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

Yıl 2023, Cilt: 16 Sayı: 1, 47 - 61, 30.06.2023

Fatih Mehmet Aslan , Serhat Yüksel

https://doi.org/10.18221/bujss.1223860

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

• Akfırat, O. N. ve Turan, O. (2020). Adapting the scale of cognitive emotion regulation strategies for children to Turkish: Validity and reliability studies. International Online Journal of Education and Teaching (IOJET), 8(2), 904-915.
• Akın, A. ve Çetin, B. (2007). The depression anxiety and stress scale (DASS): The study of validity and reliability. Educational Sciences: Theory and Practice 7(1), 241-268.
• Aldao, A., Nolen-Hoeksema, S. ve Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30(2), 217-237. https://doi.org/10.1016/j.cpr.2009.11.004
• Allan, S. ve Gilbert, P. (1995). A social comparison scale: Psychometric properties and relationship to psychopathology. Personality and Individual Differences, 19, 293-299. https://doi.org/10.1016/0191-8869(95)00086-L
• Anderson, C. A., Miller, R. S., Riger, A. L., Dill, J. C. ve Sedikides, C. (1994). Behavioral and characterological styles as predictors of depression and loneliness: Review, refinement, and test. Journal of Personality and Social Psychology, 66, 549-558. https://doi.org/10.1037/0022-3514.66.3.549
• Ataman, E. (2011). Stres veren yaşam olayları karşısında bilişsel duygu düzenleme stratejilerinin depresyon ve kaygı düzeyini belirlemedeki rolü [Yayınlanmamış Yüksek Lisans Tezi]. Hacettepe Üniversitesi.
• Baron, R. M. ve Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182. https://doi.org/10.1037/0022-3514.51.6.1173
• Beck A. T. (1967). Depression: Causes and treatment. Philadelphia: University of Pennsylvania Press. https://doi.org/10.1080/00029157.1974.10403697
• Benoit, L., Barreteau S. ve Moro, M. R. (2015). “Anxious school refusal in immigrant adolescent”, transcultural aspect of ıdentity development. Neuropsychiatrie de l'Enfance et de l'Adolescence, 63, 84-90.
• Blagg, N. (1987). School phobia and its management. London: Croom Helm.
• Blumkin, Z. K. (2016). The implementation of an evidence-based treatment for a complex case of school refusal. Evidence-Based Practice in Child and Adolescent Mental Health, 1(1), 2379. https://doi.org/10.1080/23794925.2016.1177800
• Brandibas G. (2004). Truancy, school refusal and anxiety. School Psychology International Copyright, 25(1), 117-126. https://doi.org/10.1177/0143034304036299
• Bryant, R. A., Moulds, M. ve Guthrie, R. M. (2001). Hypnotizability in acute stress disorder. American Journal of Psychiatry, 158, 600-604. https://doi.org/ 10.1176/appi.ajp.158.4.600
• Carver, C. S., Scheier, M. F. ve Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267-283. https://doi.org/10.1037/0022-3514.56.2.267
• Compas, B. E., Orosan, P. G. ve Grant, K. E. (1993). Adolescent stress and coping: Implications for psychopathology during adolescence. Journal of Adolescence, 16, 331-349. https://doi.org/10.1006/jado.1993.1028
• Egger, H. L., Costello, E. J. ve Angold, A. (2003). School refusal and psychiatric disorders: A community study. American Academy of Child and Adolescent Psychiatry, 42(7), 797-807. https://doi.org/ 10.1097/01.CHI.0000046865.56865.79
• Endler, N. S. ve Parker, J. D. A. (1990). Multidimensional assessment of coping: A critical evaluation. Journal of Personality and Social Psychology, 58, 844-854. https://doi.org/ 10.1037//0022-3514.58.5.844
• Folkman, S. ve Lazarus, R. S. (1988). Manual of the ways of coping questionnaire. Palo Alto: Consulting Psychologists Press.
• Garnefski, N., Baan, N. ve Kraaij, V. (2005). Psychological distress and cognitive emotion regulation strategies among farmers who fell victim to the foot-and-mouth crisis. Personality And Individual Differences, 38, 1317-1327. https://doi.org/ 10.1016/j.pay.2004.08.014
• Garnefski, N. ve Kraaij, V. (2006). Relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Personality and Individual Differences, 40, 1659-1669. https://doi.org/10.1016/j.pay.2005.12.009
