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Positive Coping with Anger of Adolescents: The Role of Peer Pressure, Friend Attachment, Perceived Social Support and Gender

Year 2019, Volume: 15 Issue: 3, 647 - 661, 29.12.2019
https://doi.org/10.17860/mersinefd.638973

Abstract

The aim of this study is to reveal the relationship between adolescents' positive expression of anger at school and peer pressure, friends attachment, perceived social support and gender. For this purpose, data were collected from 544 high school students (326 female, 218 male).The mean age of these adolescents was 16.10 (sd: .90).Multidimensional School Anger Inventory, Friend Attachment Scale, Peer Pressure Scale and Demographic Information Form were used as data collection tools. According to the findings of the study, there was a positive relationship between peer pressure scores and peer pressure scores and peer commitment scores, while peer pressure scores were negatively correlated with peer pressure scores. On the other hand peer pressure, perceived social support, friendship and gender predictingpositively expression of anger at school scores. In addition, it was seen that male adolescents expressed their anger more positively in school than female students.Finally, it was concluded that perceived social support was an important factor in the positive expression of anger among adolescents.The findings were discussed, interpreted and suggested in the light of the literature.

References

  • Armsden, G. C.,ve Greenberg, M. T. (1987). The inventory of parent and peer attachment: Individual differences and their relationships to psychological well-being in adolescence. Journal of Youth and Adolescence, 16 (5). 427-454. doi: 10.1007/BF02202939
  • Avci, R. , and Çelikkaleli, Ö . (2016). Peer victimization, trait anger and alienation as predictors of violence tendency in adolescents. Journal of Educational Sciences Research 6 (2): 151–167.10.12973/jesr
  • Avci, R.,ve Gucray, S. S. (2013). The relationships among interparental conflict, peer, media effects and the violence behaviour of adolescents: The mediator role of attitudes towards violence. Educational Sciences: Theory and Practice, 13(4), 2005-2015.
  • Boman, P. (2003). Gender differences in school anger, International Education Journal, 4 (2), 71-77
  • Blakemore, S.-J., ve Mills, K. L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65(1), 187–207. doi: 10.1146/annurev-psych-010213-115202
  • Bee H, Boyd D. (2009). The developing child. Çocuk gelişim psikolojisi. Gündüz O. (Çeviri), İstanbul, Kaknüs Yayınları,
  • Canbuldu, S. (2006). Çok boyutlu okul öfke envanterinin türkçe’ye uyarlama çalışması. (Yayınlanmamış yüksek lisans tezi). Mersin Üniversitesi Sosyal Bilimler Enstitüsü: Mersin
  • Chappell, N. L., & Funk, L. M. (2011). Social support, caregiving, and aging. Canadian Journal on Aging, 30(3. doi:10.1017/S0714980811000316
  • Civitçi, N. (2011), School alienation and perceived social support as predictors of school anger in high school students, İlköğretim Online, 10(3), 861-871
  • Cobb S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38(5), 300–314. http://dx.doi.org/10.1097/00006842-197609000-00003
  • Cohen S, Gottlieb BH, Underwood LG (2000) Social relationships and health. In: Cohen S, Underwood LG, Gottlieb BH, (Eds.). Social support measurement and intervention: A guide for health and social scientists. New York, NY: Oxford University Press.
  • Cohen S, ve Wills TA (1985) Stress, social support, and the buffering hypothesis. Psychological bulletin, 98: 310 - 357. PMID: 3901065
  • Coyne, J.C. ve Downey G (1991) Social factors and psychopathology: stress, social support, and coping processes. Annual Review Psychology, 42. 401-425. https://doi.org/10.1146/annurev.ps.42.020191.002153
  • De Guzman, M.R.T (2009). Peer pressure: an overview. In L. Savage (Eds.) Peer Pressure. 11-20. Detroit: Gale and Greenhaven Press.
