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Cognitive Flexibility and Perceived Social Support as Predictors of Stress in Pandemic

Yıl 2023, Cilt: 13 Sayı: 2, 247 - 255, 13.10.2023

Merve Gündüz Soytürk , Burak Akdeniz

https://doi.org/10.53478/yuksekogretim.1267468

Öz

This study aims to examine the relationship between cognitive flexibility, perceived social support and stress in the COVID-19 pandemic. The sample consisted of 319 university students, of which 68% were female and 32% were male. “Depression, Anxiety and Stress Scale”, “Cognitive Flexibility Inventory”, “Multidimensional Scale of Perceived Social Support”, and “Demographic Information Form” were used in data collection. The Pearson moment-product correlation analysis, one-way ANOVA, and hierarchical regression analysis were performed. The results of the study showed that the stress levels of the participants differ significantly according to the decrease in financial income they experienced during the pandemic. Stress level showed a negative correlation with age, perceived social support, and cognitive flexibility. In addition, hierarchical regression analysis showed that when age, the decrease in financial income, the negative impact of the pandemic on education were controlled, perceived social support and cognitive flexibility predicted stress level significantly. The study revealed that as cognitive flexibility and the perceived social support increase, the level of stress decreases. Consequently, studies on how to increase perceived social support and develop cognitive flexibility skills may contribute to eliminating the stress brought about by COVID-19.

Anahtar Kelimeler

Cognitive flexibility COVID-19 perceived social support stress university students.

