Type of social participation and emotion regulation among upper secondary school students

Jankowski, Paweł; Rękosiewicz, Małgorzata

doi:10.2478/ppb-2013-0035

Polish Psychological Bulletin

2013

DOI: 10.2478/ppb-2013-0035

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Type of social participation and emotion regulation among upper secondary school students

Paweł Jankowski¹,

Małgorzata Rękosiewicz²

Abstract: Abstract:The article presents the results of research on relationships between types of social participation and emotion regulation. In the study, Gratz ' and Roemer's (2004) perspective on emotion regulation and Reinders

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Cited by 3 publications

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References 22 publications

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“…It seems that the assimilation and integration types are best suited for the process of entering adulthood. The assimilation type is associated with low RE and high levels of the other four dimensions of identity development (Rękosiewicz, 2013b) as well as with being capable of regulating emotions (Jankowski & Rękosiewicz, 2013). The assimilation and integration types are linked with increased levels of CM and IC.…”

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The role of social participation in the formation of identity in young people with mild intellectual disability and in intellectual norm: A comparative study

Rękosiewicz

Budzicz

2018

RPsych

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The article presents the results of a study on the role of social participation (Reinders) in shaping the identity (Luyckx et al.) of people with mild intellectual disability in late adolescence and emerging adulthood compared to those in intellectual norm (N = 127). Three waves of measurement were carried out at semi-annual intervals, using the Dimensions of Identity Development Scale (DIDS / PL-1) and the Social Participation Questionnaire (SPQ-S). In all the waves people with intellectual disability had a higher level of the moratorium orientation, and at Wave 3 they had a higher level of the transitive orientation. Differences in the levels of identity dimensions were observed in only one wave and only in the case of exploration in depth. The type of social participation has proved to be a factor differentiating the levels of identity dimensions, especially commitment making and identification with commitment, the highest level of which was observed in people with integration and assimilation types. The study responds to the need, expressed in the literature, to focus on specific groups in identity development studies.

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confidence: 99%

The role of social participation in the formation of identity in young people with mild intellectual disability and in intellectual norm: A comparative study

Rękosiewicz

Budzicz

2018

RPsych

Self Cite

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The Difficulties in Emotion Regulation Scale Short Form (DERS-SF): Validation and Replication in Adolescent and Adult Samples

Kaufman

Xia

Fosco

et al. 2015

J Psychopathol Behav Assess

568

415

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The Relationship Between the Emotional Regulation Skills and Academic Motivation of Adolescents

Demireğen

Kilinç

2021

Trakya Üniversitesi Sosyal Bilimler Dergisi

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ÖZ: Bu araştırmanın amacı ergenlerde duygu düzenleme becerileri ve akademik güdülenme arasında ilişki olup olmadığını ortaya koymaktır. Araştırmanın evrenini 2017-2018 eğitim öğretim yılında Ankara'nın Kalecik ilçesinde yer alan çeşitli ortaöğretim kurumlarında eğitimine devam eden 969 öğrenci oluşturmaktadır. Araştırma kapsamında veriler, Kişisel Bilgi Formu, Duygu Düzenleme Ölçeği ve Akademik Güdülenme Ölçeği aracılığıyla toplanmıştır. Hipotezlerin testinde SPSS 24.0 ve AMOS 24 programları kullanılarak Yapısal Eşitlik Modellemesi, Bağımsız Örneklem T-Testi ve Tek Yönlü Varyans Analizi yapılmıştır. Sonuç olarak ergenlik dönemindeki öğrencilerin duygu düzenleme becerileri ile akademik güdülenmeleri arasında pozitif yönde anlamlı bir ilişki bulunmuştur. Ayrıca akademik güdülenmenin okul türüne göre farklılaştığı, bu farklılaşmanın da fen lisesindeki öğrecilerde sağlık meslek lisesindeki öğrencilere göre yüksek olduğu, imam hatip lisesindeki öğrencilerde ise hem anadolu lisesinde ve hem sağlık meslek lisesindeki öğrencilere göre yüksek olduğu görülmüştür. Duygu düzenleme becerileri ise hem cinsiyete hem de sınıf düzeyine göre anlamlı bir şekilde farklılaşmaktadır. Erkek öğrencilerin kız öğrencilere göre, 12.sınıf öğrencilerinin de 10.sınıf öğrencilerine göre duygu düzenleme becerilerinin yüksek olduğu saptanmıştır. Çalışmanın bulguları ilgili alanyazın sonuçları ışığında tartışılmıştır. Bu konu ile ilgili yapılacak araştırmalarda ergenlerin ebeveyn ilişkilerinin, akran ilişkilerinin ve sosyoekonomik düzeylerinin de incelenmesi farklı sonuçlar doğuracaktır.

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Type of social participation and emotion regulation among upper secondary school students

Abstract: Abstract:The article presents the results of research on relationships between types of social participation and emotion regulation. In the study, Gratz ' and Roemer's (2004) perspective on emotion regulation and Reinders

Cited by 3 publications

References 22 publications

The role of social participation in the formation of identity in young people with mild intellectual disability and in intellectual norm: A comparative study

The role of social participation in the formation of identity in young people with mild intellectual disability and in intellectual norm: A comparative study

The Difficulties in Emotion Regulation Scale Short Form (DERS-SF): Validation and Replication in Adolescent and Adult Samples

The Relationship Between the Emotional Regulation Skills and Academic Motivation of Adolescents

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