Araştırma Makalesi
BibTex RIS Kaynak Göster

The Relationship Between Psychological Needs Satisfaciton and Perceived Stress in Emerging Adults: The Mediating Role of Self Regulation

Yıl 2025, Cilt: 21 Sayı: 1, 295 - 312, 22.04.2025

Oğulcan Barlas , Öner Çelikkaleli

https://doi.org/10.17860/mersinefd.1621401

Öz

Abstract: The main purpose of this study is to examine the mediating role of self-regulation in the relationship betwen psychological needs satisfaction and perceived stress in emerging adults. For this purpose, data from total of 396 university students (158 male and 238 female) were collected online in electronic environment. The average age of these students was 21.5 (sd=2.08) and the age range was between 18 and 29. Perceived Stress Scale, Need Satisfaction Scale and Self-Regulation Scale were used as data collection tools. According to the findings, it was found that there was a negative relationship between the satisfaction of autonomy, competence and relatedness needs, which are sub-dimensions of psychological needs, and perceived stress, and there was a negative relationship between self-regulation and perceived stress. In addition, there was a positive relationship between the satisfaction of autonomy, competence and relatedness needs and self-regulation. When the mediating role of self regulation was examined, it was found that the satisfaction of psychological needs affected perceived stress both directly and indirectly through self-regulation, and played a partial mediating role in the relationship between the satisfaction of psychological needs and perceived stress. The findings were discussed and interpreted and various suggestions were presented for future research.

