Journal of Physical Education and Sport ® (JPES), Vol. 24 (issue 8), Art 210, pp. 1893 - 1901, August 2024
online ISSN: 2247 - 806X; p-ISSN: 2247 – 8051; ISSN - L = 2247 - 8051 © JPES

Original Article
An examination of emotion regulation skills of undergraduate students studying
at the faculty of sports sciencesOĞUZ BOZDEMİR1, SEYFİ SAVAŞ2 , OMİD HATAMI3
1
Ministry of Education, ANKARA TURKEY
2
Gazi University Faculty of Sports Sciences, Ankara, TURKEY
3
Gazi University Faculty of Sports Sciences, Ankara, TURKEY
Published online: August 31, 2024
Accepted for publication : August 15, 2024
DOI:10.7752/jpes.2024.08210
Abstract
Emotion regulation skill is an important ability that develops with age and experience and includes the processesof recognizing, understanding, expressing and managing one's emotions. This skill is especially important forundergraduate students. Because it is an inevitable fact that they need to cope with various emotions due to theintensity of academic and sports activities. Managing these emotions effectively positively affects their academic
achievement, sports performance and overall quality of life. This study aims to examine undergraduate students'
emotion regulation skills and the effects of sport on emotional health. This research has the feature of relational
screening model, one of the general screening models. The Athlete Emotion Regulation Scale was used tocollect the data. The scale includes questions about sports playing habits. The aim of the study is to understandthe relationship between undergraduate students' emotion regulation skills and sports and the effects of sports onemotional health. This study is intended to be a valuable resource for understanding how sports can be used to
improve undergraduate students' emotion regulation skills and increase their emotional health. The findings ofthe study showed that sports habits had a positive effect on students' emotion regulation skills. In addition, it wasseen that factors such as duration of doing sports, family members doing sports, and being a professional had apositive effect on emotion regulation skills. In order to increase the positive contribution of sports to thedevelopment of emotion regulation skills in children, we can provide children with sports habits from an early
age and ensure that they are emotionally healthier when they become adults.
Keywords: Emotion Regulation, emotional health, quality of life
Introduction
Emotions are with us at every moment of our lives. When emotions arise, various chemical activities
begin in our bodies. Therefore, it is impossible not to feel emotions, and ignoring these feelings can negatively
impact one's mental health. Individuals must recognize what they are feeling, to notice the emotions of others,
and to communicate these emotions back to them. This process is critically important in an individual's life.
Relationships in which emotions are mutually expressed are strong relationships. Such strong relationships leadindividuals to feel understood, which is integral to the process known as emotion regulation.
Emotion regulation skills encompass recognizing, understanding, expressing, and managing one's
emotions. Research indicates that these skills increase with age and experience, and they also improve in parallelwith technological advancements (Gökkaya et al, 2020). These skills play a crucial role in all aspects of life andare particularly critical for undergraduate students who lead highly demanding lives.
Undergraduate students studying at faculties of sports sciences are engaged in intense academic andathletic activities. It is observed that classes, training sessions, exams, tournaments, and other responsibilities
lead to intense emotions such as stress, anxiety, anger, and sadness in these students (Özdemir & Budak, 2019).
The inability to effectively manage these emotions negatively impacts their academic success, athletic
performance, and overall quality of life. It is evident that emotion regulation affects individuals' abilities to solve
social problems, their levels of empathy, and their ability to engage in play. Additionally, individuals withemotion regulation disorders may experience difficulties monitoring, evaluating, controlling, and flexibly
modifying their emotional responses (Çakır, 2021). Emotion regulation skills are fundamentally important for
