Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2025, Cilt: 15 Sayı: 3, 1676 - 1703, 28.09.2025

Öz

Kaynakça

  • Arslan, I., & Bektaş, H. (2019). Measuring life satisfaction of university students. Istanbul Gelisim University Journal of Health Sciences, 8, 767-784. https://doi.org/10.38079/igusabder.587380
  • Aşık, E. (1992). Some factors affecting self-disclosure behaviors of university students. [Master’s thesis]. Hacettepe University Institute of Social Sciences.
  • Buhrmester, D., Furman, W., Wittenberg, M. T., & Reis, H. T. (1988). Five domains of interpersonal competence in peer relationships. Journal of Personality and Social Psychology, 55(6), 991-1008. https://doi.org/10.1037/0022-3514.55.6.991
  • Çeçen, A. R. (2007). Investigation of social and emotional loneliness levels of university students according to gender and life satisfaction levels. Mersin University Journal of Faculty of Education, 3(2), 180-190.
  • Çetinkaya, B. (2020). The effect of written self-disclosure on positive and negative emotions. European Journal of Education Studies, 7(7), 359-375. http://dx.doi.org/10.46827/ejes.v7i7.3177
  • Çetinkaya, B., & Akbaba, S. (2011). The relationship between university students’ self-disclosure and their attachment style. Black Sea Journal of Social Sciences, 3(4), 1. https://dergipark.org.tr/tr/pub/ksbd/issue/16227/169935
  • Chen, B., & Marcus, J. (2012). Students’ self-presentation on Facebook: An examination of personality and self-construal factors. Computers in Human Behavior, 28(6), 2091-2099. https://doi.org/10.1016/j.chb.2012.06.013
  • Devito, J. A. (1995). The interpersonal communication book communication book. Harper Collins Collage Publishers.
  • Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75. https://doi.org/10.1207/s15327752jpa4901_13
  • Dimond, R. E., & Hellkamp, D. T. (1969). Race, sex, ordinal position of birth, and self-disclosure in high school students. Psychological Reports, 25(1),235-238. https://doi.org/10.2466/pr0.1969.25.1.235
  • Egan, G. (1975). Introduction to psychological counseling. Brooks/Cole Publishing.
  • Ekebaş, M. (1994). An investigation of self-disclosure behaviors of senior high school students in terms of gender and levels of self-actualization. [Master’s thesis]. Hacettepe University Institute of Social Sciences.
  • Ergin, A., Hatipoğlu, C., Bozkurt, A. İ., Bostancı, M., Atak, B. M., Kısaoğlu, Parasız, S., Kaygısız, H., Çınarlık, A., & Karasu, E. (2011). Life satisfaction and self-care agency levels of the medical students and influencing factors. Pamukkale Medical Journal, 4(3), 144-151. https://dergipark.org.tr/en/download/article-file/422456
  • Fox, J., & Vendemia, M. A. (2016). Selective self-presentation and social comparison through photographs on social networking sites. Cyberpsychology, Behavior, and Social Networking, 19(10), 593. https://doi.org/10.1089/cyber.2016.0248
  • Gençöz, T. (2000). Positive and negative affect schedule: A study of validity and reliability. Turkish Journal of Psychology, 15(46), 19-28. https://psikolog.org.tr/tr/yayinlar/dergiler/1031828/tpd1300443320000000m000226.pdf
  • Gül, Y. E., & Alimbekov, A. (2020). Investigation of teachers candidates’ tolerance and life satisfaction levels. Turkish Studies, 15(2), 831-849. https://dx.doi.org/10.29228/TurkishStudies.39864
  • Jourard S. M. (1971). The transparent self: Self disclosure and well-being. Van Nostrand-Reinhold. Jourard, S. M., & Lasakow, P. (1958). Some factors in self-disclosure. Journal of Abnormal and Social Psychology, 56(1), 91-98. https://doi.org/10.1037/h0043357
  • Karasar, N. (2023). Scientific research methods. Nobel.
  • Köker, S. (1991). A comparison of life satisfaction levels of normal and problematic adolescents. [Master’s thesis]. Ankara University Institute of Social Sciences.
  • Kovan, A. (2017). An investigation of university students’ subjective well-being levels in relation to communication skills and various variables. [Master’s thesis]. Eastern Mediterranean University Institute of Graduate Studies and Research.
  • Kovan, A., & Uygarer, G. (2024). Investigation of communication skills and subjective well-being levels in helping professional groups. Journal of Teacher Education and Lifelong Learning, 6(1), 133-144. https://doi.org/10.51535/tell.1446935
  • Noller, P., & Callan, V. J. (1990). Adolescents' perceptions of the nature of their communication with parents. Journal of Youth and Adolescence, 19(4), 349-362. https://doi.org/10.1007/BF01537077
  • Öksüz, E., Mersin, S., & Türker, T. (2017). Validity and reliability of the Turkish version of the self-disclosure scale among university students. Anatolian Journal of Psychiatry, 18(6), 586. https://doi.org/10.5455/apd.259467
  • Özdoğan, B. (2021). The relationship of covid-19-related anxiety with positive and negative emotions of individuals. [Master’s thesis]. Üsküdar University Institute of Social Sciences.
  • Özer, M., & Karabulut, Ö. Ö. (2003). Satisfaction of life in elderly individuals. Turk Journal of Geriatrics, 6(2), 72-4. https://geriatri.dergisi.org/uploads/pdf/pdf_TJG_146.pdf
  • Özşenler, D. (2013). In intra group communication efficiancy usage of creative drama and self-disclosure skills. [Master’s thesis]. Ege University Institute of Social Sciences.
  • Polat S. (2017). Investigation of the life satisfactions of first and fourth grade university students. Mesleki Bilimler Dergisi, 6(2), 210-223. https://dergipark.org.tr/tr/pub/mbd/issue/40631/488714
  • Subaşı, M. (2021). College satisfaction and the fear of covid-19 as predictive variables of life satisfaction. [Master’s thesis]. Ibn Haldun University Graduate School of Education.
  • Uygur, S. S. (2018). The role of self-disclosure and social support in the prediction of life satisfaction. Ulusal Eğitim Akademisi Dergisi, 2(1), 16-33. https://dergipark.org.tr/tr/download/article-file/461482
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063. https://doi.org/10.1037/0022-3514.54.6.1063
  • Wheeless, L. R. (1978). A follow‐up study of the relationships among trust, disclosure, and interpersonal solidarity. Human Communication Research, 4(2), 143.https://doi.org/10.1111/j.1468-2958.1978.tb00604.x
  • Yılmaz, M. (2010). Interpersonal relationship styles between self-disclosure of university students. [Master’s thesis]. Muğla University Institute of Social Sciences.