Kaynakça

  • Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8(2), 71-82.
  • Asıcı, E., & İkiz, F. (2015). Mutluluğa giden bir yol: Bilişsel esneklik. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi 1(35), 191-211.
  • Baltaş, A. & Baltaş, Z. (1990). Stres ve başacıkma yolları. İstanbul: Remzi Kitabevi.
  • Barrow, J. C. & Prosen, S. S. (1981). A model of stress and counseling interventions. The Personnel and Guidance Journal, 60(1), 5-10.
  • Baum, A., Garofalo, J. P., & Yali, A. M. (1999). Socioeconomic status and chronic stress: does stress account for SES effects on health? Annals of the New York Academy of Sciences, 896(1), 131-144.
  • Bhattacharjee, A., & Ghosh, T. (2022). COVID-19 Pandemic and stress: Coping with the new normal. Journal of Prevention and Health Promotion, 3(1), 30-52.
  • Bilge, Y., & Bilge, Y. (2020). Koronavirüs salgını ve sosyal izolasyonun psikolojik semptomlar üzerindeki etkilerinin psikolojik sağlamlık ve stresle baş etme tarzları açısından incelenmesi. Klinik Psikiyatri Dergisi, 23, 38-51.
  • Bristow, N. (2012). American pandemic: The lost worlds of the 1918 influenza epidemic. Oxford University Press.
  • Carroll, N., Sadowski, A., Laila, A., Hruska, V., Nixon, M., Ma, D. W., & Haines, J. (2020). The impact of COVID-19 on health behavior, stress, financial and food security among middle to high income Canadian families with young children. Nutrients, 12(8), 2352.
  • Chakraborty, P., Mittal, P., Gupta, M. S., Yadav, S., & Arora, A. (2020). Opinion of students on online education during the COVID‐19 pandemic. Human Behavior and Emerging Technologies, 3, 357- 365.
  • Chandra, Y. (2020). Online education during COVID-19: perception of academic stress and emotional intelligence coping strategies among college students. Asian Education and Development Studies, 10(2), 229-238.
  • Cohen, S. (1992). Stress, social support, and disorder. In H. O. F. Veiel, U. Baumann (Eds.). The meaning and measurement of social support (pp. 109- 124). New York: Hemisphere Press.
  • Cohen, S., & Hoberman, H. (1983). Positive events and social supports as buffers of life change stress. Journal of Applied Social Psychology, 13, 99-125.
  • Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310-357.
  • David, M. C. M. M., Vieira, G. R., de Lima Leôncio, L. M., dos Santos Neves, L., Bezerra, C. G., de Mattos, M. S. B., ... & de Matos, R. J. B. (2022). Predictors of stress in college students during the COVID-19 pandemic. Journal of Affective Disorders Reports, 10, 100377.
  • DeLongis, A., & Holtzman, S. (2005). Coping in context: The role of stress, social support, and personality in coping. Journal of Personality, 73(6), 1633-1656.
  • Demirtaş, A. S. (2019). Stresli durumlarda bilişsel kontrol ve bilişsel esneklik: Bir ölçek uyarlama çalışması. Psikoloji Çalışmaları, 39(2), 345-368.
  • Dennis, J. P., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive Therapy and Research, 34(3), 241-253.
  • Dour, H. J., Wiley, J. F., Roy‐Byrne, P., Stein, M. B., Sullivan, G., Sherbourne, C. D., ... & Craske, M. G. (2014). Perceived social support mediates anxiety and depressive symptom changes following primary care intervention. Depression and Anxiety, 31(5), 436-442.
  • Duan, L., & Zhu, G. (2020). Psychological interventions for people affected by the COVID-19 epidemic. The Lancet Psychiatry, 7(4), 300-302.
  • Eker, D., Arkar, H., & Yaldız, H. (2001). Çok Boyutlu Algılanan Sosyal Destek Ölçeği’nin gözden geçirilmiş formunun faktör yapısı, geçerlik ve güvenirliği. Turk Psikiyatri Dergisi, 12 (1), 17-25.
  • Eslinger, P. J., & Grattan, L. M. (1993). Frontal lobe and frontalstriatal substrates for different forms of human cognitive flexibility. Neuropsychologia, 31(1), 17-28.
  • Filiz, T. A. Ş. (2022). Perceived stress, social support and social media addiction in university students during the COVID-19 pandemic. Bağımlılık Dergisi, 23, 1, 95-104.
  • Göksu, Ö., & Kumcağız, H. (2020). Covid-19 Salgınında Bireylerde Algılanan Stres Düzeyi ve Kaygı Düzeyleri. Electronic Turkish Studies, 15(4), 463-479.
  • Grey, I., Arora, T., Thomas, J., Saneh, A., Tohme, P., & Abi-Habib, R. (2020). The role of perceived social support on depression and sleep during the COVID-19 pandemic. Psychiatry Research, 293, 113452.
  • Gülüm, I. V., & Dağ, İ. (2012). Tekrarlayıcı Düşünme Ölçeği ve Bilişsel Esneklik Envanterinin Türkçeye uyarlanması, geçerliliği ve güvenilirliği. Anadolu Psikiyatri Dergisi, 13(3), 216-223.
  • Herbert, T. B., & Cohen, S. (1994). Stress and illness. Encyclopedia of Human Behavior, 4, 325-332.
  • Holmes, T. H., & Rahe, R. H. (1967). The Social Readjustment Rating Scale. Journal of Psychosomatic Research, 11(2), 213–218. https:// doi.org/10.1016/0022-3999(67)90010-4.
  • Hupcey, J. E. (1998). Clarifying the social support theory‐research linkage. Journal of Advanced Nursing, 27(6), 1231-1241.
  • Husky, M. M., Kovess-Masfety, V., & Swendsen, J. D. (2020). Stress and anxiety among university students in France during Covid-19 mandatory confinement. Comprehensive Psychiatry, 102, 152191.