both mental and physical health. The fact that these skills can be learned and developed is seen as a significant
advantage. Emotion regulation allows individuals to sustain their emotional experiences and life, shaping theiroverall emotional temperament (Göğer & Aslantürk, 2021). In summary, the development and effects of emotion
regulation skills play a crucial role in individuals' social, emotional, and cognitive development.
Emotion regulation skills benefit undergraduate students in many ways, just as they do in every phase ofindividual life. Students who can effectively manage their emotions tend to focus better in class, experience lessdistraction, and perform better on exams. Athletes who keep their emotions under control can perform better instressful situations, maintain their focus, and reduce the likelihood of making mistakes.
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Corresponding Author: OĞUZ BOZDEMİR, E-mail: oguzbozdemir2@gazi.edu.trOĞUZ BOZDEMİR, SEYFİ SAVAŞ, OMİD HATAMI--------------------------------------------------------------------------------------------------------------------------------------Individuals who can express their emotions healthily tend to exhibit more open and understanding
communication, enabling them to form and maintain stronger and healthier relationships. Additionally, it has
been observed that individuals who manage their emotions are happier, more motivated, and more resilient(Karasar, 2012).
Sports play a significant role in developing emotion regulation skills. In this context, sports help reducestress, boost self-confidence, teach emotional expression and management, and strengthen social connections. In
the ordinary course of life, athletes frequently encounter stress during competitions and matches. However,athletes with emotion regulation skills can apply stress management strategies to remain calm and focused,enhancing their performance positively. These athletes can confidently handle stressful or competitive situations,
thanks to their acquired skills, which positively impact their performance. Athletes with emotion regulation skills
are more successful in maintaining motivation and staying focused on their goals. Consequently, they can more
effectively overcome obstacles and sustain their motivation.
Emotion regulation skills provide numerous benefits to undergraduate students, as they do in every phase ofindividual life. Students who can effectively manage their emotions tend to focus better on their studies,
experience less distraction, and perform better in exams. Furthermore, individuals who can express theiremotions healthily exhibit more open and understanding communication, enabling them to form and maintainstronger and healthier relationships. It has been observed that individuals who manage their emotions arehappier, more motivated, and more resilient.
Before delving into team sports, it is important to highlight the impact of team sports on emotion regulation. Inteam sports, emotion regulation skills significantly enhance team communication. Athletes who openly express
their emotions establish healthier relationships within the team, which promotes better and more efficient
teamwork. Emotion regulation skills contribute to athletes' ability to effectively manage both positive andnegative emotions ( Laborde et al, 2016).
Cognitive Restructuring
In sports, cognitive restructuring refers to the application of cognitive therapy principles to the athletic
domain to enhance athletes' performance and mental health. This technique aims to help athletes identify andmodify negative or faulty thoughts by examining their mental processes. By restructuring thoughts thatnegatively impact performance, athletes can achieve a healthier mental state and more effective performance.
This process typically progresses in steps. First, athletes are encouraged to become aware of their negative
thoughts and understand how these thoughts affect their performance. Then, athletes are guided to identify andevaluate these thoughts. Next, support is provided to help athletes restructure their negative thoughts into more
realistic, balanced, and positive perspectives. Finally, athletes are encouraged to apply these new thought
