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Benliğin Ayrımlaşması ile Öznel İyi Oluş Arasındaki İlişkide Öz-Anlayış ve Bilişsel Esnekliğin Aracılık Rolü

Yıl 2022, Cilt: 51 Sayı: 3, 1642 - 1680, 30.12.2022
https://doi.org/10.14812/cuefd.1074927

Öz

Bu çalışmada, benliğin ayrımlaşması ile öznel iyi oluş arasındaki ilişkide öz-anlayış ve bilişsel esnekliğin aracılık rolü incelenmiştir. Araştırmaya toplam 587 üniversite öğrencisi katılmıştır. Katılımcılar, Benliğin Ayrımlaşması Ölçeği, Öz-Anlayış Ölçeği, Bilişsel Esneklik Envanteri, Pozitif ve Negatif Duygu Ölçeği, Yaşam Doyumu Ölçeği’ni doldurmuştur. Benliğin ayrımlaşması ile öznel iyi oluş arasındaki ilişkiyi açıklamada öz-anlayış ve bilişsel esnekliğin rolü yol analizi kullanılarak incelenmiştir. Araştırma bulguları benliğin ayrımlaşması ve öznel iyi oluş arasındaki ilişkide öz-anlayış ve bilişsel esnekliğin tam aracılık rolü olduğunu göstermiştir. Bulguları literatür ışığında tartışılmış ve öneriler sunulmuştur.

Teşekkür

İlginiz için şimdiden çok teşekkür ederim.

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The Mediating Role of Self-Compassion and Cognitive Flexibility in the Relationship Between Differentiation of Self and Subjective Well-Being

Yıl 2022, Cilt: 51 Sayı: 3, 1642 - 1680, 30.12.2022
https://doi.org/10.14812/cuefd.1074927

Öz

In this study, the mediating role of self-compassion and cognitive flexibility in the relationship between differentiation of self and subjective well-being was investigated. A total of 587 university students participated in the study. Participants completed the Differentiation of Self Scale, Self-Compassion Scale, Cognitive Flexibility Inventory, Positive and Negative Emotion Scale, and Life Satisfaction Scale. The role of self-compassion and cognitive flexibility in explaining the relationship between differentiation of self and subjective well-being was examined using path analysis. Research findings showed that self-compassion and cognitive flexibility play a full mediating role in the relationship between differentiation of self and subjective well-being. The findings were discussed in the light of the literature and recommendations were presented.

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  • Skowron, E. A., Wester, S. R., & Azen, R. (2004). Differentiation of self mediates college stress and adjustment. Journal of Counseling and Development, 82, 69–78. https://doi.org/10.1002/j.1556-6678.2004.tb00287.x
  • Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62, 373–386. https://doi.org/10.1002/jclp.20237
  • Shapiro, S. L., Astin, J. A., Bishop, S. R., & Cordova, M. (2005). Mindfulnessbased stress reduction for health care professionals: Results from a randomized trial. International Journal of Stress Management, 12(2), 164–176. https://doi.org/10.1037/1072-5245.12.2.164
  • Sheldon, K. M., Elliot, A. J., Ryan, R. M., Chirkov, V., Kim, Y., Wu, C., Demir, M., & Sun, Z. (1999). Self-concordance model and subjective well-being in four cultures. Journal of Cross-cultural psychology, 35(2), 209–223. https://doi.org/10.1177/0022022103262245
  • Triandis, H. C. (2004). The many dimensions of culture. The Academy of Management Executive (1993-2005), 18(1), 88–93.
  • Tuason, M. T., & Friedlander, M. L. (2000). Do parents’ differentiation levels predict those of their adult children? And other tests of Bowen theory in a Philippine sample. Journal of Counseling Psychology, 47(1), 27–35. https://doi.org/10.1037//0022-0167.47.1.27
  • Vaziri, C., Ghanbaripanah, A., & Tajalli, P. (2021). Modeling the cognitive flexibility and academic engagement based on self-regulation, psychological hardiness and differentiation of self with mediation of family functioning in high school students. International Journal of Pediatrics, 9(3), 13281–13295. https://doi.org/10.22038/IJP.2020.50410.4011
  • 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), 1063–1070. https://doi.org/10.1037/0022-3514.54.6.1063
  • Wu, C. W., Chen, W. W., & Jen, C. H., (2020). Emotional ıntelligence and cognitive flexibility in the relationship between parenting and subjective well‑being. Journal of Adult Development, 28, 106–115. https://doi.org/10.1007/s10804-020-09357-x
  • Yetim, Ü. (2003). The impacts of individualism/collectivism, self-esteem and feeling of mastery on life satisfaction among the Turkish university students and academicians. Social Indicators Research, 61, 297–317. https://doi.org/10.1023/A:1021911504113
  • Yelpaze, İ. (2020). Üniversite öğrencilerinde psikolojik sağlamlığın yordayıcısı olarak bilişsel esneklik: Öz şefkatin aracılık rolü. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 535–549.
  • Yao, B., Han, W., Zeng, L. & Guo, X. (2013). Freshman year mental health symptoms and level of adaptation as predictors of Internet addiction: A retrospective nested case-control study of male Chinese college students. Psychiatry Research, 210(2), 541–547. https://doi.org/10.1016/j.psychres.2013.07.023
  • Zessin, U., Dickhäuser, O., & Garbade, S. (2015). The relationship between self-compassion and well-being: A meta-analysis. Applied Psychology: Health and Well-Being, 7, 340–364. https://doi.org/10.1111/aphw.12051
  • Zhou, L., & Yu, S. K. (2006). Research on freshmen adaptation status. Chinese Journal of Special Education, 7, 89–91.
Toplam 112 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Yasemin Okan Er 0000-0002-0659-1740

M. Engin Deniz 0000-0002-7930-3121

Yayımlanma Tarihi 30 Aralık 2022
Gönderilme Tarihi 17 Şubat 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 51 Sayı: 3

Kaynak Göster

APA Okan Er, Y., & Deniz, M. E. (2022). The Mediating Role of Self-Compassion and Cognitive Flexibility in the Relationship Between Differentiation of Self and Subjective Well-Being. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 51(3), 1642-1680. https://doi.org/10.14812/cuefd.1074927

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