  • Johnco, C., Wuthrich, V. M., & Rapee, R. M. (2014). The influence of cognitive flexibility on treatment outcome and cognitive restructuring skill acquisition during cognitive behavioural treatment for anxiety and depression in older adults: Results of a pilot study. Behaviour Research and Therapy, 57, 55-64.
  • Kessler, R. C., Price, R. H., & Wortman, C. B. (1985). Social factors in psychopathology: Stress, social support, and coping processes. Annual Review of Psychology, 36(1), 531-572.
  • Kivimäki, M., Batty, G. D., Pentti, J., Shipley, M. J., Sipilä, P. N., Nyberg, S. T., ... & Vahtera, J. (2020). Association between socioeconomic status and the development of mental and physical health conditions in adulthood: a multi-cohort study. The Lancet Public Health, 5(3), e140-e149.
  • Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33(3), 335-343.
  • Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID-19 pandemic and E-learning: challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education, 34(1), 21-38.
  • Moawad, R. A. (2020). Online learning during the COVID-19 pandemic and academic stress in university students. Revista Românească pentru Educaţie Multidimensională, 12(1 Sup2), 100- 107.
  • Morris, C. G., & Maisto, A. A (2001). Understanding psychology. Upper Saddle River, NJ: Pearson Prentice Hall.
  • Park, C. L., Russell, B. S., Fendrich, M., Finkelstein-Fox, L., Hutchison, M., & Becker, J. (2020). Americans’ COVID-19 stress, coping, and adherence to CDC guidelines. Journal of General Internal Medicine, 35(8), 2296-2303.
  • Panayiotou, G., & Karekla, M. (2013). Perceived social support helps, but does not buffer the negative impact of anxiety disorders on quality of life and perceived stress. Social Psychiatry and Psychiatric Epidemiology, 48(2), 283-294.
  • Polat, S., & Şadiye, D. U. R. (2022). Covid-19 pandemi döneminde üniversite öğrencilerinde sosyal desteğin stres düzeyine etkisi. Izmir Democracy University Health Sciences Journal, 5(1), 237-250.
  • Prati, G., & Mancini, A. D. (2021). The psychological impact of COVID-19 pandemic lockdowns: a review and meta-analysis of longitudinal studies and natural experiments. Psychological Medicine, 51(2), 201-211.
  • Robillard R, Daros A. R., Phillips J. L., Porteous M., Saad M., et al. (2021). Emerging new psychiatric symptoms and the worsening of pre-existing mental disorders during the COVID-19 pandemic: a Canadian multisite study. Canadian Journal Psychiatry, 66(9), 815–26
  • Rodríguez-Hidalgo, A. J., Pantaleón, Y., Dios, I., & Falla, D. (2020). Fear of COVID-19, Stress, and Anxiety in University Undergraduate Students: A Predictive Model for Depression. Frontiers in Psychology, 11, 3041.
  • Sommerlad, A., Marston, L., Huntley, J., Livingston, G., Lewis, G., Steptoe, A., & Fancourt, D. (2022). Social relationships and depression during the COVID-19 lockdown: longitudinal analysis of the COVID-19 Social Study. Psychological medicine, 52(15), 3381-3390.
  • Tanhan A (2020) Utilizing Online Photovoice (OPV) methodology to address biopsychosocial spiritual economic issues and wellbeing during COVID-19: adapting OPV to Turkish. Turkish Studies, 15(4), 1029–1086.
  • Taylor S. (2019). The psychology of pandemics: Preparing for the next global outbreak of infectious disease. Cambridge Scholars Publishing.
  • Taylor, S. (2022). The psychology of pandemics. Annual review of clinical psychology, 18, 581-609.
  • Turan, N., Durgun, H., Kaya, H., Ertaş, G., & Kuvan, D. (2019). Hemşirelik öğrencilerinin stres durumları ile bilişsel esneklik düzeyleri arasındaki ilişki. Jaren, 5(1), 59-66.
  • Uysal Cantürk, P. (2021, March 13-14). The role of cognitive flexibility in coping with stress in the pandemic period. [Paper presentation]. International COVID-19 and Current Issues Congress, Turkey.
  • Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International journal of environmental research and public health, 17(5), 1729.
  • World Health Organisation (WHO), (2020). World Health Organization Declares COVID-19 a ‘Pandemic.’ Here’s What That Means. https:// time.com/5791661/who-coronavirus-pandemic-declaration/ , accessed July 22, 2021
  • World Health Organization. (2010). What is a pandemic? http:// www.who.int/csr/disease/swineflu/frequently_asked_questions/ pandemic/en/, accessed July 22, 2021.
  • Wu, X., Wang, Z., Zhang, H., Yuan, P., Yu, Q., Zhou, Z., & Zhao, Q. (2021). Effects of Internet Language Related to COVID-19 on Mental Health in College Students: The Mediating Effect of Cognitive Flexibility. Frontiers in Psychology, 12. 600268.
  • Yaghi, A. (2021). Impact of online education on anxiety and stress among undergraduate public affairs students: A longitudinal study during the COVID-19 pandemic. Journal of Public Affairs Education, 1-18.
  • Yılmaz, O., Boz, H. & Arslan, A. (2017). Depresyon Anksiyete Stres Ölçeğinin (Dass 21) Türkçe Kısa Formunun Geçerlilik- Güvenilirlik Çalışması. Finans Ekonomi ve Sosyal Araştırmalar Dergisi, 2(2), 78-91.
  • Ye, B., Wu, D., Im, H., Liu, M., Wang, X., & Yang, Q. (2020). Stressors of COVID-19 and stress consequences: The mediating role of rumination and the moderating role of psychological support. Children and youth services review, 118, 105466.
  • Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of personality assessment, 52(1), 30-41.

