EMPOWERING UNIVERSITY STUDENTS: UNLEASHING EFFECTIVE STRATEGIES TO COMBAT ANXIETY THROUGH COGNITIVE EMOTION REGULATION PROGRAM

Yıl 2024, Cilt: 8 Sayı: 2, 347 - 364, 30.06.2024

Gülçin Gökmen Özdemir , Ali Eryılmaz

https://doi.org/10.47525/ulasbid.1471379

Öz

This study aims to explore the efficacy of a cognitive emotion regulation program tailored for university students grappling with anxiety. The program, designed to equip participants with effective cognitive emotion regulation strategies, employed a pre-test, post-test experimental framework encompassing both experimental and control groups. Evaluation of the program's effectiveness drew upon the Beck Depression Inventory, Beck Anxiety Inventory, and Cognitive Emotion Regulation Scale. The research engaged a total of 20 undergraduate university students—10 in each experimental and control group. Across 14 sessions lasting 90 minutes each, the program unfolded. Data analysis involved the Mann-Whitney U Test and Wilcoxon Signed Ranks Test. The outcomes unveiled a notable discrepancy in depression reduction between the experimental and control groups, favoring the former. Moreover, the program exhibited a dual benefit by enhancing cognitive emotion regulation strategies while concurrently diminishing anxiety levels among the experimental group. These findings robustly underscore the program's efficacy. The program's noteworthy contributions prompt its potential application within university psychological counseling centers and group therapy sessions for university students.

Anahtar Kelimeler

anxiety, depression, cognitive emotion regulation, university students, program

ÜNİVERSİTE ÖĞRENCİLERİNİ GÜÇLENDİRMEK: BİLİŞSEL DUYGU DÜZENLEME PROGRAMI YOLUYLA KAYGI VE DEPRESYONLA MÜCADELEDE ETKİLİ STRATEJİLERİN ORTAYA ÇIKARILMASI

Öz

Bu çalışmanın amacı, kaygı yaşayan üniversite öğrencilerine yönelik hazırlanan bilişsel duygu düzenleme stratejileri kazandırma programının etkililiğinin incelenmesidir. Bilişsel duygu düzenleme stratejileri kazandırmayı amaçlayan program, deney ve kontrol gruplu ön-test, sontest deneysel deseninde yürütülmüştür. Araştırmada programın etkililiğini değerlendirmek amacıyla Beck Depresyon Ölçeği, Beck Anksiyete Ölçeği, Bilişsel Duygu Düzenleme Ölçeği kullanılmıştır. Araştırma, üniversitede lisans öğrenimi gören deney ve kontrol grubunda 10’ar öğrenci olmak üzere toplam 20 üniversite öğrencisi ile gerçekleştirilmiştir. Program, 90’ar dakikalık 14 oturumda yürütülmüştür. Verilerin analizinde Mann-Whitney U-Testi ve Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Analiz sonuçlarına göre, depresyon düzeyinin azalmasında deney grubundaki üniversite öğrencilerinin kontrol grubundaki öğrencilere göre, anlamlı bir şekilde farklılaştıkları sonucuna varılmıştır. Ayrıca program, deney grubundaki üniversite öğrencilerinin bilişsel duygu düzenleme stratejilerini arttırırken anksiyete düzeyini düşürmüştür. Araştırmanın sonuçları uygulanan müdahale programının etkinliğini ortaya koymuştur. Programın sağladığı katkılardan dolayı, üniversitelerin psikolojik danışma merkezlerinde ve üniversite öğrencileri ile yapılan grupla psikolojik danışma oturumlarında uygulanabileceği sonucuna varılmıştır.

Anahtar Kelimeler

Kaygı, depresyon, bilişsel duygu düzenleme, üniversite öğrencileri, program

Etik Beyan

Yürütücülüğünü Üniversitemiz Sosyal Bilimler Enstitüsü öğretim üyelerinden Prof. Dr. Ali ERYILMAZ danışmanlığında lisansüstü öğrencisi GÜLÇİN GÖKMEN tarafından yapılacak olan “Kaygı Belirtileri Gözlenen Üniversite Öğrencilerine Yönelik Hazırlanan Bilişsel Duygu Düzenleme Stratejileri Kazandırma Programının Etkililiğinin İncelenmesi” adlı çalışma ve bu çalışmada kullanılacak veri toplama araçları ve yöntemlerine ilişkin bilgilerde etiğe aykırı herhangi bir bulguya rastlanmamıştır.

