The role of self-regulation skills and future expectations in predicting resilience in secondary school students

The aim of this research is to examine the role of self-regulation skills and future expectations in predicting resilience in secondary school students. At the same time, the differentiation of resilience, self-regulation and future expectations according to the variables of grade level, gender and school success is also investigated. 382 secondary school students (218 girls, 164 boys) between the ages of 11-14 participated in the research. Child and Adolescent Resilience Scale, Adolescent Self-Regulation Scale, Adolescent Future Expectations Scale and Personal Information Form were used as data collection tools. In the study, t-test was used for independent groups in order to determine the differentiation status of the mean scores of the variables according to gender, and one-way analysis of variance was performed to determine the differentiation status according to the grade level and school achievement variables. Pearson correlation analysis was used to examine the relationships between resilience, self-regulation and future expectation. For the main purpose of the research, the role of self-regulation and future expectations in predicting resilience was tested with multiple regression analysis. While resilience differed significantly by gender, self-regulation and future expectations did not differ significantly. While resilience and future expectations scores differed according to grade level, there was no significant difference in self-regulation scores. Finally, it was determined that the school achievement variable also differed in terms of the mean scores of all three variables. The findings obtained as a result of the regression analysis showed that the variables of self-regulation and future expectations are significant predictors of resilience. These two variables together explain 28% of the total variance of resilience. Future expectations are a stronger predictor than self-regulation. The results of the research were interpreted within the framework of the literature and suggestions were made for researchers and practitioners. Key words: Resilience, self-regulation, future expectation, adolesence, secondary school students