Emociju regulācijas un sociālo problēmu risināšanas prasmju saistības COVID-19 pandēmijas laikā pieaugušajiem
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Date
2021
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Rīgas Stradiņa universitāte
Rīga Stradiņš University
Rīga Stradiņš University
Abstract
Pētījuma mērķis bija izpētīt saistību starp emociju regulācijas un sociālo problēmu risināšanas prasmēm COVID-19 pandēmijas laikā pieaugušajiem. Lai sasniegtu mērķi, tika izvirzīti trīs pētījuma jautājumi: Vai pastāv saistība starp emociju regulācijas un sociālo problēmu risināšanas prasmēm pieaugušajiem? Vai pastāv emociju regulācijas un sociālo problēmu risināšanas prasmju atšķirības starp vecumgrupām? Vai pastāv emociju regulācijas un sociālo problēmu risināšanas prasmju atšķirības starp respondentiem ar dažādiem izglītības līmeņiem?
Pētījuma teorētiskais pamatojums ir Adaptīvās emociju regulācijas modelis (Berking & Whitley, 2014) un Sociālo problēmu risināšanas modelis (D'Zurilla & Nezu, 1990).
Pētījuma dalībnieki ir 2608 Latvijas iedzīvotāji vecumā no 18 līdz 75 gadiem (M = 46,4, SD = 13,9), kas piedalījās Valsts pētījumu programmas (VPP) “COVID-19 seku mazināšanai” apakšprojektā. Respondenti aizpildīja sociāldemogrāfisko aptauju, “Emociju regulācijas prasmju aptauju” (Emotion Regulation Skills Questionnaire; ERSQ-27, Berking & Znoj, 2008; adaptācija latviešu valodā: Paiča & Mārtinsone, 2019) un “Sociālo problēmu risināšanas prasmju saīsināto aptauju” (Social Problem-Solving Inventory-Revised version; SPSI-R, D’Zurilla & Nezu, 2007; adaptācija latviešu valodā: Koļesņikova, 2007). Dati tika ievākti internetā ar KANTAR TNS kompānijas palīdzību no 06.07.20. līdz 27.07.20. VPP ietvaros.
Rezultāti atklāja saistības starp emociju regulācijas un sociālo problēmu risināšanas prasmēm pieaugušajiem (p ≤ 0,05), ciešākās saistības starp pozitīvu problēmu orientāciju, kā arī racionālu problēmu risināšanas stilu un kopējām emociju regulācijas prasmēm. Pastāv atšķirības kopējo emociju regulācijas prasmju un gandrīz visos sociālo problēmu risināšanas prasmju rādītājos starp vecumgrupām (p ≤ 0,05), izņemot impulsīvu problēmu risināšanas stilu, kā arī atšķirības pastāv kopējo emociju regulācijas prasmju un gandrīz visos sociālo problēmu risināšanas prasmju rādītājos starp grupām ar dažādiem izglītības līmeņiem (p ≤ 0,05), izņemot izvairīgu problēmu risināšanas stilu. Secināts, ka emociju regulācijas prasmju attīstīšana var sekmēt sociālo problēmu risināšanas prasmju uzlabošanos, un, mainoties vecumam un izglītības līmenim, mainās prasme regulēt emocijas, kā arī tikt galā ar dažādām sociālām problēmām. Iegūtās atziņas praksē var palīdzēt izprast, kādu nozīmi sniedz emociju regulācija saistībā ar sociālo problēmu risināšanu.
