The Roles of Value Preferences and Cognitive Emotion Regulation Strategies on Prediction of Dating Violence
Abstract views: 149 / PDF downloads: 0
DOI:
https://doi.org/10.17220/ijpes.2020.01.009Abstract
The aim of this study is to determine in what extends gender, age, relationship status, value preferences and cognitive emotion regulation strategies predict the dating violence. The study group was comprised of 335 university students. Attitudes Towards Dating Violence Scale, Cognitive Emotional Regulation Scale and Values Scale were used in data collection. According to the findings obtained from research, it was found that there were positive significant relationships between gender and social values, career values, intellectual values, spirituality and dating violence. On the other hand, the findings showed that gender and age variables are significant predictors of dating violence. Social values, intellectual values and freedom values positively predict dating violence. Spirituality, human dignity, romantic values and futuwwa negatively predict dating violence. Increasing the importance given to the social values, intellectual values and freedom values increases the attitudes that not supporting dating violence. On the other hand, increasing the importance given to spirituality, human dignity, romantic values and futuwwa decreases the attitudes supporting dating violence. It was found that there was a positive significant relationship between age and materialistic values and negative significant relationship between age and dating violence. Findings support that gender, age, cognitive emotion regulation strategies and value preferences are significant predictors of dating violence.Downloads
Published
2020-01-01
How to Cite
DONAT BACIOĞLU, S., & ONAT KOCABIYIK, O. (2020). The Roles of Value Preferences and Cognitive Emotion Regulation Strategies on Prediction of Dating Violence. International Journal of Psychology and Educational Studies, 7(1), 96–107. https://doi.org/10.17220/ijpes.2020.01.009
Issue
Section
Articles
License
Copyright (c) 2020 International Journal of Psychology and Educational Studies
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.