patterns during training and competitions. Cognitive restructuring is used to improve performance, cope withstress, enhance focus, and renew self-confidence. It also contributes to the prevention of psychological issues
and the development of coping skills. Cognitive restructuring is considered a fundamental component ofcognitive sports psychology, highlighting the strong relationship between psychology and sports performance(Weinberg & Gould, 2014).
Suppression
Athletes often experience various negative emotions such as stress, anxiety, and fear during training andcompetition. These emotions can negatively affect performance, so athletes use various strategies to control
them. Suppression is one such strategy, defined as the conscious effort to control negative emotions or thoughts.
This can involve ignoring emotions, pushing thoughts out of the mind, or suppressing emotional reactions.
While suppression may seem effective in the short term, it has many drawbacks in the long term. Suppressed
emotions can accumulate in the subconscious, leading to more significant issues. Athletes who suppress theiremotions may eventually face problems such as concentration deficits, decreased motivation, lack of selfconfidence, and depression. Therefore, emotional awareness emerges as a healthier alternative to suppression.
Emotional awareness is the ability to recognize and understand one's own emotions and their sources. Athleteswith high emotional awareness learn to accept and manage their emotions instead of suppressing them. Emotion
regulation skills involve strategies used to manage emotions healthily after accepting them. These strategies
include methods such as deep breathing, relaxation techniques, meditation, and cognitive restructuring.
Athletes who develop emotional awareness and emotion regulation skills can better manage theiremotions, cope more effectively with negative feelings like stress and anxiety, and optimize their performance.
In conclusion, developing emotional awareness and emotion regulation skills in sports, rather than relying on
suppression, can positively impact an athlete's emotional health and performance (Gross, 2016).
The findings from the study, which measured both sub-dimensions with the relevant scale, indicate thatthe emotion regulation skills of undergraduate students are related to sports and that sports have positive effects
on emotional health. The results of the study suggest that sports should be further encouraged to develop
undergraduate students' emotion regulation skills and enhance their emotional health. Additionally, more
research is needed to explore the effects of sports on emotional health.
In conclusion, emotion regulation skills play a critical role in enhancing athletes' success and maintaining ahealthier mental state. Developing these skills can help athletes perform better and achieve success in their sports
careers.
1894---------------------------------------------------------------------------------------------------------------------------JPES ® www.efsupit.roOĞUZ BOZDEMİR, SEYFİ SAVAŞ, OMİD HATAMI--------------------------------------------------------------------------------------------------------------------------------------Material & methods
Participants
In this study, the correlational survey model was employed. The correlational survey model aims todetermine whether there is a concurrent variation between two or more variables and the degree of this variation. The purpose of this research was to examine the emotion regulation skills of student-athletes studying at theFaculty of Sports Sciences. To achieve this objective, the correlational survey model, which is a descriptive
research method that reveals the relationship between variables, was utilized (Karasar, 2012). The research was
conducted using the survey method. The scale used in this study included questions aimed at evaluating students'
emotion regulation skills in relation to their sports habits, participation in sports activities, and the impact ofsports on their emotional health.
Procedure
The research group consisted of 120 volunteer student-athletes, randomly selected from undergraduate
students enrolled in the Physical Education and Sports Teaching, Coaching Education, Sports Management, andRecreation departments at the Faculty of Sports Sciences, Gazi University, during the 2023-2024 academic year.
Table 1Sex