Teşekkür

İntihal raporu için şimdiden teşekkürler.

Kaynakça

• Aderi, M., Jdaitawi, M., Ishak, N. A., & Jdaitawi, F. (2013). The influence of demographic variables on university students’ adjustment in North Jordan. International Education Studies, 6(2), 172-178.
• Altunbaş, G. (2014). The effect of the psychoeducation program on the use of cognitive emotion regulation strategies and perfectionist cognition of university students. [Unpublisheddoctoral dissertation]. Gazi University.
• Amstadter, A. (2008). Emotion regulation and anxiety disorders. Journal of Anxiety Disorders, 22(2), 211-221. https://doi.org/10.1016/j.janxdis.2007.02.004
• Arnett, J. J. (2014). Emerging adulthood: The winding road from the late teens through the twenties. Oxford University Press.
• Balkıs, M., & Duru, E. (2019). The protective role of rational beliefs on the relationship between irrational beliefs, emotional states of stress, depression and anxiety. Journal of Rational Emotive & Cognitive-Behavior Therapy, 37, 96-112. https://doi.org/10.1007/s10942018-0305-7
• Beck, A. T., Ward, C. H., Mendelson, M., Mock, J., & Erbaugh, J. (1961). An inventory for measuring depression. Archives of General Psychiatry, 4, 561-571. https://doi.org/10.1001/archpsyc.1961.01710120031004
• Borkovec, T. D., Alcaine, O. M., & Behar, E. (2004). Avoidance theory of worry and generalized anxiety disorder. In R. G. Heimberg, C. L. Turk, & D. S. Mennin (Eds.), Generalized anxiety disorder: Advances in research and practice (pp. 77–108). The Guilford Press.
• Borkovec, T. D. (1994). The nature, functions, and origins of worry. In G. C. L. Davey & F. Tallis (Eds.), Worrying: Perspectives on theory, assessment and treatment (pp. 5–33). John Wiley & Sons.
• Butcher, J. N., Mineka, S., & Hooley, J. M. (2013). Abnormal psychology. Kaknüs Publishing.
• Cameron, L. D., Carroll, P., & Hamilton, W. K. (2018). Evaluation of an intervention promoting emotion regulation skills for adults with persisting distress due to adverse childhood experiences. Child Abuse and Neglect, 79, 423-433. https://doi.org/10.1016/j.chiabu.2018.03.002
• Campbell-Sills, L., & Barlow, D. H. (2007). Incorporating emotion regulation into conceptualizations and treatments of anxiety and mood disorders. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 542–559). The Guilford Press.
• Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56(2), 267. https://doi.org/10.1037/0022-3514.56.2.267
• Conway, C. C., Li, Y. I., & Starr, L. R. (2019). Trait anhedonia is a transdiagnostic correlate of internalizing problems during adolescence. Journal of Research in Personality, 81, 56-63. https://doi.org/10.1016/j.jrp.2019.05.004
• Dari, T., Fox, C., Laux, J. M., & Speedlin Gonzalez, S. (2023). The Development and Validation of the Community-Based Participatory Research Knowledge Self-Assessment Scale (CBPR KSAS): A Rasch Analysis. Measurement and Evaluation in Counseling and Development, 56(1), 64-79. https://doi.org/10.1080/07481756.2022.2034478
• Doyumğaç, İ., Tanhan, A., & Kıymaz, M. S. (2021). Understanding the most important facilitators and barriers for online education during COVID-19 through online photovoice methodology. International Journal of Higher Education, 10(1), 166-190. https://doi.org/10.5430/ijhe.v10n1p166
• Ekin, S. (2017). An evaluation of cognitive emotion regulation strategies in individuals diagnosed with major depression and generalized anxiety disorder (Master’s thesis, Işık University).
• Garnefski, N., Kraaij, V., & Spinhoven, P. (2002). Manual for the use of the cognitive emotion regulation questionnaire (CERQ). DATEC.
• Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30, 1311 1327. https://doi.org/10.1016/S0191-8869(00)00113-6
• Garnefski, N., & Kraaij, V. (2007). The cognitive emotion regulation questionnaire. European Journal of Psychological Assessment, 23(3), 141-149. https://doi.org/10.1027/10155759.23.3.141