• Garnefski, N., Kraaij, V. ve Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30(8), 1311-1327. https://doi.org/10.1016/S0191-8869(00)00113-6
• Garnefski, N., Kraaij, V. ve Spinhoven, P. (2002). CERQ: Manual for the use of the cognitive emotion regulation questionnaire, DATEC. Leiden University: The Netherlands.
• Garnefski, N., Kommer, T. V. D., Kraaij, V., Teerds, J., Legerstee, J. ve Onstein, E. (2002a). The relationship between cognitive emotion regulation strategies and emotional problems: Comparison between a clinical and a non-clinical Sample. European Journal of Personality, 16, 403-420. https://doi.org/10.1002/per.458
• Garnefski, N., Legerstee, J., Kraaij, V., van den Kommer, T. ve Teerds, J. A. N. (2002b). Cognitive coping strategies and symptoms of depression and anxiety: A comparison between adolescents and adults. Journal of Adolescence, 25(6), 603-611. https://doi.org/10.1006/jado.2002.0507
• Garnefski, N., Rieffe, C., Jellesma, F., Terwogt, M. M. ve Kraaij, V. (2007). Cognitive emotion regulation strategies and emotional problems in 9-11-year-old children: The development of an instrument. European Child & Adolescent Psychiatry, 16(1), 1-9. https://doi.org/10.1007/s00787-006-0562-3
• Garnefski, N., Teerds, J., Kraaij, V., Legerstee, J. ve Van den Kommer, T. (2004). Cognitive emotion regulation strategies and depressive symptoms: Differences between males and females. Personality and Individual Differences, 36, 267-276. https://doi.org/10.1016/S0191-8869(03)00083-7
• Gross, J. J. (1998). Antecedent-and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74(1), 224-237. https://doi.org/10.1037//0022-3514.74.1.224
• Gross, J. J. ve Muñoz, R. F. (1995). Emotion regulation and mental health. Clinical Psychology: Science and Practice, 2, 151-164. https://doi.org/10.1111/j.1468-2850.1995.tb00036.x
• Haight, C., Kearney, C., Hendron, M. ve Schafer, R. (2011). Confirmatory analyses of the school refusal assessment scale-revised: Replication and extension to a truancy sample. Journal of Psychopathological Behavioral Assessment, 33, 196-204. https://doi.org/10.1007/s10862-011-9218-9
• Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408-420. https://doi.org/10.1080/03637750903310360
• Kearney, C. A. (2001). School refusal behavior in youth: A functional approach to assessment and treatment. Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/10426-000
• Kearney, C. A. (2007). Form and functions of school refusal behavior in youth: An empirical analysis of absenteeism severity. Journal of Child Psychology and Psychiatry, 48, 53-61. https://doi.org/10.1111/j.1469-7610.2006.01634.x
• Kearney, C. A. (2008a). Helping school refusing children & their parents: A guide for school-based professionals. UK: Oxford University Press.
• Kearney, C.A. (2008b). School absenteeism and school refusal behavior in youth: A contemporary review. Clinical Psychology Review, 28, 451-471. https://doi.org/10.1016/j.cpr.2007.07.012
• Kearney, C. A. ve Albano, A. M. (2004). The functional profiles of school refusal behavior diagnostic aspects. Behavior Modification, 28(1), 147-161. https://doi.org/10.1177/0145445503259263
• Kearney, C. A. ve Albano, A. M. (2007). When children refuse school: A cognitive-behavioral therapy approach therapist guide. New York, NY: Oxford University Press.
• Kearney, C. A. ve Bates, M. (2005). Addressing school refusal behavior: Suggestions for frontline professionals. Children & Schools 27(4), 207-216. https://doi.org/10.1093/cs/27.4.207
• Kearney, C. A. ve Bensaheb, A. (2006). School absenteeism and school refusal behavior: A review and suggestions for school-based health professionals. Journal of School Health, 76(1), 3-7. https://doi.org/10.1177/01454455900143007
• Kearney, C. A. ve Silverman, W. K. (1990). A preliminmy analysis of a functional model of assessment and treatment for school refusal behavior. Behavior Modification 14, 340-366. https://doi.org/10.1111/j.1746-1561.2006.00060.x
