Investigation of emotion regulation and psychological resilience in high school students in terms of early maladaptive schemes

In this study, it was aimed to examine emotion regulation and psychological resilience in high school students in terms of early maladaptive schemas. It was also examined whether the levels of emotion regulationand psychological resilience differed according to gender, class level, and type of school in the study. The research has been conducted with 498 high schoolschool students, 254 female (51%) and 244 male (49%), studying in Sakarya in the 2019-2020 academic year. As data collecting tools, "The Regulation of Emotions Questionnaire (REQ)", "Ego Resilience Scale" and "Early Maladaptive Schema Questionnaires Set for Children and Adolescents between the ages of 10-16" were used. In the study, the relationships between emotion regulationand psychological resilience with early maladaptive schemas were examined via correlation and regression analysis. In addition, independent samples t-test and one-way analysis of variance (ANOVA) were used to determine whether emotion regulation and resilience levels significantly differed according to gender, class level, and type of school. As a result of the regression analysis, internal functional emotion regulation, which is a sub-dimension of emotion regulation in high school students, predicted early maladaptive schemas of mistrust, vulnerability to harm, entitlement/grandiosity and punitiveness; internal dysfunctional emotion regulation predicted mistrust/abuse, emotional deprivation, vulnerability to harm and pessimism. It was concluded that external functional emotion regulation predicted emotional deprivation, dependence, vulnerability to harm, entitlement/grandiosity, self-disapproval and pessimism schemas, and external dysfunctional emotion regulation predicted mistrust, defectiveness, insufficient self-control, self-disapproval and pessimism. Moreover, it was concluded that psychological resilience predicted the early maladaptive schemas of defectiveness, mistrust, vulnerabilityto harm, self-disapproval, pessimism and punitiveness. In addition, it was observed in the study that the scores of internal functional emotion regulation and internal dysfunctional emotion regulation, which are sub-dimensions of emotion regulation, differed significantly in favor of female, while external dysfunctional emotion regulation differed significantly in favor of male. In the research, it was determined that psychological resilience and external functional emotion regulation did not differ significantly according to gender. In the study, it was concluded that the internal and external functional emotion regulation scores, which are the sub-dimensions of emotion regulation, differed significantly according to the grade level, while the internal and external dysfunctional emotion regulation, which are the sub-dimensions of psychological resilience and emotion regulation, did not differ significantly according to the grade level. In the study, it was observed that psychological resilience, external functional and external dysfunctional emotion regulation differed significantly in high school students according to the school type variable, while internal functional and internal dysfunctional emotion regulation did not differ significantly according to school type. The findings which was obtained from the analysis have been discussed in the context of the relevant literature.