Abstract:

This study aimed to examine the relationship between stress and school refusal in children and the mediating role of cognitive emotion regulation strategies in this relationship. The population of the study consisted of 501 participants recruited by convenience sampling, of which 216 were male (43.1%) and 285 were female (56.9%) between the ages of 8 and 11. Pearson Correlation Analysis and Regression and the Mediator Variable Model were used in the study. "Perceived Stress Scale in Children", the child version of the " Cognitive Emotion Regulation Questionnaire-k (CERQ)", and "School Refusal Assessment Scale" were used as data collection tools. As a result of the study, it was found that the variables of perceived stress, cognitive emotion regulation strategies, and school refusal had a statistically significant relationship with each other. It was concluded that perceived stress significantly predicted school refusal and CER, and CER significantly predicted school refusal. It was found that the dimensions of cognitive emotion regulation strategies; rumination, catastrophizing, self-blame, acceptance, and other-blame, played a mediating role between perceived stress and school refusal. It is recommended to examine the relationships between the variables of school refusal, stress and emotion regulation in children.

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