THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS

Değer Olgun; Nergüz Bulut Serin

doi:10.55020/iojpe.1525567

EN

THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS

Abstract

The aim of this study is to investigate the extent to which emotion regulation is related to emotional and psychological well-being in disadvantaged primary school students. In the research, “Stirling Scales for Children’ Emotional and Psychological Well-being” and the “personal information form” developed by the researchers were used. The sample of the research consisted of 301 primary school students studying in disadvantaged primary schools affiliated to the Ministry of National Education of the Turkish Republic of Northern Cyprus in the district of Lefkosa in the 2023-2024 academic year Pearson correlation tests were used to review the correlation between the children's emotion regulation skills and the scores they got from the Scale for Children's Emotional and Psychological Well-being. Multiple regression analysis was conducted to examine the predictive power of the scores obtained from the scale. The effect of the “Children's Emotion Regulation Scale” on the scores obtained from the “Stirling Scale for Children's Emotional and Psychological Well-being”. The overall score was found to be favorably connected with the anger, excitement, fear, and sadness subscales of the Children's Emotion Regulation Scale, as well as scores on the Children's Stirling Scale of Emotional and Psychological Well-Being. The Children's Emotion Regulation Scale's anger, fear, and sadness subscales were found to positively predict Children's Stirling Scale of Emotional and Psychological Well-being scores.

Keywords

Emotion regulation, psychological well-being, disadvantaged students, primary school sudents.

Ethical Statement

The author(s) acted in accordance with the ethical rules in all the parts of the study such as data collection and there is no conflict of interest between the authors. This study was ethically approved by the European University of Lefke Ethics Commission's decision dated 08 June 2023 and numbered BAYEK.028.03. Informed consent was obtained from the participants. No funding was received for the conduct of this study.

References

Akın, A., Yılmaz, S., Özen, Y., Raba, S., & Özhan, Y. (2016). Stirling çocuklar için duygusal ve psikolojik iyi oluş ölçeği'nin Türkçe formunun geçerlik ve güvenirliği [in Turkish]. In Sakarya Educational Research Congress, within the proceedings book. (p. 74-79). Sakarya: Sakarya University Educational Sciences Institute Publications.
Akyıl, A. (2019). The relation among childhood traumas, cognitive emotion regulation and psychological well-being: (Sample of Diyarbakır and Mardin) (Unpublished master's thesis). Fatih Sultan Mehmet Universty, Institute of Pycshologicial Sciences, İstanbul.
Arthaud-Day, M. L., Rode, J. C., Mooney, C. H., & Near, J. P. (2005). The subjective well-being construct: A test of its convergent, discriminant, and factorial validity. Social Indicators Research, 74(3), 445 476. https://doi.org/10.1007/s11205-004-8209-6
Başaran, M.,Erol, M., & Yılmaz, D. (2020). Öğrencilerinin psikolojik sağlamlıkları ile duygusal ve psikolojik iyi oluşlukları arasındaki ilişkinin incelenmesi [Investigation of the relationship between the psychological resilience and psychological well-being of 4th and 5th grade students]. IBAD Journal of Social Sciences, Special Issue, 290-303. https://doi.org/10.21733/ibad.798643
Berking, M., & Whitley, B. (2014). Emotion regulation: definition and relevance for mental health. In Affect Regulation Training: A Practitioners' Manual, 5-17. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-1022-9_2
Blair, R. J. R. (2010). Psychopathy, frustration, and reactive aggression: The role of ventromedial prefrontal cortex. British Journal of Psychology, 101(3), 383-399. https://doi.org/10.1348/000712609X418480
Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (p.408-425). https://doi.org/10.4324/9780203839010
Borualogo, I. S., & Casas, F. (2022). The children’s worlds psychological well-being scale: Adaptation and fit in the Indonesian context. Cogent Psychology, 9(1), Article 2053377. https://doi.org/10.1080/23311908.2022.2053377
Buckner, J. C., Mezzacappa, E., & Beardslee, W. R. (2009). Self-regulation and its relations to adaptive functioning in low income youths. American Journal of Orthopsychiatry, 79(1), 19–30. https://doi.org/10.1037/a0014796
Calkins, S. D., & Bell, M. A. (2010). Introduction: Putting the domains of development into perspective. In S. D. Calkins & M. A. Bell (Eds.), Child development at the intersection of emotion and cognition (p. 3-13). American Psychological Association. https://doi.org/10.1037/12059-001