• Gross, J. J. (2008). Emotion and emotion regulation: Personality processes and individual differences. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 701–724). The Guilford Press.
• Gross, J. J. (2001). Emotion regulation in adulthood: Timing is everything. Current Directions in Psychological Science, 10(6), 214-219. https://doi.org/10.1111/14678721.00152
• Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. https://doi.org/10.1037/1089-2680.2.3.271
• Gross, J. J., & Munoz, R. F. (1995). Emotion regulation and mental health. Clinical Psychology: Science and Practice, 2(2), 151-164. https://doi.org/10.1111/j.14682850.1995.tb00036.x
• Hilt, L. M., Aldao, A., & Fischer, K. (2015). Rumination and multi-modal emotional reactivity. Cognition and Emotion, 29(8), 1486-1495. https://doi.org/10.1080/02699931.2014.989816
• Jazaieri, H., McGonigal, K., Jinpa, T., Doty, J. R., Gross, J. J., & Goldin, P. R. (2014). A randomized controlled trial of compassion cultivation training: Effects on mindfulness, affect, and emotion regulation. Motivation and Emotion, 38, 23-35. https://doi.org/10.1007/s11031-013-9368-z
• John, O. P., & Gross, J. J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development. Journal of Personality, 72(6), 1301-1334. https://doi.org/10.1111/j.1467-6494.2004.00298.x
• Kessler, R. C., & Walters, E. E. (1998). Epidemiology of DSM‐III‐R major depression and minör depression among adolescents and young adults in the national comorbidity survey. Depression and Anxiety, 7(1), 3-14. https://doi.org/10.1002/(SICI)15206394(1998)7:1<3::AID-DA2>3.0.CO;2-F
• Leahy, R. L. (1997). Cognitive therapy techniques: A practitioner's guide. Guilford Press.
• LeBlanc, S., Essau, C. A., & Ollendick, T. H. (2017). Emotion regulation: An introduction. In C. A. Essau, S. LeBlanc, & T. H. Ollendick (Eds.), Emotion regulation and psychopathology in children and adolescents (pp. 3–17). Oxford University Press. https://doi.org/10.1093/med:psych/9780198765844.003.0001
• Lei, H., Zhang, X., Cai, L., Wang, Y., Bai, M., & Zhu, X. (2014). Cognitive emotion regulation strategies in outpatients with major depressive disorder. Psychiatry Research, 218(1-2), 87-92. https://doi.org/10.1016/j.psychres.2014.04.025
• Masten, A. S., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22(3), 491-495. https://doi.org/10.1017/S0954579410000222
• Martin, R. C., & Dahlen, E. R. (2005). Cognitive emotion regulation in the prediction of depression, anxiety, stress, and anger. Personality and Individual Differences, 39(7), 1249-1260. https://doi.org/10.1016/j.paid.2005.06.004
• Mennin, D. S., Holoway, R. M., Fresco, D. M., Moore, M. T., & Heimberg, R. G. (2007). Delineating components of emotion and its dysregulation in anxiety and mood psychopathology. Behavior Therapy, 38, 284−302. https://doi.org/10.1016/j.beth.2006.09.001
• Min, J. A., Yu, J. J., Lee, C. U., & Chae, J. H. (2013). Cognitive emotion regulation strategies contributing to resilience in patients with depression and/or anxiety disorders. Comprehensive Psychiatry, 54(8), 1190-1197. https://doi.org/10.1016/j.comppsych.2013.05.008
• Onat, O., & Otrar, M. (2010). Turkish adaptation of the cognitive emotion regulation scale: Validity and reliability studies. MU Atatürk Faculty of Education Journal of Educational Sciences, 31, 123-143.
• O'Toole, M. S., Renna, M. E., Mennin, D. S., & Fresco, D. M. (2019). Changes in decentering and reappraisal temporally precede symptom reduction during Emotion Regulation Therapy for generalized anxiety disorder with and without co-occurring depression. Behavior Therapy, 50(6), 1042-1052. https://doi.org/10.1016/j.beth.2018.12.005
• Özarslan, Z., Fistikci, N., Keyvan, A., Uğurad, Z. I., & Saygılı, S. (2013). Strategies for coping with stress in patients with depression. Marmara Medical Journal, 26, 130-135.