Anahtar Kelimeler

Perceived stress self-regulation need satisfaction emerging adulthood

Kaynakça

  • Aldrup, K., Klusmann, U., & Lüdtke, O. (2017). Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers. Learning and Instruction, 50(2017), 21-30. https://doi.org/10.1016/j.learninstruc.2016.11.05
  • Aldwin, C. M. (2007). Stress, coping, and development: An integrative perspective (2th ed.). Guilford Press
  • Andersen, S. M., Chen, S., & Carter, C. (2000). Fundamental human needs: Making social cognition relevant. Psychological Inquiry, 11(4), 269-275. https://doi.org/10.1207/S15327965PLI1104_02
  • Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469-480. https://doi.org/10.10337/0003-066X.55.5.469.
  • Arnett, J. J. (2007). Emerging adulthood, 21st century theory: a rejoinder to hendry and kloep. Child Development Perspectives. 22(2), 80-82. https://doi.org/10.1111/j.1750-8606.2007.00018.x.
  • Bacanlı, H. ve Cihangir-Çankaya Z. (2003, Temmuz) İhtiyaç doyumu ölçeği uyarlama çalışması, Sözel Bildiri, 7. Ulusal Psikolojik Danışma ve Rehberlik Kongresi, Malatya.
  • Backer-Fulghum, L. M., Patock-Peckham, J. A., King, K. M., Roufa, L., & Hagen, L. (2012). The stress-response dampening hypothesis: How self-esteem and stress act as mechanisms between negative parental bonds and alcohol-related problems in emerging adulthood. Addictive Behaviors, 37(4), 477-484. https://doi.org/10.1016/j.addbeh.2011.12.012.
  • Balcıoğlu, İ. (2001). Stres, gençlik, kentleşme, şiddet. Yeni Sempozyum Dergisi 39(1), 49-56 https://yenisymposium.com/tr/MakaleDetay.aspx?MkID=9
  • Baltaş, A. ve Baltaş, Z. (2002). Stres ve başa çıkma yolları. (23. bs.). Remzi Kitabevi.
  • Bandura, A. (1999). Social cognitive theory of personality. L. Pervin & O. John (Eds.), Handbook of personality (2nd ed.) in 154-196). Guilford Press
  • Baumeister, R. F., Gailliot, M., DeWall, C. N. & Oaten, M. (2006). Self‐regulation and personality: How interventions increase regulatory success, and how depletion moderates the effects of traits on behavior. Journal of Personality, 74(6), 1773- 1802. https://doi.org/10.1111/j.1467-6494.2006.00428.x
  • Bayram, L., Keskin, Ö. D. Y. ve Derebaşı, D. G. (2016). Üniversite öğrencilerinin algılanan stres düzeylerinin çeşitli değişkenler açısından incelenmesi. Karadeniz Sosyal Bilimler Dergisi, 8(14), 291-302.
  • Benita, M., Benish-Weisman, M., Matos, L., & Torres, C. (2020). Integrative and suppressive emotion regulation differentially predict well-being through basic need satisfaction and frustration: A test of three countries. Motivation and Emotion, 44(1), 67-81. https://doi.org/10.1007/s11031-019-09781-x.
  • Braham, B. J. (2002). Stres yönetimi: Ateş altında sakin kalabilmek. (V. G. Diker, Çev. Ed.). Hayat Yayınları
  • Brock, C. I. (2016). The relationship between self-regulation and stress, sleep, and behavioral health. [Senior Thesis, Claremont Mckenna College]. https://scholarship.claremont.edu/cmc_theses/1370/
  • Browder, D. M., Wood, W. M., Test, D. W., Karvonen, M., & Algozzine, B. (2001). Reviewing resources on self-determination: A map for teachers. Remedial and Special Education, 22(4), 233-244. https://doi.org/10.1177/074193250102200407.
  • Carmignola, M., & Martinek, D. (2018, June). When it all falls down… they won't be fine!; A longitudinal study on the self-regulation of academic motivation in regard to the perceived autonomy support and basic psychological need satisfaction. Poster Presentation, SIG 11 Teaching and Teacher Education, Norway. https://doi.org/10.13140/RG.2.2.32294.42569.
  • Cihangir-Çankaya Z. (2005). Öz-belirleme modeli: Özerklik desteği, ihtiyaç doyumu ve iyi olma (Tez no. 159269) [Doktora Tezi, Gazi Üniversitesi].
  • Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of health and Social Behavior, 24(4), 385-396. https://doi.org/10.2307/2136404
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (5th. ed.). Taylor & Francis e-Library. https://doi.org/10.4324/9780203029053.
  • Cook, E. C., Chaplin T. M., & Stroud, L. R. (2015). Thre relationship between autonomy and relatedness and adolescents’ adrenocortical and cardiovascular stress response. Journal of Youth and Adolescence, 44(11), 1999-2011. https://doi.org/10.1007/s10964-015-0331-z.
  • Cole, J., Logan, T. K., & Walker, R. (2011). Social exclusion, personal control, selfregulation, and stress among substance abuse treatment clients. Drug and Alcohol Dependence, 113(1), 13-20. https://doi.org/10.1016/j.drugalcdep.2010.06.018.
  • Çalışkan, S., Aydoğan, S., Işıklı, B., Metintaş, S., Yenilmez, F. ve Yenilmez, Ç. (2018). Üniversite öğrencilerinde algılanan stres düzeyiyle ilişkili olabilecek faktörlerin incelenmesi. Eskişehir Türk Dünyası Uygulama ve Araştırma Merkezi Halk Sağlığı Dergisi, 3(2), 39-49.
  • Çelikkaleli, Ö. (2019, Aralık). Ergenler için öz-düzenleme ölçeği: Temel geçerlik ve güvenirlik çalışmaları. Sözel Bildiri, 4. Uluslararası Stratejik ve Sosyal Araştırmalar Sempozyumu, Burdur.
  • Dağgül, H. C. (2016). Okul öncesi dönem çocuklarının öz düzenleme becerileri ile ebeveynlerin çocuk yetiştirme stilleri arasındaki ilişkinin incelenmesi [Yüksek Lisans Tezi, Doğu Akdeniz Üniversitesi]. http://i-rep.emu.edu.tr:8080/xmlui/handle/11129/3807
  • Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal Of Applied Psychology, 74(4), 580-590. https://doi.org/10.1037/0021-9010.74.4.580.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior (1st. ed.) Springer US. https://doi.org/10.1007/978-1-4899-2271-7
  • Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the selfregulation of learning. Learning and İndividual Differences, 8(3), 165-183. https://doi.org/10.1016/S1041-6080(96)90013-8.
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G. & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3- 4), 325-346. https://doi.org/10.1207/s15326985ep2603&4_6
  • Demir, S., & Çelikkaleli, Ö. (2023). The mediation role of self-regulation in effect of perceived stress on psychological well-being in emerging adults. International Innovative Education Researcher (IEdRes), 3(1). 66-101. https://doi.org/10.29228/iedres.65810.
  • Demirtaş, A.S. (2019) Üniversite öğrencilerinin stresle başa çıkma stratejileri. Social Sciences 14(3), 447-464. https://doi.org/10.292298/turkishstudies.22480
  • Dempsey, I., Keen, D., Pennell, D., O’Reilly, J., & Neilands, J. (2009). Parent stress, parenting competence and family-centered support to young children with an intellectual or developmental disability. Research In Developmental Disabilities, 30(3), 558-566. https://doi.org/10.1016/j.ridd.2008.08.005.
  • Deniz, M. E ve Yılmaz, E. (2006). Üniversite öğrencilerinde duygusal zeka ve stresle başa çıkma stilleri arasındaki ilişkinin incelenmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(25). 17-26. https://doi.org/10.17066/pdrd.51631
  • Duran, C. A., Cottone, E., Ruzek, E. A., Mashburn, A. J. & Grissmer, D. W. (2020). Family stress processes and children's self‐regulation. Child Development, 91(2), 577-595. https://doi.org/10.1111/cdev.13202.
