Demirdağ Betül, Aliyev Ramin
MoNE (Ministry of National Education), Diyarbakır, Turkey.
Department of Educational Sciences, Hasan Kalyoncu University, Gaziantep, Turkey.
Psychol Rep. 2025 Aug 1:332941251365240. doi: 10.1177/00332941251365240.
Adolescence is a key period for psychological well-being, during which state anxiety poses a significant risk. Emphasizing the development of self-resources is crucial in mitigating such risks. The quiet ego, as a positive self-resource, supports psychological well-being; however, its role in relation to state anxiety has been insufficiently explored in the literature. The current study contributes to literature examining the quiet ego during adolescence and explaining its role in the relationship between psychological well-being and state anxiety. This study was conducted to examine the relationship between adolescents' psychological well-being, state anxiety and the quiet ego levels. The sample of the study carried out in the correlational research model consisted of 1178 adolescents attending 9th-12th grades. The research group was selected through simple random sampling. Data were analyzed using -test, one-way analysis of variance (ANOVA), and Hayes' PROCESS macro Model 1. Findings indicate that adolescents' psychological well-being, state anxiety and the quiet ego levels differ significantly based on gender, accessibility of guidance services, number of friends, interest in arts and sports and perceived parental attitudes. State anxiety was moderately negatively associated with psychological well-being, while the quiet ego showed a moderate positive relationship with psychological well-being and a weak negative relationship with state anxiety. Moderating role analysis pointed out that the moderating role of the quiet ego in the relationship between psychological well-being and state anxiety was not significant. The ongoing development of the self during adolescence may have influenced the non-significant moderating effect of the quiet ego. Nonetheless, its associations with psychological well-being and state anxiety suggest that it serves as an alternative self-resource supporting psychological well-being. These findings show that it is important to develop programs that support the development of the quiet ego in preventive mental health practices for adolescents.
青春期是心理健康的关键时期，在此期间，状态焦虑构成重大风险。强调自我资源的发展对于减轻此类风险至关重要。宁静自我作为一种积极的自我资源，有助于心理健康；然而，其在状态焦虑方面的作用在文献中尚未得到充分探讨。本研究有助于充实关于青春期宁静自我的文献，并解释其在心理健康与状态焦虑关系中的作用。本研究旨在考察青少年的心理健康、状态焦虑与宁静自我水平之间的关系。在相关研究模型中开展的这项研究样本包括1178名就读于9至12年级的青少年。研究组通过简单随机抽样选取。数据采用t检验、单因素方差分析（ANOVA）以及海斯的PROCESS宏模型1进行分析。研究结果表明，青少年的心理健康、状态焦虑和宁静自我水平在性别、辅导服务可及性、朋友数量、对艺术和体育的兴趣以及感知到的父母态度方面存在显著差异。状态焦虑与心理健康呈中度负相关，而宁静自我与心理健康呈中度正相关，与状态焦虑呈弱负相关。调节作用分析指出，宁静自我在心理健康与状态焦虑关系中的调节作用不显著。青春期自我的持续发展可能影响了宁静自我的非显著调节作用。尽管如此，其与心理健康和状态焦虑的关联表明，它是支持心理健康的一种替代性自我资源。这些研究结果表明，在青少年预防性心理健康实践中，制定支持宁静自我发展的项目非常重要。
