The predictors of emotion regulation skills, perceived parental control and cyber (Virtual) bullying status on school attachment levels in adolescents

The aim of this study is to examine the predictors of emotion regulation skills, cyberbullying status and perceived parental control of school attachment level in adolescents. Also, it was aimed to examine the levels of school attachment according to gender and grade level variables. The sample of the research consists of 575 high school students (370 females, 205 males) from Ankara, İstanbul, Iğdır and Hatay, who have different education programs. Research data were collected by using Personal Information Form, The Regulation of Emotions Questionnaire (REQ), Leuven Perceived Parenting Scale, Cyber Bullying Scale and School Attachment Scale for Children and Adolescents. Correlation analysis, descriptive statistics, Q-Q graph, hierarchical regression analysis, bootstrap method, t-test, tukey post hoc test and analysis of variance were used in the analysis of the collected data. As a result, the level of school attachment for boys is higher than for girls. In the sub-dimension of school attachment, school attachment scores of adolescents in the ninth grade were found to be significantly higher than those in the tenth, eleventh and twelfth grades. According to hierarchical regression analysis, significant predictors of general school attachment and sub-dimension school attachment levels of adolescents are internal and external functional emotion regulation, and internal dysfunctional emotion regulation. Significant predictors of teacher attachment level are internal functional and internal dysfunctional emotion regulation, and significant predictors of friend attachment level are external functional and internal dysfunctional emotion regulation. Parental control and cyberbullying status do not significantly predict school attachment and its sub-dimensions.