Ortaokul Öğrencilerinde Matematik Kaygısı ile Duygu Düzenleme ve Psikolojik Sağlamlık Arasındaki İlişkinin İncelenmesi

Mathematics anxiety is seen as one of the important obstacles to students' learning mathematics. Because when the feeling of anxiety is experienced at an intense level, it can affect brain functionality and inhibit learning. Therefore, regulating intense emotions such as anxiety, in other words, recognizing, naming, expressing and reducing them to a tolerable level, can eliminate this obstacle to learning. Psychological resilience is defined as a person's ability to successfully cope with stressful and challenging situations. Another reason for math anxiety may be low levels of psychological resilience. In this study, the relationship between emotional regulation skills and psychological resilience level and mathematics anxiety was examined. Data was collected from 937 students continuing their education in secondary schools in Bayraklı district of Izmir province. The data collection tools used in this research are the Emotion Regulation Scale for Adolescents (EDRS), Mathematics Anxiety Scale, Child and Youth Psychological Resilience Scale and Personal Information Form. The data was analyzed with the Multiple Regression Analysis technique using the SPSS 23 package program. The results showed that emotional regulation skills and psychological resilience variables explained 25% of mathematics anxiety. Additionally, there is a negative relationship between having internal functional emotion regulation skills and math anxiety; A positive relationship was found between having dysfunctional emotion regulation skills and mathematics anxiety