ÖZ
Amaç
Bu çalışmada üniversite öğrencilerinde duygusal zeka (DZ) yordayıcıları olarak çocukluk çağı travmalarının rolü incelenmiştir. Çalışma bu gelişim döneminde yaşam zorluklarını yönetebilmek ve iyi oluşu artırmak için DZ'nin önemini vurgulamaktadır. Çalışma, bu ilişkileri araştırarak, öğrenciler arasında DZ'yi destekleyebilecek hedefli müdahaleleri belirlemeyi amaçlamaktadır.
Gereç ve Yöntem
Bu çalışmaya katılmak üzere çeşitli akademik bölümlerden yaşları 18 ila 44 arasında değişen toplam 330 üniversite öğrencisi seçilmiştir. Veriler kişisel bilgi formu, duygusal, fiziksel ve cinsel istismar ile duygusal ve fiziksel ihmali ölçen Çocukluk Dönemi Örselenme Yaşantıları Ölçeği-Kısa Formu ile DZ'yi ölçen Duygusal Zeka Özellikleri Ölçeği-Kısa Formu aracılığıyla toplanmıştır. Farklı travma türlerinin DZ üzerindeki yordayıcı etkisi hiyerarşik regresyon analizi ile test edilmiştir.
Bulgular
Çalışmada çocukluk çağı travma puanları (duygusal, fiziksel ve cinsel istismarın yanı sıra ihmal dahil) ile DZ puanları arasında anlamlı negatif ilişki tespit edilmiştir. Hiyerarşik regresyon analizi, çocukluk çağı travmalarının, özellikle duygusal ve cinsel istismarın, üniversite öğrencileri arasında daha düşük DZ puanlarını anlamlı olarak yordadığını göstermektedir.
Sonuç
Bu bulgular, çocukluk çağı travmalarının duygusal gelişim üzerindeki kalıcı etkisinin altını çizmekte ve yetişkinlikte duygusal zeka üzerindeki olumsuz etkileriyle başa çıkmada erken müdahale ve desteğin önemini vurgulamaktadır. Çalışma, çocukluk çağı travması öyküsü olan üniversite öğrencileri arasında duygusal yeterlilikleri artırmak için hedefe yönelik müdahalelere duyulan ihtiyacı vurgulamaktadır.
Anahtar Kelimeler:
Çocukluk çağı travmaları, duygusal zeka, üniversite öğrencileri, yordayıcılık
Kaynaklar
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