Araştırma Makalesi
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Ergenlerde Öfke, Duygusal Zekâ ve Öz Duyarlılık Arasındaki İlişkinin İncelenmesi

Yıl 2022, Cilt: 10 Sayı: 27, 39 - 62, 31.08.2022
https://doi.org/10.52528/genclikarastirmalari.1017635

Öz

Bu araştırmada yedinci ve sekizinci sınıfa devam eden ortaokul öğrencilerinin sürekli öfke düzeyi ve öfke ifade
tarzları ile duygusal zekâ ve öz duyarlılık düzeyleri arasındaki ilişkiler incelenmiştir. Araştırmanın örneklemi 339 kız
ve 285 erkek öğrenci olmak üzere toplam 624 öğrenciden oluşmuştur. Araştırma Ege bölgesindeki bir büyük şehirde
yer alan iki devlet okulunda yürütülmüştür. Veriler “Öfke İfade Tarzı Ölçeği”, “Bar-On Duygusal Zekâ Ölçeği Çocuk
ve Ergen Formu” ve “Öz-Duyarlılık Ölçeği” ile toplanmıştır. Araştırmadan elde edilen verilerin analizi SPSS 21 paket
programıyla gerçekleştirilmiştir. Araştırmada ergenlerin öz duyarlılık ve duygusal zekâ düzeyleri ile sürekli öfke,
öfke-içte ve öfke-dışa değişkenleri arasında negatif; öfke-kontrol puan ortalamaları arasında pozitif yönde anlamlı
ilişkiler saptanmıştır.
Regresyon analizi sonucunda, ergenlerin sürekli öfke, öfke-içte ve öfke dışa değişkenlerinin ilk adımda öz duyarlılık,
ikinci adımda duygusal zekâ tarafından negatif yönde yordandığı sonucuna ulaşılmıştır. Öfke-kontrol değişkeninin
ise ilk adımda öz duyarlılık, ikinci adımda duygusal zekâ tarafından pozitif yönde yordandığı sonucuna ulaşılmıştır.
Elde edilen bulgular, literatürde daha önce yapılan araştırma sonuçları ile karşılaştırılmış ve benzerlik ile farklılıkları
tartışılmıştır.