  • Durna, U. (2006). Üniversite öğrencilerinin stres düzeylerinin bazı değişkenler açısından incelenmesi. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 20(1), 319-343.
  • Dyson, R. & Renk, K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62(10), 1231- 1244. https://doi.org/10.1002/jclp.2029
  • Eskin, M., Harlak, H., Demirkıran, F. ve Dereboy, Ç. (2013). Algılanan stres ölçeğinin Türkçeye uyarlanması: güvenirlik ve geçerlik analizi. Yeni Sempozyum Dergisi. 51(3), 132-140.
  • Evans, G. W. ve Kim, P. (2012). Childhood poverty, chronic stress, self‐regulation, and coping. Child Development Perspectives, 7(1), 43-48. https://doi.org/10.1111/cdep.12013
  • Ezmeci, F. (2019). Okul öncesi öz-düzenleme programının çocukların öz-düzenleme, problem davranışları ve sosyal becerilerine etkisi (Tez no. 563794) [Yüksek Lisans Tezi, Hacettepe Üniversitesi].
  • Fidan, M. (2020) Gençlerde başa çıkma yolları: Pozitif gelişim göstergelerinin ve temel psikolojik ihtiyaçların giderilmesinin rolü (Tez no. 632823) [Yüksek Lisans Tezi, Özyeğin Üniversitesi].
  • Forgas, J. P., Baumeister, R. F., & Tice, D. M. (Eds.) (2009). Psychology of selfregulation: Cognitive, affective, and motivational processes. Pyschology Press
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H.H. (2009). How to design and evaluate research in education. (7th ed.). McGrawHill
  • Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's selfregulation and competence in school. Journal Of Educational Psychology, 81(2), 143-154. https://doi.org/10.1037/0022-0663.81.2.143.
  • Guay, F., Denault, A. S., & Renauld, S. (2017). School attachment and relatedness with parents, friends and teachers as predicters of students instirinsic and identified regulation. Comtemporary Educational Psychology, 51(2017), 416-428. https://doi.org/10.1016/j.cedpsych.2017.10.001.
  • Gündüz, G., Yağmurlu, B., & Harma, M. (2014). Self-regulation medaites the link between family context and socioemotional competence in Turkish preschoolers. Early Education and Devolopment, 26(5-6), 729-748. https://doi.org/10.1080/10409289.2015.985148.
  • Haydon, K. C. (2015). Relational contexts of women’s stress and competence during the transition to adulthood. Journal of Adult Devolepment, 22(2), 112-123. https://doi.org/10.1007/s10804-014-9205-y.
  • Henderson, B. N. & Baum A (2004). Biological mechanisms of health and disease. Sutton, Baum & Johnston (Eds.), The sage handbook of health psychology (1st. ed.) in (pp.69-93). Sage Publications. https://doi.rog/10.4135/9781848608153.n8.
  • Holzer, J., Lüftenegger, M., Korlat, S., Pelikan, E., Salmela-Aro, K., Spiel, C., & Schober, B. (2021). Higher education in times of COVID-19: University students basic need satisfaction, self-regulated learning, and well-being. AERA Open, 7(1). 1-13. https://doi.org.tr/10.1177/23328584211003164.
  • Hooker, K., Choun, S., Mejía, S., Pham, T., & Metoyer, R. (2013). A microlongitudinal study of the linkages among personality traits, self-regulation, and stress in older adults. Research in Human Development, 10(1), 26-46. https://doi.org/10.1080/15427609.2013.760258
  • Karasar, N. (2016). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (36. bs.). Nobel Akademik Yayıncılık
  • Köknel, Ö. (1998). Zorlanan insan (4. bs.). Altın Kitaplar.
  • La Guardia, J. G., Ryan, R. M., Couchman, C. E. & Deci, E. L. (2000). Within-person variation in security of attachment: A self-determination theory perspective on attachment, need fulfillment, and well-being. Journal of Personality and Social Psychology, 79(3), 367-384. https://doi.org/10.1037/0022-3514.79.3.367.
  • Lazarus, R. S. (1966). Psychological stress and the coping process. McGraw-Hill
  • Lazarus, R. S. & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company. https://doi.org/10.1007/978-1-4419-1005-9_215
  • Lederberg, S. (2023). Does Mindfulness Moderate Self-determination and Perceived Stress on the Prediction of the Well-being of Working Mothers (Publication No. 30812274) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global
  • León, J., Núñez, J. L., & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156-163. https://doi.org/10.1016/j.lindif.2015.08.017
  • Levesque, C., Zuehlke, A. N., Stanek, L. R. & Ryan, R. M. (2004). Autonomy and competence in German and American university students: A comparative study based on self-determination theory. Journal of Educational Psychology, 96(1), 68-84. https://doi.org/10.1037/0022-0663.96.1.68
  • MacKinnon, D. P., Lockwood, C. M., & Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39(1), 99-128. https://doi.org/10.1207/s15327906mbr3901_4
  • Mahamid, F. A., & Abojedi, A. (2021). Perceived stress and self-regulation as predictors for Internet addiction in Palestinian youth. Journal of Concurrent Disorders, 3(2), 54. https://doi.org/10.54127/VIGK3872.
  • Martinek, D., Hofmann, D., & Kipman, U. (2016). Academic self-regulation as a function of age: The mediating role of autonomy support and differentiation in school. Social Psychology of Education, 19(4), 729-748. https://doi.org/10.1007/s11218-016-9347-9
  • McNeill, K., Durand-Bush, N., & Lemyre, P. N. (2018). Thriving, depleted, and at-risk Canadian coaches: Profiles of psychological functioning linked to self-regulation and stress. International Sport Coaching Journal, 5(2), 145-155. https://doi.org/10.1123/iscj.2017-0042.
  • Meuwissen, A.S., & Carlson, S. M. (2019). An experimental study of the effects of autonomy support on preschoolers’ self-regulation. Journal of Applied Devolepmental Psychology, 60(2019), 11-23. https://doi.org/10.1016/j.appdev.2018.10.001.
  • Mezuk, B., Ratliff, S., Concha, J. B., Abdou, C. M., Rafferty, J., Lee, H., & Jackson, J. S. (2017). Stress, self-regulation, and context: Evidence from the health and retirement survey. SSM-Population Health, 3(2017), 455-463. https://doi.org/10.1016/j.ssmph.2017.05.004
  • Niemiec, C. P., Lynch, M. F., Vansteenkiste, M., Bernstein, J., Deci, E. L., & Ryan, R. M. (2006). The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence, 29(5), 761-775. https://doi.org/10.1016/j.adolescence.2005.11.009.
  • Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144. https://doi.org/10.1177/1477878509104318.
  • Novak, S. P., & Clayton, R. R. (2001). Self-Regulation Scale [Database record]. APA PsycTests. https://doi.org/10.1037/t55513-000
  • Ohrt, J., Webster, L., & De La Garza, M. (2014). The effects of a succes skills group an adolescents self-regulation, self-esteem and perceived learning competence. Professional School Counseling, 18(1), 169-178. https://doi.org/10.1177/2156759x0001800113.
  • Oswald, T. M., Winder-Patel, B., Ruder, S., Xing, G., Stahmer, A., & Solomon, M. (2018). A pilot randomized controlled trial of the ACCESS program: A group intervention to improve social, adaptive functioning, stress coping, and selfdetermination outcomes in young adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(5), 1742-1760. https://doi.org/ 10.1007/s10803-017-3421-9.
