Abstract:

In this study it is examined that whether positive metacognition and positive meta-emotion differ or not according to the attachment styles of adolescents. The sample of the research is composed of 273 university students who continue to the Education Faculty of Nevsehir Haci Bektasi Veli University on 2015-2016 academic year. In the study, "Experience of Close Relationships" inventory were used to measure attachment style scores of adolescents and "Positive Metacognition and Positive Meta-Emotional Scale" were used to measure positive metacognition and positive meta-emotion. According to the attachment styles of the adolescents in the research, subscale scores of "confidence to finish repetitive feelings and thoughts" were found to differ significantly. Secure attached adolescents had significantly higher levels of "confidence to finish repetitive feelings and thoughts" subscale scores than Preoccupied and fearful adolescents. dismissing attached adolescents' "confidence to finish repetitive emotions and feelings" subscale scores were found significantly higher than Preoccupied and fearful adolescents. Moreover, as a result of the correlation analysis, it was concluded that there was a meaningful relationship on negative direction between anxious attachment, and "confidence to finish the repetitive feeling and thinking" and “the interpretation of emotions as cues, restraining sudden reactions and trusting the mind to solve the problem” subscales.

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