• Kearney, C. A. ve Silverman, W. K. (1993). Measuring the function of school refusal behavior: The school assessment scale. Journal of Clinical Child Psychology, 22(1), 85-96. https://doi.org/10.1207/s15374424jccp2201_9
• Kearney, C. A. ve Silverman, W. K. (1996). The evolution and reconciliation of taxonomic strategies for school refusal behavior. Clinical Psychology: Science and Practice, 3, 339-354. https://doi.org/10.1111/j.1468-2850.1996.tb00087.x
• Kearney, C. A. ve Silverman, W. K. (1999). Functionally based prescriptive and nonprescriptive treatment for children and adolescents with school refusal behavior. Behavior Therapy, 30, 673-695. https://doi.org/10.1016/S0005-7894(99)80032-X
• Kearney C. A. ve Sims K. E. (1997). A clinical perspective on school refusal in youngsters. Psychotherapy in Practice, 3(1), 5-19. https://doi.org/10.1002/(SICI)1520-6572(199721)3:1<5::AID-SESS2>3.0.CO;2-O
• Kearney, C. A. ve Spear, M. (2014). School refusal behavior. In L.
• Grossman & S. Walfish (Eds.), Translating psychological research into practice (pp. 83-85). Washington, DC: American Psychological Association. https://doi.org/10.22158/jar.v3n1p16
• King, N. J., Ollendick, T. H. ve Tonge, B. (1995). School refusal: Assessment and treatment. Boston: Allyn and Bacon.
• Lovibond, P. F. ve Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the depression anxiety stress scale (DASS) with the Beck depression and anxiety inventories. Behaviour Research and Therapy (33): 335-343. https://doi.org/10.1016/0005-7967(94)00075-u
• Martin, R. C. ve Dahlen, E. R. (2005). Cognitive emotion regulation in the prediction of depression, anxiety, stress, and anger. Personality and Individual Differences, 39 (7), 1249-1260. https://doi.org/10.1016/j.paid.2005.06.004
• Nolen-Hoeksema, S. , Parker, L. E. ve Larson, J. (1994). Ruminative coping with depressed mood following loss. Journal of Personality and Social Psychology, 67, 92-104. https://doi.org/10.1037//0022-3514.67.1.92
• Oral, T. ve Ersan, C. (2017). Çocuklarda (8-11 yaş) Algılanan Stres Ölçeği’nin Türkçeye uyarlama çalışması. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi, 37, 419-428. https://doi.org/10.21497/sefad.328629.
• Preacher, K. J. ve Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/brm.40.3.879
• Seçer, İ. (2014). The adaptation of school refusal assessment scale into Turkish: Reliability and validity studies. Pakistan Journal of Statistics, 30, 1197-1202.
• Snoeren, F. ve Hoefnagels, C. (2014). Measuring perceived social support and perceived stress among primary school children in the Netherlands. Child Ind Res 7(3), 473-486. https://doi.org/10.1007/s12187-013-9200-z
• Spirito, A., Stark, L. J. ve Williams, C. (1988). Development of a brief coping checklist for use with pediatric populations. Journal of Pediatric Psychology, 13, 555-574. https://doi.org/10.1093/jpepsy/13.4.555
• Sullivan, M. J. L., Bishop, S. R. ve Pivik, J. (1995). The Pain Catastrophizing Scale: Development and validation. Psychological Assessment, 7, 524-532. https://doi.org/10.1037/1040-3590.7.4.524
• Thambirajah, M. S., Grandison, K. J. ve De-Hayes, L. (2008). Understanding school refusal: A handbook for professionals in education, health and social care. Jessica Kingsley Publishers.
• Tabachnick, B. G. ve Fidell, L. S. (2013). Using multivariate statistics. Boston, MA: Pearson.
• Tennen, H. ve Affleck, G. (1990). Blaming others for threatening events. Psychological Bulletin, 108, 209-232. https://doi.org/10.1037/0033-2909.108.2.209
• Werner, K. ve Gross, J. J. (2010). Emotion regulation and psychopathology: A conceptual framework. In A. M. Kring, & D. M. Sloan (Eds.), Emotion regulation and psychopathology: A transdiagnostic approach to etiology and treatment (pp. 13-37). New York: Guilford Press.
• Zlomke K. R. ve Hahn K. S. (2010). Cognitive emotion regulation strategies: Gender differences and associations to worry. Personality and Individual Differences, 48, 408-413. https://doi.org/10.1016/j.paid.2009.11.007