Yıl 2025, Cilt: 15 Sayı: 3, 1676 - 1703, 28.09.2025

Öz

Kaynakça

  • Arslan, I., & Bektaş, H. (2019). Measuring life satisfaction of university students. Istanbul Gelisim University Journal of Health Sciences, 8, 767-784. https://doi.org/10.38079/igusabder.587380
  • Aşık, E. (1992). Some factors affecting self-disclosure behaviors of university students. [Master’s thesis]. Hacettepe University Institute of Social Sciences.
  • Buhrmester, D., Furman, W., Wittenberg, M. T., & Reis, H. T. (1988). Five domains of interpersonal competence in peer relationships. Journal of Personality and Social Psychology, 55(6), 991-1008. https://doi.org/10.1037/0022-3514.55.6.991
  • Çeçen, A. R. (2007). Investigation of social and emotional loneliness levels of university students according to gender and life satisfaction levels. Mersin University Journal of Faculty of Education, 3(2), 180-190.
  • Çetinkaya, B. (2020). The effect of written self-disclosure on positive and negative emotions. European Journal of Education Studies, 7(7), 359-375. http://dx.doi.org/10.46827/ejes.v7i7.3177
  • Çetinkaya, B., & Akbaba, S. (2011). The relationship between university students’ self-disclosure and their attachment style. Black Sea Journal of Social Sciences, 3(4), 1. https://dergipark.org.tr/tr/pub/ksbd/issue/16227/169935
  • Chen, B., & Marcus, J. (2012). Students’ self-presentation on Facebook: An examination of personality and self-construal factors. Computers in Human Behavior, 28(6), 2091-2099. https://doi.org/10.1016/j.chb.2012.06.013
  • Devito, J. A. (1995). The interpersonal communication book communication book. Harper Collins Collage Publishers.
  • Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75. https://doi.org/10.1207/s15327752jpa4901_13
  • Dimond, R. E., & Hellkamp, D. T. (1969). Race, sex, ordinal position of birth, and self-disclosure in high school students. Psychological Reports, 25(1),235-238. https://doi.org/10.2466/pr0.1969.25.1.235
  • Egan, G. (1975). Introduction to psychological counseling. Brooks/Cole Publishing.
  • Ekebaş, M. (1994). An investigation of self-disclosure behaviors of senior high school students in terms of gender and levels of self-actualization. [Master’s thesis]. Hacettepe University Institute of Social Sciences.
  • Ergin, A., Hatipoğlu, C., Bozkurt, A. İ., Bostancı, M., Atak, B. M., Kısaoğlu, Parasız, S., Kaygısız, H., Çınarlık, A., & Karasu, E. (2011). Life satisfaction and self-care agency levels of the medical students and influencing factors. Pamukkale Medical Journal, 4(3), 144-151. https://dergipark.org.tr/en/download/article-file/422456
  • Fox, J., & Vendemia, M. A. (2016). Selective self-presentation and social comparison through photographs on social networking sites. Cyberpsychology, Behavior, and Social Networking, 19(10), 593. https://doi.org/10.1089/cyber.2016.0248
  • Gençöz, T. (2000). Positive and negative affect schedule: A study of validity and reliability. Turkish Journal of Psychology, 15(46), 19-28. https://psikolog.org.tr/tr/yayinlar/dergiler/1031828/tpd1300443320000000m000226.pdf
  • Gül, Y. E., & Alimbekov, A. (2020). Investigation of teachers candidates’ tolerance and life satisfaction levels. Turkish Studies, 15(2), 831-849. https://dx.doi.org/10.29228/TurkishStudies.39864
  • Jourard S. M. (1971). The transparent self: Self disclosure and well-being. Van Nostrand-Reinhold. Jourard, S. M., & Lasakow, P. (1958). Some factors in self-disclosure. Journal of Abnormal and Social Psychology, 56(1), 91-98. https://doi.org/10.1037/h0043357
  • Karasar, N. (2023). Scientific research methods. Nobel.
  • Köker, S. (1991). A comparison of life satisfaction levels of normal and problematic adolescents. [Master’s thesis]. Ankara University Institute of Social Sciences.
  • Kovan, A. (2017). An investigation of university students’ subjective well-being levels in relation to communication skills and various variables. [Master’s thesis]. Eastern Mediterranean University Institute of Graduate Studies and Research.
  • Kovan, A., & Uygarer, G. (2024). Investigation of communication skills and subjective well-being levels in helping professional groups. Journal of Teacher Education and Lifelong Learning, 6(1), 133-144. https://doi.org/10.51535/tell.1446935
  • Noller, P., & Callan, V. J. (1990). Adolescents' perceptions of the nature of their communication with parents. Journal of Youth and Adolescence, 19(4), 349-362. https://doi.org/10.1007/BF01537077
  • Öksüz, E., Mersin, S., & Türker, T. (2017). Validity and reliability of the Turkish version of the self-disclosure scale among university students. Anatolian Journal of Psychiatry, 18(6), 586. https://doi.org/10.5455/apd.259467
  • Özdoğan, B. (2021). The relationship of covid-19-related anxiety with positive and negative emotions of individuals. [Master’s thesis]. Üsküdar University Institute of Social Sciences.
  • Özer, M., & Karabulut, Ö. Ö. (2003). Satisfaction of life in elderly individuals. Turk Journal of Geriatrics, 6(2), 72-4. https://geriatri.dergisi.org/uploads/pdf/pdf_TJG_146.pdf
  • Özşenler, D. (2013). In intra group communication efficiancy usage of creative drama and self-disclosure skills. [Master’s thesis]. Ege University Institute of Social Sciences.
  • Polat S. (2017). Investigation of the life satisfactions of first and fourth grade university students. Mesleki Bilimler Dergisi, 6(2), 210-223. https://dergipark.org.tr/tr/pub/mbd/issue/40631/488714
  • Subaşı, M. (2021). College satisfaction and the fear of covid-19 as predictive variables of life satisfaction. [Master’s thesis]. Ibn Haldun University Graduate School of Education.
  • Uygur, S. S. (2018). The role of self-disclosure and social support in the prediction of life satisfaction. Ulusal Eğitim Akademisi Dergisi, 2(1), 16-33. https://dergipark.org.tr/tr/download/article-file/461482
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063. https://doi.org/10.1037/0022-3514.54.6.1063
  • Wheeless, L. R. (1978). A follow‐up study of the relationships among trust, disclosure, and interpersonal solidarity. Human Communication Research, 4(2), 143.https://doi.org/10.1111/j.1468-2958.1978.tb00604.x
  • Yılmaz, M. (2010). Interpersonal relationship styles between self-disclosure of university students. [Master’s thesis]. Muğla University Institute of Social Sciences.

