Üniversite Öğrencilerinde Kendini Sabotajın Bilişsel Esneklik, Duygu Düzenleme ve Benlik Saygısı ile İlişkisi

Abstract

This correlational study intended to examine the relationship between university students' self-sabotage levels and their cognitive flexibility, emotion regulation, and self-esteem levels. The participants consisted of individuals studying at various universities in Turkey. The research group was selected through convenient sampling, and data was collected online from 311 university students (246 women, 79%; 65 men, 21%). Self-Sabotage Scale, Cognitive Flexibility Scale, Emotion Regulation Scale, Two-Dimensional Self-Esteem: Self-Love/Self-Efficacy Scale, and Personal Information Form, which the researcher created, were used as data collection tools in the study. Independent groups t-test analysis was conducted to determine whether the self-sabotage levels of the participants differed according to socio-demographic variables such as gender and place of residence. The level of self-sabotage did not show a significant difference according to gender and place of residence. One-way analysis of variance (ANOVA) was applied to determine whether there was a statistically significant difference in the total score averages of university students' self-sabotage level according to their grade level; no significant differences were found. Multiple linear regression was conducted to examine how emotion regulation, cognitive flexibility, and self-esteem predicted self-sabotage. The multiple linear regression results showed the role of cognitive restructuring and suppression, cognitive flexibility, and self-esteem scores, which are the sub-dimensions of emotion regulation, on self-sabotage scores was statistically significant. The findings were discussed in light of the literature, and recommendations were made.