Calkins, S. D., & Hill, A. (2007). Caregiver influences on emerging emotion regulation: Biological and environmental transactions in early development. In J. J. Gross (Ed.), Handbook of emotion regulation (p. 229–248). The Guilford Press.
Chiu, S. W., Gervan, S., Fairbrother, C., Johnson, L. L., Owen-Anderson, A. F. H., Bradley, S. J., & Zucker, K. J. (2006). Sex-dimorphic color preference in children with gender identity disorder: A comparison to clinical and community controls. Sex Roles: A Journal of Research, 55(5-6), 385–395. https://doi.org/10.1007/s11199-006-9089-9
Choi, A. (2018). Emotional well-being of children and adolescents: Recent trends and relevant factors, OECD Education Working Papers 169, OECD Publishing.
Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317-333. https://doi.org/10.1111/j.1467-8624.2004.00673.x
Cracco, E., Van Durme, K., & Braet, C. (2015). Validation of the FEEL-KJ: an instrument to measure emotion regulation strategies in children and adolescents. PloS one, 10(9), e0137080.
Dannisworo, C. A., & Amalia, F. (2019). Psychological well-being, gender ideology, dan waktu sebagai prediktor keterlibatan ayah. Jurnal Psikologi, 46(3), 241–260. DOI: 10.22146/jpsi.35192
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology / Psychologie canadienne, 49(3), 182–185. https://doi.org/10.1037/a0012801
Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276–302.
Diener E., Lucas R., & Scollon C. N. (2006). Beyond the hedonic treadmill: Revising the adaptation theory of well-being. American Psychologist, 61, 305–314. doi:10.1037/0003-066X.61.4.305
Diener, E., Kesebir, P., & Lucas, R. (2008). Benefits of accounts of well-being-For societies and for psychological science. Applied Psychology: An International Review, 57(1), 37–53. https://doi.org/10.1111/j.1464-0597.2008.00353.x
Dodge, R., Daly, A. P., Huyton, J., & Sanders, L. (2012). The challenges of defining wellbeing. International Journal of Wellbeing, 2(3), 222-235.
Dolan, P., Peasgood, T., & White, M. (2008). Do we really know what makes us happy? A review of the economic literature on the factors associated with subjective well-being. Journal of Economic Psychology, 29(1), 94–122. https://doi.org/10.1016/j.joep.2007.09.001
Eisenberg, N., & Spinrad, T. L. (2004). Emotion‐related regulation: Sharpening the definition. Child Development, 75(2), 334-339. https://doi.org/10.1111/j.1467-8624.2004.00674.x
Etindele Sosso, F. A., Kreidlmayer, M., Pearson, D., & Bendaoud, I. (2022). Towards a socioeconomic model of sleep health among the Canadian population: A systematic review of the relationship between age, income, employment, education, social class, socioeconomic status and sleep disparities. European Journal of Investigation in Health, Psychology and Education, 12(8), 1143-1167. https://doi.org/10.3390/ejihpe12080080
Goldsmith, H. H., Pollak, S. D., & Davidson, R. J. (2008). Developmental neuroscience perspectives on emotion regulation. Child Development Perspectives, 2(3), 132-140. https://doi.org/10.1111/j.1750-8606.2008.00055.x
Hafilia, M. P., & Priyambodo, A. B. (2022). Hubungan Psychological Capital Psychological Well-Being Saat Penerapan Pembelajaran Daring Pada Siswa Kelas IXSMP. Prosiding Seminar Nasional Dan Call for Paper Psikologi Dan Ilmu Humaniora (SENAPIH 2022), (2020), 146-164.
Halleröd, B. (2006). Sour grapes: Relative deprivation, adaptive preferences and the measurement of poverty. Journal of Social Policy, 35(3), 371-390. https://doi.org/10.1017/S0047279406009834
Hoyland, A., Dye, L., & Lawton, C. L. (2009). A systematic review of the effect of breakfast on the cognitive performance of children and adolescents. Nutrition Research Reviews, 22(2), 220-243. https://doi.org/10.1017/S0954422409990175
Huang, M., & Yang, F. (2023). Self-transcendence or self-enhancement: People’s perceptions of meaning and happiness in relation to the self. Journal of Experimental Psychology: General, 152(2), 590–610. https://doi.org/10.1037/xge0001297
Hughes, C., & Leekam, S. (2004). What are the links between theory of mind and social relations? review, reflections and new directions for studies of typical and atypical development. Social Development, 13(4), 590–619. https://doi.org/10.1111/j.1467-9507.2004.00285.x
Karataş, İ., Akkılıç, M., & Altun, Ö. (2021). University students ‘attitudes about covid-19 period emotion and status: Case of TRNC). MANAS Journal of Social Research,10(4), 2137-2147.
Kennewell, E., Curtis, R. G., Maher, C., Luddy, S., & Virgara, R. (2022). The relationships between school children's wellbeing, socio-economic disadvantage and after-school activities: a cross-sectional study. BMC pediatrics, 22(1), 297.
Kieling, C., Baker-Henningham, H., Belfer, M., Conti, G., Ertem, I., Omigbodun, O., Rohde, L. A., Srinath, S., Ulkuer, N., & Rahman, A. (2011). Child and adolescent mental health worldwide: Evidence for action. The Lancet, 378(9801), 1515–1525.
Kim-Prieto, C., Diener, E., Tamir, M., Scollon, C., & Diener, M. (2005). Integrating the diverse definitions of happiness: A time-sequential framework of subjective well-being. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 6(3), 261–300.
Kiye, S. (2023). An examination of family life satisfaction according to some variables. Bayburt Journal of the Faculty of Education, 18(38), 406-421. https://doi.org/10.35675/befdergi.1239542
