Üniversite öğrencilerinde çocukluk çağı travmaları ve somatizasyon arasındaki ilişkide duygu düzenleme güçlüğünün aracı rolü
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2023
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Çalışmada, üniversite öğrencilerinde çocukluk çağı travmaları ve somatizasyon arasındaki ilişkide duygu düzenleme güçlüğünün aracı rolününün incelenmesi amaçlanmıştır. Araştırmanın örneklemini İstanbul ilinde kurulu olan Bahçeşehir Üniversitesi, Yıldız Teknik Üniversitesi, Bilgi Üniversitesi, Yeditepe Üniversitesi, İstanbul Teknik Üniversitesi ve Boğaziçi Üniversitesinde öğrenim gören, 18-30 yaş aralığında, ana dili Türkçe olan 383 lisans ve yüksek lisans öğrencileri oluşturmuştur. Araştırmada 'Sosyo-Demografik Bilgi Formu', 'Çocukluk Çağı Travmaları Ölçeği (ÇÇTÖ-33)', 'Belirti Tarama Listesi ( SCL-90-R) (Somatizasyon Alt Ölçeği)' ve 'Duygu Düzenleme Güçlüğü Ölçeği-Kısa Form (DDGÖ-16)' kullanılmıştır. Araştırmada; bağımsız örneklem t-testi, Anova testi, Pearson korelasyon analizi, çoklu doğrusal regresyon analizi, Kolmogorov-Smirnov testi, bootstrapping ve sobel testi ve yapısal eşitlik modellemesi uygulanmıştır. Araştırmanın bulgularına göre; üniversite öğrencilerinin cinsiyetine göre somatizasyon puanları arasında istatistiksel olarak anlamlı düzeyde fark olduğu tespit edilmiştir. Kadın öğrencilerin somatizasyon puanları, erkek öğrencilerin somatizasyon puanlarından istatistiksel olarak anlamlı düzeyde yüksek bulunmuştur. Çalışmanın korelasyon analiz sonuçları değerlendirildiğinde çocukluk çağı travması alt boyutu olan duygusal istismar, fiziksel istismar, cinsel istismar, duygusal ihmal arttıkça somatizasyonda artışlar olduğu bulunmuştur. Duygu düzenleme güçlüğü toplam puanı ve açıklık, amaçlar, dürtü, stratejiler ve kabul alt boyutunun somatizasyon ile pozitif ve anlamlı bir ilişkisi olduğu saptanmıştır. Basit regresyon analizi sonuçlarına göre çocuk çağı travmasının somatizasyonu anlamlı derecede yordadığı görülmektedir. Yapılan analiz sonucuna göre, duygu düzenleme güçlüğünün somatizasyon üzerinde pozitif yönde yordayıcı etkisi bulunmuştur.. Çocukluk çağı travmaları ve somatizasyon arasındaki ilişkide duygu düzenleme güçlüğünün aracı rolü etkisine bakılmıştır. Ancak, çocukluk çağı travması ve somatizasyon arasında duygu düzenleme güçlüğünün aracı etkisi olmadığı ve birbirinden bağımsız olarak somatizasyon üzerinde yordayıcı etkisi olduğu saptanmıştır. Elde edilen bulgular literatürde yer alan çalışmalar doğrultusunda tartışılmıştır ve sonraki çalışmalar için öneriler sunulmuştur.
The aim of this research is to examine the mediating role of difficulty in emotion regulation in the relationship between childhood traumas and somatization in university students. In line with the purpose, 383 undergraduate and graduate students between the ages 18-30 studying at Bahçeşehir University, Yıldız Technical University, Bilgi University, Yeditepe University, Istanbul Technical University and Boğaziçi University in Istanbul participated in the study. Participants completed Socio-demographic Information Questionnaire, Childhood Trauma Questionnaire (CTQ-33), Symptom Checklist (SCL-90-R) (Somatization Sub-Scale) and Difficulty in Emotion Regulation Scale-Short Form (DDQ-16). In the research; independent samples t-test, Anova test, Pearson correlation analysis, multiple linear regression analysis, Kolmogorov-Smirnov test, bootstrapping and sobel test and structural equation modeling were applied. According to the findings of the research; It has been determined that there is a statistically significant difference between the somatization scores of university students according to their gender. Somatization scores of female students were found to be statistically significantly higher than male students' somatization scores. When the correlation analysis results of the study are evaluated; It was found that somatization increased as the childhood trauma sub-dimension, emotional abuse, physical abuse, sexual abuse, and emotional neglect increased. Emotion regulation difficulty total score and openness, goals, impulse, strategies and acceptance sub-dimensions were found to be positively and significantly related to somatization. According to the results of simple regression analysis, it is seen that childhood trauma significantly predicts somatization. According to the results of the analysis, difficulty in emotion regulation was found to have a positive predictive effect on somatization. The mediating effect of difficulty in emotion regulation on the relationship between childhood traumas and somatization was examined. However, it was determined that difficulty in emotion regulation did not have a mediating effect between childhood trauma and somatization, and that it had an independent predictive effect on somatization. The findings were discussed in line with the studies in the literature and suggestions for future studies were presented.
The aim of this research is to examine the mediating role of difficulty in emotion regulation in the relationship between childhood traumas and somatization in university students. In line with the purpose, 383 undergraduate and graduate students between the ages 18-30 studying at Bahçeşehir University, Yıldız Technical University, Bilgi University, Yeditepe University, Istanbul Technical University and Boğaziçi University in Istanbul participated in the study. Participants completed Socio-demographic Information Questionnaire, Childhood Trauma Questionnaire (CTQ-33), Symptom Checklist (SCL-90-R) (Somatization Sub-Scale) and Difficulty in Emotion Regulation Scale-Short Form (DDQ-16). In the research; independent samples t-test, Anova test, Pearson correlation analysis, multiple linear regression analysis, Kolmogorov-Smirnov test, bootstrapping and sobel test and structural equation modeling were applied. According to the findings of the research; It has been determined that there is a statistically significant difference between the somatization scores of university students according to their gender. Somatization scores of female students were found to be statistically significantly higher than male students' somatization scores. When the correlation analysis results of the study are evaluated; It was found that somatization increased as the childhood trauma sub-dimension, emotional abuse, physical abuse, sexual abuse, and emotional neglect increased. Emotion regulation difficulty total score and openness, goals, impulse, strategies and acceptance sub-dimensions were found to be positively and significantly related to somatization. According to the results of simple regression analysis, it is seen that childhood trauma significantly predicts somatization. According to the results of the analysis, difficulty in emotion regulation was found to have a positive predictive effect on somatization. The mediating effect of difficulty in emotion regulation on the relationship between childhood traumas and somatization was examined. However, it was determined that difficulty in emotion regulation did not have a mediating effect between childhood trauma and somatization, and that it had an independent predictive effect on somatization. The findings were discussed in line with the studies in the literature and suggestions for future studies were presented.
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Psikoloji, Psychology