Predictive Roles of Mindfulness and Emotion Regulation in Meta Emotions Among University Students

Öz

This study, firstly, is to examine the meta-emotional levels of university students according to gender, and secondly, to examine the predictive state of meta-emotion together with mindfulness and emotion regulation skills. In line with these two purposes, a total of 1050 students, 748 females and 302 males, studying at various universities in Turkey in the 2020-2021 academic year, were reached. Along with the demographic information part, the scales, in which information about meta-emotion, emotion regulation skills and mindfulness levels were obtained, were applied to the participants. In the analysis of the data, t-test and multiple linear regression analysis were performed. As a result of the analyzes made, it was found that the positive meta-emotions of young people in university students showed a significant difference according to gender; It was found that negative meta-emotions did not show a significant difference according to gender. In addition, it was found that mindfulness and emotion regulation skills significantly predicted positive and negative meta-emotions. The findings were discussed in the related literature and various suggestions were made.

Anahtar Kelimeler

• Meta emotion
• Mindfulness
• Emotion Regulation
• University Students

Üniversite Öğrencilerinin Bilinçli Farkındalık ve Duygu Düzenleme Düzeylerinin Üst Duyguları Yordama Gücü

Öz

Bu çalışma, ilk olarak üniversitede öğrenim gören bireylerin üst duygu düzeylerinin cinsiyete göre incelenmesi ve ikinci olarak da bilinçli farkındalık ve duygu düzenleme becerilerinin birlikte, üst duyguyu yordama durumunu incelemek amacıyla yapılmıştır. Bu iki amaç doğrultusunda, 2020-2021 eğitim öğretim yılında Türkiye’nin çeşitli üniversitelerinde öğrenim görmekte olan 748’i kadın, 302’si erkek toplam 1050 öğrenciye ulaşılmıştır. Katılımcılara; kişisel bilgi formu, Duygu Düzenleme Ölçeği, Bilinçli Farkındalık Ölçeği ve Üst Duygu Ölçeği uygulanmıştır. Verilerin analizinde t-testi ve çoklu doğrusal regresyon analizi kullanılmıştır. Yapılan analizler sonucunda, üniversite öğrencilerinin olumlu üst duygularının cinsiyete göre anlamlı bir fark gösterdiği; olumsuz üst duyguların cinsiyete göre anlamlı bir fark göstermediği bulgulanmıştır. Ayrıca, bilinçli farkındalık ve duygu düzenleme becerilerinin olumlu ile olumsuz üst duyguları anlamlı düzeyde yordadığı saptanmıştır. Bulgular, ilgili alanyazın içinde tartışılmış ve çeşitli önerilerde bulunulmuştur.

Anahtar Kelimeler

• Üst Duygu
• Bilinçli Farkındalık
• Duygu Düzenleme
• Üniversite Öğrencileri

Kaynakça

1. Altun, I. K., & Atagun, M. I. (2019). Relationship between self-esteem, emotion dysregulation and affect in borderline personality disorder. Anatolian Journal of Psychiatry, 20(5), 506-514. https://dx.doi.org/10.5455/apd.26250
2. Bartsch, A., Appel, M., & Storch, D. (2010). Predicting emotions and meta-emotions at the movies: Tthe role of the need for affect in audiences’ experience of horror and drama. Communication Research, 37(2), 167–190. https://doi.org/10.1177/0093650209356441
3. Bartsch, A., Vorderer, P., Mangold, R., & Viehoff, R. (2008). Aappraisal of emotions in media use: Toward a process model of meta-emotion and emotion regulation. Media Psychology, 11(1), 7-27. https://doi.org/10.1080/15213260701813447
4. Berenbaum, H., & Boden, M. T. (2014). Emotions, beliefs, and psychopathology. In I. Blanchette (Ed.), Emotion and reasoning (pp. 65-83). Psychology Press.
5. Berking, M. & Whitley, B. (2014). Affect regulation training: A practitioner’s model. Springer.
6. Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848. https://doi.org/10.1037/0022-3514.84.4.822
7. Chirico, A., Shiota, M. N., & Gaggioli, A. (2021). Positive emotion dispositions and emotion regulation in the Italian population. Plos One, 16(3), e0245545. https://doi.org/10.1371/journal.pone.0245545
8. Deckert, M., Schmoeger, M., Auff, E., & Willinger, U. (2020). Subjective emotional arousal: An explorative study on the role of gender, age, intensity, emotion regulation difficulties, depression and anxiety symptoms, and meta-emotion. Psychological Research, 84, 1857–1876 https://doi.org/10.1007/s00426-019-01197-z