  • Demir, S. ve Kaya, A. (2008) The effect of group guidance program on the social acceptance levels and sociometric status of adolescents, Elementary Education Online, 7(1), 127-140
  • Eisenberg, N., Fabes, R. A., Murphy, B., Maszk, R, Smith, M., & Karbon, M. (1995). The role of emotionality and regulation in children's social functioning: A longitudinal study. Child Development, 66, 1360-1384. https://doi.org/10.1111/j.1467-8624.1995.tb00940.x
  • Elliot, C.H. ve Smith, L.L (2017). Öfke kontrolü (Kişisel gelişim), Sumru Dilan (Çeviren) Üçüncü, Ankara, Nobel Akademi.
  • Erdur-Baker, Ö., Özgülük, S.B, Turan, N. ve Danışık, N.D (2009), Ergenlerde görülen psikolojik belirtilerin yordayıcıları olarak ruminasyon ve öfke/ öfke ifade tarzları, Türk Psikolojik Danışma ve Rehberlik Dergisi, 4 (32), 43-53.
  • Evren, C., Bozkurt, M., Çiftçi Demirci, A., Evren, B., Can, Y. ve Umut, G. (2015). Gender differences according to psychological and behavioral variables among 10th grade students in Istanbul. Anadolu Psikiyatri Dergisi. 16. 77-84
  • Feindler, E.L ve Engel, C.E. (2011). Assessment and intervention for adolescents with anger and agression diffuculties in school settings. Psychology in the Schools, 48 (3); 243-253. https://doi.org/10.1002/pits.20550
  • Fryxell, D. Smith, D.C, (2000). Personal, social and family characteristics of angry students. Professional School Counseling, 4 (2), 86-94.
  • Ghanizadeh, A. (2008). Gender difference of school anger dimensions and its prediction for suicidal behavior in adolescents, International Journal of Clinical and Health Psychology, 8 (2), 525-535.
  • Goel, R. ve Malik, A. (2017), Risk taking and peer pressure in adolescents: A correlational study. Indian Journal of Health and Well-being. 8 (12). 1528-1532.
  • Gottlieb, B. H., ve Bergen, A. E. (2010). Social support concepts and measures. Journal of Psychosomatic Research, 69(5), doi:10.1016
  • Griskevicius, V. Cialdini, R.B ve Goldstein, N.J. (2009). Peer pressure can be used positively to change behavior. In L. Savage (Eds.) Peer Pressure. 48-58. Detroit: Gale and Greenhaven Press.
  • Gündüz, B. ve Çelikkaleli, Ö. (2009). Ergen saldırganlığında akademik yetkinlik inancı, akran baskısı ve sürekli kaygının rolü, İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10 (2), 19-38.
  • Hagell, A., Peck, S.C. ve Zarrett, N. (2014). Trends in parenting: can they help explain time trends in problem behaviour?. (75-93). In Hagel, A. (Eds.). Changing adolescence; Social trends and mental health. Bristol: The Policy Press
  • HernawatiL., Rahayu, E. ve Soejowinoto, P. (2015). The predictors of indonesian senior high school students’ anger at school, Journal of Education and Practice.6 (23), 108-119. Eric Number: EJ1079035
  • Hortaçsu, N., Oral, A., ve Yasak-Gültekin, Y. (1991). Factors affecting relationships of turkish adolescents with parents and same-sexfriends. The Journal of Social Psychology, 131(3), 413-426.
  • Kanoğlu, E. (2008). Lise öğrencilerinin öfke düzeyleri ve öfke ifadelerinin incelenmesi, (Yayımlanmamış yüksek lisans tezi), Haliç Üniversitesi, İstanbul.
  • Karasar, N. (2014). Bilimsel araştırma yöntemi (26.baskı). Ankara: Nobel Yayıncılık
  • Kıran, B. (2002). Akran baskısı düzeyi farklı olan öğrencilerin risk alma, sigara içme davranışı ve okul başarılarının incelenmesi. (Yayınlanmamış doktora tezi), Gazi Üniversitesi. Ankara.
  • Löker, Ö. (1999). Differential Effects of Parentand Peer Attachment on Social and Emotional Loneliness Among Adolescents. (Yayınlanmamıs yüksek lisans tezi), Ortadoğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Maxwell, K.A (2002). Friends: The role of peer ınfluence across adolescent risk behaviors, Journal of Youth and Adolescence, 31(4), 267–277. http://dx.doi.org/10.1023/A:1015493316865
  • Philips-Hershey, E. ve Kanagy, B. (1996). Teaching students to manage personal anger constructively. Elementary School Guidance & Counseling, 30, (3), 229-234.