  • Pakulak, E., Gomsrud, M., Reynolds, M. M., Bell, T. A., Giuliano, R. J., Karns, C. M., ... & Neville, H. (2017). Focusing on families: A two-generation model for reducing parents’ stress and boosting preschoolers’ self-regulation and attention. YC Young Children, 72(2), 25-37. https://www.jstor.org/stable/90004119?seq=1
  • Parker, S. L., Jimmieson, N. L., & Amiot, C. E. (2010). Self-determination as a moderator of demands and control: Implications for employee strain and engagement. Journal of Vocational Behavior, 76(1), 52-67. https://doi.org/10.1016/j.jvb.2009.06.010
  • Phadke, S. S. (2024). Procrastination, perceived stress and emotional intelligence in young adults. International Journal of Interdisciplinary Approaches in Psychology, 2(8), 507-598.
  • Quested, E., Bosch, J. A., Burns, V. E., Cumming, J., Ntoumanis, N., & Duda, J. L. (2011). Basic psychological need satisfaction, stress-related appraisals, and dancers’ cortisol and anxiety responses. Journal of Sport and Exercise Psychology, 33(6), 828-846. https://doi.org/10.1123/jsep.33.6.828
  • Rahouti, N. (2023). Self-regulation and well-being: The moderating role of perceived stress from an outpatient care perspective [Bachelor's thesis, University of Twente]. https://essay.utwente.nl/94519/
  • Ramsey, H., & Loppacher, J. (2023, October). Using self-determination theory to examine student responses to five-minute self-regulation strategies in the engineering classroom. Verbal Presentation. IEEE Frontiers in Education Conference, Texas
  • Raufelder, D., Kittler, F., Braun, S. R., Lätsch, A., Wilkinson, R. P., & Hoferichter, F. (2014). The interplay of perceived stress, self-determination and school engagement in adolescence. School Psychology International, 35(4), 405-420. https://doi.org/10.1177/0143034313498953
  • Rizwan, M., Jamil, M. I., Shahid, U., Saeedi, H. M. A., Faisal, N., Islam, Z., Quadeer A., & Mateen, A. (2014). The ımpact of the job stress, job autonomy and working conditions on employee satisfaction. International Journal of Human Resource Studies, 4(2), 196-207. https://doi.org/10.5296/ijhrs.v4i2.5907.
  • Rowshan, A. (2011). Stres yönetimi. (Ş. Cüceloğlu, Çev. Ed.). Aura Yayıncılık.
  • Russel, B., S., Lee, J. O, Spieker, S., & Oxford, M., L. (2016). Parenting and preschool slef-regulation as predictors of social emotional competence in 1st grade. Journal of Research in Childhood Education, 30(2), 153-169. https://doi.org/10.1080/02568543.2016.1143414.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066x.55.1.68
  • Ryan, R. M., & Deci, E. L. (2006). Self‐regulation and the problem of human autonomy: Does psychology need choice, self‐determination, and will?. Journal of Personality, 74(6), 1557-1586. https://doi.org/10.1111/j.1467- 6494.2006.00420.x.
  • Ryan, R. M., & Deci, E. L. (2008). A self-determination theory approach to psychotherapy: The motivational basis for effective change. Canadian Psychology/Psychologie Canadienne, 49(3), 186-193. https://doi.org/10.1037/a0012753.
  • Savcı, M. ve Aysan, F. (2014). Üniversite öğrencilerinde algılanan stres düzeyi ile stresle başa çıkma stratejileri arasındaki ilişki. Uluslararası Türk Eğitim Bilimleri Dergisi, 2014(3), 44-56. https://dergipark.org.tr/en/pub/goputeb/issue/33496/380060
  • Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need satisfaction, and longitudinal well-being: the self-concordance model. Journal of Personality and Social Psychology, 76(3), 482-497. https://doi.org/10.1037/0022-3514.76.3.482.
  • Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001). What is satisfying about satisfying events? Testing 10 candidate psychological needs. Journal of Personality and Social Psychology, 80(2), 325-339. https://doi.org/10.1037/0022-3514.80.2.325.
  • Şahin, N. H. (1998). Stresle başa çıkma olumlu bir yaklaşım. (3. bs.). Türk Psikologlar Derneği Yayınları.
  • Tanhaye Reshvanloo F., Kareshki H., & Amin Yazdi, S. A. (2024). Determinants of perceived well-being in friendship relationships during emerging adulthood: Testing a structural model based on self-determination theory. Iranian Journal of Educational Sociology. 7(3), 181-195. https://doi.org/10.61838/kman.ijes.7.3.21
  • Taylor, A. B., MacKinnon, D. P., & Tein, J. Y. (2008). Tests of the three-path mediated effect. Organizational Research Methods, 11(2), 241-269. https://doi.org/10.1177/1094428107300344
  • Thompson, S. A. (2024). Breaking the stigma: Integrating psychology and therapy approaches in modern-day video games for mental health and well-being. [Honors Theses, Eastern Kentucky University]. https://encompass.eku.edu/honors_theses/1012/
  • Verdone, M., & Murray, M. (2021). Stress and basic need satisfaction of first-year healthcare professional students. Medical Science Educator, 31(1), 1-7. https://doi.org/10.1007/s40670-021-01207-z.
  • Yamangil, B. (2024). İş stresinin psikolojik iyi oluşa etkisi: Turist rehberleri üzerine bir araştırma (Tez No. 874800). [Yüksek Lisans Tezi, Nevşehir Hacı Bektaş Veli Üniversitesi].
  • Yıldırım, A. ve Şimşek, B. (2006) Sosyal bilimlerde nitel araştırma yöntemleri (6. bs.). Seçkin Yayıncılık
  • Yurtsever, H. (2009). Kişilik özelliklerinin stres düzeyine etkisi ve stresle başa çıkma yolları: üniversite öğrencileri üzerine bir araştırma. (Tez no. 249514) [Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi].
  • Zimmer-Gembeck, M. J., Lees, D., & Skinner, E. A. (2011). Children's emotions and coping with interpersonal stress as correlates of social competence. Australian Journal of Psychology, 63(3), 131–141. https://doi.org/10.1111/j.1742- 9536.2011.00019.x
  • Washburn, N. S., Richards, K. A. R., & Sinelnikov, O. A. (2020). Investigating the relationships between perceived mattering, role stress, and psychological need satisfaction in physical education teachers. Journal of Teaching in Physical Education, 39(1), 48-58. https://doi.org/10.1123/jtpe.2018-0342
  • Wehmeyer, M. L. (1999). A functional model of self-determination: Describing development and implementing instruction. Focus On Autism and Other Developmental Disabilities, 14(1), 53-61. https://doi.org/10.1177/108835769901400107.
  • Weinstein, N., & Ryan, R. M. (2011). A self‐determination theory approach to understanding stress incursion and responses. Stress and Health, 27(1), 4-17. https://doi.org/10.1002/smi.1368.
  • Williams, G. C., Grow, V. M., Freedman, Z. R., Ryan, R. M., & Deci, E. L. (1996). Motivational predictors of weight loss and weight-loss maintenance. Journal of Personality and Social Psychology, 70(1), 115-126. https://doi.org/10.1037/0022-3514.70.1.115.
  • Wilson, P. M., & Todd Rogers, W. (2008). Examining relationships between perceived psychological need satisfaction and behavioral regulations in exercise. Journal of Applied Biobehavioral Research, 13(3), 119-142. https://doi.org/10.1111/j.1751-9861.2008.00031.x.
  • Winterbach, L. (2007). Self-regulation and stress management in undergraduate students. [Master thesis, North-West University]. https://scispace.com/pdf/self-regulation-and-stress-management-in-undergraduate 4aox02x8g8.pdf