Yıl 2025, Cilt: 15 Sayı: 3, 1676 - 1703, 28.09.2025

Öz

Kaynakça

  • Arslan, I., & Bektaş, H. (2019). Measuring life satisfaction of university students. Istanbul Gelisim University Journal of Health Sciences, 8, 767-784. https://doi.org/10.38079/igusabder.587380
  • Aşık, E. (1992). Some factors affecting self-disclosure behaviors of university students. [Master’s thesis]. Hacettepe University Institute of Social Sciences.
  • Buhrmester, D., Furman, W., Wittenberg, M. T., & Reis, H. T. (1988). Five domains of interpersonal competence in peer relationships. Journal of Personality and Social Psychology, 55(6), 991-1008. https://doi.org/10.1037/0022-3514.55.6.991
  • Çeçen, A. R. (2007). Investigation of social and emotional loneliness levels of university students according to gender and life satisfaction levels. Mersin University Journal of Faculty of Education, 3(2), 180-190.
  • Çetinkaya, B. (2020). The effect of written self-disclosure on positive and negative emotions. European Journal of Education Studies, 7(7), 359-375. http://dx.doi.org/10.46827/ejes.v7i7.3177
  • Çetinkaya, B., & Akbaba, S. (2011). The relationship between university students’ self-disclosure and their attachment style. Black Sea Journal of Social Sciences, 3(4), 1. https://dergipark.org.tr/tr/pub/ksbd/issue/16227/169935
  • Chen, B., & Marcus, J. (2012). Students’ self-presentation on Facebook: An examination of personality and self-construal factors. Computers in Human Behavior, 28(6), 2091-2099. https://doi.org/10.1016/j.chb.2012.06.013
  • Devito, J. A. (1995). The interpersonal communication book communication book. Harper Collins Collage Publishers.
  • Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75. https://doi.org/10.1207/s15327752jpa4901_13
  • Dimond, R. E., & Hellkamp, D. T. (1969). Race, sex, ordinal position of birth, and self-disclosure in high school students. Psychological Reports, 25(1),235-238. https://doi.org/10.2466/pr0.1969.25.1.235
  • Egan, G. (1975). Introduction to psychological counseling. Brooks/Cole Publishing.
  • Ekebaş, M. (1994). An investigation of self-disclosure behaviors of senior high school students in terms of gender and levels of self-actualization. [Master’s thesis]. Hacettepe University Institute of Social Sciences.
  • Ergin, A., Hatipoğlu, C., Bozkurt, A. İ., Bostancı, M., Atak, B. M., Kısaoğlu, Parasız, S., Kaygısız, H., Çınarlık, A., & Karasu, E. (2011). Life satisfaction and self-care agency levels of the medical students and influencing factors. Pamukkale Medical Journal, 4(3), 144-151. https://dergipark.org.tr/en/download/article-file/422456
  • Fox, J., & Vendemia, M. A. (2016). Selective self-presentation and social comparison through photographs on social networking sites. Cyberpsychology, Behavior, and Social Networking, 19(10), 593. https://doi.org/10.1089/cyber.2016.0248
  • Gençöz, T. (2000). Positive and negative affect schedule: A study of validity and reliability. Turkish Journal of Psychology, 15(46), 19-28. https://psikolog.org.tr/tr/yayinlar/dergiler/1031828/tpd1300443320000000m000226.pdf
  • Gül, Y. E., & Alimbekov, A. (2020). Investigation of teachers candidates’ tolerance and life satisfaction levels. Turkish Studies, 15(2), 831-849. https://dx.doi.org/10.29228/TurkishStudies.39864
  • Jourard S. M. (1971). The transparent self: Self disclosure and well-being. Van Nostrand-Reinhold. Jourard, S. M., & Lasakow, P. (1958). Some factors in self-disclosure. Journal of Abnormal and Social Psychology, 56(1), 91-98. https://doi.org/10.1037/h0043357
  • Karasar, N. (2023). Scientific research methods. Nobel.
  • Köker, S. (1991). A comparison of life satisfaction levels of normal and problematic adolescents. [Master’s thesis]. Ankara University Institute of Social Sciences.
  • Kovan, A. (2017). An investigation of university students’ subjective well-being levels in relation to communication skills and various variables. [Master’s thesis]. Eastern Mediterranean University Institute of Graduate Studies and Research.
  • Kovan, A., & Uygarer, G. (2024). Investigation of communication skills and subjective well-being levels in helping professional groups. Journal of Teacher Education and Lifelong Learning, 6(1), 133-144. https://doi.org/10.51535/tell.1446935
  • Noller, P., & Callan, V. J. (1990). Adolescents' perceptions of the nature of their communication with parents. Journal of Youth and Adolescence, 19(4), 349-362. https://doi.org/10.1007/BF01537077
  • Öksüz, E., Mersin, S., & Türker, T. (2017). Validity and reliability of the Turkish version of the self-disclosure scale among university students. Anatolian Journal of Psychiatry, 18(6), 586. https://doi.org/10.5455/apd.259467
  • Özdoğan, B. (2021). The relationship of covid-19-related anxiety with positive and negative emotions of individuals. [Master’s thesis]. Üsküdar University Institute of Social Sciences.
  • Özer, M., & Karabulut, Ö. Ö. (2003). Satisfaction of life in elderly individuals. Turk Journal of Geriatrics, 6(2), 72-4. https://geriatri.dergisi.org/uploads/pdf/pdf_TJG_146.pdf
  • Özşenler, D. (2013). In intra group communication efficiancy usage of creative drama and self-disclosure skills. [Master’s thesis]. Ege University Institute of Social Sciences.
  • Polat S. (2017). Investigation of the life satisfactions of first and fourth grade university students. Mesleki Bilimler Dergisi, 6(2), 210-223. https://dergipark.org.tr/tr/pub/mbd/issue/40631/488714
  • Subaşı, M. (2021). College satisfaction and the fear of covid-19 as predictive variables of life satisfaction. [Master’s thesis]. Ibn Haldun University Graduate School of Education.
  • Uygur, S. S. (2018). The role of self-disclosure and social support in the prediction of life satisfaction. Ulusal Eğitim Akademisi Dergisi, 2(1), 16-33. https://dergipark.org.tr/tr/download/article-file/461482
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063. https://doi.org/10.1037/0022-3514.54.6.1063
  • Wheeless, L. R. (1978). A follow‐up study of the relationships among trust, disclosure, and interpersonal solidarity. Human Communication Research, 4(2), 143.https://doi.org/10.1111/j.1468-2958.1978.tb00604.x
  • Yılmaz, M. (2010). Interpersonal relationship styles between self-disclosure of university students. [Master’s thesis]. Muğla University Institute of Social Sciences.