  • Saçar, A. (2007). İlköğretim sekizinci sınıf öğrencilerinin öfke tepkisiyle arkadaş bağlılığının incelenmesi, (Yayımlanmamış yüksek lisans tezi), Çukurova Üniversitesi, Adana
  • Santor, D. A., D. Messervey, A.D. & Kusumakar, V. (2000). Measuring peer pressure, popularity, and conformity in adolescent boys and girls: predicting school performance, sexual attitudes, and substance abuse, Journal of Youth and Adolescence, 29 (2), 163-182.
  • Santrock, J.W. (2014). Adolescence (Fifteenth edition). Newyork: McGraw-Hill Education.
  • Schaefer C., Coyne, J.C. & Lazarus R. S. (1981) The health-related functions of social support, Journal of Behavioral Medicine, 4 (4), 381-406.
  • Shilts, L.(1991). The relationship of early adolescent substance use to extracurricular activities, peer influence, and personal attitudes, Adolescence, 26 (103), 613-617.
  • Smith, H. ve Thomas S.P. (2000), Violent and nonviolent girls: contrasting perceptions of anger experiences, school, and relationships. Issues in Mental Health Nursing, 21. 547-575.
  • Smith, D. C., ve Furlong, M. J. (1994). Correlates of anger, hostility, and aggression in children and adolescents. In M. J. Furlong ve D. C. Smith (Eds.), Anger, hostility, and aggression: Assessment, prevention, and intervention strategies for youth. 15-38. New York: John Wiley
  • Smith, D. C., Furlong, M. J. ve Boman, P. (2006). Assessinganger and hostility in school settings. In Shane R.Jimerson ve Michael J. Furlong (Eds.) Handbook of School Violence And School Safety: From Research to Practice, 135-146
  • Smith, D. C., Furlong, M. E., Bates, M., ve Laughlin, J. (1998). Development of the multidimensional school anger inventory for males. Psychology in the Schools, 35, 1-15 https://doi.org/10.1002/1520-6807
  • Spielberger, C. D. (1988). State–Trait anger expression inventory: Psychological assessment resources. Odessa, Research edition.
  • Spielberger, C. D., Johnson, E. H., Russell, S. F., ve Crane, R. J. (1985). The experience and expression of anger. Construction and validation of an anger expression scale. In M. A. Chesney ve R. H. Rosenman (Eds.), Anger and hostility in cardiovascular and behavioral disorders .5–30. Washington, DC: Hemisphere.
  • Tarshis, P.T, (2010). Living with Peer Pressure and Bullying, New York: Maple-Vail Book Manufacturing Group
  • Taylor J.L ve Novaco, R.W. (2005). Anger treatment for people with developmental disabilities: A theory, evidence and manual based approach. West Sussex, England, John Wiley & Sons Ltd
  • Thoits P. (1985). Social support and psychological well-being: theoretical possibilities. In: Sarason IG, Sarason BR, eds. Social support: theory, research and applications. 51-72. Dordrecht, Netherlands: Martinus Nijhoff Publishers.
  • Torestad, B. (1990). What is anger provoking? A psychophysical study of percevied causes of anger. Agressive Behavior, 16. 9 -26. https://doi.org/10.1002/1098-2337
  • Uchino, B. N. (2009). Understanding the links between social support and physical health: A life-span perspective with emphasis on the separability of perceived and received support. Perspectives on Psychological Science, 4(3), 236- 255. doi:10.1111/ j.1745-6924.2009.01122.x
  • Uchino BN, Cacioppo, J.T & Kiecolt-Glaser, J.K. (1996) The relationship between social support and physiological processes: a review with emphasis on underlying mechanisms and implications for health. Psychological Bulletin. 119 (3)., 488–531
  • Vanderdrift, L.E., Lehmiller, J.J. & Kelly, J.R. (2012), Commitment in friends with benefits relationships: Implications for relational and safe-sex outcomes, Personal Relationships, 19. 1-13. doi: 10.1111/j.1475-6811.2010.01324.x
  • Zimet G, Dahlem N, Zimet S & Farley G (1988), The multidimensional scale of perceived social support. Journal of Personality Assessement. 52. 30–41 doi.org/10.1207/s15327752jpa5201_2