Koole, S. L. (2009). The psychology of emotion regulation: An integrative review. Cognition and Emotion, 23(1), 4–41.
Korkeila, J., Lehtinen, V., Bijl, R., Dalgard, O. S., Kovess, V., Morgan, A., & Salize, H. J. (2003). Establishing a set of mental health indicators for Europe. Scandinavian journal of public health, 31(6), 451-459.
Kuppens, P., Realo, A., & Diener, E. (2008). The role of positive and negative emotions in life satisfaction judgment across nations. Journal of Personality and Social Psychology, 95(1), 66–75. https://doi.org/10.1037/0022-3514.95.1.66
Leon-Carrion, J., García-Orza, J., & Pérez-Santamaría, F. J. (2004). Development of the Inhibitory Component of the Executive Functions in Children and Adolescents. International Journal of Neuroscience, 114(10), 1291–1311.
Lucas, R. E., Diener, E., & Suh, E. (1996). Discriminant validity of well-being measures. Journal of Personality and Social Psychology, 71(3), 616–628.
Lucas, R. E., Clark, A. E., Georgellis, Y., & Diener, E. (2004). Unemployment Alters the Set Point for Life Satisfaction. Psychological Science, 15(1), 8–13.
Mağden, D., & Yaban, E. H. (2016). Social problem solving training for environmentally deprived 8-12 aged children. Community and Social Service,27(1), 25-40
Margolin, G., & Gordis, E. B. (2004). Children's exposure to violence in the family and community. Current Directions in Psychological Science, 13(4), 152–155.
Mukhlis, H., Hariri, H., Riswandi, R., Haenilah, E. Y., Sunyono, S., Maulina, D., & Fitriadi, F. (2024). A current study of psychological well-being in educational institutions: A systematic literature review. Journal of Education and Learning (EduLearn), 18(2), 382-390. DOI: 10.11591/edulearn.v18i2.21136
Özlü, B., & Serin, N. B. (2021). Social acceptance levels of normal developed students towards disable students. International Journal of Evaluation and Research in Education, 10(4), 1159-1165 DOI: 10.11591/ijere.v10i4.21882
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105.
Pollak, S. D., & Sinha, P. (2002). Effects of early experience on children's recognition of facial displays of emotion. Developmental Psychology, 38(5), 784–791.
Pollard, E. L., & Lee, P. D. (2003). Child well-being: A systematic review of the literature. Social Indicators Research, 61(1), 59–78.
Raver, C. C. (2004). Childcare as a work support, a child-focused ıntervention, and a job. In A. C. Crouter & A. Booth (Eds.), Work-family challenges for low-income parents and their children (p. 179–190).
Reeve, J., & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106(2), 527–540.
Rıza, S. Ö. (2016). Evli bireylerin bilişsel duygu düzenleme stratejilerinin psikolojik iyi oluşları ve evlilik doyumları ile ilişkisinin incelenmesi [The relationship between cognitive emotion regulation strategies, psychological well being and marital satisfaction on married individual] (Unpublished master's thesis). Işık University.
Riediger, M., & Klipker, K. (2014). Emotion regulation in adolescence. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed., p. 187–202).
Ruggeri, K., Garcia-Garzon, E., Maguire, Á., Matz, S., & Huppert, F. A. (2020). Well-being is more than happiness and life satisfaction: A multidimensional analysis of 21 countries. Health and Quality of Life Outcomes, 18, Article 192.
Ruini, C., & Ryff, C. D. (2016). Using eudaimonic well‐being to improve lives. The Wiley handbook of positive clinical psychology, 153-166.
Selçuk, B. (2023). Psikolojik sağlamlık - Çocuktan yetişkine her yaşta [in Turkish]. İstanbul: Kronik Book.
Selçuk, B., Karakas, C., Tuncay, İ., & Can, B. (2023). Even less visible: disadvantaged children in disadvantaged countries. European Journal of Developmental Psychology, 20(6), 962-977.
Shields, A., & Cicchetti, D. (2001). Parental maltreatment and emotion dysregulation as risk factors for bullying and victimization in middle childhood. Journal of Clinical Child Psychology, 30(3), 349–363.
Shaw, D. S., & Shelleby, E. C. (2014). Early-starting conduct problems: Intersection of conduct problems and poverty. Annual Review of Clinical Psychology, 10(1), 503-528.
Spinrad, T. L., Eisenberg, N., Cumberland, A., Fabes, R. A., Valiente, C., Shepard, S. A., Reiser, M., Losoya, S. H., & Guthrie, I. K. (2006). Relation of emotion-related regulation to children's social competence: A longitudinal study. Emotion, 6(3), 498–510.
Tang, Y.-Y., Tang, R., & Gross, J. J. (2019). Promoting psychological well-being through an evidence-based mindfulness training program. Frontiers in Human Neuroscience, 13,237.
Tatlı Harmancı, S. ve Güngör Aytar, A. (2023). Study of Turkish adaption of the emotion regulation scale for children child form (ÇDDÖ) and adult form (ÇDDÖ-YF). National Education Journal, 52(237), 71-106.
Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59(2-3), 250–283.
Trudel, R. (2019). Sustainable consumer behavior. Consumer psychology review, 2(1), 85-96.
Westerhof, G. J., & Keyes, C. L. M. (2010). Mental illness and mental health: The two continua model across the lifespan. Journal of Adult Development, 17(2), 110-119.
Wismer Fries, A. B., Pollak, S. D., & Holt, L. L., (2004). Hemispheric asymmetries in children's perception of nonlinguistic human affective sounds. Developmental Science, 7(1), 10-18.
Yurdakul, Y., & Cesur, E. (2024). Examination of the relationship between emotion regulation skills and aggression levels ofprimary school children. Trakya Journal of Education, 14(1), 304-319.

