THE MEDIATING ROLE OF COGNITIVE EMOTION REGULATION STRATEGIES IN THE RELATIONSHIP BETWEEN STRESS AND SCHOOL REFUSAL IN CHILDREN

Öz

This study aimed to examine the relationship between stress and school refusal in children and the mediating role of cognitive emotion regulation strategies in this relationship. The population of the study consisted of 501 participants recruited by convenience sampling, of which 216 were male (43.1%) and 285 were female (56.9%) between the ages of 8 and 11. Pearson Correlation Analysis and Regression and the Mediator Variable Model were used in the study. "Perceived Stress Scale in Children", the child version of the " Cognitive Emotion Regulation Questionnaire-k (CERQ)", and "School Refusal Assessment Scale" were used as data collection tools. As a result of the study, it was found that the variables of perceived stress, cognitive emotion regulation strategies, and school refusal had a statistically significant relationship with each other. It was concluded that perceived stress significantly predicted school refusal and CER, and CER significantly predicted school refusal. It was found that the dimensions of cognitive emotion regulation strategies; rumination, catastrophizing, self-blame, acceptance, and other-blame, played a mediating role between perceived stress and school refusal. It is recommended to examine the relationships between the variables of school refusal, stress and emotion regulation in children.

Anahtar Kelimeler

• Cognitive Emotion Regulation Strategies
• Stress
• School Refusal
• The Mediating Role

ÇOCUKLARDA STRES İLE OKUL REDDİ ARASINDAKİ İLİŞKİDE BİLİŞSEL DUYGU DÜZENLEME STRATEJİLERİNİN ARACI ROLÜ

Öz

Bu çalışmada, çocuklardaki stres ve okul reddi arasındaki ilişkilerin ve bu ilişkide bilişsel duygu düzenleme stratejilerinin aracı rolünün incelenmesi amaçlanmıştır. Araştırmanın çalışma grubu uygun örnekleme yöntemi ile yaşları 8-11 aralığında 216 erkek (%43,1) ve 285 kız (%56,9) olmak üzere 501 katılımcıdan oluşmaktadır. Araştırma da Pearson Korelasyon Analizi ve Regresyon ve Aracı Değişken Modeli kullanılmıştır. Veri toplama aracı olarak “Çocuklarda Algılanan Stres Ölçeği” , “Çocuklar İçin Bilişsel Duygu Düzenleme Stratejileri Ölçeği (BDDÖ)” ve “Okul Red Ölçeği” kullanılmıştır. Araştırmanın sonucunda; algılanan stres, bilişsel duygu düzenleme stratejileri ve okul reddi değişkenlerinin birbirleri ile istatistiksel olarak anlamlı bir ilişki içerisinde olduğu bulunmuştur. Algılanan stresin okul reddini ve BDD ‘yi ve BDD ‘nin de okul reddini anlamlı düzeyde yordadığı saptanmıştır. Algılanan stres ile okul reddi arasında bilişsel duygu düzenleme stratejilerinden; ruminasyon felaketleştirme kendini suçlama, kabul etme, başkalarını suçlama boyutlarının aracı rolü olduğu belirlenmiştir. Çocuklarda okul reddi, stres ve duygu düzenleme değişkenlerinin arasındaki ilişkilerin incelenmesi önerilir.

Anahtar Kelimeler

• Stres
• Bilişsel Duygu Düzenleme Stratejileri
• Okul Reddi
• Aracı Rol

Kaynakça

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