Ergenlerde Öfkeyle Olumlu Baş Etme: Akran Baskısı, Arkadaş Bağlılığı, Algılanan Sosyal Destek ve Cinsiyetin Rolü

Year 2019, Volume: 15 Issue: 3, 647 - 661, 29.12.2019
https://doi.org/10.17860/mersinefd.638973

Abstract

Bu
araştırmanın amacı ergenlerin okulda öfkelerini olumlu ifade biçimi ile akran
baskısı, arkadaş bağlılığı, algılanan sosyal destek ve cinsiyetleri arasındaki
ilişkileri ortaya koymaktır. Bu amaçla, 544 lise öğrencisinden veri toplamıştır
( 326 kız, 218 erkek). Bu ergenlerin yaşlarının ortalaması 16.10 (sd: .90)
olarak elde edilmiştir. Araştırmada veri toplama araçları olarak,
Çok Boyutlu Okul Öfke Envanteri, Arkadaş Bağlılık Ölçeği, Akran Baskısı Ölçeği ve Demografik Bilgi
Formu kullanılmıştır. Araştırma sonucundaki bulgulara göre,
okulda öfkeyi ifade etme biçimi puanları ile
akran baskısı puanları ve arkadaş bağlılığı puanları arasında pozitif yönde
anlamlı ilişkiler elde edilmişken, akran baskısı puanları ile arkadaş bağlılığı
puanları arasında negatif yönde anlamlı bir ilişki bulunmaktadır. Diğer
taraftan, akran baskısı, algılanan sosyal destek, arkadaş bağlılığı ve
cinsiyetin okulda öfkeyi olumlu biçimde ifade etme puanlarını anlamlı bir
biçimde yordadığı görülmüştür. Ayrıca, erkek ergenlerin okulda öfkelerini kız
öğrencilere göre daha olumlu ifade ettikleri görülmüştür. Son olarak da
algılanan sosyal desteğin ergenlerin öfkelerini olumlu ifade etmelerinde önemli
bir faktör olduğu bulgusuna ulaşılmıştır. Elde edilen bulgular literatür
ışığında tartışılmış, yorumlanmış ve önerilerde bulunulmuştur.

