THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS

Abstract

The aim of this study is to investigate the extent to which emotion regulation is related to emotional and psychological well-being in disadvantaged primary school students. In the research, “Stirling Scales for Children’ Emotional and Psychological Well-being” and the “personal information form” developed by the researchers were used. The sample of the research consisted of 301 primary school students studying in disadvantaged primary schools affiliated to the Ministry of National Education of the Turkish Republic of Northern Cyprus in the district of Lefkosa in the 2023-2024 academic year Pearson correlation tests were used to review the correlation between the children's emotion regulation skills and the scores they got from the Scale for Children's Emotional and Psychological Well-being. Multiple regression analysis was conducted to examine the predictive power of the scores obtained from the scale. The effect of the “Children's Emotion Regulation Scale” on the scores obtained from the “Stirling Scale for Children's Emotional and Psychological Well-being”. The overall score was found to be favorably connected with the anger, excitement, fear, and sadness subscales of the Children's Emotion Regulation Scale, as well as scores on the Children's Stirling Scale of Emotional and Psychological Well-Being. The Children's Emotion Regulation Scale's anger, fear, and sadness subscales were found to positively predict Children's Stirling Scale of Emotional and Psychological Well-being scores.

Keywords: Emotion regulation, psychological well-being, disadvantaged students, primary school sudents.

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