Beliren Yetişkinlerde Psikolojik İhtiyaçların Doyumu ve Algılanan Stres Arasındaki İlişki: Öz-Düzenlemenin Aracılık Rolü

Yıl 2025, Cilt: 21 Sayı: 1, 295 - 312, 22.04.2025

Oğulcan Barlas , Öner Çelikkaleli

https://doi.org/10.17860/mersinefd.1621401

Öz

Bu çalışmanın temel amacı beliren yetişkinlerde psikolojik ihtiyaçların doyumu ve algılanan stres arasındaki ilişkide öz-düzenlemenin aracılık rolünün incelenmesidir. Bu amaçla 158’i erkek, 238’i kadın toplam 396 üniversite öğrencisinden veriler elektronik ortamda çevrimiçi olarak toplanmıştır. Bu öğrencilerin yaşlarının ortalaması 21.5 (ss=2.08), yaş aralığı 18 ile 29 arasındadır. Veri toplama aracı olarak ise Algılanan Stres Ölçeği, İhtiyaç Doyumu Ölçeği ve Öz-Düzenleme Ölçeği kullanılmıştır. Elde edilen bulgulara göre psikolojik ihtiyaçların alt boyutu olan özerklik, yeterlik ve ilişkide olma ihtiyaçlarının doyumu ile algılanan stres arasında negatif yönde ilişkiler olduğu ve öz-düzenleme ile algılanan stres arasında da benzer biçimde negatif yönde ilişki olduğu bulunmuştur. Ayrıca özerklik, yeterlik ve ilişkide olma ihtiyaçlarının doyumu ile öz-düzenleme arasında pozitif yönde ilişki olduğu görülmüştür. Öz-düzenlemenin aracılık rolü incelendiğinde, psikolojik ihtiyaçların doyumunun, algılanan stresi hem doğrudan hem de öz-düzenleme aracılığıyla dolaylı olarak etkilediği ve psikolojik ihtiyaçların doyumu ile algılanan stres arasındaki ilişkide kısmi aracılık rolü oynadığı görülmüştür. Elde edilen bulgular tartışılıp yorumlanmış ve ileride yapılacak araştırmalar için çeşitli öneriler sunulmuştur.