Details

Primary Language

English

Subjects

Primary Education

Journal Section

Research Article

Authors

Değer Olgun ^*
0009-0008-9743-7992
Kuzey Kıbrıs Türk Cumhuriyeti

Nergüz Bulut Serin
0000-0002-2074-3253
Cyprus

Publication Date

December 31, 2024

Submission Date

July 31, 2024

Acceptance Date

December 16, 2024

Published in Issue

Year 2024 Volume: 13 Number: 4

DOI

https://doi.org/10.55020/iojpe.1525567

IZ

https://izlik.org/JA34PE33HT

APA

Olgun, D., & Bulut Serin, N. (2024). THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS. International Online Journal of Primary Education, 13(4), 238-250. https://doi.org/10.55020/iojpe.1525567

AMA

1.Olgun D, Bulut Serin N. THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS. Int. Online J. Prim. Educ. 2024;13(4):238-250. doi:10.55020/iojpe.1525567

Chicago

Olgun, Değer, and Nergüz Bulut Serin. 2024. “THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS”. International Online Journal of Primary Education 13 (4): 238-50. https://doi.org/10.55020/iojpe.1525567.

EndNote

Olgun D, Bulut Serin N (December 1, 2024) THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS. International Online Journal of Primary Education 13 4 238–250.

IEEE

[1]D. Olgun and N. Bulut Serin, “THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS”, Int. Online J. Prim. Educ., vol. 13, no. 4, pp. 238–250, Dec. 2024, doi: 10.55020/iojpe.1525567.

ISNAD

Olgun, Değer - Bulut Serin, Nergüz. “THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS”. International Online Journal of Primary Education 13/4 (December 1, 2024): 238-250. https://doi.org/10.55020/iojpe.1525567.

JAMA

1.Olgun D, Bulut Serin N. THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS. Int. Online J. Prim. Educ. 2024;13:238–250.

MLA

Olgun, Değer, and Nergüz Bulut Serin. “THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS”. International Online Journal of Primary Education, vol. 13, no. 4, Dec. 2024, pp. 238-50, doi:10.55020/iojpe.1525567.

Vancouver

1.Değer Olgun, Nergüz Bulut Serin. THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS. Int. Online J. Prim. Educ. 2024 Dec. 1;13(4):238-50. doi:10.55020/iojpe.1525567

Creative Commons Licenses

All articles published in International Online Journal of Primary Education's content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).

(Counter start: February 28, 2021)

Abstract

THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS

Abstract

Keywords

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite