Predictors of Subjective Well-Being at School in Adolescents: Emotion Regulation, Coping, and Cognitive Flexibility

Abstract

The aim of this study is to examine how well emotion regulation, coping, and cognitive flexibility variables predict adolescents' subjective well-being at school. For this purpose, a correlational study was conducted. Participants in the study include 389 adolescents, 184 (47.3%) boys and 205 (52.7%) girls. The average age of the adolescents in the study group is 15.70. Brief Adolescents’ Subjective Well-Being in School Scale, Emotion Regulation Questionnaire, The Coping Strategies for Adolescents Scale, Cognitive Flexibility Scale, and Personal Information Form were used as data collection tools. The data obtained were analyzed through hierarchical regression analysis. It was concluded that the variables of emotion regulation, coping and cognitive flexibility significantly predicted subjective well-being at school. In the study, it was found that 43% (R² = .432, adjusted R² = .429; p < .01; F_2/386 = 146.51, p < .01) of the variance in subjective well-being at school was explained by emotion regulation, 15% (R² = .587, adjusted R² = .582; p < .01; F_5/383 = 108.90, p < .01) by coping, and 2% (R² = .600, adjusted R² = .594; p < .01; F_6/382 = 161.83, p < .01) by cognitive flexibility variables.

Keywords

• Subjective well-being at school
• Emotion regulation
• Coping
• Cognitive flexibility

Ergenlerde Okulda Öznel İyi Oluşun Yordayıcıları: Duygu Düzenleme, Başa Çıkma ve Bilişsel Esneklik

Abstract

Bu araştırmanın amacı, duygu düzenleme, başa çıkma ve bilişsel esneklik değişkenlerinin ergenlerin okulda öznel iyi oluş düzeylerini ne kadar yordadığının incelenmesidir. Bu amaç kapsamında araştırma ilişkisel tarama modeline dayalı yürütülmüştür. Araştırma grubu 184 (%47.3) erkek ve 205 (%52.7) kız olmak üzere toplam 389 ergenden oluşmuştur. Araştırma grubunda yer alan ergenlerin yaş ortalaması 15.70’tir. Veri toplama araçları olarak Ergenler İçin Kısa Okulda Öznel İyi Oluş Ölçeği, Duygu Düzenleme Ölçeği, Ergenler İçin Başa Çıkma Ölçeği, Bilişsel Esneklik Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Araştırmadan elde edilen veriler hiyerarşik regresyon analiz yöntemi ile analiz edilmiştir. Araştırmadan duygu düzenleme, başa çıkma ve bilişsel esneklik değişkenlerinin okulda öznel iyi oluşu anlamlı düzeyde yordadığı sonucuna ulaşılmıştır. Araştırmada okulda öznel iyi oluşun %43’ünü (R² = .432, düzenlenmiş R² = .429; p < .01; F_2/386 = 146.51, p < .01) duygu düzenleme, %15’ini (R² = .587, düzenlenmiş R² = .582; p < .01; F_5/383 = 108.90, p < .01) başa çıkma %2’sini (R² = .600, düzenlenmiş R² = .594; p < .01; F_6/382 = 161.83, p < .01) bilişsel esneklik değişkenlerinin açıkladığı bulunmuştur.

Keywords

• Okulda öznel iyi oluş
• Duygu düzenleme
• Başa çıkma
• Bilişsel esneklik

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