Anahtar Kelimeler

Algılanan stres öz-düzenleme psikolojik ihtiyaç doyumu beliren yetişkinlik

Kaynakça

  • Aldrup, K., Klusmann, U., & Lüdtke, O. (2017). Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers. Learning and Instruction, 50(2017), 21-30. https://doi.org/10.1016/j.learninstruc.2016.11.05
  • Aldwin, C. M. (2007). Stress, coping, and development: An integrative perspective (2th ed.). Guilford Press
  • Andersen, S. M., Chen, S., & Carter, C. (2000). Fundamental human needs: Making social cognition relevant. Psychological Inquiry, 11(4), 269-275. https://doi.org/10.1207/S15327965PLI1104_02
  • Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469-480. https://doi.org/10.10337/0003-066X.55.5.469.
  • Arnett, J. J. (2007). Emerging adulthood, 21st century theory: a rejoinder to hendry and kloep. Child Development Perspectives. 22(2), 80-82. https://doi.org/10.1111/j.1750-8606.2007.00018.x.
  • Bacanlı, H. ve Cihangir-Çankaya Z. (2003, Temmuz) İhtiyaç doyumu ölçeği uyarlama çalışması, Sözel Bildiri, 7. Ulusal Psikolojik Danışma ve Rehberlik Kongresi, Malatya.
  • Backer-Fulghum, L. M., Patock-Peckham, J. A., King, K. M., Roufa, L., & Hagen, L. (2012). The stress-response dampening hypothesis: How self-esteem and stress act as mechanisms between negative parental bonds and alcohol-related problems in emerging adulthood. Addictive Behaviors, 37(4), 477-484. https://doi.org/10.1016/j.addbeh.2011.12.012.
  • Balcıoğlu, İ. (2001). Stres, gençlik, kentleşme, şiddet. Yeni Sempozyum Dergisi 39(1), 49-56 https://yenisymposium.com/tr/MakaleDetay.aspx?MkID=9
  • Baltaş, A. ve Baltaş, Z. (2002). Stres ve başa çıkma yolları. (23. bs.). Remzi Kitabevi.
  • Bandura, A. (1999). Social cognitive theory of personality. L. Pervin & O. John (Eds.), Handbook of personality (2nd ed.) in 154-196). Guilford Press
  • Baumeister, R. F., Gailliot, M., DeWall, C. N. & Oaten, M. (2006). Self‐regulation and personality: How interventions increase regulatory success, and how depletion moderates the effects of traits on behavior. Journal of Personality, 74(6), 1773- 1802. https://doi.org/10.1111/j.1467-6494.2006.00428.x
  • Bayram, L., Keskin, Ö. D. Y. ve Derebaşı, D. G. (2016). Üniversite öğrencilerinin algılanan stres düzeylerinin çeşitli değişkenler açısından incelenmesi. Karadeniz Sosyal Bilimler Dergisi, 8(14), 291-302.
  • Benita, M., Benish-Weisman, M., Matos, L., & Torres, C. (2020). Integrative and suppressive emotion regulation differentially predict well-being through basic need satisfaction and frustration: A test of three countries. Motivation and Emotion, 44(1), 67-81. https://doi.org/10.1007/s11031-019-09781-x.
  • Braham, B. J. (2002). Stres yönetimi: Ateş altında sakin kalabilmek. (V. G. Diker, Çev. Ed.). Hayat Yayınları
  • Brock, C. I. (2016). The relationship between self-regulation and stress, sleep, and behavioral health. [Senior Thesis, Claremont Mckenna College]. https://scholarship.claremont.edu/cmc_theses/1370/
  • Browder, D. M., Wood, W. M., Test, D. W., Karvonen, M., & Algozzine, B. (2001). Reviewing resources on self-determination: A map for teachers. Remedial and Special Education, 22(4), 233-244. https://doi.org/10.1177/074193250102200407.
  • Carmignola, M., & Martinek, D. (2018, June). When it all falls down… they won't be fine!; A longitudinal study on the self-regulation of academic motivation in regard to the perceived autonomy support and basic psychological need satisfaction. Poster Presentation, SIG 11 Teaching and Teacher Education, Norway. https://doi.org/10.13140/RG.2.2.32294.42569.
  • Cihangir-Çankaya Z. (2005). Öz-belirleme modeli: Özerklik desteği, ihtiyaç doyumu ve iyi olma (Tez no. 159269) [Doktora Tezi, Gazi Üniversitesi].
  • Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of health and Social Behavior, 24(4), 385-396. https://doi.org/10.2307/2136404
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (5th. ed.). Taylor & Francis e-Library. https://doi.org/10.4324/9780203029053.
  • Cook, E. C., Chaplin T. M., & Stroud, L. R. (2015). Thre relationship between autonomy and relatedness and adolescents’ adrenocortical and cardiovascular stress response. Journal of Youth and Adolescence, 44(11), 1999-2011. https://doi.org/10.1007/s10964-015-0331-z.
  • Cole, J., Logan, T. K., & Walker, R. (2011). Social exclusion, personal control, selfregulation, and stress among substance abuse treatment clients. Drug and Alcohol Dependence, 113(1), 13-20. https://doi.org/10.1016/j.drugalcdep.2010.06.018.
  • Çalışkan, S., Aydoğan, S., Işıklı, B., Metintaş, S., Yenilmez, F. ve Yenilmez, Ç. (2018). Üniversite öğrencilerinde algılanan stres düzeyiyle ilişkili olabilecek faktörlerin incelenmesi. Eskişehir Türk Dünyası Uygulama ve Araştırma Merkezi Halk Sağlığı Dergisi, 3(2), 39-49.
  • Çelikkaleli, Ö. (2019, Aralık). Ergenler için öz-düzenleme ölçeği: Temel geçerlik ve güvenirlik çalışmaları. Sözel Bildiri, 4. Uluslararası Stratejik ve Sosyal Araştırmalar Sempozyumu, Burdur.
  • Dağgül, H. C. (2016). Okul öncesi dönem çocuklarının öz düzenleme becerileri ile ebeveynlerin çocuk yetiştirme stilleri arasındaki ilişkinin incelenmesi [Yüksek Lisans Tezi, Doğu Akdeniz Üniversitesi]. http://i-rep.emu.edu.tr:8080/xmlui/handle/11129/3807
  • Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal Of Applied Psychology, 74(4), 580-590. https://doi.org/10.1037/0021-9010.74.4.580.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior (1st. ed.) Springer US. https://doi.org/10.1007/978-1-4899-2271-7
  • Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the selfregulation of learning. Learning and İndividual Differences, 8(3), 165-183. https://doi.org/10.1016/S1041-6080(96)90013-8.
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G. & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3- 4), 325-346. https://doi.org/10.1207/s15326985ep2603&4_6
  • Demir, S., & Çelikkaleli, Ö. (2023). The mediation role of self-regulation in effect of perceived stress on psychological well-being in emerging adults. International Innovative Education Researcher (IEdRes), 3(1). 66-101. https://doi.org/10.29228/iedres.65810.
  • Demirtaş, A.S. (2019) Üniversite öğrencilerinin stresle başa çıkma stratejileri. Social Sciences 14(3), 447-464. https://doi.org/10.292298/turkishstudies.22480
  • Dempsey, I., Keen, D., Pennell, D., O’Reilly, J., & Neilands, J. (2009). Parent stress, parenting competence and family-centered support to young children with an intellectual or developmental disability. Research In Developmental Disabilities, 30(3), 558-566. https://doi.org/10.1016/j.ridd.2008.08.005.
  • Deniz, M. E ve Yılmaz, E. (2006). Üniversite öğrencilerinde duygusal zeka ve stresle başa çıkma stilleri arasındaki ilişkinin incelenmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(25). 17-26. https://doi.org/10.17066/pdrd.51631
  • Duran, C. A., Cottone, E., Ruzek, E. A., Mashburn, A. J. & Grissmer, D. W. (2020). Family stress processes and children's self‐regulation. Child Development, 91(2), 577-595. https://doi.org/10.1111/cdev.13202.
  • Durna, U. (2006). Üniversite öğrencilerinin stres düzeylerinin bazı değişkenler açısından incelenmesi. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 20(1), 319-343.
  • Dyson, R. & Renk, K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62(10), 1231- 1244. https://doi.org/10.1002/jclp.2029
