Investigation of Relations between Emotion Regulation, Early Maladaptive Schemas, Cognitive Flexibility, and Rumination

Ayşegül Anayurt; İlhan Yalçın

doi:10.24106/kefdergi.818048

TR EN

Duygu Düzenleme ile Erken Dönem Uyumsuz Şemalar, Bilişsel Esneklik ve Ruminasyon Arasındaki İlişkilerin İncelenmesi

Abstract

Bu araştırmanın temel amacı; duygu düzenleme (bilişsel yeniden değerlendirme ve bastırma alt boyutları), erken dönem uyumsuz şemalar, bilişsel esneklik (alternatifler ve kontrol alt boyutları) ve ruminasyon (saplantılı ve derin düşünme alt boyutları) değişkenleri ile oluşturulan yapısal modelin geçerliğinin incelenmesidir. Araştırmanın çalışma grubunu; 454 (%63.2 kadın, %36.8 erkek) üniversite öğrencisi oluşturmaktadır. Modelin geçerliği yapısal eşitlik modellemesi analizi ile gerçekleştirilmiştir. Araştırmada veriler; Kişisel Bilgi Formu, Duygu Düzenleme Ölçeği, Young Şema Ölçeği Kısa Form-3, Bilişsel Esneklik Envanteri ve Ruminasyon Ölçeği Kısa Formu ile elde edilmiştir. Yapısal eşitlik modellemesi sonucunda; erken dönem uyumsuz şemaların bilişsel esnekliğin alt boyutlarını yordadığı, bilişsel esnekliğin alt boyutlarının ruminasyonun alt boyutlarını yordadığı, ruminasyonun saplantılı düşünme alt boyutunun duygu düzenlemenin alt boyutları olan bilişsel yeniden değerlendirme ve bastırmayı yordadığı, ruminasyonun alt boyutu olan derin düşünmenin ise bilişsel yeniden değerlendirmeyi yordadığı ancak bastırmayı yordamadığı sonucuna ulaşılmıştır. Bulgular erken dönem uyumsuz şemalar etkin hale geldiğinde; bilişsel esnek olma düzeyinin azaldığına, ruminatif düşüncelerin arttığına ve ruminatif düşüncelerin artmasının duyguların düzenlenememesine neden olabileceğine işaret etmektedir. Bireylerin; bilişsel esneklik düzeylerini arttırma, etkili duygu düzenleme stratejilerini kullanma ve ruminatif düşünceyle baş edebilmeleri amacıyla psikoeğitim programları geliştirilebilir.

Keywords

duygu düzenleme, erken dönem uyumsuz şemalar, bilişsel esneklik, ruminasyon

Investigation of Relations between Emotion Regulation, Early Maladaptive Schemas, Cognitive Flexibility, and Rumination

Abstract

Purpose: The main purpose of this study was to investigate the validity of the structural model that is composed of the emotion regulation, early maladaptive schemas, cognitive flexibility and rumination.
Design/Methodology/Approach: This study was carried out with 454 students (%63.2 female, %36.8 male). The data used in this study was adopted from Personal Information Form, Young Schema Questionnaire-Short Form 3, Emotion Regulation Questionnaire, Cognitive Flexibility Inventory and short form of Rumination Scale.
Findings: As a result of the structural equation modelling; the participants' early maladaptive schemas were significant predictors of cognitive flexibility's sub dimensions. Cognitive flexibility's sub dimensions predicted the rumination's sub dimensions, rumination's brooding sub dimension were found significant predictor of expressive suppression and cognitive reappraisal which are sub dimensions of emotion regulation and also rumination's reflection sub dimension predicted the cognitive reappraisal but not expressive suppression.
Highlights: When early maladaptive schemas are active, cognitive flexibility level decreases. Therefore, ruminative thoughts increase and these thoughts are unable to regulate emotions. Psychoeducation programs can be developed in order to increase cognitive flexibility levels, use effective emotion regulation strategies and cope with ruminative thinking.

Keywords

emotion regulation, early maladaptive schemas, cognitive flexility, rumination

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Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

Ayşegül Anayurt ^*
0000-0001-7826-942X
Türkiye

İlhan Yalçın
0000-0002-6407-9606
Türkiye

Publication Date

November 30, 2021

Submission Date

October 29, 2020

Acceptance Date

March 29, 2021

Published in Issue

Year 2021 Volume: 29 Number: 4

DOI

https://doi.org/10.24106/kefdergi.818048

IZ

https://izlik.org/JA38LB98ZN

APA

Anayurt, A., & Yalçın, İ. (2021). Investigation of Relations between Emotion Regulation, Early Maladaptive Schemas, Cognitive Flexibility, and Rumination. Kastamonu Education Journal, 29(4), 194-204. https://doi.org/10.24106/kefdergi.818048

AMA

1.Anayurt A, Yalçın İ. Investigation of Relations between Emotion Regulation, Early Maladaptive Schemas, Cognitive Flexibility, and Rumination. Kastamonu Education Journal. 2021;29(4):194-204. doi:10.24106/kefdergi.818048

Chicago

Anayurt, Ayşegül, and İlhan Yalçın. 2021. “Investigation of Relations Between Emotion Regulation, Early Maladaptive Schemas, Cognitive Flexibility, and Rumination”. Kastamonu Education Journal 29 (4): 194-204. https://doi.org/10.24106/kefdergi.818048.

EndNote

Anayurt A, Yalçın İ (November 1, 2021) Investigation of Relations between Emotion Regulation, Early Maladaptive Schemas, Cognitive Flexibility, and Rumination. Kastamonu Education Journal 29 4 194–204.

IEEE

[1]A. Anayurt and İ. Yalçın, “Investigation of Relations between Emotion Regulation, Early Maladaptive Schemas, Cognitive Flexibility, and Rumination”, Kastamonu Education Journal, vol. 29, no. 4, pp. 194–204, Nov. 2021, doi: 10.24106/kefdergi.818048.

ISNAD

Anayurt, Ayşegül - Yalçın, İlhan. “Investigation of Relations Between Emotion Regulation, Early Maladaptive Schemas, Cognitive Flexibility, and Rumination”. Kastamonu Education Journal 29/4 (November 1, 2021): 194-204. https://doi.org/10.24106/kefdergi.818048.

JAMA

1.Anayurt A, Yalçın İ. Investigation of Relations between Emotion Regulation, Early Maladaptive Schemas, Cognitive Flexibility, and Rumination. Kastamonu Education Journal. 2021;29:194–204.

MLA

Anayurt, Ayşegül, and İlhan Yalçın. “Investigation of Relations Between Emotion Regulation, Early Maladaptive Schemas, Cognitive Flexibility, and Rumination”. Kastamonu Education Journal, vol. 29, no. 4, Nov. 2021, pp. 194-0, doi:10.24106/kefdergi.818048.

Vancouver

1.Ayşegül Anayurt, İlhan Yalçın. Investigation of Relations between Emotion Regulation, Early Maladaptive Schemas, Cognitive Flexibility, and Rumination. Kastamonu Education Journal. 2021 Nov. 1;29(4):194-20. doi:10.24106/kefdergi.818048

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https://doi.org/10.18863/pgy.1540884

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