Atslēgvārdi: emociju regulācija, sociālo problēmu risināšana
The research objective was to investigate the relationship between emotion regulation and social problem-solving skills among adults during COVID-19 pandemic. To achieve the aim of the study, three research questions were determined: Is there a link between emotion regulation and social problem-solving skills among adults? Are there differences in emotion regulation and social problem-solving skills between age groups? Are there differences in emotion regulation and social problem-solving skills between respondents with different levels of education? The theoretical basis of the research is the Adaptive Coping with Emotions Model (Berking & Whitley, 2014) and Social problem-solving model (D'Zurilla & Nezu, 1990). The participants of the study are 2608 Latvian residents aged 18 to 75 years (M = 46,4, SD = 13,9), who participated in the sub-project of the National Research Program (NRP) “Mitigation of COVID-19”. Respondents filled in a socio-demographic survey, “Emotion Regulation Skills Questionnaire” (ERSQ-27, Berking & Znoj, 2008; adaptation in Latvian: Paiča & Mārtinsone, 2019) and “Social Problem-Solving Inventory-Revised version” (SPSI-R, D’Zurilla & Nezu, 2007; adaptation in Latvian: Koļesņikova, 2007). Data were collected on the Internet with the help of KANTAR TNS company from 06.07.20. until 27.07.20. within the NRP. The results revealed the relationship between emotion regulation and social problem-solving skills in adults (p ≤ 0,05), the closest relationship between positive problem orientation, rational problem-solving style and total emotion regulation skills. There are differences in total emotion regulation skills and almost all social problem-solving skills subscales between age groups (p ≤ 0.05), except for impulsive problem-solving, and differences in total emotion regulation skills and almost all social problem-solving skills subscales between groups with different levels of education (p ≤ 0.05), except for avoidant problem-solving. It is concluded that the development of emotion regulation skills can contribute to the improvement of social problem-solving skills, and with changes in age and level of education, the ability to regulate emotions and to cope with various social problems changes. The lessons learned can help to understand the importance of emotion regulation in solving social problems in practice. Keywords: emotion regulation, social problem-solving
The research objective was to investigate the relationship between emotion regulation and social problem-solving skills among adults during COVID-19 pandemic. To achieve the aim of the study, three research questions were determined: Is there a link between emotion regulation and social problem-solving skills among adults? Are there differences in emotion regulation and social problem-solving skills between age groups? Are there differences in emotion regulation and social problem-solving skills between respondents with different levels of education? The theoretical basis of the research is the Adaptive Coping with Emotions Model (Berking & Whitley, 2014) and Social problem-solving model (D'Zurilla & Nezu, 1990). The participants of the study are 2608 Latvian residents aged 18 to 75 years (M = 46,4, SD = 13,9), who participated in the sub-project of the National Research Program (NRP) “Mitigation of COVID-19”. Respondents filled in a socio-demographic survey, “Emotion Regulation Skills Questionnaire” (ERSQ-27, Berking & Znoj, 2008; adaptation in Latvian: Paiča & Mārtinsone, 2019) and “Social Problem-Solving Inventory-Revised version” (SPSI-R, D’Zurilla & Nezu, 2007; adaptation in Latvian: Koļesņikova, 2007). Data were collected on the Internet with the help of KANTAR TNS company from 06.07.20. until 27.07.20. within the NRP. The results revealed the relationship between emotion regulation and social problem-solving skills in adults (p ≤ 0,05), the closest relationship between positive problem orientation, rational problem-solving style and total emotion regulation skills. There are differences in total emotion regulation skills and almost all social problem-solving skills subscales between age groups (p ≤ 0.05), except for impulsive problem-solving, and differences in total emotion regulation skills and almost all social problem-solving skills subscales between groups with different levels of education (p ≤ 0.05), except for avoidant problem-solving. It is concluded that the development of emotion regulation skills can contribute to the improvement of social problem-solving skills, and with changes in age and level of education, the ability to regulate emotions and to cope with various social problems changes. The lessons learned can help to understand the importance of emotion regulation in solving social problems in practice. Keywords: emotion regulation, social problem-solving
Description
Psiholoģija
Psychology
Psiholoģija
Psychology
Psychology
Psiholoģija
Psychology
Keywords
emociju regulācija, sociālo problēmu risināšana, emotion regulation, social problem-solving