Undergraduate
Department Enrolled

ClassYear Enrolled

Active Athletic Status

Team Sport / IndividualSport
Is there Another Athlete
in the Family?

N

%

Girl
Boy

61
59

50,84
49,16

Total
Physical Education
Coaching Education
Sports Management
Recreation
Total
1. year
2. year
3. year
4. year
Total
Professional Athlete
Amator Athlete
Not Currently Participating in Sports
Total
Team Sport

120
30
30
30
30
120
26
36
27
31
120
17
60
43
120
61

100,0
25,00
25,00
25,00
25,00
100
21,66
30,00
22,5
25,84
100,0
14,16
50,00
35,84
100,0
50,84

Individual Sport
Total
Yes

59
120
50

49,16
100,0
41,67

No
Total

70
120

58,33
100,0

A total of 120 students participated in this study, of which 50.8% (61) were female and 49.16% (59)were male. The distribution of students across different departments was as follows: 25% (30) were enrolled in
Physical Education Teaching, 25% (30) in Coaching Education, 25% (30) in Sports Management, and 25% (30)in Recreation.
Regarding the year of study, 21.66% (26) of the students were in their 1st year, 30% (36) in their 2nd
year, 22.5% (27) in their 3rd year, and 25.84% (31) in their 4th year.
The student's level of engagement in sports revealed that 14.16% (17) were participating professionally, 50%(60) were engaged in amateur sports, and 35.84% (43) were not participating in sports either professionally oramateurishly.
When examining whether the students were team athletes or individual athletes, it was observed that50.84% (61) were team athletes and 49.16% (59) were individual athletes. Regarding whether there were otherathletes in the students' families, it was found that 41.67% (50) had family members who were athletes, while
58.33% (70) did not have any athletes in their families.
Statistical Analiz
The data for this study were collected from a voluntary sample of 120 undergraduate students from the
Departments of Physical Education and Sports Teaching, Coaching Education, Sports Management, andRecreation at the Faculty of Sport Sciences, Gazi University. To measure the emotional regulation skills of
athlete students, two scales were utilized: the "Emotion Regulation Scale" originally developed by Gross andJohn (2003) and adapted to Turkish by Eldeklioğlu and Eroğlu (2015), and the "Emotion Regulation Scale inSports" adapted for athletes by Ekiz and Tingaz (2021). Additionally, the researcher prepared a "Personal
Information Form" to gather general information about the student-athletes participating in the study.
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JPES ® www.efsupit.roOĞUZ BOZDEMİR, SEYFİ SAVAŞ, OMİD HATAMI--------------------------------------------------------------------------------------------------------------------------------------SPSS 27.0 software package was utilized for data analysis in this research. Within the study, both within-groupand between-group arithmetic means, standard deviations, and measurement values were determined using the
T-test and One-Way ANOVA test methodologies. Three distinct testing methods were employed in the study.
The primary tests conducted were the One-Way ANOVA Test, T-Test, and Scheffe Test. Specifically, the OneWay ANOVA Test and Scheffe Test were applied together. T-tests were employed for each sub-dimension to
identify significant differences between groups such as gender (male-female), team sport versus individual sport,
and family sports history. The One-Way ANOVA Test was utilized to test for statistically significant differencesamong the means of independent groups, while the Scheffe Test was employed to determine which specificgroups exhibit statistically significant differences in mean values. The Scheffe Test is based on the F distribution
and can be used to perform all possible pairwise comparisons among population means equal to the number ofprocedures (i). Apart from multiple comparisons, this test is commonly used for estimating confidence intervalsof means (Yıldız & Bircan, 1991). Unlike Tukey's method, which calculates a single critical range value for allcomparisons, the Scheffe Test provides individual confidence intervals for each comparison.
ResultTable 2 presents information regarding the participants' views on their emotional regulation skills,
including arithmetic means and standard deviations according to the sub-dimensions of the scale.
Table 2. Mean and Standard Deviation Scores of Students' Views on Emotional Regulation Skills According to
the Sub-Dimensions of the Scale
Item

N

Cognitive Reappraisal
Suppression

120
120

S
22,19
17,41

3,61
4,62

p≤0,05As seen in Table 2, the sub-dimension with the highest mean score regarding students' views on their emotional
regulation skills is "Cognitive Reappraisal" (Xˉ=22.19\bar{X} = 22.19Xˉ=22.19). In contrast, the sub-dimension
with the lowest mean score is "Suppression" (Xˉ=17.41\bar{X} = 17.41Xˉ=17.41).
SPSS 27.0 software package was utilized for data analysis in this research. Within the study, both withingroup and between-group arithmetic means, standard deviations, and measurement values were determined using
the T-test and One-Way ANOVA test methodologies. Three distinct testing methods were employed in the
study. The primary tests conducted were the One-Way ANOVA Test, T-Test, and Scheffe Test. Specifically, the
One-Way ANOVA Test and Scheffe Test were applied together. T-tests were employed for each sub-dimension
to identify significant differences between groups such as gender (male-female), team sport versus individual
sport, and family sports history. The One-Way ANOVA Test was utilized to test for statistically significant
differences among the means of independent groups, while the Scheffe Test was employed to determine which
specific groups exhibit statistically significant differences in mean values. The Scheffe Test is based on the F
distribution and can be used to perform all possible pairwise comparisons among population means equal to thenumber of procedures (i). Apart from multiple comparisons, this test is commonly used for estimating
confidence intervals of means (Yıldız & Bircan, 1991). Unlike Tukey's method, which calculates a single criticalrange value for all comparisons, the Scheffe Test provides individual confidence intervals for each comparison.
Table 3 presents the arithmetic mean and standard deviation scores of the students' perspectives on emotion
regulation skills, categorized according to the sub-dimensions of the scale.
Table 3. Mean and Standard Deviation Scores of Students' Perspectives on Emotion Regulation Skills
According to the Sub-Dimensions of the Scale
Item