Pandemi Sürecinde Stres Düzeyinin Yordayıcıları Olarak Bilişsel Esneklik ve Algılanan Sosyal Destek

Yıl 2023, Cilt: 13 Sayı: 2, 247 - 255, 13.10.2023

Merve Gündüz Soytürk , Burak Akdeniz

https://doi.org/10.53478/yuksekogretim.1267468

Öz

Bu çalışma, COVID-19 pandemisinde bilişsel esneklik, algılanan sosyal destek ve stres arasındaki ilişkiyi araştırmayı amaçlamaktadır. Araştırmanın örneklemi, 319 üniversite öğrencisinden oluşmaktadır. Katılımcıların %68’i (N=217) kadın, %32’si (N=102) erkektir. Veri toplamak için “Depresyon, Kaygı ve Stres Ölçeği”, “Bilişsel Esneklik Envanteri”, “Çok Boyutlu Algılanan Sosyal Destek Ölçeği” ve “Demografik Bilgi Formu” kullanılmıştır. İstatistiksel analizde Pearson moment-çarpım korelasyon analizi, tek yönlü ANOVA ve hiyerarşik regresyon analizinden yararlanılmıştır. Araştırmanın sonuçlarına göre, katılımcıların stres düzeyleri, pandemi sırasında yaşadıkları maddi gelirdeki düşüşe göre önemli ölçüde farklılık göstermiştir. Stres düzeyi ile yaş, algılanan sosyal destek ve bilişsel esneklik arasında negatif bir ilişki bulunmuştur. Ayrıca hiyerarşik regresyon analizi sonuçları, yaş, maddi gelirdeki azalma, pandeminin eğitim üzerindeki olumsuz etkisi kontrol edildiğinde, algılanan sosyal destek ve bilişsel esnekliğin stres düzeyini önemli ölçüde yordadığı sonucuna ulaşılmıştır. Çalışmanın çıkarımları açısından algılanan sosyal destek ve bilişsel esneklik arttıkça stres düzeyinin azaldığı tespit edilmiştir. Bu nedenle bilişsel esneklik becerilerinin nasıl geliştirileceğine ve algılanan sosyal desteğin artırılmasına yönelik yapılacak çalışmaların, COVID-19’un neden olduğu stresin ortadan kaldırılmasına katkı sağlayabileceği düşünülmüştür.

Anahtar Kelimeler

Algılanan sosyal destek bilişsel esneklik COVID-19 stress üniversite öğrencileri.