9. Duman, A. (2018). Examination of the relationship between higher emotions and perceived stress and psychological well-being [Unpublished master's thesis]. Maltepe Univesity.
10. Duy, B., & Yıldız, M. A. (2014). Aadaptation of the Regulation of Emotions Questionnaire (REQ) for Adolescents. Turkish Psychological Counseling and Guidance Journal, 5(41), 23-35.
11. Eldeleklioğlu, J., & Eroğlu, Y. (2015). A turkish adaptation of the Emotion Regulation Questionnaire. Journal of Human Sciences, 12(1), 1157–1168.
12. Ellis, A. (1990). Rational and irrational beliefs in counselling psychology. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 8(4), 221–233. https://doi.org/10.1007/bf01065806
13. Gottman, J. M., Katz, L. F., & Hooven, C. (1996). Parental meta-emotion philosophy and the emotional life of families: Theoretical models and preliminary data. Journal of Family Psychology, 10(3), 243–268. https://doi.org/10.1037/0893-3200.10.3.243
14. Gross, J. J. (1998). The emerging field of emotion regulation: Aan ıntegrative review. Review of General Psychology, 2(3), 271–299. https://doi.org/10.1037/1089-2680.2.3.271
15. Gross, J. J., & John, O.P. (2003). Individual differences in two emotion regulation processes: Iımplications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362. https://doi.org/10.1037/0022-3514.85.2.348
16. Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3–24). The Guilford Press
17. Hackney, H., & Cormier, S. (2009). Psikolojik danışma ilke ve teknikleri: Psikolojik yardım süreci el kitabı (T. Ergene ve Aydemir, A. S, Çev. Ed.). Mentis Yayıncılık. (Çalışmanın Orijinali 2008’de yayımlanmıştır)
18. Haradhvala, N. (2016). Meta-Emotions in daily life: Aassociations with emotional awareness and depression. Arts & Sciences Electronic Teses and Dissertations. 97. Hayes, N. (2011). Psikolojiyi anlamak. (F.Şar, Çev.).Optimist Yayınları.
19. Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
20. Jäger, C., & Bartsch, A. (2006). Meta-emotions. Grazer Philosophische Studien, 73(1), 179-204. https://doi.org/10.1163/18756735-073001011
21. Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain and illness. Delacorte.
22. Kagitcibasi, C. (2017). Self, family and human development: Cultural psychology. Koç University Press.
23. Kelek, S. (2020). Predictors of emotion regulation: Meta emotion, mood and parental emotional availability [Unpublished master's thesis]. Hacettepe Univesity.
24. Kokkonen, M., & Pulkkinen, L. (2001). Examination of the paths between personality, current mood, its evaluation, and emotion regulation. European Journal of Personality, 15(2), 83–104. https://doi.org/10.1002/per.397
25. Kotsou, I., Leys, C., & Fossion, P. (2018). Acceptance alone is a better predictor of psychopathology and well-being than emotional competence, emotion regulation and mindfulness. Journal of Affective Disorders, 226, 142–145. https://doi.org/10.1016/j.jad.2017.09.047
26. Lane, A. M., Beedie, C. J., Devonport, T. J., & Stanley, D. M. (2011). Instrumental emotion regulation in sport: Rrelationships between beliefs about emotion and emotion regulation strategies used by athletes. Scandinavian Journal of Medicine & Science in Sports, 21(6), e445-e451. https://doi.org/10.1111/j.1600-0838.2011.01364.x
27. Lazarus, R. S. (1993). Why we should think of stress as a subset of emotion. In L. Goldberger & S. Breznitz (Eds.), Handbook of stress: Theoretical and clinical aspects (pp. 21–39). Free Press.