References

  • Armsden, G. C.,ve Greenberg, M. T. (1987). The inventory of parent and peer attachment: Individual differences and their relationships to psychological well-being in adolescence. Journal of Youth and Adolescence, 16 (5). 427-454. doi: 10.1007/BF02202939
  • Avci, R. , and Çelikkaleli, Ö . (2016). Peer victimization, trait anger and alienation as predictors of violence tendency in adolescents. Journal of Educational Sciences Research 6 (2): 151–167.10.12973/jesr
  • Avci, R.,ve Gucray, S. S. (2013). The relationships among interparental conflict, peer, media effects and the violence behaviour of adolescents: The mediator role of attitudes towards violence. Educational Sciences: Theory and Practice, 13(4), 2005-2015.
  • Boman, P. (2003). Gender differences in school anger, International Education Journal, 4 (2), 71-77
  • Blakemore, S.-J., ve Mills, K. L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65(1), 187–207. doi: 10.1146/annurev-psych-010213-115202
  • Bee H, Boyd D. (2009). The developing child. Çocuk gelişim psikolojisi. Gündüz O. (Çeviri), İstanbul, Kaknüs Yayınları,
  • Canbuldu, S. (2006). Çok boyutlu okul öfke envanterinin türkçe’ye uyarlama çalışması. (Yayınlanmamış yüksek lisans tezi). Mersin Üniversitesi Sosyal Bilimler Enstitüsü: Mersin
  • Chappell, N. L., & Funk, L. M. (2011). Social support, caregiving, and aging. Canadian Journal on Aging, 30(3. doi:10.1017/S0714980811000316
  • Civitçi, N. (2011), School alienation and perceived social support as predictors of school anger in high school students, İlköğretim Online, 10(3), 861-871
  • Cobb S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38(5), 300–314. http://dx.doi.org/10.1097/00006842-197609000-00003
  • Cohen S, Gottlieb BH, Underwood LG (2000) Social relationships and health. In: Cohen S, Underwood LG, Gottlieb BH, (Eds.). Social support measurement and intervention: A guide for health and social scientists. New York, NY: Oxford University Press.
  • Cohen S, ve Wills TA (1985) Stress, social support, and the buffering hypothesis. Psychological bulletin, 98: 310 - 357. PMID: 3901065
  • Coyne, J.C. ve Downey G (1991) Social factors and psychopathology: stress, social support, and coping processes. Annual Review Psychology, 42. 401-425. https://doi.org/10.1146/annurev.ps.42.020191.002153
  • De Guzman, M.R.T (2009). Peer pressure: an overview. In L. Savage (Eds.) Peer Pressure. 11-20. Detroit: Gale and Greenhaven Press.
  • Demir, S. ve Kaya, A. (2008) The effect of group guidance program on the social acceptance levels and sociometric status of adolescents, Elementary Education Online, 7(1), 127-140
  • Eisenberg, N., Fabes, R. A., Murphy, B., Maszk, R, Smith, M., & Karbon, M. (1995). The role of emotionality and regulation in children's social functioning: A longitudinal study. Child Development, 66, 1360-1384. https://doi.org/10.1111/j.1467-8624.1995.tb00940.x
  • Elliot, C.H. ve Smith, L.L (2017). Öfke kontrolü (Kişisel gelişim), Sumru Dilan (Çeviren) Üçüncü, Ankara, Nobel Akademi.
  • Erdur-Baker, Ö., Özgülük, S.B, Turan, N. ve Danışık, N.D (2009), Ergenlerde görülen psikolojik belirtilerin yordayıcıları olarak ruminasyon ve öfke/ öfke ifade tarzları, Türk Psikolojik Danışma ve Rehberlik Dergisi, 4 (32), 43-53.
  • Evren, C., Bozkurt, M., Çiftçi Demirci, A., Evren, B., Can, Y. ve Umut, G. (2015). Gender differences according to psychological and behavioral variables among 10th grade students in Istanbul. Anadolu Psikiyatri Dergisi. 16. 77-84
  • Feindler, E.L ve Engel, C.E. (2011). Assessment and intervention for adolescents with anger and agression diffuculties in school settings. Psychology in the Schools, 48 (3); 243-253. https://doi.org/10.1002/pits.20550
  • Fryxell, D. Smith, D.C, (2000). Personal, social and family characteristics of angry students. Professional School Counseling, 4 (2), 86-94.
  • Ghanizadeh, A. (2008). Gender difference of school anger dimensions and its prediction for suicidal behavior in adolescents, International Journal of Clinical and Health Psychology, 8 (2), 525-535.
  • Goel, R. ve Malik, A. (2017), Risk taking and peer pressure in adolescents: A correlational study. Indian Journal of Health and Well-being. 8 (12). 1528-1532.
  • Gottlieb, B. H., ve Bergen, A. E. (2010). Social support concepts and measures. Journal of Psychosomatic Research, 69(5), doi:10.1016
  • Griskevicius, V. Cialdini, R.B ve Goldstein, N.J. (2009). Peer pressure can be used positively to change behavior. In L. Savage (Eds.) Peer Pressure. 48-58. Detroit: Gale and Greenhaven Press.
  • Gündüz, B. ve Çelikkaleli, Ö. (2009). Ergen saldırganlığında akademik yetkinlik inancı, akran baskısı ve sürekli kaygının rolü, İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10 (2), 19-38.
  • Hagell, A., Peck, S.C. ve Zarrett, N. (2014). Trends in parenting: can they help explain time trends in problem behaviour?. (75-93). In Hagel, A. (Eds.). Changing adolescence; Social trends and mental health. Bristol: The Policy Press
  • HernawatiL., Rahayu, E. ve Soejowinoto, P. (2015). The predictors of indonesian senior high school students’ anger at school, Journal of Education and Practice.6 (23), 108-119. Eric Number: EJ1079035
  • Hortaçsu, N., Oral, A., ve Yasak-Gültekin, Y. (1991). Factors affecting relationships of turkish adolescents with parents and same-sexfriends. The Journal of Social Psychology, 131(3), 413-426.