Kaynakça

  • Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8(2), 71-82.
  • Asıcı, E., & İkiz, F. (2015). Mutluluğa giden bir yol: Bilişsel esneklik. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi 1(35), 191-211.
  • Baltaş, A. & Baltaş, Z. (1990). Stres ve başacıkma yolları. İstanbul: Remzi Kitabevi.
  • Barrow, J. C. & Prosen, S. S. (1981). A model of stress and counseling interventions. The Personnel and Guidance Journal, 60(1), 5-10.
  • Baum, A., Garofalo, J. P., & Yali, A. M. (1999). Socioeconomic status and chronic stress: does stress account for SES effects on health? Annals of the New York Academy of Sciences, 896(1), 131-144.
  • Bhattacharjee, A., & Ghosh, T. (2022). COVID-19 Pandemic and stress: Coping with the new normal. Journal of Prevention and Health Promotion, 3(1), 30-52.
  • Bilge, Y., & Bilge, Y. (2020). Koronavirüs salgını ve sosyal izolasyonun psikolojik semptomlar üzerindeki etkilerinin psikolojik sağlamlık ve stresle baş etme tarzları açısından incelenmesi. Klinik Psikiyatri Dergisi, 23, 38-51.
  • Bristow, N. (2012). American pandemic: The lost worlds of the 1918 influenza epidemic. Oxford University Press.
  • Carroll, N., Sadowski, A., Laila, A., Hruska, V., Nixon, M., Ma, D. W., & Haines, J. (2020). The impact of COVID-19 on health behavior, stress, financial and food security among middle to high income Canadian families with young children. Nutrients, 12(8), 2352.
  • Chakraborty, P., Mittal, P., Gupta, M. S., Yadav, S., & Arora, A. (2020). Opinion of students on online education during the COVID‐19 pandemic. Human Behavior and Emerging Technologies, 3, 357- 365.
  • Chandra, Y. (2020). Online education during COVID-19: perception of academic stress and emotional intelligence coping strategies among college students. Asian Education and Development Studies, 10(2), 229-238.
  • Cohen, S. (1992). Stress, social support, and disorder. In H. O. F. Veiel, U. Baumann (Eds.). The meaning and measurement of social support (pp. 109- 124). New York: Hemisphere Press.
  • Cohen, S., & Hoberman, H. (1983). Positive events and social supports as buffers of life change stress. Journal of Applied Social Psychology, 13, 99-125.
  • Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310-357.
  • David, M. C. M. M., Vieira, G. R., de Lima Leôncio, L. M., dos Santos Neves, L., Bezerra, C. G., de Mattos, M. S. B., ... & de Matos, R. J. B. (2022). Predictors of stress in college students during the COVID-19 pandemic. Journal of Affective Disorders Reports, 10, 100377.
  • DeLongis, A., & Holtzman, S. (2005). Coping in context: The role of stress, social support, and personality in coping. Journal of Personality, 73(6), 1633-1656.
  • Demirtaş, A. S. (2019). Stresli durumlarda bilişsel kontrol ve bilişsel esneklik: Bir ölçek uyarlama çalışması. Psikoloji Çalışmaları, 39(2), 345-368.
  • Dennis, J. P., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive Therapy and Research, 34(3), 241-253.
  • Dour, H. J., Wiley, J. F., Roy‐Byrne, P., Stein, M. B., Sullivan, G., Sherbourne, C. D., ... & Craske, M. G. (2014). Perceived social support mediates anxiety and depressive symptom changes following primary care intervention. Depression and Anxiety, 31(5), 436-442.
  • Duan, L., & Zhu, G. (2020). Psychological interventions for people affected by the COVID-19 epidemic. The Lancet Psychiatry, 7(4), 300-302.
  • Eker, D., Arkar, H., & Yaldız, H. (2001). Çok Boyutlu Algılanan Sosyal Destek Ölçeği’nin gözden geçirilmiş formunun faktör yapısı, geçerlik ve güvenirliği. Turk Psikiyatri Dergisi, 12 (1), 17-25.
