Akademik Veri Yönetim Sistemi
Journal of Pediatric Nursing, cilt.89, ss.439-447, 2026 (SCI-Expanded, SSCI, Scopus)
Aim This study examined the association between multidimensional emotion regulation strategies and anxiety levels among adolescents and how these strategies predict different levels of anxiety severity. Method This cross-sectional correlational study included 463 adolescents enrolled in the 9th and 10th grades in three public high schools in Ankara, Türkiye, during the 2024–2025 academic year. Data were collected using a Socio-Demographic Data Form, the Regulation of Emotions Questionnaire for Adolescents, and the State Anxiety Scale. Emotion regulation was assessed across four dimensions: internal functional, internal dysfunctional, external functional, and external dysfunctional strategies. Data were analyzed using descriptive statistics, Spearman correlation, multiple linear regression, and multinomial logistic regression analyses. Results Anxiety levels were moderate (M = 40.1 ± 10.4). Functional emotion regulation strategies were negatively associated with anxiety, whereas dysfunctional strategies were positively associated ( p < 0.001). Internal dysfunctional emotion regulation showed the strongest association (β = 0.508, p < 0.001), and emotion regulation dimensions explained 41% of the variance in anxiety. Multinomial analyses showed that dysfunctional strategies increased the likelihood of higher anxiety, whereas external functional strategies had a protective effect. Internal functional strategies were also associated with higher anxiety in some cases. Conclusion Emotion regulation strategies are closely related to adolescents' anxiety, with differential effects across strategy types and severity levels. Internal dysfunctional strategies appear to be a key risk factor. Practice implications Pediatric and school nurses may enhance early risk identification by assessing both emotion regulation strategies and anxiety severity. Tailored interventions may improve preventive mental health outcomes.