Üniversite Öğrencilerinde Algılanan Stres, Üstbiliş ve Duygusal Düzenlemeler Arasındaki İlişkinin İncelenmesi

Öz

Üniversite öğrencileri genellikle olumsuz duygulara maruz kalırlar ve bu durum onların üştbiliş kabiliyetleri ile ilişkilidir. Bu çalışmanın amacı üniversite öğrencilerinde algılanan stres, üstbiliş ve duygusal düzenlemeler arasındaki ilişkiyi incelemektir. Kesitsel olarak gerçekleştirilen çalışmaya yaşları 18 ile 35 aralığında (Ort.=24,8, SS=4,87) toplam 226 üniversite öğrencisi katılmıştır. Katılımcılardan veriler Sosyo-Demografik form, Üstbilişsel Farkındalık Envanteri, Duygusal Düzenleme Anketi ve Algılanan Stres Ölçeği kullanılarak elde edilmiştir. Araştırmanın sonucunda bulgular, katılımcıların çoğunun orta düzeyde strese sahip olduğunu gösterirken (Erkek= Ort. = 32,4, SS = 5,3, Kadın= Ort. = 28,7, SS = 4,9), erkek öğrencilerin kadın öğrencilere göre daha düşük üstbilişsel beceriler sergilediklerini ortaya koymuştur. Ayrıca diğer bulgular arasında, duygusal düzenleyici alt boyutları arasından yeniden değerlendirme alt boyutunun düşük seviyede veya azaltılarak kullanılmasının öğrenciler arasında yüksek stres ile ilişkisi tespit edilmiş, yüksek stres seviyesi ile düşük üstbilişsel becerileri arasında da korelasyonel bir ilişki olduğu saptanmıştır (r(224) =-.182). Sonuç olarak algılanan stresin, üstbilişsel becerilerin ve duygusal düzenlemenin öğrencilerin başarısını destekleme de teşvik etmede önemli ilişkisinin olduğu görülmüş, bu faktörlerin önemi göz önünde bulundurarak yaklaşımlar sergilemenin öğrencilerin bireysel ve akademik gelişimini olumlu katkılar sunacağı düşülmektedir.

Anahtar Kelimeler

• Üniversite
• Duygusal düzenleme
• Üstbiliş
• Stres

Exploring the Relationship Between Metacognition, Emotional Regulation and Perceived Stress Among College Students

Abstract

Students experience stress because of difficult and demanding situations, which are related to metacognitive abilities and emotional control techniques. College students experience negative emotions frequently, which affect their capacity for metacognition. The purpose of the study was to examine the relationship between college students' perceptions of stress, metacognition, and emotional control. 226 college students in all, ranging in age from 18 to 35, participated in the cross-sectional study (M = 24.8, SD = 4.87). Participants completed a sociodemographic form, the Perceived Stress Scale, the Emotional Regulation Questionnaire, and the Metacognitive Awareness Inventory. The study's findings showed that the majority of participants experienced moderate stress (Male= M = 32.4, SD = 5.3, Female= M = 28.7, SD = 4.9), and male students reported less mastery of metacognitive processes than female students. Additionally, a negative link between perceived stress and emotional regulation was discovered, suggesting that a low degree of emotional regulation was associated with a high level of stress. The findings further showed that higher levels of stress were associated with weaker metacognitive capacity and lower use of reappraisal as an emotional regulation method, respectively (r(224)=-.182). These results demonstrated a relationship between perceived stress, metacognitive abilities, and emotional regulation that might have significant consequences for supporting and promoting college student performance.

