Current Psychology, 42(6), 4400-4411. https://doi.org/10.1007/s12144-021-01799-0
  • Byrne, B. M. (2010). Structural equation modeling with AMOS, basics concepts, applications, and programming (2nd edition). Routledge.
  • Calmes, C. A., & Roberts, J. E. (2008). Rumination in interpersonal relationships: Does co-rumination explain gender differences in emotional distress and relationship satisfaction among college students? Cognitive Therapy and Research, 32(4), 577-590. https://doi.org/10.1007/s10608-008-9200-3
  • D’Agostino, A., Covanti, S., Monti, M. R., & Starcevic, V. (2016). Emotion dysregulation: A review of the concept and implications for clinical practice. European Psychiatry, 33, 528-529. https://doi.org/10.1016/j.eurpsy.2016.01.1956
  • Duta, N., Panisoara, G., & Panisoara, I. O. (2015). The Effective Communication in Teaching. Diagnostic study regarding the academic learning motivation to students. Procedia-Social and Behavioral Sciences, 186, 1007-1012. https://doi.org/10.1016/j.sbspro.2015.04.064
  • Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of emotion‐related regulation with language skills, emotion knowledge, and academic outcomes. New Directions for Child and Adolescent Development, 109, 109-118. https://doi.org/10.1002/cd.143
  • Erigüç, G. & Köse, S.D. (2013). Evaluation of emotional ıntelligence and communication skills of health care manager candidates: A structural equation modeling. International Journal of Business and Social Science, 4 (13), 116-223.
  • Fenlason, K. J., & Beehr, T. A. (1994). Social support and occupational stress: Effects of talking to others. Journal of Organizational Behavior, 15(2), 157-175. https://doi.org/10.1002/job.4030150205
  • Fairchild, A. J, & McDaniel, H. L. (2017). Best (but oft-forgotten) practices: mediation analysis. American Journal of Clinical Nutrition, 105 (6), 1259–1271.
  • Fried, L. (2011). Teaching teachers about emotion regulation in the classroom. Australian Journal of Teacher Education, 36(3), 117-127. https://search.informit.org/doi/10.3316/aeipt.187206
  • Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94
  • Haggard, D. L., Robert, C., & Rose, A. J. (2011). Co-rumination in the workplace: Adjustment trade-offs for men and women who engage in excessive discussions of workplace problems. Journal of Business and Psychology, 26, 27-40. https://doi.org/10.1007/s10869-010-9169-2
  • Hallion, L. S, Steinman, S. A., Tolin, D. F. & Diefenbach, G. J. (2018). Psychometric properties of the Difficulties in Emotion Regulation Scale (DERS) and its short forms in adults with emotional disorders. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00539
  • Heydarian, S. M. T., Amiri, M., & Jani, H. T. (2018). The effectiveness of self-control and communication skills on emotional regulation, perceived pain severity and selfcare behaviors in diabetic neuropathy. Journal of Fundamentals of Mental Health, 20(6), 439-453.
  • Hoffmann, J. D., Brackett, M. A., Bailey, C. S., & Willner, C. J. (2020). Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning. Emotion, 20(1), 105-109. https://doi.org/10.1037/emo0000649
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • Keshishian, A.C., Watkins, M.A., & Otto, M.W. (2016). Clicking away at co-rumination: co-rumination correlates across different modalities of communication. Cognitive Behaviour Therapy, 45 (6), 473-8. https://doi.org/10.1080/16506073.2016.1201848
  • Kısaç, İ. (2002). Öğretmen öğrenci iletişimi (Edt.Emin Karip). İstanbul: Pegem Yayıncılık.
  • Korkut-Owen, F. & Bugay, A. (2014). İletişim Becerileri Ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 51-64.
  • Latina, D., Giannotta, F., & Rabaglietti, E. (2015). Do friends' co-rumination and communication with parents prevent depressed adolescents from self-harm?. Journal of Applied Developmental Psychology, 41, 120-128. https://doi.org/10.1016/j.appdev.2015.10.001
  • Maes, J. D., Weldy, T. G., & Icenogle, M. L. (1997). A managerial perspective: Oral communication competency is most important for business students in the workplace. Journal of Business Communication, 34(1), 67-80.
  • Mazer, J. P. (2013). Associations among teacher communication behaviors, student interest, and engagement: A validity test. Communication Education, 62(1), 86-96. https://doi.org/10.1080/03634523.2012.731513
  • McMain, S., Korman, L. M., & Dimeff, L. (2001). Dialectical behavior therapy and the treatment of emotion dysregulation. Journal of Clinical Psychology, 57(2), 183-196. https://doi.org/10.1002/1097-4679(200102)57:2%3C183::AID-JCLP5%3E3.0.CO;2-Y
  • Morrish, L., Rickard, N., Chin, T. C., & Vella-Brodrick, D. A. (2018). Emotion regulation in adolescent well-being and positive education. Journal of Happiness Studies, 19, 1543-1564. https://doi.org/10.1007/s10902-017-9881-y
  • Muehlbacher, F., Hagenauer, G., & Keller, M. M. (2022, February). Teachers’ emotion regulation in the team-taught classroom: insights into teachers’ perspectives on how to regulate and communicate emotions with regard to the team-teaching partner. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.787224
  • Ocak Karabay, S. (2019). Emotion regulation, teaching beliefs and child–teacher relationships from the perspectives of pre-school teachers. Education, 47(1), 101-115. https://doi.org/10.1080/03004279.2017.1405057
