Interpersonal Emotion Regulation and Social Exclusion among Turkish and Syrian Adolescents: The Moderating Role of Parental Acceptance-Rejection

Fatma Demirkesen; Behire Elif Kuyumcu

Authors

Fatma Demirkesen İskenderun Demir Çelik Anatolian High School https://orcid.org/0009-0000-7752-0205
Behire Elif Kuyumcu Gazi University https://orcid.org/0000-0003-1269-7143

Keywords:

Adolescents, Cultural differences, Interpersonal emotion regulation, Parental acceptance-rejection, Social exclusion, Socioeconomic status

Abstract

This study examined the relationship between interpersonal emotion regulation and forms of social exclusion (being ignored and being excluded) among Turkish and Syrian adolescents, and tested the moderating role of perceived parental acceptance–rejection in these associations. The sample consisted of Turkish (n = 207) and Syrian (n = 172) high school students. Data were collected using measures of interpersonal emotion regulation, social exclusion, and perceived parental behavior. Correlation analyses indicated that interpersonal emotion regulation was negatively associated with being excluded among Turkish adolescents, whereas this association was more limited among Syrian adolescents. Group comparisons revealed that Syrian adolescents reported higher levels of exclusion than their Turkish peers. Socioeconomic status was consistently associated with social exclusion in both groups, with higher socioeconomic status linked to lower levels of exclusion. Moderation analyses showed that perceived parental acceptance–rejection moderated the relationship between interpersonal emotion regulation and exclusion among Turkish adolescents, but not among Syrian adolescents. Specifically, interpersonal emotion regulation was associated with lower levels of exclusion among adolescents perceiving parental acceptance, whereas this association was reversed among those perceiving parental rejection. Overall, the findings suggest that the role of interpersonal emotion regulation in social exclusion varies depending on cultural context and family relationships. The results highlight the importance of addressing students’ socio-emotional competencies, family dynamics, and contextual factors in educational settings to reduce social exclusion and promote inclusive school environments.

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