Abstract:

The aim of this study is to examine how well emotion regulation, coping, and cognitive flexibility variables predict adolescents' subjective well-being at school. For this purpose, a correlational study was conducted. Participants in the study include 389 adolescents, 184 (47.3 %) boys and 205 (52.7 %) girls. The average age of the adolescents in the study group is 15.70. Brief Adolescents’ Subjective Well-Being in School Scale, Emotion Regulation Questionnaire, The Coping Strategies for Adolescents Scale, Cognitive Flexibility Scale, and Personal Information Form were used as data collection tools. The data obtained were analyzed through hierarchical regression analysis. It was concluded that the variables of emotion regulation, coping and cognitive flexibility significantly predicted subjective well-being at school. In the study, it was found that 43 % ( R2 = .432, adjusted R2 = .429; p < .01; F 2/386 = 146.51, p < .01) of the variance in subjective well-being at school was explained by emotion regulation, 15 % ( R2 = .587, adjusted R2 = .582; p < .01; F 5/383 = 108.90, p < .01) by coping, and 2 % ( R2 = .600, adjusted R2 = .594; p < .01; F 6/382 = 161.83, p < .01) by cognitive flexibility variables.

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