• Ötünçtemur, A., & Kahraman, F. Ç. (2020). Examining the relationships between cognitive emotion regulation strategies, depression, and attitudes towards seeking psychological help. Istanbul Kent University Journal of Human and Social Sciences, 1(2), 50-74.
• Sobhani, Z., Hosseini, S. V., Honarparvaran, N., Khazraei, H., Amini, M., & Hedayati, A. (2023). The effectiveness of an online video-based group schema therapy in improvement of the cognitive emotion regulation strategies in women who have undergone bariatric surgery. BMC Surgery, 23(1), 98. https://doi.org/10.1186/s12893-023-02010-w
• Ruan, Q. N., Chen, C. M., Yang, J. S., Yan, W. J., & Huang, Z. X. (2023). Network analysis of emotion regulation and reactivity in adolescents: Identifying central components and implications for anxiety and depression interventions. Frontiers in Psychiatry, 14, 1230807. https://doi.org/10.3389/fpsyt.2023.1230807
• Ruini, C., Ottolini, F., Tomba, E., Belaise, C., Albieri, E., Visani, D., ... & Fava, G. A. (2009). School intervention for promoting psychological well-being in adolescence. Journal of Behavior Therapy and Experimental Psychiatry, 40(4), 522-532. https://doi.org/10.1016/j.jbtep.2009.07.002
• Sakin Özen, N., Ercan, İ., İrgil, E., & Sığırlı, D. (2010). Prevalence of anxiety and influencing factors among university students. Asia Pacific Journal of Public Health, 22(1), 127-133. https://doi.org/10.1177/1010539509352803
• Schulz, P. E., & Arora, G. (2015). Depression. CONTINUUM: Lifelong Learning in Neurology, 21(3), 756-771. https://doi.org/10.1212/01.CON.0000466664.35650.b4
• Shahsavani, S., Mashhadi, A., & Bigdeli, I. (2020). The effect of group emotional schema therapy on cognitive emotion strategies in women with migraine headaches: A pilot study. International Journal of Cognitive Therapy, 13(4), 328-340. https://doi.org/10.1007/s41811-020-00073-8
• Stikkelbroek, Y., Bodden, D. H. M., Kleinjan, M., Reijnders, M., & van Baar, A. L. (2016). Adolescent depression and negative life events: The mediating role of cognitive emotion regulation. PLoS ONE, 11(8), e0161062. https://doi.org/10.1371/journal.pone.0161062
• Şahin, Z. (2018). Self-perception, psychopathology, and cognitive emotion regulation strategies in women who are victims of domestic violence (Master's thesis, Işık University).
• Tanhan, A., & Strack, R. W. (2020). Online photovoice to explore and advocate for Muslim biopsychosocial spiritual wellbeing and issues: Ecological systems theory and ally development. Current Psychology, 39(6), 2010-2025. https://doi.org/10.1007/s12144-020-00692-6
• Tanhan, A. (2020). Utilizing Online Photovoice (OPV) methodology to address biopsychosocial spiritual economic issues and wellbeing during COVID-19: Adapting OPV to Turkish. Turkish Studies, 15(4), 1029-1086. https://doi.org/10.7827/TurkishStudies.44451
• Ulusoy, M., Şahin, N., & Erkmen, H. (1998). Turkish version of the beck anxiety inventory: Psychometric properties. Journal of Cognitive Psychotherapy, 12, 163-172.
• Ünsal Seydooğulları, S. (2023). University students’ wellbeing and mental health during covid-19 an Online Photovoice (OPV) approach. Journal of Happiness and Health, 3(2), 139-156. https://doi.org/10.47602/johah.v3i2.60
• Wang, Y., Guang, Z., Zhang, J., Han, L., Zhang, R., Chen, Y., ... & Wang, S. (2023). Effect of sleep quality on anxiety and depression symptoms among college students in China’s Xizang Region: The mediating effect of cognitive emotion regulation. Behavioral Sciences, 13(10), 861. https://doi.org/10.3390/bs13100861
• Zlomke, K. R., & Hahn, K. S. (2010). Cognitive emotion regulation strategies: Gender differences and associations to worry. Personality and Individual Differences, 48(4), 408-413. https://doi.org/10.1016/j.paid.2009.11.007