  • Eslinger, P. J., & Grattan, L. M. (1993). Frontal lobe and frontalstriatal substrates for different forms of human cognitive flexibility. Neuropsychologia, 31(1), 17-28.
  • Filiz, T. A. Ş. (2022). Perceived stress, social support and social media addiction in university students during the COVID-19 pandemic. Bağımlılık Dergisi, 23, 1, 95-104.
  • Göksu, Ö., & Kumcağız, H. (2020). Covid-19 Salgınında Bireylerde Algılanan Stres Düzeyi ve Kaygı Düzeyleri. Electronic Turkish Studies, 15(4), 463-479.
  • Grey, I., Arora, T., Thomas, J., Saneh, A., Tohme, P., & Abi-Habib, R. (2020). The role of perceived social support on depression and sleep during the COVID-19 pandemic. Psychiatry Research, 293, 113452.
  • Gülüm, I. V., & Dağ, İ. (2012). Tekrarlayıcı Düşünme Ölçeği ve Bilişsel Esneklik Envanterinin Türkçeye uyarlanması, geçerliliği ve güvenilirliği. Anadolu Psikiyatri Dergisi, 13(3), 216-223.
  • Herbert, T. B., & Cohen, S. (1994). Stress and illness. Encyclopedia of Human Behavior, 4, 325-332.
  • Holmes, T. H., & Rahe, R. H. (1967). The Social Readjustment Rating Scale. Journal of Psychosomatic Research, 11(2), 213–218. https:// doi.org/10.1016/0022-3999(67)90010-4.
  • Hupcey, J. E. (1998). Clarifying the social support theory‐research linkage. Journal of Advanced Nursing, 27(6), 1231-1241.
  • Husky, M. M., Kovess-Masfety, V., & Swendsen, J. D. (2020). Stress and anxiety among university students in France during Covid-19 mandatory confinement. Comprehensive Psychiatry, 102, 152191.
  • Johnco, C., Wuthrich, V. M., & Rapee, R. M. (2014). The influence of cognitive flexibility on treatment outcome and cognitive restructuring skill acquisition during cognitive behavioural treatment for anxiety and depression in older adults: Results of a pilot study. Behaviour Research and Therapy, 57, 55-64.
  • Kessler, R. C., Price, R. H., & Wortman, C. B. (1985). Social factors in psychopathology: Stress, social support, and coping processes. Annual Review of Psychology, 36(1), 531-572.
  • Kivimäki, M., Batty, G. D., Pentti, J., Shipley, M. J., Sipilä, P. N., Nyberg, S. T., ... & Vahtera, J. (2020). Association between socioeconomic status and the development of mental and physical health conditions in adulthood: a multi-cohort study. The Lancet Public Health, 5(3), e140-e149.
  • Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33(3), 335-343.
  • Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID-19 pandemic and E-learning: challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education, 34(1), 21-38.
  • Moawad, R. A. (2020). Online learning during the COVID-19 pandemic and academic stress in university students. Revista Românească pentru Educaţie Multidimensională, 12(1 Sup2), 100- 107.
  • Morris, C. G., & Maisto, A. A (2001). Understanding psychology. Upper Saddle River, NJ: Pearson Prentice Hall.
  • Park, C. L., Russell, B. S., Fendrich, M., Finkelstein-Fox, L., Hutchison, M., & Becker, J. (2020). Americans’ COVID-19 stress, coping, and adherence to CDC guidelines. Journal of General Internal Medicine, 35(8), 2296-2303.
  • Panayiotou, G., & Karekla, M. (2013). Perceived social support helps, but does not buffer the negative impact of anxiety disorders on quality of life and perceived stress. Social Psychiatry and Psychiatric Epidemiology, 48(2), 283-294.
  • Polat, S., & Şadiye, D. U. R. (2022). Covid-19 pandemi döneminde üniversite öğrencilerinde sosyal desteğin stres düzeyine etkisi. Izmir Democracy University Health Sciences Journal, 5(1), 237-250.
  • Prati, G., & Mancini, A. D. (2021). The psychological impact of COVID-19 pandemic lockdowns: a review and meta-analysis of longitudinal studies and natural experiments. Psychological Medicine, 51(2), 201-211.