  • Ozkaral, T.C., & Uştu, H. (2019). Examination of the relationship between teacher candidates’ emotional intelligence and communication skills. Journal of Education and Learning,8(5), 232-240.
  • Pallini, S., Vecchio, G. M., Baiocco, R., Schneider, B. H., & Laghi, F. (2018). Student-Teacher Relationships and Attention Problems in School-Aged Children: The Mediating Role of Emotion Regulation. School Mental Health, 1-12. https://doi.org/10.1007/s12310-018-9286-z
  • Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments and Computers, 36, 717–731. https://doi.org/10.3758/BF03206553
  • Prefit, A. B., & Szentagotai-Tătar, A. (2018). Depression and disordered eating behaviors: The role of emotion regulation difficulties. Journal of Evidence-Based Psychotherapies, 18(1), 95-106.
  • Rose, A. J. (2002). Co–rumination in the friendships of girls and boys. Child Development, 73(6), 1830-1843. https://doi.org/10.1111/1467-8624.00509
  • Rose, A. J., Carlson, W., & Waller, E. M. (2007). Prospective associations of co-rumination with friendship and emotional adjustment: considering the socioemotional trade-offs of co-rumination. Developmental Psychology, 43(4), 1019-1031. https://doi.org/10.1037/0012-1649.43.4.1019
  • Rose, A. J., Glick, G. C., Smith, R. L., Schwartz-Mette, R. A., & Borowski, S. K. (2017). Co-rumination exacerbates stress generation among adolescents with depressive symptoms. Journal of Abnormal Child Psychology, 45(5), 985-995. https://doi.org/10.1007/s10802-016-0205-1
  • Rugancı, R. N., & Gençöz, T. (2010). Psychometric properties of a Turkish version of the Difficulties in Emotion Regulation Scale. Journal of Clinical Psychology, 66(4), 442-455. https://doi.org/10.1002/jclp.20665
  • Satorra, A., & Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. von Eye & C.C. Clogg (Eds.), Latent variable analysis: applications to developmental research. (pp.399-419). Newbury Park: Sage.
  • Starr, L. R., & Davila, J. (2009). Clarifying co-rumination: Associations with internalizing symptoms and romantic involvement among adolescent girls. Journal of Adolescence, 32(1), 19-37. https://doi.org/10.1016/j.adolescence.2007.12.005
  • Stone, L. B., Hankin, B. L., Gibb, B. E., & Abela, J. R. (2011). Co-rumination predicts the onset of depressive disorders during adolescence. Journal of Abnormal Psychology, 120(3), 752-757. https://doi.org/10.1037/a0023384
  • Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teachers' emotion regulation and classroom management. Theory into Practice, 48(2), 130-137. https://doi.org/10.1080/00405840902776418
  • Tudder, A., Wilkinson, M., Gresham, A. M., & Peters, B. J. (2023). The intrapersonal and interpersonal consequences of a new experimental manipulation of co-rumination. Emotion, 23(4), 1190–1201. https://doi.org/10.1037/emo0001151
  • Tuluhan, S.M., & Yalcinkaya, M. (2018). The effect of communication skills training program on teachers' communication skills, emotional intelligence and loneliness levels. Revista de Cercetare si Interventie Sociala, 62, 151-172.
  • Tutkun, Ö. F. (2015). Prospective teacher’s communication skills level: Intellectual, emotional and behavioral competencies. TheAnthropologist, 19 (3), 665-672.https://doi.org/10.1080/09720073.2015.11891701
  • Watkins, E. R. (2016). Rumination-focused cognitive –behavioral therapy. The Guilford Press.
  • Weaver, J. R., & Bosson, J. K. (2011). I feel like I know you: Sharing negative attitudes of others promotes feelings of familiarity. Personality and Social Psychology Bulletin, 37(4), 481-491. https://doi.org/10.1177/0146167211398364
  • Witt, P. L., Wheeless, L. R., & Allen, M. (2004). A meta‐analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71(2), 184-207. https://doi.org/10.1080/036452042000228054
  • Williams, W. C., Morelli, S. A., Ong, D. C., & Zaki, J. (2018). Interpersonal emotion regulation: Implications for affiliation, perceived support, relationships, and well-being. Journal of Personality and Social Psychology, 115(2), 224–254. https://doi.org/10.1037/pspi0000132
  • Wimmer, L., von Stockhausen, L., & Bellingrath, S. (2019). Improving emotion regulation and mood in teacher trainees: Effectiveness of two mindfulness trainings. Brain and Behavior, 9(9), e01390. https://doi.org/10.1002/brb3.1390
  • Yin, H. (2016). Knife-like mouth and tofu-like heart: Emotion regulation by Chinese teachers in classroom teaching. Social Psychology of Education, 19(1), 1-22. https://doi.org/10.1007/s11218-015-9319-5
  • Yoo, S. H., Matsumoto, D., & LeRoux, J. A. (2006). The influence of emotion recognition and emotion regulation on intercultural adjustment. International Journal of Intercultural Relations, 30(3), 345-363. https://doi.org/10.1016/j.ijintrel.2005.08.006
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Okul Psikolojik Danışmanlığı
Bölüm Makaleler
Yazarlar

Aslı Bugay Sökmez 0000-0001-5832-9042

Muhammet Coşkun 0000-0001-6556-6783

Ayşe Irkörücü Küçük 0000-0003-2574-3137

Rakel Delevi 0000-0002-3145-2654

Yayımlanma Tarihi 30 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 70

Kaynak Göster

APA Bugay Sökmez, A., Coşkun, M., Irkörücü Küçük, A., Delevi, R. (2023). Difficulties in Emotion Regulation and Communication Skills: The Mediating Role of Co-Rumination. Turkish Psychological Counseling and Guidance Journal, 13(70), 360-371. https://doi.org/10.17066/tpdrd.1268963.7

!! From 30 November 2023, English language proofreading will be required for accepted articles to ensure language quality.