Kaynakça

  • Akın, Ü., Akın, A. ve Abacı, R. (2007). Öz-duyarlık ölçeği: geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 01-10.
  • Amutio, A., Franco, C., Pérez-Fuentes, M. D. C., Gázquez, J. J., ve Mercader, I. (2015). Mindfulness training for reducing anger, anxiety, and depression in fibromyalgia patients. Frontiers in psychology, 5, 1572.
  • Anderson, H. K., ve Rickard, N. S. (2007). A preliminary examination of short-term effects of an active class-based music program on young adolescents' self-esteem and anger expression. Australian Journal of Music Education, (1), 4-16.
  • Avcı, R. (2006). Şiddet davranışı gösteren ve göstermeyen ergenlerin ailelerinin aile işlevleri, öfke ve öfke tarzları açısından incelenmesi. (Yayınlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana).
  • Aydın, B. (2005). Çocuk ve Ergen Psikolojisi. Ankara: Nobel Yayınları.
  • Balkaya, F. (2001). Çok boyutlu öfke envanterinin geliştirilmesi ve bazı semptom gruplarındaki etkisi. (Yayınlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Psikoloji Bölümü, Ankara).
  • Barcaccia, B., Cervin, M., Pozza, A., Medvedev, O. N., Baiocco, R., ve Pallini, S. (2020). Mindfulness, self-compassion and attachment: A network analysis of psychopathology symptoms in adolescents. Mindfulness, 11(11), 2531-2541.
  • Barry, C. T., Loflin, D. C., ve Doucette, H. (2015). Adolescent self-compassion: Associations with narcissism, self-esteem, aggression, and internalizing symptoms in at-risk males. Personality and Individual Differences, 77, 118-123.
  • Bell, M. (2009). Anger, virtue, and oppression. In Feminist ethics and social and political philosophy: Theorizing the non-ideal (pp. 165-183). Springer, Dordrecht.
  • Björkenstam, E., Hjern, A., Björkenstam, C., ve Kosidou, K. (2018). Association of cumulative childhood adversity and adolescent violent offending with suicide in early adulthood. Jama Psychiatry, 75(2), 185-193.
  • Bluth, K., Gaylor, S. A., Campo, R. A., Mullarkey, M. C., ve Hobbs, L. (2016). Making friends with yourself: A mixed methods pilot study of a mindful self-compassion program for adolescents. Mindfulness, 7(2), 479-49.
  • Brodbeck, J., Abbott, R. A., Goodyer, I. M., ve Croudace, T. J. (2011). General and specific components of depression and anxiety in an adolescent population. BMC psychiatry, 11(1), 1-12.
  • Bursztein, C., ve Apter, A. (2009). Adolescent suicide. Current opinion in psychiatry, 22(1), 1-6.
  • Castilho, P., Carvalho, S. A., Marques, S., ve Pinto-Gouveia, J. (2017). Self-compassion and emotional intelligence in adolescence: A multigroup mediational study of the impact of shame memories on depressive symptoms. Journal of Child and Family Studies, 26(3), 759-768.
  • Castillo, R., Salguero, J. M., Fernández-Berrocal, P., ve Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of adolescence, 36(5), 883-892.
  • Coles, C. J., Greene, A. F., ve Braithwaite, H. O. (2002). The relationship between personality, anger expression, and perceived family control among incarcerated male juveniles. Adolescence, 37(146), 395.
  • Di Fabio, A., ve Saklofske, D. H. (2021). The relationship of compassion and self-compassion with personality and emotional intelligence. Personality and Individual Differences, 169, 110109.
  • Diedrich, A., Grant, M., Hofmann, S. G., Hiller, W., ve Berking, M. (2014). Self-compassion as an emotion regulation strategy in major depressive disorder. Behaviour Research and Therapy, 58, 43-51.
  • Erişen, F., Gökkaya, F., ve Yurdalan, F. (2021). 12-14 yaşlarında olan ortaokul öğrencileri için öz-duyarlık ölçeğinin geçerlik ve güvenirlik çalışması. Sosyal, Beşeri ve İdari Bilimler Dergisi, 4(8), 730-739.
  • Fresnics, A., ve Borders, A. (2017). Angry rumination mediates the unique associations between self-compassion and anger and aggression. Mindfulness, 8(3), 554-564.
  • Friedman, H. S.ve Miller-Herringer, T. (1991). Nonverbal display of emotion in public and in private: self- monitoring, personality, and expressive cues. Journal of Personality and Social Psychology, 61(5), 766-775.
  • Garaigordobil, M., ve Peña-Sarrionandia, A. (2015). Effects of an emotional intelligence program in variables related to the prevention of violence. Frontiers in psychology, 6, 743.
  • Garcia-Sancho, E., Salguero, J. M., Fernandez- Berrocal, P. (2014). Relationship between emotional intelligence and aggression: A systematic review. Aggression and Violent Behavior, 19(5), 584-591.
  • Gardner, M. J. ve Gardiner, H. W. (2007). Çocuk ve ergen gelişimi. İstanbul: İmge Kitabevi.
  • Göçet, E. (2006). Üniversite öğrencilerinin duygusal zekâ düzeyleri ile stresle başa çıkma tutumları arasındaki ilişki. (Yüksek Lisans Tezi, Sakarya Üniversitesi, Eğitim Bilimleri Anabilim Dalı, Sosyal Bilimler Enstitüsü, Sakarya).
  • Gümüştekin, Ö. (2020). Hemşirelik öğrencilerinde duygusal zeka ve öz duyarlık arasındaki ilişki. (Yayımlanmamış Yüksek Lisans Tezi, Kafkas Üniversitesi, Sosyal Bilimler Enstitüsü, Kars).
  • Howells, K. ve Day, A. (2003). Readiness for anger management: Clinical and theoretical issues. Clinical Psychology Review, 23(2), 319-337.
  • Inwood, E., ve Ferrari, M. (2018). Mechanisms of change in the relationship between self‐compassion, emotion regulation, and mental health: A systematic review. Applied Psychology: Health and Well‐Being, 10(2), 215-235.
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Relationship between Anger, Emotional Intelligence and Self-Compassion in Adolescents

Yıl 2022, Cilt: 10 Sayı: 27, 39 - 62, 31.08.2022
https://doi.org/10.52528/genclikarastirmalari.1017635

