Publication: Fen Lisesi Öğrencilerinde Öz Yeterlik ve İyi Oluş:_x000D_
Duygu Düzenlemenin Aracı Rolü
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Bu araştırmanın amacı fen lisesi öğrencilerinde öz yeterlik ve iyioluş arasındaki ilişkide duygu düzenlemenin aracı rolününincelenmesidir. Araştırmanın evrenini İstanbul Avrupa Yakası’ndabulunan tüm (dört) fen liselerinde 2017-2018 eğitim öğretim yılındakayıtlı toplam 1958 öğrenci; örneklemini de seçkisiz çok aşamalıörnekleme ile seçilen ve yaş ortalaması 15,72 olan toplam 501öğrenci [286’sı (%57,1) kız, 215’i (%42,9) erkek] oluşturmaktadır.Araştırma verileri Ergenler İçin Beş Boyutlu İyi Oluş Modeli:EPOCH Ölçeği, Çocuklar İçin Öz Yeterlik Ölçeği ve Ergenler İçinDuygu Düzenleme Ölçeği ile elde edilmiştir. Araştırma sonucundaulaşılan verilerin analizinde, SPSS 22 programı ve AMOS 20.0programı kullanılmıştır. Ayrıca araştırma amaçlarının sınanmasıiçin elde edilen verilerin analizinde Yapısal Eşitlik Modeli vePearson Momentler Çarpımı Korelasyonu’ndan yararlanılmıştır.Bu araştırma sonucunda oluşturulan yapısal eşitlik modelinde özyeterlik ile iyi oluş arasındaki ilişkide duygu düzenlemenin kısmiaracı rolünün bulunduğu anlaşılmaktadır. Modele göre öz yeterliközelliklerinin (davranışa başlama, davranışı sürdürme, davranışıtamamlama, engellerle mücadele) yüksek olması duygudüzenlemenin (içsel işlevsel duygu düzenleme, içsel işlevselolmayan duygu düzenleme, dışsal işlevsel duygu düzenleme,dışsal işlevsel olmayan duygu düzenleme) oluşmasını sağlamakta,duygu düzenlemenin artması da fen lisesi öğrencilerinin iyi oluş(bağlılık, kararlılık, iyimserlik, ilişkililik, mutluluk) düzeyleriniartırmaktadır. Bu sonuçlar fen lisesi öğrencilerinin iyi oluşlarınınincelenmesinde öz yeterlik ve duygu düzenlemenin önemigöstermektedir.
The aim of this study is to examine the mediating role of emotion regulation in the_x000D_ relationship between self-efficacy and well-being in science high school students. The_x000D_ universe of the research is 1958 students enrolled in all (four) science high schools on the_x000D_ European Side of Istanbul in the 2017-2018 academic year; The sample consists of 501_x000D_ students [286 (57.1%) girls, 215 (42.9%) boys], selected by random multi-stage sampling_x000D_ and with an average age of 15.72. Research data were obtained by Five-Dimensional_x000D_ Well-Being Model for Adolescents: EPOCH Scale, Self-Efficacy Scale for Children and_x000D_ Emotion Regulation Scale for Adolescents. SPSS 22 program and AMOS 20.0 program_x000D_ were used in the analysis of the data obtained as a result of the research. In addition,_x000D_ Pearson Product Moment Correlation and Structural Equation Model were used in the_x000D_ analysis of the data obtained to test the research objectives. Emotion regulation has a_x000D_ partial mediating role in the relationship between self-efficacy and well-being in the_x000D_ structural equation model created as a result of this research. According to the model,_x000D_ high self-efficacy characteristics (starting behavior, maintaining behavior, completing_x000D_ behavior, combating obstacles) leads to the formation of emotion regulation (internal_x000D_ functional emotion regulation, internal dysfunctional emotion regulation, external_x000D_ functional emotion regulation, external dysfunctional emotion regulation) increases the_x000D_ well-being (commitment, determination, optimism, relatedness, happiness) levels of_x000D_ science high school students. These results show the importance of self-efficacy and_x000D_ emotion regulation in examining the well-being of science high school students.
The aim of this study is to examine the mediating role of emotion regulation in the_x000D_ relationship between self-efficacy and well-being in science high school students. The_x000D_ universe of the research is 1958 students enrolled in all (four) science high schools on the_x000D_ European Side of Istanbul in the 2017-2018 academic year; The sample consists of 501_x000D_ students [286 (57.1%) girls, 215 (42.9%) boys], selected by random multi-stage sampling_x000D_ and with an average age of 15.72. Research data were obtained by Five-Dimensional_x000D_ Well-Being Model for Adolescents: EPOCH Scale, Self-Efficacy Scale for Children and_x000D_ Emotion Regulation Scale for Adolescents. SPSS 22 program and AMOS 20.0 program_x000D_ were used in the analysis of the data obtained as a result of the research. In addition,_x000D_ Pearson Product Moment Correlation and Structural Equation Model were used in the_x000D_ analysis of the data obtained to test the research objectives. Emotion regulation has a_x000D_ partial mediating role in the relationship between self-efficacy and well-being in the_x000D_ structural equation model created as a result of this research. According to the model,_x000D_ high self-efficacy characteristics (starting behavior, maintaining behavior, completing_x000D_ behavior, combating obstacles) leads to the formation of emotion regulation (internal_x000D_ functional emotion regulation, internal dysfunctional emotion regulation, external_x000D_ functional emotion regulation, external dysfunctional emotion regulation) increases the_x000D_ well-being (commitment, determination, optimism, relatedness, happiness) levels of_x000D_ science high school students. These results show the importance of self-efficacy and_x000D_ emotion regulation in examining the well-being of science high school students.