Üniversite Öğrencilerinde Algılanan Stres, Üstbiliş ve Duygusal Düzenlemeler Arasındaki İlişkinin İncelenmesi

Year 2023, Volume: 15 Issue: Supplement 1, 110 - 118, 29.12.2023

Zekeriya Temircan

https://doi.org/10.18863/pgy.1246718

Cited By: 2

Abstract

Üniversite öğrencileri genellikle olumsuz duygulara maruz kalırlar ve bu durum onların üştbiliş kabiliyetleri ile ilişkilidir. Bu çalışmanın amacı üniversite öğrencilerinde algılanan stres, üstbiliş ve duygusal düzenlemeler arasındaki ilişkiyi incelemektir. Kesitsel olarak gerçekleştirilen çalışmaya yaşları 18 ile 35 aralığında (Ort.=24,8, SS=4,87) toplam 226 üniversite öğrencisi katılmıştır. Katılımcılardan veriler Sosyo-Demografik form, Üstbilişsel Farkındalık Envanteri, Duygusal Düzenleme Anketi ve Algılanan Stres Ölçeği kullanılarak elde edilmiştir. Araştırmanın sonucunda bulgular, katılımcıların çoğunun orta düzeyde strese sahip olduğunu gösterirken (Erkek= Ort. = 32,4, SS = 5,3, Kadın= Ort. = 28,7, SS = 4,9), erkek öğrencilerin kadın öğrencilere göre daha düşük üstbilişsel beceriler sergilediklerini ortaya koymuştur. Ayrıca diğer bulgular arasında, duygusal düzenleyici alt boyutları arasından yeniden değerlendirme alt boyutunun düşük seviyede veya azaltılarak kullanılmasının öğrenciler arasında yüksek stres ile ilişkisi tespit edilmiş, yüksek stres seviyesi ile düşük üstbilişsel becerileri arasında da korelasyonel bir ilişki olduğu saptanmıştır (r(224) =-.182). Sonuç olarak algılanan stresin, üstbilişsel becerilerin ve duygusal düzenlemenin öğrencilerin başarısını destekleme de teşvik etmede önemli ilişkisinin olduğu görülmüş, bu faktörlerin önemi göz önünde bulundurarak yaklaşımlar sergilemenin öğrencilerin bireysel ve akademik gelişimini olumlu katkılar sunacağı düşülmektedir.

Keywords

Üniversite, Duygusal düzenleme, Üstbiliş, Stres

Exploring the Relationship Between Metacognition, Emotional Regulation and Perceived Stress Among College Students

Abstract

Students experience stress because of difficult and demanding situations, which are related to metacognitive abilities and emotional control techniques. College students experience negative emotions frequently, which affect their capacity for metacognition. The purpose of the study was to examine the relationship between college students' perceptions of stress, metacognition, and emotional control. 226 college students in all, ranging in age from 18 to 35, participated in the cross-sectional study (M = 24.8, SD = 4.87). Participants completed a sociodemographic form, the Perceived Stress Scale, the Emotional Regulation Questionnaire, and the Metacognitive Awareness Inventory. The study's findings showed that the majority of participants experienced moderate stress (Male= M = 32.4, SD = 5.3, Female= M = 28.7, SD = 4.9), and male students reported less mastery of metacognitive processes than female students. Additionally, a negative link between perceived stress and emotional regulation was discovered, suggesting that a low degree of emotional regulation was associated with a high level of stress. The findings further showed that higher levels of stress were associated with weaker metacognitive capacity and lower use of reappraisal as an emotional regulation method, respectively (r(224)=-.182). These results demonstrated a relationship between perceived stress, metacognitive abilities, and emotional regulation that might have significant consequences for supporting and promoting college student performance.

Keywords

University, Emotional Regulation, Metacognition, Stress

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