  • Eskin, M., Harlak, H., Demirkıran, F. ve Dereboy, Ç. (2013). Algılanan stres ölçeğinin Türkçeye uyarlanması: güvenirlik ve geçerlik analizi. Yeni Sempozyum Dergisi. 51(3), 132-140.
  • Evans, G. W. ve Kim, P. (2012). Childhood poverty, chronic stress, self‐regulation, and coping. Child Development Perspectives, 7(1), 43-48. https://doi.org/10.1111/cdep.12013
  • Ezmeci, F. (2019). Okul öncesi öz-düzenleme programının çocukların öz-düzenleme, problem davranışları ve sosyal becerilerine etkisi (Tez no. 563794) [Yüksek Lisans Tezi, Hacettepe Üniversitesi].
  • Fidan, M. (2020) Gençlerde başa çıkma yolları: Pozitif gelişim göstergelerinin ve temel psikolojik ihtiyaçların giderilmesinin rolü (Tez no. 632823) [Yüksek Lisans Tezi, Özyeğin Üniversitesi].
  • Forgas, J. P., Baumeister, R. F., & Tice, D. M. (Eds.) (2009). Psychology of selfregulation: Cognitive, affective, and motivational processes. Pyschology Press
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H.H. (2009). How to design and evaluate research in education. (7th ed.). McGrawHill
  • Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's selfregulation and competence in school. Journal Of Educational Psychology, 81(2), 143-154. https://doi.org/10.1037/0022-0663.81.2.143.
  • Guay, F., Denault, A. S., & Renauld, S. (2017). School attachment and relatedness with parents, friends and teachers as predicters of students instirinsic and identified regulation. Comtemporary Educational Psychology, 51(2017), 416-428. https://doi.org/10.1016/j.cedpsych.2017.10.001.
  • Gündüz, G., Yağmurlu, B., & Harma, M. (2014). Self-regulation medaites the link between family context and socioemotional competence in Turkish preschoolers. Early Education and Devolopment, 26(5-6), 729-748. https://doi.org/10.1080/10409289.2015.985148.
  • Haydon, K. C. (2015). Relational contexts of women’s stress and competence during the transition to adulthood. Journal of Adult Devolepment, 22(2), 112-123. https://doi.org/10.1007/s10804-014-9205-y.
  • Henderson, B. N. & Baum A (2004). Biological mechanisms of health and disease. Sutton, Baum & Johnston (Eds.), The sage handbook of health psychology (1st. ed.) in (pp.69-93). Sage Publications. https://doi.rog/10.4135/9781848608153.n8.
  • Holzer, J., Lüftenegger, M., Korlat, S., Pelikan, E., Salmela-Aro, K., Spiel, C., & Schober, B. (2021). Higher education in times of COVID-19: University students basic need satisfaction, self-regulated learning, and well-being. AERA Open, 7(1). 1-13. https://doi.org.tr/10.1177/23328584211003164.
  • Hooker, K., Choun, S., Mejía, S., Pham, T., & Metoyer, R. (2013). A microlongitudinal study of the linkages among personality traits, self-regulation, and stress in older adults. Research in Human Development, 10(1), 26-46. https://doi.org/10.1080/15427609.2013.760258
  • Karasar, N. (2016). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (36. bs.). Nobel Akademik Yayıncılık
  • Köknel, Ö. (1998). Zorlanan insan (4. bs.). Altın Kitaplar.
  • La Guardia, J. G., Ryan, R. M., Couchman, C. E. & Deci, E. L. (2000). Within-person variation in security of attachment: A self-determination theory perspective on attachment, need fulfillment, and well-being. Journal of Personality and Social Psychology, 79(3), 367-384. https://doi.org/10.1037/0022-3514.79.3.367.
  • Lazarus, R. S. (1966). Psychological stress and the coping process. McGraw-Hill
  • Lazarus, R. S. & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company. https://doi.org/10.1007/978-1-4419-1005-9_215
  • Lederberg, S. (2023). Does Mindfulness Moderate Self-determination and Perceived Stress on the Prediction of the Well-being of Working Mothers (Publication No. 30812274) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global
  • León, J., Núñez, J. L., & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156-163. https://doi.org/10.1016/j.lindif.2015.08.017
  • Levesque, C., Zuehlke, A. N., Stanek, L. R. & Ryan, R. M. (2004). Autonomy and competence in German and American university students: A comparative study based on self-determination theory. Journal of Educational Psychology, 96(1), 68-84. https://doi.org/10.1037/0022-0663.96.1.68
  • MacKinnon, D. P., Lockwood, C. M., & Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39(1), 99-128. https://doi.org/10.1207/s15327906mbr3901_4
  • Mahamid, F. A., & Abojedi, A. (2021). Perceived stress and self-regulation as predictors for Internet addiction in Palestinian youth. Journal of Concurrent Disorders, 3(2), 54. https://doi.org/10.54127/VIGK3872.
  • Martinek, D., Hofmann, D., & Kipman, U. (2016). Academic self-regulation as a function of age: The mediating role of autonomy support and differentiation in school. Social Psychology of Education, 19(4), 729-748. https://doi.org/10.1007/s11218-016-9347-9
  • McNeill, K., Durand-Bush, N., & Lemyre, P. N. (2018). Thriving, depleted, and at-risk Canadian coaches: Profiles of psychological functioning linked to self-regulation and stress. International Sport Coaching Journal, 5(2), 145-155. https://doi.org/10.1123/iscj.2017-0042.
  • Meuwissen, A.S., & Carlson, S. M. (2019). An experimental study of the effects of autonomy support on preschoolers’ self-regulation. Journal of Applied Devolepmental Psychology, 60(2019), 11-23. https://doi.org/10.1016/j.appdev.2018.10.001.
  • Mezuk, B., Ratliff, S., Concha, J. B., Abdou, C. M., Rafferty, J., Lee, H., & Jackson, J. S. (2017). Stress, self-regulation, and context: Evidence from the health and retirement survey. SSM-Population Health, 3(2017), 455-463. https://doi.org/10.1016/j.ssmph.2017.05.004
  • Niemiec, C. P., Lynch, M. F., Vansteenkiste, M., Bernstein, J., Deci, E. L., & Ryan, R. M. (2006). The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence, 29(5), 761-775. https://doi.org/10.1016/j.adolescence.2005.11.009.
  • Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144. https://doi.org/10.1177/1477878509104318.
  • Novak, S. P., & Clayton, R. R. (2001). Self-Regulation Scale [Database record]. APA PsycTests. https://doi.org/10.1037/t55513-000
  • Ohrt, J., Webster, L., & De La Garza, M. (2014). The effects of a succes skills group an adolescents self-regulation, self-esteem and perceived learning competence. Professional School Counseling, 18(1), 169-178. https://doi.org/10.1177/2156759x0001800113.
  • Oswald, T. M., Winder-Patel, B., Ruder, S., Xing, G., Stahmer, A., & Solomon, M. (2018). A pilot randomized controlled trial of the ACCESS program: A group intervention to improve social, adaptive functioning, stress coping, and selfdetermination outcomes in young adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(5), 1742-1760. https://doi.org/ 10.1007/s10803-017-3421-9.
  • Pakulak, E., Gomsrud, M., Reynolds, M. M., Bell, T. A., Giuliano, R. J., Karns, C. M., ... & Neville, H. (2017). Focusing on families: A two-generation model for reducing parents’ stress and boosting preschoolers’ self-regulation and attention. YC Young Children, 72(2), 25-37. https://www.jstor.org/stable/90004119?seq=1
  • Parker, S. L., Jimmieson, N. L., & Amiot, C. E. (2010). Self-determination as a moderator of demands and control: Implications for employee strain and engagement. Journal of Vocational Behavior, 76(1), 52-67. https://doi.org/10.1016/j.jvb.2009.06.010