  • Kanoğlu, E. (2008). Lise öğrencilerinin öfke düzeyleri ve öfke ifadelerinin incelenmesi, (Yayımlanmamış yüksek lisans tezi), Haliç Üniversitesi, İstanbul.
  • Karasar, N. (2014). Bilimsel araştırma yöntemi (26.baskı). Ankara: Nobel Yayıncılık
  • Kıran, B. (2002). Akran baskısı düzeyi farklı olan öğrencilerin risk alma, sigara içme davranışı ve okul başarılarının incelenmesi. (Yayınlanmamış doktora tezi), Gazi Üniversitesi. Ankara.
  • Löker, Ö. (1999). Differential Effects of Parentand Peer Attachment on Social and Emotional Loneliness Among Adolescents. (Yayınlanmamıs yüksek lisans tezi), Ortadoğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Maxwell, K.A (2002). Friends: The role of peer ınfluence across adolescent risk behaviors, Journal of Youth and Adolescence, 31(4), 267–277. http://dx.doi.org/10.1023/A:1015493316865
  • Philips-Hershey, E. ve Kanagy, B. (1996). Teaching students to manage personal anger constructively. Elementary School Guidance & Counseling, 30, (3), 229-234.
  • Saçar, A. (2007). İlköğretim sekizinci sınıf öğrencilerinin öfke tepkisiyle arkadaş bağlılığının incelenmesi, (Yayımlanmamış yüksek lisans tezi), Çukurova Üniversitesi, Adana
  • Santor, D. A., D. Messervey, A.D. & Kusumakar, V. (2000). Measuring peer pressure, popularity, and conformity in adolescent boys and girls: predicting school performance, sexual attitudes, and substance abuse, Journal of Youth and Adolescence, 29 (2), 163-182.
  • Santrock, J.W. (2014). Adolescence (Fifteenth edition). Newyork: McGraw-Hill Education.
  • Schaefer C., Coyne, J.C. & Lazarus R. S. (1981) The health-related functions of social support, Journal of Behavioral Medicine, 4 (4), 381-406.
  • Shilts, L.(1991). The relationship of early adolescent substance use to extracurricular activities, peer influence, and personal attitudes, Adolescence, 26 (103), 613-617.
  • Smith, H. ve Thomas S.P. (2000), Violent and nonviolent girls: contrasting perceptions of anger experiences, school, and relationships. Issues in Mental Health Nursing, 21. 547-575.
  • Smith, D. C., ve Furlong, M. J. (1994). Correlates of anger, hostility, and aggression in children and adolescents. In M. J. Furlong ve D. C. Smith (Eds.), Anger, hostility, and aggression: Assessment, prevention, and intervention strategies for youth. 15-38. New York: John Wiley
  • Smith, D. C., Furlong, M. J. ve Boman, P. (2006). Assessinganger and hostility in school settings. In Shane R.Jimerson ve Michael J. Furlong (Eds.) Handbook of School Violence And School Safety: From Research to Practice, 135-146
  • Smith, D. C., Furlong, M. E., Bates, M., ve Laughlin, J. (1998). Development of the multidimensional school anger inventory for males. Psychology in the Schools, 35, 1-15 https://doi.org/10.1002/1520-6807
  • Spielberger, C. D. (1988). State–Trait anger expression inventory: Psychological assessment resources. Odessa, Research edition.
  • Spielberger, C. D., Johnson, E. H., Russell, S. F., ve Crane, R. J. (1985). The experience and expression of anger. Construction and validation of an anger expression scale. In M. A. Chesney ve R. H. Rosenman (Eds.), Anger and hostility in cardiovascular and behavioral disorders .5–30. Washington, DC: Hemisphere.
  • Tarshis, P.T, (2010). Living with Peer Pressure and Bullying, New York: Maple-Vail Book Manufacturing Group
  • Taylor J.L ve Novaco, R.W. (2005). Anger treatment for people with developmental disabilities: A theory, evidence and manual based approach. West Sussex, England, John Wiley & Sons Ltd
  • Thoits P. (1985). Social support and psychological well-being: theoretical possibilities. In: Sarason IG, Sarason BR, eds. Social support: theory, research and applications. 51-72. Dordrecht, Netherlands: Martinus Nijhoff Publishers.
  • Torestad, B. (1990). What is anger provoking? A psychophysical study of percevied causes of anger. Agressive Behavior, 16. 9 -26. https://doi.org/10.1002/1098-2337
  • Uchino, B. N. (2009). Understanding the links between social support and physical health: A life-span perspective with emphasis on the separability of perceived and received support. Perspectives on Psychological Science, 4(3), 236- 255. doi:10.1111/ j.1745-6924.2009.01122.x
  • Uchino BN, Cacioppo, J.T & Kiecolt-Glaser, J.K. (1996) The relationship between social support and physiological processes: a review with emphasis on underlying mechanisms and implications for health. Psychological Bulletin. 119 (3)., 488–531
  • Vanderdrift, L.E., Lehmiller, J.J. & Kelly, J.R. (2012), Commitment in friends with benefits relationships: Implications for relational and safe-sex outcomes, Personal Relationships, 19. 1-13. doi: 10.1111/j.1475-6811.2010.01324.x
  • Zimet G, Dahlem N, Zimet S & Farley G (1988), The multidimensional scale of perceived social support. Journal of Personality Assessement. 52. 30–41 doi.org/10.1207/s15327752jpa5201_2
There are 54 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Makaleler
Authors

Sezai Demir 0000-0002-7767-4105

Öner Çelikkaleli 0000-0003-0210-3647

Publication Date December 29, 2019
Published in Issue Year 2019 Volume: 15 Issue: 3

Cite

APA Demir, S., & Çelikkaleli, Ö. (2019). Ergenlerde Öfkeyle Olumlu Baş Etme: Akran Baskısı, Arkadaş Bağlılığı, Algılanan Sosyal Destek ve Cinsiyetin Rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 15(3), 647-661. https://doi.org/10.17860/mersinefd.638973

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