  • Robillard R, Daros A. R., Phillips J. L., Porteous M., Saad M., et al. (2021). Emerging new psychiatric symptoms and the worsening of pre-existing mental disorders during the COVID-19 pandemic: a Canadian multisite study. Canadian Journal Psychiatry, 66(9), 815–26
  • Rodríguez-Hidalgo, A. J., Pantaleón, Y., Dios, I., & Falla, D. (2020). Fear of COVID-19, Stress, and Anxiety in University Undergraduate Students: A Predictive Model for Depression. Frontiers in Psychology, 11, 3041.
  • Sommerlad, A., Marston, L., Huntley, J., Livingston, G., Lewis, G., Steptoe, A., & Fancourt, D. (2022). Social relationships and depression during the COVID-19 lockdown: longitudinal analysis of the COVID-19 Social Study. Psychological medicine, 52(15), 3381-3390.
  • Tanhan A (2020) Utilizing Online Photovoice (OPV) methodology to address biopsychosocial spiritual economic issues and wellbeing during COVID-19: adapting OPV to Turkish. Turkish Studies, 15(4), 1029–1086.
  • Taylor S. (2019). The psychology of pandemics: Preparing for the next global outbreak of infectious disease. Cambridge Scholars Publishing.
  • Taylor, S. (2022). The psychology of pandemics. Annual review of clinical psychology, 18, 581-609.
  • Turan, N., Durgun, H., Kaya, H., Ertaş, G., & Kuvan, D. (2019). Hemşirelik öğrencilerinin stres durumları ile bilişsel esneklik düzeyleri arasındaki ilişki. Jaren, 5(1), 59-66.
  • Uysal Cantürk, P. (2021, March 13-14). The role of cognitive flexibility in coping with stress in the pandemic period. [Paper presentation]. International COVID-19 and Current Issues Congress, Turkey.
  • Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International journal of environmental research and public health, 17(5), 1729.
  • World Health Organisation (WHO), (2020). World Health Organization Declares COVID-19 a ‘Pandemic.’ Here’s What That Means. https:// time.com/5791661/who-coronavirus-pandemic-declaration/ , accessed July 22, 2021
  • World Health Organization. (2010). What is a pandemic? http:// www.who.int/csr/disease/swineflu/frequently_asked_questions/ pandemic/en/, accessed July 22, 2021.
  • Wu, X., Wang, Z., Zhang, H., Yuan, P., Yu, Q., Zhou, Z., & Zhao, Q. (2021). Effects of Internet Language Related to COVID-19 on Mental Health in College Students: The Mediating Effect of Cognitive Flexibility. Frontiers in Psychology, 12. 600268.
  • Yaghi, A. (2021). Impact of online education on anxiety and stress among undergraduate public affairs students: A longitudinal study during the COVID-19 pandemic. Journal of Public Affairs Education, 1-18.
  • Yılmaz, O., Boz, H. & Arslan, A. (2017). Depresyon Anksiyete Stres Ölçeğinin (Dass 21) Türkçe Kısa Formunun Geçerlilik- Güvenilirlik Çalışması. Finans Ekonomi ve Sosyal Araştırmalar Dergisi, 2(2), 78-91.
  • Ye, B., Wu, D., Im, H., Liu, M., Wang, X., & Yang, Q. (2020). Stressors of COVID-19 and stress consequences: The mediating role of rumination and the moderating role of psychological support. Children and youth services review, 118, 105466.
  • Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of personality assessment, 52(1), 30-41.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Merve Gündüz Soytürk 0000-0003-4261-4820

Burak Akdeniz 0000-0002-5113-3191

Erken Görünüm Tarihi 29 Eylül 2023
Yayımlanma Tarihi 13 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 2

Kaynak Göster

APA Gündüz Soytürk, M., & Akdeniz, B. (2023). Cognitive Flexibility and Perceived Social Support as Predictors of Stress in Pandemic. Yükseköğretim Dergisi, 13(2), 247-255. https://doi.org/10.53478/yuksekogretim.1267468
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