N

Cognitive Reappraisal
Suppression

120
120

S
22,19
17,41

3,61
4,62

p≤0,05As seen in Table 3, among the students' perspectives on their levels of emotion regulation skills, thesub-dimension with the highest mean is "Cognitive Reappraisal" (M=22.19), while the sub-dimension with thelowest mean is "Suppression" (M=17.41). The scale is observed to have a normal distribution.
The findings related to the factor analysis are as follows: Given that an item-factor loading should beabove .30 (Tabachnick & Fidell, 2007), items 1 and 3, which had factor loadings below .30, were removed fromthe scale. Thus, the 10-item form was evaluated as an 8-item form. It was found that there are two factors witheigenvalues greater than 1. The first factor (eigenvalue=2.831, total variance=35.383%) and the second factor(eigenvalue=1.463, total variance=18.282%) together explain 53.665% of the total variance. Additionally, thescree plot also supported a two-factor structure (Figure 1). The first factor was named "Cognitive Reappraisal"
and the second factor was named "Suppression," as in the original form of the scale. After the rotation, the factor
loadings for items in the Cognitive Reappraisal factor ranged from .720 to .771. For the Suppression factor, thefactor loadings ranged from .630 to .770. The item-scale correlation values ranged from .341 to .562. The scaleis evaluated using a 7-point Likert type (1=Strongly disagree, 4=Neutral, 7=Strongly agree).
1896---------------------------------------------------------------------------------------------------------------------------JPES ® www.efsupit.roOĞUZ BOZDEMİR, SEYFİ SAVAŞ, OMİD HATAMI--------------------------------------------------------------------------------------------------------------------------------------Table 4. Factor Analysis Results After Varimax Rotation
Item

Item-Scale
Correlation
0.503

Item Factor

5. When I want to feel more positive emotions during acompetition or practice, I change the way I think about thesituation.
6. I control my emotions during a competition or practice bychanging the way I think about the situation.

0.517

0.771

0.552

0.732

8. Müsabakada ya da antrenmanda daha az olumsuz duygu
hissetmek istediğimde durumla ilgili düşünme biçimimideğiştiririm.
1. I keep the emotions I experience during a competition orpractice to myself.
2. When I feel positive emotions during a competition orpractice, I make an effort not to express them.
4. I control my emotions during a competition or practice by not
expressing them.
7. f I feel negative emotions during a competition or practice, I
make sure not to express them.

0.562

0.732

0.484

0.770

0.477

0.630

0.447

0.643

0.341

.715

Suppression

Cognitive
Reappraisal

3.I try to think in a way that will help me stay calm when facedwith a stressful situation in a competition or during practice.

0.720

In this section of the research, the findings from the analysis of data obtained from participants arepresented. According to the scale results, the majority of undergraduate students studying at the faculty of sports
sciences regularly engage in sports activities. Most of these students reported that sports have a positive effect onstress management. Additionally, they indicated that sports increase their self-confidence and help them express
their emotions more effectively. These findings provide significant insight into the positive impacts of sports onundergraduate students. The t-test results regarding the emotion regulation skill levels of athlete students
studying at the Gazi University Faculty of Sports Sciences, according to their gender, are presented in Table 5.
Table 5. T-Test Results Regarding Cognitive Reappraisal and Suppression Dimensions of Female and Male
Students Studying at Gazi University Faculty of Sports Sciences Who Participated in the Test
Dimensions

