青少年情绪调节策略对其心理复原力的中介效应

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-09-13 DOI:10.1002/pits.23300

Alev Üstündağ

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引用次数: 0

摘要

本研究旨在分析青少年的情绪调节和心理复原能力，探讨各种变量及其相互关系。研究采用了描述性和关系性调查模式，对土耳其的 967 名青少年进行了抽样调查。数据收集使用了 "个人信息表"、"青少年情绪调节量表 "和 "青少年心理复原力量表"。结果显示，青少年的心理复原力因性别和母亲教育水平而异，而情绪调节策略则因性别、社会经济水平和父母教育水平而异。青少年的心理复原力与其内部功能性情绪调节策略之间存在一定的关系。此外，研究还发现朋辈支持、学校支持、适应和移情等因素能有效改善青少年的情绪调节策略。

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The mediating effect of adolescents' emotional regulation strategies on their psychological resilience

The purpose of this study was to analyse emotional regulation and psychological resilience in adolescents, exploring various variables and their interrelationships. A descriptive and relational survey model was used in the study, which included a sample of 967 adolescents in Turkey. Data were collected using a “Personal Information Form,” the “Emotion Regulation Scale for Adolescents” and the “Adolescents Psychological Resilience Scale.” The results showed that adolescents' psychological resilience differed according to gender and maternal education level, while emotional regulation strategies differed according to gender, socioeconomic level and parental education level. There was a relationship between adolescents' psychological resilience and their internal functional emotional regulation strategies. Furthermore, factors such as peer support, school support, adjustment and empathy were found to be effective in improving adolescents' emotional regulation strategies.

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.