The role of cognitive flexibility and emotion regulation skills in predicting the self-compassion of adolescents preparing for the university exam

The main purpose of this study is to examine the role of cognitive flexibility and emotion regulation skills in predicting the self-compassion of adolescents preparing for the university exam. The participant group of the research consists of students preparing for the university exam. 468 students, 243 (51.9%) girls and 225 (48.1%) boys, participated in the research. "Personal Information Form", "Self-Compassion Scale Short Form", "Cognitive Flexibility Scale" and "Emotion Regulation Skills Scale for Adolescents" were used as data collection tools to reach the demographic information of the students. The data obtained was analyzed using the SPSS program. An independent sample t-test was used to determine whether students' self-compassion, cognitive flexibility and emotional regulation skills differed significantly in terms of gender and the help variables received from the guidance service. Pearson Correlation Analysis was performed to determine the direction and level of the relationship between self-compassion, cognitive flexibility and emotion regulation skills. Hierarchical regression analysis was performed to determine to what extent cognitive flexibility and emotional regulation skills predict self-compassion. As a result of the analysis, it was found that cognitive flexibility and emotion regulation skills predicted self-compassion. Cognitive flexibility and emotion regulation skills explain 43% of the total variance of self-compassion.