Sex

N

Cognitive
Reappraisal

Girl

61

22,52

3,73

Boy

59

21,84

3,50

Girl

61

17,75

4,77

Boy

59

17,06

4,48

Suppression

S

sd

t

P

118

-1,0260,631-0,816

0,018*

119p≤0,05
Considering the analysis results presented in Table 5, it was found that there is no significant
relationship in the "Cognitive Reappraisal" dimension of the scale based on the gender of athlete students
studying at the Faculty of Sports Sciences at Gazi University. However, a significant relationship was found in
the "Suppression" dimension. Accordingly, female students (M=17.75) have a higher mean score in the"Suppression" dimension compared to male students (M=17.06). This finding indicates that female students havehigher emotion regulation skills than male students. The t-test results regarding the emotion regulation skill
levels of students studying at the Faculty of Sports Sciences at Gazi University, according to whether they
participate in individual sports or team sports, are presented in Table 6.
Tablo 6. T-Test Results for Cognitive Reappraisal and Suppression Sub-Dimensions of Students Engaged in
Individual or Team Sports at the Faculty of Sports Sciences, Gazi University
Dimensions
Cognitive
Reappraisal

Suppression

Sport

N

Individual
Sport

59

21,83

4,25

61

22,54

2,86

59

17,47

5,21

Team Sport
Individual
Sport
Team Sport

S

sd
118

119
61

17,35

P

t
1,07

0,142

0,23

0,018*

4,02

p≤0,05
Considering the analysis results presented in Table 6, it was found that there is no significant differencein the "Cognitive Reappraisal" dimension of the scale between students engaged in individual sports and those----------------------------------------------------------------------------------------------------------------------------1897
JPES ® www.efsupit.roOĞUZ BOZDEMİR, SEYFİ SAVAŞ, OMİD HATAMI--------------------------------------------------------------------------------------------------------------------------------------engaged in team sports at the Faculty of Sports Sciences, Gazi University. However, a significant difference wasfound in the "Suppression" dimension. Accordingly, students engaged in individual sports (M=17.47) have ahigher mean score in the "Suppression" dimension compared to students engaged in team sports (M=17.35). Thisfinding indicates that students engaged in individual sports have higher emotion regulation skills than thoseengaged in team sports.
The t-test results regarding the emotion regulation skill levels of students studying at
the Faculty of Sports Sciences at Gazi University, according to the sports history of their family members, arepresented in Table 7.
Tablo 7. T-Test Results for Cognitive Reappraisal and Suppression Sub-Dimensions of Athlete Students at theFaculty of Sports Sciences, Gazi University, According to the Sports History of Their Family Members
Dimensions

Sport

N

Cognitive
Reappraisal

Yes

50

22,50

3,21

No

70

21,97

3,88

Yes

50

17,68

4,00

Suppression

S

sd

t

P

118

0,78

0,43

0,53

0,01*

119
No

70

17,22

5,03

p≤0,05
Considering the analysis results presented in Table 7, it was found that there is no significant
relationship in the "Cognitive Reappraisal" dimension of the scale among athlete students at the Faculty ofSports Sciences, Gazi University, based on the sports history of their family members. However, a significant
relationship was found in the "Suppression" dimension. Accordingly, students whose family members have ahistory of sports (M=17.68) have a higher mean score in the "Suppression" dimension compared to students
whose family members do not have a history of sports (M=17.22). This finding indicates that students whosefamily members have a history of sports have higher emotion regulation skills than those whose family members
do not have a history of sports.
The one-way ANOVA results regarding the emotion regulation skill levels of athlete students at the Faculty ofSports Sciences, Gazi University, based on the undergraduate departments they are enrolled in, are presented inTable 8.
Table 8. One-Way ANOVA Results for Cognitive Reappraisal and Suppression Sub-Dimensions of Students
Enrolled in Undergraduate Departments at the Faculty of Sports Sciences, Gazi University
DimensionsBilişsel
Yeniden Düzenleme
Bastırma

