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Araştırmada ergenlerin saldırganlık (fiziksel saldırganlık, sözel saldırganlık, öfke, düşmanlık, dolaylı saldırganlık) düzeylerini duygu düzenleme ve duygusal başa çıkma becerilerinin ne düzeyde yordadığını belirlemek amaçlanmıştır. Araştırma 277’si (%58.3) kız ve 198’i (%41.7) erkek toplam 475 lise öğrencisi üzerinde gerçekleştirilmiştir. Araştırmada Saldırganlık Ölçeği, Ergenler İçin Duygu Düzenleme Ölçeği ve Duygusal Başa Çıkma Ölçeği kullanılmıştır. Veriler Pearson Momentler Çarpımı Korelasyon Katsayısı ve çok değişkenli regresyon analizi ile değerlendirilmiştir. Analiz sonucunda duygu düzenleme ve duygusal başa çıkmanın boyutlarının lise öğrencilerinin saldırganlık puanlarının toplam varyansının %45’ini açıkladığı belirlenmiştir. Ayrıca dışsal ve içsel işlevsel olmayan duygu düzenlemenin saldırganlığın tüm alt boyutlarını (fiziksel saldırganlık, sözel saldırganlık, öfke, düşmanlık, dolaylı saldırganlık) anlamlı olarak yordadığı belirlenmiştir. Duyguyu ifade etme, fiziksel saldırganlığın duyguyu işlemleme ise düşmanlık ve sözel saldırganlığın anlamlı yordayıcılarıdır. Saldırganlığın duygu düzenleme ve duygusal başa çıkmayla ilişkisi göze alındığında ergenlere duygularını düzenleme ve duygularıyla uyumlu biçimde başa çıkma konusunda psikolojik danışma ve rehberlik hizmeti verilebilir. Ergenlerde duygu düzenleme konusuna yönelik grup rehberlik çalışmaları geliştirilebilir ve okullarda bu çalışmalara ağırlık verilebilir. Ülkemizde ergenler arasında saldırganlığın hızla yaygınlaşması saldırganlığı yordayan başka faktörlerin de araştırılmasını gerekli hale getirmektedir.
The study aimed at determining the levels of aggression (physical aggression, verbal aggression, anger, hostility, indirect aggression) in adolescents and the levels of their ability to regulate emotions and emotionally cope with them. The study was conducted by 277 (58.3%) girls and 198 (41.7%) men on a total of 475 high school students. The study used the scale of aggression, the scale of emotional regulation for adolescents and the scale of emotional exposure. The data was evaluated by the Pearson Moments Collapse Correlation Score and Multi-Variant Regression Analysis. The analysis found that the dimensions of emotional arrangement and emotional dealing revealed 45% of the total variance of high school students’ aggressiveness scores. It is also established that external and internal non-functional emotional arrangement significantly affects all subdimensions of aggression (physical aggression, verbal aggression, anger, hostility, indirect aggression). Expression of emotions, physical aggression, and processing of emotions are meaningful promotors of hostility and verbal aggression. When the relationship of aggression with emotional regulation and emotional dealing is taken into account, adolescents can be given psychological advice and guidance on how to regulate their emotions and deal with their emotions in accordance with their emotions. Group guidance work on the subject of emotional regulation in adolescents can be developed and these studies can be emphasized in schools. The rapid spread of aggression among adolescents in our country makes it necessary to investigate other factors that cause aggression.
The aim of the study was to determine th elevels of aggression (physical aggression, verbal aggression, anger, hostility, indirect aggression) levels of emotions and emotional coping skills of adolescents. The study was carried out on 277 (%58.3) female and 198 (%41.7) male totally 475 high school students. The Aggression Scale (Can, 2002), Emotion Regulation Scale for Adolescents (Duy and Yıldız, 2014) and Emotional Coping Scale (Durak and Şenol-Durak) were used in the study.The data were evaluated by Pearson Product Moment Correlation Coefficient and multivariate regression analysis.As a result of the analysis, it was determined that the dimensions of emotion regulation and emotional coping accounted for 45% of the total variance of aggressions cores of high school students. In addition, it is seen that external and internal dysfunctional emotion regulation significantly predicts all sub-dimensions of aggression (physical aggression, verbal aggression, anger, hostility, indirect aggression). Expressing emotion significantly predicted physical aggression, while processing emotion predicted hostility and verbal aggression significantly. When taken out of aggression, emotion regulation, and emotional relationship with the head out; psychological counseling and guidance services can be provided to adolescents to organize their feelings and cope with their feelings. Group guidance studies on emotion regulation can be developed in adolescents and these studies can be emphasized in schools. The rapid spread of aggression among adolescents in our country makes it necessary to investigate other factors predicting aggression.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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