Keywords

• University
• Emotional Regulation
• Metacognition
• Stress

Kaynakça

1. Aydın KB (2010) Strategies for coping with stress as predictors of mental health. Int J Hum Sci, 7:534-548.
2. Aguilera M, Ahufinger N, Esteve-Gibert N, Ferinu L, Andreu L, Sanz-Torrent M (2021) Vocabulary abilities and parents' emotional regulation predict emotional regulation in school-age children but not adolescents with and without developmental language disorder. Front Psychol, 12:748283.
3. Akın A, Abacı R, Cetin B (2007) Bilişötesi farkındalık envanterinin Türkçe formunun geçerlilik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 7:671-678.
4. Avhustiuk MM, Pasichnyk ID, Kalamazh RV (2018) The illusion of knowing in metacognitive monitoring: Effects of the type of information and of personal, cognitive, metacognitive, and individual psychological characteristics. Eur J Psychol, 14:317–341.
5. Azzi V, Bianchi D, Pompili S, Laghi F, Gerges S, Akel M et al. (2022) Emotion regulation and drunkorexia behaviors among Lebanese adults: The indirect effects of positive and negative metacognition. BMC Psychiatry, 22:391.
6. Barbayannis G, Bandari M, Zheng X, Baquerizo H, Pecor KW, Ming X (2022) Academic stress and mental well-being in college students: Correlations, affected groups, and covid-19. Front Psychol, 13:886344.
7. Bedewy D, Gabriel A (2015) Examining perceptions of academic stress and its sources among university students: the perception of academic stress scale. Health Psychol Open, 2:2055102915596714..
8. Berthelsen D, Hayes N, White S, Williams KE (2017) Executive function in adolescence: Associations with child and family risk factors and self-regulation in early childhood. Front Psychol, 8:903.