SourceIntergroup
Within groups
Total
Intergroup
Within groups
Total

Ss
53,5931492, 998
1556,592
35,064
2531,275
2567,339

sd
4
116
120
4
116
120

Ms
21,19812,871
12,021
21,635F

P

Scheffe

1,647

0,182

-

0,556

0,645

-

p≤0,05
When examining Table 8, it can be observed that there is no significant difference in both the Cognitive
Reappraisal and Suppression dimensions based on the undergraduate departments of students at the Faculty ofSports Sciences, Gazi University, according to the one-way ANOVA test results.
The one-way ANOVA results regarding the emotion regulation skill levels of students studying at the Faculty ofSports Sciences, Gazi University, based on their academic year, are presented in Table 9.
Table 9. One-Way ANOVA Results for Cognitive Reappraisal and Suppression Sub-Dimensions of Students
Enrolled in Academic Years at the Faculty of Sports Sciences, Gazi University
Dimensions
Cognitive
Reappraisal
Suppression

SourceIntergroup
Within groups
Total
Intergroup
Within groups
Total

Ss
46,8701509,721
1556,592
18,74846,8701509,721

Sd
4
116
120
4
116
120

Ms
15,62313,015
6,249
21,783F

P

Scheffe

1,200

0,313

-

0,287

0,835

-

p≤0,05
When examining Table 9, it can be observed that there is no significant difference in both the Cognitive
Reappraisal and Suppression dimensions based on the academic years of students at the Faculty of Sports
Sciences, Gazi University, according to the one-way ANOVA test results.
The one-way ANOVA results regarding the emotion regulation skill levels of athlete students at the Faculty ofSports Sciences, Gazi University, based on their engagement in sports as professionals or amateurs, arepresented in Table 10.
1898---------------------------------------------------------------------------------------------------------------------------JPES ® www.efsupit.roOĞUZ BOZDEMİR, SEYFİ SAVAŞ, OMİD HATAMI--------------------------------------------------------------------------------------------------------------------------------------Tablo 10. One-Way ANOVA Results for Cognitive Reappraisal and Suppression Sub-Dimensions of Students
Enrolled in the Faculty of Sports Sciences, Gazi University, Based on Their Engagement in Sports as
Professionals or Amateurs
Dimensions
Cognitive
Reappraisal

