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Abstract
The aim of this study is to examine the predictive role of students’ social achievement goals and classroom incivility levels in their emotion regulation skills. The study was conducted with 309 university students and used “Social Achievement Goal Scale”, “The Difficulties in Emotion Regulation Scale” and “Classroom Incivility Scale” as data collection tools. The study was carried out with 309 university students in Turkey during 2016-2017 academic year (1st, 2nd, 3rd and 4th year students). The findings obtained from regression analysis revealed that social achievement goals and classroom incivility account 15% of total changes in the difficulties faced during emotion regulation. As for the sub goals of the study, it was found that “social achievement goals” mean score of females was higher than that of males; males had higher “classroom incivility” levels than females; and the mean score of females for “difficulties in emotional regulation” was higher than that of males. While no difference was found in “incivility” factor in terms of “age” variable, there were significant differences in “social achievement goals” and “the difficulties in emotional regulation” factors. Similarly, there was no significant difference in “social achievement goals” and “classroom incivility factors” in terms of “class year” variable, but a significant difference was found for “difficulties in emotion regulation” factor. In addition, the results did not reveal any significant differences in “social achievement goals” and “classroom incivility” factors according to “perceived parental attitude”; however, a significant difference was found in “the difficulties in emotional regulation” factor. The research findings were discussed within the framework of the related literature.
Highlights
Emotions play important roles in making sense of people’s opinions and actions; i.e understanding them
The findings obtained from regression analysis revealed that social achievement goals and classroom incivility account 15% of total changes in the difficulties faced during emotion regulation
Similar to Ryan and Shim (2006), Mouratis and Sideridis (2009), who carried out a study that examined the relationship between social achievement goals and two indices of socio-emotional harmony through students’ peer relationships and social skills, observed that social development goals are positively related to harmony results, social demonstration-avoid goal is negatively related to harmony, and social demonstration-approach goal is not related to any of them
Summary
Emotions play important roles in making sense of people’s opinions and actions; i.e understanding them. Similar to Ryan and Shim (2006), Mouratis and Sideridis (2009), who carried out a study that examined the relationship between social achievement goals and two indices of socio-emotional harmony through students’ peer relationships and social skills, observed that social development goals are positively related to harmony results, social demonstration-avoid goal is negatively related to harmony, and social demonstration-approach goal is not related to any of them. Ryan and Shim (2006), in their study examining the relationship between social achievement goals and emotional outcomes, found a positive relationship between social development goals, self-report about well-being, social efficacy and social harmony They found that social demonstration goals produce less positive results. The aim of this research is to predict university students' emotion regulation skills by their social achievement levels and incivility
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