Öz

This study examines the relationships between seventh- and eighth-grade students’ trait anger level and
anger expression styles, on the one hand, and their emotional intelligence and self-compassion levels, on the
other. The study sample consisted of 624 students, of which 339 were female and 285 were male. Research
was carried out in two public schools located in a large metropole in the Aegean region of Turkey. Data
were collected using the Anger Expression Style Scale, the Bar-On Emotional Intelligence Scale Child and
Adolescent Form, and the Self-Compassion Scale and then analyzed using SPSS 21. We discovered a negative
relationship between adolescents’ self-compassion and emotional intelligence levels and their trait anger,
anger-in and anger-out variables. Beyond this, we found a positive, significant relationship between angercontrol
mean scores.
The regression analysis conducted as part of our study revealed that self-compassion and emotional
intelligence negatively predicted adolescents’ trait anger, anger-in, and anger-out variables in the first and
second steps, respectively. On the other hand, we discovered that self-compassion and emotional intelligence
positively predicted anger control in the first and second steps, respectively. After comparing our findings
with those of previous studies in the literature, we discussed the similarities and differences between them.

Kaynakça

  • Akın, Ü., Akın, A. ve Abacı, R. (2007). Öz-duyarlık ölçeği: geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 01-10.
  • Amutio, A., Franco, C., Pérez-Fuentes, M. D. C., Gázquez, J. J., ve Mercader, I. (2015). Mindfulness training for reducing anger, anxiety, and depression in fibromyalgia patients. Frontiers in psychology, 5, 1572.
  • Anderson, H. K., ve Rickard, N. S. (2007). A preliminary examination of short-term effects of an active class-based music program on young adolescents' self-esteem and anger expression. Australian Journal of Music Education, (1), 4-16.
  • Avcı, R. (2006). Şiddet davranışı gösteren ve göstermeyen ergenlerin ailelerinin aile işlevleri, öfke ve öfke tarzları açısından incelenmesi. (Yayınlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana).
  • Aydın, B. (2005). Çocuk ve Ergen Psikolojisi. Ankara: Nobel Yayınları.
  • Balkaya, F. (2001). Çok boyutlu öfke envanterinin geliştirilmesi ve bazı semptom gruplarındaki etkisi. (Yayınlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Psikoloji Bölümü, Ankara).
  • Barcaccia, B., Cervin, M., Pozza, A., Medvedev, O. N., Baiocco, R., ve Pallini, S. (2020). Mindfulness, self-compassion and attachment: A network analysis of psychopathology symptoms in adolescents. Mindfulness, 11(11), 2531-2541.
  • Barry, C. T., Loflin, D. C., ve Doucette, H. (2015). Adolescent self-compassion: Associations with narcissism, self-esteem, aggression, and internalizing symptoms in at-risk males. Personality and Individual Differences, 77, 118-123.
  • Bell, M. (2009). Anger, virtue, and oppression. In Feminist ethics and social and political philosophy: Theorizing the non-ideal (pp. 165-183). Springer, Dordrecht.
  • Björkenstam, E., Hjern, A., Björkenstam, C., ve Kosidou, K. (2018). Association of cumulative childhood adversity and adolescent violent offending with suicide in early adulthood. Jama Psychiatry, 75(2), 185-193.
  • Bluth, K., Gaylor, S. A., Campo, R. A., Mullarkey, M. C., ve Hobbs, L. (2016). Making friends with yourself: A mixed methods pilot study of a mindful self-compassion program for adolescents. Mindfulness, 7(2), 479-49.
  • Brodbeck, J., Abbott, R. A., Goodyer, I. M., ve Croudace, T. J. (2011). General and specific components of depression and anxiety in an adolescent population. BMC psychiatry, 11(1), 1-12.
  • Bursztein, C., ve Apter, A. (2009). Adolescent suicide. Current opinion in psychiatry, 22(1), 1-6.
  • Castilho, P., Carvalho, S. A., Marques, S., ve Pinto-Gouveia, J. (2017). Self-compassion and emotional intelligence in adolescence: A multigroup mediational study of the impact of shame memories on depressive symptoms. Journal of Child and Family Studies, 26(3), 759-768.
  • Castillo, R., Salguero, J. M., Fernández-Berrocal, P., ve Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of adolescence, 36(5), 883-892.