28. Lui, P. P. (2017). Incorporating meta-emotions in ıntegrative cognitive-affective therapy to treat comorbid bulimia nervosa and substance use disorders in a latina american. Clinical Case Studies, 16(4), 328–345. https://doi.org/10.1177/1534650117698038
29. Lykins, E. L., & Baer, R. A. (2009). Psychological functioning in a sample of long-term practitioners of mindfulness meditation. Journal of Cognitive Psychotherapy, 23(3), 226-241. https://doi.org/10.1891/0889-8391.23.3.226
30. Mendonça, D. (2013). Emotions about Emotions. Emotion Review, 5(4), 390–396. https://doi.org/10.1177/1754073913484373
31. Mendonça, D., & Sàágua, J. (2019). Emotional reflexivity in reasoning: the function of describing the environment in emotion regulation. In: L. Candiotto, (Ed) The value of emotions for knowledge. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-15667-1_6
32. Mitmansgruber, H., Beck, T. N., & Schüßler, G. (2008). “Mindful helpers”: Experiential avoidance, meta-emotions, and emotion regulation in paramedics. Journal of Research in Personality, 42(5), 1358-1363. https://doi:10.1016/j.jrp.2008.03.012
33. Mitmansgruber, H., Beck, T. N., Höfer, S., & Schüßler, G. (2009). When you don’t like what you feel: Experiential avoidance, mindfulness and meta-emotion in emotion regulation. Personality and Individual Differences, 46(4), 448-453. https://doi.org/10.1016/j.paid.2008.11.013
34. Norman, E., & Furnes, B.. (2016). The relationship between metacognitive experiences and learning: Is there a difference between digital and non-digital study media?. Computers in Human Behavior, 54, 301–309. https://doi.org/10.1016/j.chb.2015.07.043
35. Ojala, M.. (2019). Känslor, värden och utbildning för en hållbar framtid: Att främja en kritisk känslokompetens iklimatundervisning. Acta Didactica Norge, 13(2), 1. https://doi.org/10.5617/adno.6440
36. Ozyesil, Z., Arslan, C., Kesici, S., & Deniz, M. E. (2011). The validity and reliability study of mindful attention awareness scale. Education and Science, 36(160), 224-235.
37. Rodgers, L. (2014). A calmer happier kid. Scholastic Parent & Child, 21(6), 60-63.
38. Santrock, J. W. (2012). Ergenlik (14. Basım) [Adolescence]. (D. M. Siyez, Çev. Ed.) Ankara: Nobel Yayınevi. (Orijinal kitabın yayın tarihi 2012)
39. Sears, S., & Kraus, S. (2009). I think therefore i om: Cognitive distortions and coping style as mediators for the effects of mindfulness meditation on anxiety, positive and negative affect, and hope. Journal of Clinical Psychology, 65(6), 561–573. https://doi.org/10.1002/jclp.20543
40. Shaver, J. A., Veilleux, J. C., & Ham, L. S. (2013). Meta-emotions as predictors of drinking to cope: A comparison of competing models. Psychology of Addictive Behaviors, 27(4), 1019–1026. https://doi.org/10.1037/a0033999
41. Solomon, R. C. (2008). The philosophy of emotion. In M. Levis, J. M. Haviland- Jones, & L. Feldman-Barrett (Eds.), Handbook of emotion (pp. 3-16). The Guilford Press.
42. Trincas, R., Bilotta, E., & Mancini, F. (2016). Sspecific beliefs about emotions are associated with different emotion-regulation Strategies. Psychology, 7(13), 1682–1699. https://doi.org/10.4236/psych.2016.713159
43. Türkçapar H, (2008). Bilişsel terapi: temel ilkeler ve uygulama, Ankara. HYB yayıncılık
44. Ulasan Ozgule, E. T. , & Sumer, N. (2017). Emotion regulation during adolescence and psychological adjustment: Psychometric Qualities of Emotion Regulation Questionnaire in Turkish Culture. Turkish Journal of Psychology, 20(40), 1-18.