Suppression

SourceIntergroup
Within groups
Total
Intergroup
Within groups
Total

Ss
102,899
1453,692
1556,592
2,660
2564,679
2567,339

sd
2
118
120
2
118
120

Ms
51,45012,425
1,330
21,735F

P

Scheffe

4,141

0,018*

1-2

0,061

0,941

-

p≤0,05
Upon examining Table 10, significant differentiation was observed in the Cognitive Reappraisal
dimension among students enrolled in the Faculty of Sports Sciences at Gazi University based on their
engagement in professional or amateur sports [F(2,198)=4.14, p<.05]. However, no significant differentiation
was found in the Suppression dimension. To determine which groups contributed to this differentiation, Scheffe
test was conducted. As a result of the Scheffe test, it was found that in the Cognitive Reappraisal dimension,
students engaged in professional sports exhibited higher levels of emotion regulation skills compared to thoseengaged in amateur sports.
Discussion
This study indicates that undergraduate students enrolled in the Faculty of Sports Sciences generally
exhibit high levels of emotion regulation skills. Regular exercise has been found to enhance these students'
abilities to cope with stress and strengthen their emotional well-being. However, it emphasizes the need for morecomprehensive studies and the provision of specific support to enhance students' emotion regulation skills more
effectively. These findings underscore measures that can be taken to improve emotion regulation skills among
undergraduate students further.
When the findings of the study are considered overall, it is observed that the Turkish version of theAthlete Emotion Regulation Scale meets acceptable standards of reliability and validity. According to thereliability results, it is statistically significant that both the sub-dimensions and the overall scale exhibit internalconsistency. While the highest internal consistency coefficient pertains to the total scale score, the subdimensions also indicate acceptable levels of internal consistency. Furthermore, the reliability values obtained
from this study generally align with findings from a series of studies examining the original form's psychometricproperties. Additionally, item-total correlations further support the reliability of the Turkish version of the scale.
Upon examining the reliability coefficients of the sub-dimensions, it is evident that the highest values are
obtained for the cognitive reappraisal dimension.
A review of the literature on children's emotion regulation skills reveals that emotion regulation isconsidered a developmental achievement that should be acquired in early childhood (Cole et al, 2021). It is also
associated with the acquisition of social competence during the preschool period (Saarni, 2020). This
underscores the importance of emotion regulation skills and highlights their necessity for children's
development.
As indicated by the emphasis on developmental processes in the relevant literature, emotion regulation
skills are described as abilities that increase with age, in parallel with cognitive development. As individuals
progress from childhood to adulthood, their life experiences also increase. However, the most notable differencesin the developmental flow occur during the transitions between developmental stages.
During the preschool period, children expand upon the emotion regulation skills they acquired during infancy bygaining new experiences. The subsequent school period marks a new phase where children acquire concrete
operational skills and encounter more complex emotional experiences, a process that continues throughadolescence and adulthood.
Although emotion regulation skills are related to age, the lack of significant differences according to
age in this research can be explained by individual differences in emotion regulation skills. While emotion
regulation is associated with age, it can also vary due to characteristic traits such as temperament (Altan, 2006)
external factors like parenting and culture and individual differences ( Eisenberg & Zhaou, 2000). Consequently,
although the development of emotion regulation skills is predominantly linked to age, the literature presents
inconsistent findings. Some studies suggest that emotion regulation changes with age during the preschool
period, while others indicate no significant differences based on age (Vatan & Oruçlular, 2018).
Concolution
According to the study findings, emotion regulation skills show a significant difference based on thestudents' gender. However, contrary to this finding, the literature on emotion regulation indicates that boys andgirls exhibit different emotion regulation skills due to varying socializations ( Eisenberg et al , 1998).
Considering the gender roles present in the culture, there is greater tolerance for emotional expression in girls,
whereas boys are relatively more restricted in their emotional expression. A prime example of this is the saying"boys don't cry." Indeed, the literature includes findings that support this notion (Yağmurlu & Altan, 2010).
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JPES ® www.efsupit.roOĞUZ BOZDEMİR, SEYFİ SAVAŞ, OMİD HATAMI--------------------------------------------------------------------------------------------------------------------------------------Several reasons can be considered for the discrepancy between the findings of this study and theliterature. Firstly, the increase in educational level, awareness among parents, and preschool education might
have reduced the impact of the aforementioned gender distinctions. With the ease of access to technology andinformation, parents and teachers, who are the closest environment to children, may be socializing them without
these distinctions. Another reason could be the high socioeconomic status of the sample group in this study.
Finally, it is encouraged that athletes apply these new thought patterns during training and competition
processes. This technique is used to improve athletes' performance, manage stress, refresh focus, and enhanceself-confidence. It has also been found to contribute to the prevention of psychological issues and thedevelopment of coping skills. Cognitive reappraisal is considered a fundamental component of cognitive sports
psychology, emphasizing the strong relationship between psychology and sports performance (Hardy et al,1996).
In conclusion, this study provides an initial examination of the psychometric properties of the Athlete
Emotion Regulation Scale. Based on these findings, the Turkish version of the scale is considered reliable andvalid. Additionally, emotion regulation skills are likely to be influenced by sociodemographic factors such as age
and education. Given that this study was conducted with a sample of university students with a high level of
education and a narrow age range, the generalizability of the findings may be limited. It is anticipated that thefindings could be enriched by using the Athlete Emotion Regulation Scale with samples that have a wider rangeof age and education levels and particularly those with different psychological symptoms. Moreover, futurestudies could benefit from providing evidence for predictive validity to support these findings further.
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