Bilişsel Esneklik ve Okula Bağlılık Arasındaki İlişkide Duygu Düzenleme ve Okulda Kendini Toparlama Gücünün Aracılık Rolü

Abstract

In this study, it was aimed to examine the concept of school resilience in high school students and to explore the relationships between school resilience and the concepts of cognitive flexibility, emotion regulation and school engagement. The research consists of two stages. In the first stage, the School Resilience Scale (SRS) was adapted to Turkish culture. A total of 1084 students from various high schools in Ankara participated in this phase. As a result of EFA, a 4-factor structure was obtained and it was seen that this structure explained 61.355% of the total variance. According to the confirmatory factor analysis, model-data fit was achieved (RMSEA=.063, CFI=.98, GFI=0.94, NFI=.96, IFI=.98, SRMR=.049). In the two-level factor analysis, model-data fit was achieved and the structure was valid (RMSEA=.069, CFI=.97, GFI=0.92, NFI=.96, IFI=.97, SRMR=.063). Cronbach's alpha coefficient calculated for the reliability of the scale was .89. In addition, the test-retest results conducted at 4-week intervals show that the scale is a stable scale. Within the scope of the relationship of the scale with other scales, it was found that there was a significant positive relationship with resilience and a significant negative relationship with depression, stress and anxiety. The SRS consists of four factors (family/home, schoolmates, teachers and academics) and 16 items. In the second stage, the model was tested. This study, in which the serial multiple mediating role of emotion regulation and school resilience between cognitive flexibility and school engagement in high school students was tested, was in the prediction-based correlational model. In this study, 456 high school students living in Ankara province participated, and in the research, SRS, Cognitive Flexibility Scale, Emotion Regulation Scale for Adolescents and School Engagement Scale were used. In this study, it was found that emotion regulation and school resilience had a serial multiple mediating role between cognitive flexibility and school engagement. The findings are discussed according to the literature.