  • Phadke, S. S. (2024). Procrastination, perceived stress and emotional intelligence in young adults. International Journal of Interdisciplinary Approaches in Psychology, 2(8), 507-598.
  • Quested, E., Bosch, J. A., Burns, V. E., Cumming, J., Ntoumanis, N., & Duda, J. L. (2011). Basic psychological need satisfaction, stress-related appraisals, and dancers’ cortisol and anxiety responses. Journal of Sport and Exercise Psychology, 33(6), 828-846. https://doi.org/10.1123/jsep.33.6.828
  • Rahouti, N. (2023). Self-regulation and well-being: The moderating role of perceived stress from an outpatient care perspective [Bachelor's thesis, University of Twente]. https://essay.utwente.nl/94519/
  • Ramsey, H., & Loppacher, J. (2023, October). Using self-determination theory to examine student responses to five-minute self-regulation strategies in the engineering classroom. Verbal Presentation. IEEE Frontiers in Education Conference, Texas
  • Raufelder, D., Kittler, F., Braun, S. R., Lätsch, A., Wilkinson, R. P., & Hoferichter, F. (2014). The interplay of perceived stress, self-determination and school engagement in adolescence. School Psychology International, 35(4), 405-420. https://doi.org/10.1177/0143034313498953
  • Rizwan, M., Jamil, M. I., Shahid, U., Saeedi, H. M. A., Faisal, N., Islam, Z., Quadeer A., & Mateen, A. (2014). The ımpact of the job stress, job autonomy and working conditions on employee satisfaction. International Journal of Human Resource Studies, 4(2), 196-207. https://doi.org/10.5296/ijhrs.v4i2.5907.
  • Rowshan, A. (2011). Stres yönetimi. (Ş. Cüceloğlu, Çev. Ed.). Aura Yayıncılık.
  • Russel, B., S., Lee, J. O, Spieker, S., & Oxford, M., L. (2016). Parenting and preschool slef-regulation as predictors of social emotional competence in 1st grade. Journal of Research in Childhood Education, 30(2), 153-169. https://doi.org/10.1080/02568543.2016.1143414.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066x.55.1.68
  • Ryan, R. M., & Deci, E. L. (2006). Self‐regulation and the problem of human autonomy: Does psychology need choice, self‐determination, and will?. Journal of Personality, 74(6), 1557-1586. https://doi.org/10.1111/j.1467- 6494.2006.00420.x.
  • Ryan, R. M., & Deci, E. L. (2008). A self-determination theory approach to psychotherapy: The motivational basis for effective change. Canadian Psychology/Psychologie Canadienne, 49(3), 186-193. https://doi.org/10.1037/a0012753.
  • Savcı, M. ve Aysan, F. (2014). Üniversite öğrencilerinde algılanan stres düzeyi ile stresle başa çıkma stratejileri arasındaki ilişki. Uluslararası Türk Eğitim Bilimleri Dergisi, 2014(3), 44-56. https://dergipark.org.tr/en/pub/goputeb/issue/33496/380060
  • Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need satisfaction, and longitudinal well-being: the self-concordance model. Journal of Personality and Social Psychology, 76(3), 482-497. https://doi.org/10.1037/0022-3514.76.3.482.
  • Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001). What is satisfying about satisfying events? Testing 10 candidate psychological needs. Journal of Personality and Social Psychology, 80(2), 325-339. https://doi.org/10.1037/0022-3514.80.2.325.
  • Şahin, N. H. (1998). Stresle başa çıkma olumlu bir yaklaşım. (3. bs.). Türk Psikologlar Derneği Yayınları.
  • Tanhaye Reshvanloo F., Kareshki H., & Amin Yazdi, S. A. (2024). Determinants of perceived well-being in friendship relationships during emerging adulthood: Testing a structural model based on self-determination theory. Iranian Journal of Educational Sociology. 7(3), 181-195. https://doi.org/10.61838/kman.ijes.7.3.21
  • Taylor, A. B., MacKinnon, D. P., & Tein, J. Y. (2008). Tests of the three-path mediated effect. Organizational Research Methods, 11(2), 241-269. https://doi.org/10.1177/1094428107300344
  • Thompson, S. A. (2024). Breaking the stigma: Integrating psychology and therapy approaches in modern-day video games for mental health and well-being. [Honors Theses, Eastern Kentucky University]. https://encompass.eku.edu/honors_theses/1012/
  • Verdone, M., & Murray, M. (2021). Stress and basic need satisfaction of first-year healthcare professional students. Medical Science Educator, 31(1), 1-7. https://doi.org/10.1007/s40670-021-01207-z.
  • Yamangil, B. (2024). İş stresinin psikolojik iyi oluşa etkisi: Turist rehberleri üzerine bir araştırma (Tez No. 874800). [Yüksek Lisans Tezi, Nevşehir Hacı Bektaş Veli Üniversitesi].
  • Yıldırım, A. ve Şimşek, B. (2006) Sosyal bilimlerde nitel araştırma yöntemleri (6. bs.). Seçkin Yayıncılık
  • Yurtsever, H. (2009). Kişilik özelliklerinin stres düzeyine etkisi ve stresle başa çıkma yolları: üniversite öğrencileri üzerine bir araştırma. (Tez no. 249514) [Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi].
  • Zimmer-Gembeck, M. J., Lees, D., & Skinner, E. A. (2011). Children's emotions and coping with interpersonal stress as correlates of social competence. Australian Journal of Psychology, 63(3), 131–141. https://doi.org/10.1111/j.1742- 9536.2011.00019.x
  • Washburn, N. S., Richards, K. A. R., & Sinelnikov, O. A. (2020). Investigating the relationships between perceived mattering, role stress, and psychological need satisfaction in physical education teachers. Journal of Teaching in Physical Education, 39(1), 48-58. https://doi.org/10.1123/jtpe.2018-0342
  • Wehmeyer, M. L. (1999). A functional model of self-determination: Describing development and implementing instruction. Focus On Autism and Other Developmental Disabilities, 14(1), 53-61. https://doi.org/10.1177/108835769901400107.
  • Weinstein, N., & Ryan, R. M. (2011). A self‐determination theory approach to understanding stress incursion and responses. Stress and Health, 27(1), 4-17. https://doi.org/10.1002/smi.1368.
  • Williams, G. C., Grow, V. M., Freedman, Z. R., Ryan, R. M., & Deci, E. L. (1996). Motivational predictors of weight loss and weight-loss maintenance. Journal of Personality and Social Psychology, 70(1), 115-126. https://doi.org/10.1037/0022-3514.70.1.115.
  • Wilson, P. M., & Todd Rogers, W. (2008). Examining relationships between perceived psychological need satisfaction and behavioral regulations in exercise. Journal of Applied Biobehavioral Research, 13(3), 119-142. https://doi.org/10.1111/j.1751-9861.2008.00031.x.
  • Winterbach, L. (2007). Self-regulation and stress management in undergraduate students. [Master thesis, North-West University]. https://scispace.com/pdf/self-regulation-and-stress-management-in-undergraduate 4aox02x8g8.pdf
Toplam 99 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Psikolojik Danışmanlık Eğitimi
Bölüm Makaleler
Yazarlar

Oğulcan Barlas 0000-0002-9742-8163

Öner Çelikkaleli 0000-0003-0210-3647

Yayımlanma Tarihi 22 Nisan 2025
Gönderilme Tarihi 16 Ocak 2025
Kabul Tarihi 24 Mart 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 21 Sayı: 1

Kaynak Göster

APA Barlas, O., & Çelikkaleli, Ö. (2025). Beliren Yetişkinlerde Psikolojik İhtiyaçların Doyumu ve Algılanan Stres Arasındaki İlişki: Öz-Düzenlemenin Aracılık Rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 295-312. https://doi.org/10.17860/mersinefd.1621401
 Kapak Resmi İndir

Makaleler dergide yayınlandıktan sonra yayım hakları dergiye ait olur.
Dergide yayınlanan tüm makaleler, diğerleri tarafından paylaşılmasına olanak veren Creative Commons Alıntı-Gayri Ticari-Türetilemez 4.0 Uluslararası (CC BY-NC-ND 4.0) lisansı altında lisanslanır.