9. Cumming MM, Smith SW, O'Brien K (2019) Perceived stress, executive function, perceived stress regulation, and behavioral outcomes of adolescents with and without significant behavior problems. Psychol Sch, 56:1359-1380.
10. Cheng ST (2016) Cognitive reserve and the prevention of dementia: The role of physical and cognitive activities. Curr Psychiatry Rep, 18:85.
11. Eldeleklioğlu J, Eroğlu Y (2015). A Turkish adaptation of the emotion regulation questionnaire. Int J Hum Sci, 12:1157-1168.
12. Eskin M, Harlak H, Demirkıran F, Dereboy Ç (2013) Algılanan stres ölçeğinin Türkçeye uyarlanması: güvenirlik ve geçerlik analizi. Yeni Symposium, 51:132-140.
13. Dent AL, Koenka AC (2016) The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educ Psychol Rev, 28:425–474.
14. Favieri F, Marini A, Casagrande M (2021) Emotional regulation and overeating behaviors in children and adolescents: A systematic review. Behav Sci (Basel), 11:11.
15. Gavurova B, Ivankova V, Rigelsky M (2020) Relationships between perceived stress, depression and alcohol use disorders in üniversity students during the covid-19 Pandemic: A socio-economic dimension. Int J Environ Res Public Health, 17:8853.
16. Gumora G, Arsenio W (2002) Emotionality, emotion regulation, and school performance in middle school children. J Sch Psychol, 40:395-413.
17. Han J, Yin H, Wang J (2020) Examining the relationships between job characteristics, emotional regulation and university teachers' well-being: The mediation of emotional regulation. Front Psychol, 11:1727.
18. Heinen I, Bullinger M, Kocalevent RD (2017) Perceived stress in first year medical students - associations with personal resources and emotional distress. BMC Med Educ, 17:4.
19. Holley SR, Ewing ST, Stiver JT, Bloch L (2017) The relationship between emotion regulation, executive functioning, and aggressive behaviors. J Interpers Violence, 32:1692–1707.
20. Huberty J, Green J, Glissmann C, Larkey L, Puzia M, Lee C (2019) Efficacy of the mindfulness meditation mobile App "calm" to reduce stress among college students: Randomized controlled trial. JMIR mHealth uHealth, 7:e14273..
21. Irak M, Çapan D, Soylu C (2015) Üstbilişsel süreçlerde yaşa bağlı değişiklikler. Türk Psikoloji Dergisi, 30:64-75.
22. Jenkins A, Weeks MS, Hard BM (2021) General and specific stress mindsets: Links with college student health and academic performance. PloS One, 16:e0256351.
23. Kaya C, Tansey NT, Melekoglu M, Cakiroglu O, Chang F (2019). Psychometric evaluation of Turkish version of the perceived stress scale with Turkish college students. J Ment Health, 28:161-167.
24. Kremen WS, Beck A, Elman JA, Gustavson DE, Reynolds CA, Tu XM et al. (2019) Influence of young adult cognitive ability and additional education on later-life cognition. Proc Natl Acad Sci U S A, 116:2021-2026.
25. Köseoğlu F (2013) Evaluation of metacognitive functions in major depressive and panic depressive disorder patients. (Doctoral thesis). Elazığ, Fırat University.
26. Morie KP, Zhai ZW, Potenza MN, Mayes LC (2020) Alexithymia, emotion-regulation strategies, and traumatic experiences in prenatally cocaine-exposed young adults. Am J Addict, 29:492–499.
27. Mulyani S, Salameh AA, Komariah A, Timoshin A, Hashim N, Fauziah R et al. (2021) Emotional regulation as a remedy for teacher burnout in special schools: Evaluating school climate, teacher's work-life balance and children behavior. Front Psychol, 12:655850.
28. McLean L, Gaul D, Penco R (2022) Perceived social support and stress: A study of 1st year students in Ireland. Int J Ment Health Addict, doi: 10.1007/s11469-021-00710-z.
29. Narang D, Saini S (2013) Metacognition and academic performance of rural adolescents. Studies on Home and Community Science, 7:167-175.
30. Pedrini L, Rossi R, Magni LR, Lanfredi M, Meloni S, Ferrari C et al. (2021) Emotional regulation in teens and improvement of constructive skills: A study protocol for a randomized controlled trial. Trials, 22:920.
31. Romano L, Tang X, Hietajärvi L, Salmela-Aro K, Fiorilli C (2020) Students' trait emotional intelligence and perceived teacher emotional support in preventing burnout: The moderating role of academic anxiety. Int J Environ Res Public Health, 17:4771.
32. Sariçam H (2015) Metacognition and happiness: The mediating role of perceived stress. Stud Psychol (Bratisl), 57:271-283.
33. Shields GS, Sazma MA, Yonelinas AP (2016) The effects of acute stress on core executive functions: A meta-analysis and comparison with cortisol. Neurosci Biobehav Rev, 68:651–668.
34. Somatori K, Kunisato Y (2022) Metacognitive ability and the precision of confidence. Front Hum Neurosci, 16:706538
35. Tanner KD (2012) Promoting student metacognition. CBE Life Sci Educ,11:113-120.
36. Önen S, Uğurlu GK, Çayköylü A (2013) The relationship between metacognitions and insight in obsessive–compulsive disorder. Compr Psychiatry, 54:541-548.
37. Wang K, Yang Y, Zhang T, Ouyang Y, Liu B, Luo J (2020) The relationship between physical activity and emotional intelligence in college students: The mediating role of self-efficacy. Front Psychol, 11:967.
38. Wen Y, Chen H, Pang L, Gu X (2020) The relationship between emotional intelligence and entrepreneurial self-efficacy of Chinese vocational college students. Int J Environ Res Public Health, 17:4511.
39. Wills TA, Pokhrel P, Morehouse E, Fenster B (2011) Behavioral and emotional regulation and adolescent substance use problems: A test of moderation effects in a dual-process model. Psychol Addict Behav, 25:279–292.
40. Wokke ME, Achoui D, Cleeremans A (2020) Action information contributes to metacognitive decision-making. Sci Rep, 10:3632.
41. Yılmaz AE, Gençöz T, Wells A (2011) The temporal precedence of metacognition in the development of anxiety and depression symptoms in the context of life-stress: A prospective study. J Anxiety Disord, 25:389-396.
42. Young A, Fry JD (2008) Metacognitive awareness and academic achievement in college students. J Scholarsh Teach Learn, 8:1–10.