The effect of self-disclosure on life satisfaction and emotions

Yıl 2025, Cilt: 15 Sayı: 3, 1676 - 1703, 28.09.2025

Öz

Self-disclosure plays a crucial role in fostering meaningful and healthy interpersonal relationships, enhancing both self-awareness and others’ understanding of the individual. Moreover, self-disclosure has been linked to life satisfaction and emotional experiences. This study aimed to examine the relationship between self-disclosure, life satisfaction, and emotions among university students. The study employed a relational survey model, a type of general survey design. The sample consisted of education faculty students (N = 430; 300 females, 130 males) recruited via Google Forms. Data were collected using the General Information Form, Self-Disclosure Scale, Satisfaction with Life Scale, and Positive and Negative Affect Scale. Significant differences in self-disclosure were found based on place of residence, with metropolitan residents reporting higher self-disclosure levels than village residents. However, self-disclosure did not significantly differ by gender, age, or income level. A significant positive relationship was found between self-disclosure and life satisfaction, as well as self-disclosure and positive emotions. Besides, negative emotions were negatively correlated with self-disclosure and life satisfaction. Income was positively associated with life satisfaction but did not significantly influence self-disclosure behaviors. The findings suggest that self-disclosure is an important factor in emotional well-being and life satisfaction. The significant impact of place of residence on self-disclosure highlights potential environmental influences on communication patterns. Additionally, the positive associations between self-disclosure, positive emotions, and life satisfaction emphasize the role of open self-expression in psychological well-being. Future research can explore these relationships using longitudinal and cross-cultural methods to better understand the underlying mechanisms.

Kaynakça

  • Arslan, I., & Bektaş, H. (2019). Measuring life satisfaction of university students. Istanbul Gelisim University Journal of Health Sciences, 8, 767-784. https://doi.org/10.38079/igusabder.587380
  • Aşık, E. (1992). Some factors affecting self-disclosure behaviors of university students. [Master’s thesis]. Hacettepe University Institute of Social Sciences.
  • Buhrmester, D., Furman, W., Wittenberg, M. T., & Reis, H. T. (1988). Five domains of interpersonal competence in peer relationships. Journal of Personality and Social Psychology, 55(6), 991-1008. https://doi.org/10.1037/0022-3514.55.6.991
  • Çeçen, A. R. (2007). Investigation of social and emotional loneliness levels of university students according to gender and life satisfaction levels. Mersin University Journal of Faculty of Education, 3(2), 180-190.
  • Çetinkaya, B. (2020). The effect of written self-disclosure on positive and negative emotions. European Journal of Education Studies, 7(7), 359-375. http://dx.doi.org/10.46827/ejes.v7i7.3177
  • Çetinkaya, B., & Akbaba, S. (2011). The relationship between university students’ self-disclosure and their attachment style. Black Sea Journal of Social Sciences, 3(4), 1. https://dergipark.org.tr/tr/pub/ksbd/issue/16227/169935
  • Chen, B., & Marcus, J. (2012). Students’ self-presentation on Facebook: An examination of personality and self-construal factors. Computers in Human Behavior, 28(6), 2091-2099. https://doi.org/10.1016/j.chb.2012.06.013
  • Devito, J. A. (1995). The interpersonal communication book communication book. Harper Collins Collage Publishers.
  • Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75. https://doi.org/10.1207/s15327752jpa4901_13
  • Dimond, R. E., & Hellkamp, D. T. (1969). Race, sex, ordinal position of birth, and self-disclosure in high school students. Psychological Reports, 25(1),235-238. https://doi.org/10.2466/pr0.1969.25.1.235
  • Egan, G. (1975). Introduction to psychological counseling. Brooks/Cole Publishing.
  • Ekebaş, M. (1994). An investigation of self-disclosure behaviors of senior high school students in terms of gender and levels of self-actualization. [Master’s thesis]. Hacettepe University Institute of Social Sciences.
  • Ergin, A., Hatipoğlu, C., Bozkurt, A. İ., Bostancı, M., Atak, B. M., Kısaoğlu, Parasız, S., Kaygısız, H., Çınarlık, A., & Karasu, E. (2011). Life satisfaction and self-care agency levels of the medical students and influencing factors. Pamukkale Medical Journal, 4(3), 144-151. https://dergipark.org.tr/en/download/article-file/422456
  • Fox, J., & Vendemia, M. A. (2016). Selective self-presentation and social comparison through photographs on social networking sites. Cyberpsychology, Behavior, and Social Networking, 19(10), 593. https://doi.org/10.1089/cyber.2016.0248
  • Gençöz, T. (2000). Positive and negative affect schedule: A study of validity and reliability. Turkish Journal of Psychology, 15(46), 19-28. https://psikolog.org.tr/tr/yayinlar/dergiler/1031828/tpd1300443320000000m000226.pdf
  • Gül, Y. E., & Alimbekov, A. (2020). Investigation of teachers candidates’ tolerance and life satisfaction levels. Turkish Studies, 15(2), 831-849. https://dx.doi.org/10.29228/TurkishStudies.39864
  • Jourard S. M. (1971). The transparent self: Self disclosure and well-being. Van Nostrand-Reinhold. Jourard, S. M., & Lasakow, P. (1958). Some factors in self-disclosure. Journal of Abnormal and Social Psychology, 56(1), 91-98. https://doi.org/10.1037/h0043357
  • Karasar, N. (2023). Scientific research methods. Nobel.
  • Köker, S. (1991). A comparison of life satisfaction levels of normal and problematic adolescents. [Master’s thesis]. Ankara University Institute of Social Sciences.
  • Kovan, A. (2017). An investigation of university students’ subjective well-being levels in relation to communication skills and various variables. [Master’s thesis]. Eastern Mediterranean University Institute of Graduate Studies and Research.
  • Kovan, A., & Uygarer, G. (2024). Investigation of communication skills and subjective well-being levels in helping professional groups. Journal of Teacher Education and Lifelong Learning, 6(1), 133-144. https://doi.org/10.51535/tell.1446935
  • Noller, P., & Callan, V. J. (1990). Adolescents' perceptions of the nature of their communication with parents. Journal of Youth and Adolescence, 19(4), 349-362. https://doi.org/10.1007/BF01537077
  • Öksüz, E., Mersin, S., & Türker, T. (2017). Validity and reliability of the Turkish version of the self-disclosure scale among university students. Anatolian Journal of Psychiatry, 18(6), 586. https://doi.org/10.5455/apd.259467
  • Özdoğan, B. (2021). The relationship of covid-19-related anxiety with positive and negative emotions of individuals. [Master’s thesis]. Üsküdar University Institute of Social Sciences.
  • Özer, M., & Karabulut, Ö. Ö. (2003). Satisfaction of life in elderly individuals. Turk Journal of Geriatrics, 6(2), 72-4. https://geriatri.dergisi.org/uploads/pdf/pdf_TJG_146.pdf
  • Özşenler, D. (2013). In intra group communication efficiancy usage of creative drama and self-disclosure skills. [Master’s thesis]. Ege University Institute of Social Sciences.
  • Polat S. (2017). Investigation of the life satisfactions of first and fourth grade university students. Mesleki Bilimler Dergisi, 6(2), 210-223. https://dergipark.org.tr/tr/pub/mbd/issue/40631/488714
  • Subaşı, M. (2021). College satisfaction and the fear of covid-19 as predictive variables of life satisfaction. [Master’s thesis]. Ibn Haldun University Graduate School of Education.
  • Uygur, S. S. (2018). The role of self-disclosure and social support in the prediction of life satisfaction. Ulusal Eğitim Akademisi Dergisi, 2(1), 16-33. https://dergipark.org.tr/tr/download/article-file/461482
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063. https://doi.org/10.1037/0022-3514.54.6.1063
  • Wheeless, L. R. (1978). A follow‐up study of the relationships among trust, disclosure, and interpersonal solidarity. Human Communication Research, 4(2), 143.https://doi.org/10.1111/j.1468-2958.1978.tb00604.x
  • Yılmaz, M. (2010). Interpersonal relationship styles between self-disclosure of university students. [Master’s thesis]. Muğla University Institute of Social Sciences.

The Effect of Self-Disclosure on Life Satisfaction and Emotions

Yıl 2025, Cilt: 15 Sayı: 3, 1676 - 1703, 28.09.2025

Öz

Self-disclosure plays a crucial role in fostering meaningful and healthy interpersonal relationships, enhancing both self-awareness and others’ understanding of the individual. Moreover, self-disclosure has been linked to life satisfaction and emotional experiences. This study aimed to examine the relationship between self-disclosure, life satisfaction, and emotions among university students. The study employed a relational survey model, a type of general survey design. The sample consisted of education faculty students (N = 430; 300 females, 130 males) recruited via Google Forms. Data were collected using the General Information Form, Self-Disclosure Scale, Satisfaction with Life Scale, and Positive and Negative Affect Scale. Significant differences in self-disclosure were found based on place of residence, with metropolitan residents reporting higher self-disclosure levels than village residents. However, self-disclosure did not significantly differ by gender, age, or income level. A significant positive relationship was found between self-disclosure and life satisfaction, as well as self-disclosure and positive emotions. Besides, negative emotions were negatively correlated with self-disclosure and life satisfaction. Income was positively associated with life satisfaction but did not significantly influence self-disclosure behaviors. The findings suggest that self-disclosure is an important factor in emotional well-being and life satisfaction. The significant impact of place of residence on self-disclosure highlights potential environmental influences on communication patterns. Additionally, the positive associations between self-disclosure, positive emotions, and life satisfaction emphasize the role of open self-expression in psychological well-being. Future research can explore these relationships using longitudinal and cross-cultural methods to better understand the underlying mechanisms.

Kaynakça

  • Arslan, I., & Bektaş, H. (2019). Measuring life satisfaction of university students. Istanbul Gelisim University Journal of Health Sciences, 8, 767-784. https://doi.org/10.38079/igusabder.587380
  • Aşık, E. (1992). Some factors affecting self-disclosure behaviors of university students. [Master’s thesis]. Hacettepe University Institute of Social Sciences.
  • Buhrmester, D., Furman, W., Wittenberg, M. T., & Reis, H. T. (1988). Five domains of interpersonal competence in peer relationships. Journal of Personality and Social Psychology, 55(6), 991-1008. https://doi.org/10.1037/0022-3514.55.6.991
  • Çeçen, A. R. (2007). Investigation of social and emotional loneliness levels of university students according to gender and life satisfaction levels. Mersin University Journal of Faculty of Education, 3(2), 180-190.
  • Çetinkaya, B. (2020). The effect of written self-disclosure on positive and negative emotions. European Journal of Education Studies, 7(7), 359-375. http://dx.doi.org/10.46827/ejes.v7i7.3177
  • Çetinkaya, B., & Akbaba, S. (2011). The relationship between university students’ self-disclosure and their attachment style. Black Sea Journal of Social Sciences, 3(4), 1. https://dergipark.org.tr/tr/pub/ksbd/issue/16227/169935
  • Chen, B., & Marcus, J. (2012). Students’ self-presentation on Facebook: An examination of personality and self-construal factors. Computers in Human Behavior, 28(6), 2091-2099. https://doi.org/10.1016/j.chb.2012.06.013
  • Devito, J. A. (1995). The interpersonal communication book communication book. Harper Collins Collage Publishers.
  • Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75. https://doi.org/10.1207/s15327752jpa4901_13
  • Dimond, R. E., & Hellkamp, D. T. (1969). Race, sex, ordinal position of birth, and self-disclosure in high school students. Psychological Reports, 25(1),235-238. https://doi.org/10.2466/pr0.1969.25.1.235
  • Egan, G. (1975). Introduction to psychological counseling. Brooks/Cole Publishing.
  • Ekebaş, M. (1994). An investigation of self-disclosure behaviors of senior high school students in terms of gender and levels of self-actualization. [Master’s thesis]. Hacettepe University Institute of Social Sciences.
  • Ergin, A., Hatipoğlu, C., Bozkurt, A. İ., Bostancı, M., Atak, B. M., Kısaoğlu, Parasız, S., Kaygısız, H., Çınarlık, A., & Karasu, E. (2011). Life satisfaction and self-care agency levels of the medical students and influencing factors. Pamukkale Medical Journal, 4(3), 144-151. https://dergipark.org.tr/en/download/article-file/422456
  • Fox, J., & Vendemia, M. A. (2016). Selective self-presentation and social comparison through photographs on social networking sites. Cyberpsychology, Behavior, and Social Networking, 19(10), 593. https://doi.org/10.1089/cyber.2016.0248
  • Gençöz, T. (2000). Positive and negative affect schedule: A study of validity and reliability. Turkish Journal of Psychology, 15(46), 19-28. https://psikolog.org.tr/tr/yayinlar/dergiler/1031828/tpd1300443320000000m000226.pdf
  • Gül, Y. E., & Alimbekov, A. (2020). Investigation of teachers candidates’ tolerance and life satisfaction levels. Turkish Studies, 15(2), 831-849. https://dx.doi.org/10.29228/TurkishStudies.39864
  • Jourard S. M. (1971). The transparent self: Self disclosure and well-being. Van Nostrand-Reinhold. Jourard, S. M., & Lasakow, P. (1958). Some factors in self-disclosure. Journal of Abnormal and Social Psychology, 56(1), 91-98. https://doi.org/10.1037/h0043357
  • Karasar, N. (2023). Scientific research methods. Nobel.
  • Köker, S. (1991). A comparison of life satisfaction levels of normal and problematic adolescents. [Master’s thesis]. Ankara University Institute of Social Sciences.
  • Kovan, A. (2017). An investigation of university students’ subjective well-being levels in relation to communication skills and various variables. [Master’s thesis]. Eastern Mediterranean University Institute of Graduate Studies and Research.
  • Kovan, A., & Uygarer, G. (2024). Investigation of communication skills and subjective well-being levels in helping professional groups. Journal of Teacher Education and Lifelong Learning, 6(1), 133-144. https://doi.org/10.51535/tell.1446935
  • Noller, P., & Callan, V. J. (1990). Adolescents' perceptions of the nature of their communication with parents. Journal of Youth and Adolescence, 19(4), 349-362. https://doi.org/10.1007/BF01537077
  • Öksüz, E., Mersin, S., & Türker, T. (2017). Validity and reliability of the Turkish version of the self-disclosure scale among university students. Anatolian Journal of Psychiatry, 18(6), 586. https://doi.org/10.5455/apd.259467
  • Özdoğan, B. (2021). The relationship of covid-19-related anxiety with positive and negative emotions of individuals. [Master’s thesis]. Üsküdar University Institute of Social Sciences.
  • Özer, M., & Karabulut, Ö. Ö. (2003). Satisfaction of life in elderly individuals. Turk Journal of Geriatrics, 6(2), 72-4. https://geriatri.dergisi.org/uploads/pdf/pdf_TJG_146.pdf
  • Özşenler, D. (2013). In intra group communication efficiancy usage of creative drama and self-disclosure skills. [Master’s thesis]. Ege University Institute of Social Sciences.
  • Polat S. (2017). Investigation of the life satisfactions of first and fourth grade university students. Mesleki Bilimler Dergisi, 6(2), 210-223. https://dergipark.org.tr/tr/pub/mbd/issue/40631/488714
  • Subaşı, M. (2021). College satisfaction and the fear of covid-19 as predictive variables of life satisfaction. [Master’s thesis]. Ibn Haldun University Graduate School of Education.
  • Uygur, S. S. (2018). The role of self-disclosure and social support in the prediction of life satisfaction. Ulusal Eğitim Akademisi Dergisi, 2(1), 16-33. https://dergipark.org.tr/tr/download/article-file/461482
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063. https://doi.org/10.1037/0022-3514.54.6.1063
  • Wheeless, L. R. (1978). A follow‐up study of the relationships among trust, disclosure, and interpersonal solidarity. Human Communication Research, 4(2), 143.https://doi.org/10.1111/j.1468-2958.1978.tb00604.x
  • Yılmaz, M. (2010). Interpersonal relationship styles between self-disclosure of university students. [Master’s thesis]. Muğla University Institute of Social Sciences.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Research Article
Yazarlar

Sabir Safarli 0009-0009-1294-7617

Bünyamin Çetinkaya 0000-0001-8435-5885

Yayımlanma Tarihi 28 Eylül 2025
Gönderilme Tarihi 19 Şubat 2025
Kabul Tarihi 27 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 15 Sayı: 3

Kaynak Göster

APA Safarli, S., & Çetinkaya, B. (2025). The Effect of Self-Disclosure on Life Satisfaction and Emotions. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 15(3), 1676-1703. https://doi.org/10.48146/odusobiad.1642925

  Bilginin ışığında aydınlanmak dileğiyle....

 ODÜSOBİAD