  • Coles, C. J., Greene, A. F., ve Braithwaite, H. O. (2002). The relationship between personality, anger expression, and perceived family control among incarcerated male juveniles. Adolescence, 37(146), 395.
  • Di Fabio, A., ve Saklofske, D. H. (2021). The relationship of compassion and self-compassion with personality and emotional intelligence. Personality and Individual Differences, 169, 110109.
  • Diedrich, A., Grant, M., Hofmann, S. G., Hiller, W., ve Berking, M. (2014). Self-compassion as an emotion regulation strategy in major depressive disorder. Behaviour Research and Therapy, 58, 43-51.
  • Erişen, F., Gökkaya, F., ve Yurdalan, F. (2021). 12-14 yaşlarında olan ortaokul öğrencileri için öz-duyarlık ölçeğinin geçerlik ve güvenirlik çalışması. Sosyal, Beşeri ve İdari Bilimler Dergisi, 4(8), 730-739.
  • Fresnics, A., ve Borders, A. (2017). Angry rumination mediates the unique associations between self-compassion and anger and aggression. Mindfulness, 8(3), 554-564.
  • Friedman, H. S.ve Miller-Herringer, T. (1991). Nonverbal display of emotion in public and in private: self- monitoring, personality, and expressive cues. Journal of Personality and Social Psychology, 61(5), 766-775.
  • Garaigordobil, M., ve Peña-Sarrionandia, A. (2015). Effects of an emotional intelligence program in variables related to the prevention of violence. Frontiers in psychology, 6, 743.
  • Garcia-Sancho, E., Salguero, J. M., Fernandez- Berrocal, P. (2014). Relationship between emotional intelligence and aggression: A systematic review. Aggression and Violent Behavior, 19(5), 584-591.
  • Gardner, M. J. ve Gardiner, H. W. (2007). Çocuk ve ergen gelişimi. İstanbul: İmge Kitabevi.
  • Göçet, E. (2006). Üniversite öğrencilerinin duygusal zekâ düzeyleri ile stresle başa çıkma tutumları arasındaki ilişki. (Yüksek Lisans Tezi, Sakarya Üniversitesi, Eğitim Bilimleri Anabilim Dalı, Sosyal Bilimler Enstitüsü, Sakarya).
  • Gümüştekin, Ö. (2020). Hemşirelik öğrencilerinde duygusal zeka ve öz duyarlık arasındaki ilişki. (Yayımlanmamış Yüksek Lisans Tezi, Kafkas Üniversitesi, Sosyal Bilimler Enstitüsü, Kars).
  • Howells, K. ve Day, A. (2003). Readiness for anger management: Clinical and theoretical issues. Clinical Psychology Review, 23(2), 319-337.
  • Inwood, E., ve Ferrari, M. (2018). Mechanisms of change in the relationship between self‐compassion, emotion regulation, and mental health: A systematic review. Applied Psychology: Health and Well‐Being, 10(2), 215-235.
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  • Meeker, L. A. (2002). Adolescent attachment and prediction of problematic personality styles. (Doctoral dissertation, University of Wyoming).
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  • Momeni, J., Omidi, A., Raygan, F., ve Akbari, H. (2016). The effects of mindfulness-based stress reduction on cardiac patients' blood pressure, perceived stress, and anger: a single-blind randomized controlled trial. Journal of the American Society of Hypertension, 10(10), 763-771.
  • Neff, K. D. (2003a). The development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223-250.
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  • Neff, K. D., ve Vonk, R. (2009). Self-compassion versus global selfesteem: Two different ways of relating to oneself. Journal of Personality, 77, 23–50.
  • Neff, K.D., Kirkpatrick, K. L.ve Rude, S. S. (2007). Self-compassion and adaptive psychological functioning. Journal of research in personality, 41(1), 139-154.
  • Neff, K.D., Rude, S. S., ve Kirkpatrick, K. (2007). An examination of self compassion in relation to positive psychological functioning and personality traits. Journal of Research in Personality, 41(4), 908-916.
  • Ożańska-Ponikwia, K. (2017). Are women more emotionally skilled when it comes to expression of emotions in the foreign language? Gender, emotional intelligence and personality traits in relation to emotional expression in the L2. International Journal of Bilingual Education and Bilingualism, 20(5), 529-541.
  • Öner, N. (1997). Türkiye’de Kullanılan Psikolojik Testler Bir Başvuru Kaynağı. İstanbul: Boğaziçi Üniversitesi Yayınları.
  • Prätzlich, M., Oldenhof, H., Steppan, M., Ackermann, K., Baker, R., Batchelor, M., ... ve Stadler, C. (2019). Resting autonomic nervous system activity is unrelated to antisocial behaviour dimensions in adolescents: Cross-sectional findings from a European multi-centre study. Journal of Criminal Justice, 65, 101536.
  • Pullen, L., Modrcin, M. A., McGuire, S. L., Lane, K., Kearnely, M., ve Engle, S. (2015). Anger in adolescent communities: how angry are they?. Pediatric Nursing, 41(3), 135.
  • Rausa, M., Cevoli, S., Giannini, G., Favoni, V., Contin, S. A., Zenesini, C., ... & Pierangeli, G. (2019). State and trait anger and its expression in cluster headache compared with migraine: a cross-sectional study. Neurological Sciences, 40(11), 2365-2370.
  • Rodrigues, J. (2019). Anger Awareness and Adolescent Boys (Doctoral dissertation, Adler Graduate School).
  • Safari, A., Baranovich, D. L., ve Jafary, M. R. (2014). The effect of anger management training on students’ emotional intelligence. International Journal of Fundamental Psychology and Social Sciences, 4(2), 20-22.
  • Salovey, P., ve Grewal, D. (2005). The science of emotional intelligence. Current Directions in Psychological Science, 14, 281–285.
  • Sandhu, R. (2017). A study of impact of emotional intelligence (EQ) on adjustment of senior secondary students. International Journal of Education and Management Studies, 7(1), 46.
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  • Shaikh, E. A., & Shinde, V. R. (2018). Gender differences in internalized and externalized behavioral problems among school going children. Indian Journal of Health & Wellbeing, 9(4).
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  • Toksoy, P. (2018). Ergenlerde kendine zarar verme davranışının yordayıcıları olarak öz duyarlık ve stresle başa çıkma tarzları. (Yayımlanmamış Yüksek Lisans Tezi. Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon).
  • Ugoani, J. N. (2015). Emotional intelligence and anger control among urban adolescents in Nigeria. American Journal of Psychology and Cognitive Science, 1(3), 97-106. Uysal-Irak, D. (2002). Örgütlerde duygusal zekâ. Türk Psikoloji Bülteni, 26(27), 88-93.
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  • Yaşarsoy, E. (2006). Duygusal zekâ gelişim programının, eğitilebilir zihinsel engelli öğrencilerin davranış problemleri üzerindeki etkisinin incelenmesi. (Yayınlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana).
  • Yeniçeri, E. N., Yıldız, E., Seydaoğulları, A., Güleç, S., Çetin, E. S., ve Baldemir, E. (2015). Muğla Sıtkı Koçman Üniversitesi Tıp Fakültesi öğrencilerinde duygusal zeka ve empati ilişkisi. Türk Aile Hekimliği Dergisi, 19, 99-107.
  • Yılmaz, N. (2004). Öfke ile başa çıkma eğitiminin ve grupla psikolojik danışmanın ergenlerin öfke ile başa çıkabilmeleri üzerindeki etkileri. (Yayımlanmamış Doktora Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara).
  • Young, J. T. (2010). Projections or Connections? Egocentric Biases, Social Network Properties, and Norm Misperception in Adolescent Peer Networks. In Department of Sociology Deviance and Social Control Seminar.
  • Van Lissa, C. J., Hawk, S. T., Branje, S. J., Koot, H. M., Van Lier, P. A., & Meeus, W. H. (2015). Divergence between adolescent and parental perceptions of conflict in relationship to adolescent empathy development. Journal of Youth and Adolescence, 44(1), 48-61.
  • Zareian, A., Tajikzadeh, F., ve Sarafraz, M. R. (2017). Relationship between Parenting Styles, Self-compassion and Emotional Intelligence and Antisocial Behaviors in Students. International. Journal of School Health, 4(4), 1-5.
  • Zessin, U., Dickhauser, O., Garbade, S. (2015). The relationship between self- compassion and well-being: A Meta- analysis. Aplied Psychology: Healty and Well-Being, 7(3), 340-364.
  • Ziaee, V., Lotfian, S., Amini, H., Mansournia, M. A., ve Memari, A. H. (2012). Anger in adolescent boy athletes: A comparison among judo, karate, swimming and non athletes. Iranian Journal of Pediatrics, 22(1), 9.
Toplam 79 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Filiz Erişen 0000-0001-6978-119X

Füsun Gökkaya 0000-0002-9392-0724

Fatih Yurdalan 0000-0002-0498-2342

Yayımlanma Tarihi 31 Ağustos 2022
Kabul Tarihi 6 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 10 Sayı: 27

Kaynak Göster

APA Erişen, F., Gökkaya, F., & Yurdalan, F. (2022). Ergenlerde Öfke, Duygusal Zekâ ve Öz Duyarlılık Arasındaki İlişkinin İncelenmesi. Gençlik Araştırmaları Dergisi, 10(27), 39-62. https://doi.org/10.52528/genclikarastirmalari.1017635

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