The Relationship Between Psychological Resilience and Internalized/Externalized Behaviors in Adolescents: The Mediating Role of Anhedonia and Ostracism

The Relationship Between Psychological Resilience and Internalized/Externalized Behaviors in Adolescents: The Mediating Role of Anhedonia and Ostracism | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Relationship Between Psychological Resilience and Internalized/Externalized Behaviors in Adolescents: The Mediating Role of Anhedonia and Ostracism Zekeriya Arslan, Derya Kayıran This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6883326/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 01 May, 2026 Read the published version in BMC Psychology → Version 1 posted 7 You are reading this latest preprint version Abstract Background : Adolescence is a period characterized by numerous variable factors that can significantly impact an individual's development. It is considered that preventive and rehabilitative methods may be insufficient in practice if they are implemented without considering the developmental status of adolescents. In this context, unlike previous studies in the literature, the present research takes a hypothetical and holistic approach to the various situations that adolescents frequently encounter during this period. The general aim of this study is to examine the mediating role of anhedonia and ostracism in the relationship between psychological resilience and internalized/externalized behaviors in adolescents. Methods : The study was designed using a relational survey model. The research was conducted with 501 students from the 9th, 10th, 11th, and 12th grades attending five public high schools in Kahramanmaraş, Türkiye. Structural Equation Modeling (SEM) was employed for advanced statistical analysis, and all analyses were conducted using the LISREL software. Findings :The study revealed that psychological resilience in adolescents negatively and indirectly affects ostracism through anhedonia (β = -0.23, p < .05). Furthermore, psychological resilience was found to negatively and indirectly affect adolescents' externalized (β = -0.05, p < .001) and internalized (β = -0.11, p < .001) behaviors through both anhedonia and ostracism. Additionally, it was determined that anhedonia in adolescents positively and indirectly influences externalized (β = 0.11, p < .05) and internalized (β = 0.22, p < .05) behaviors through ostracism. Results : The findings of the study indicate that psychological resilience in adolescents negatively affects anhedonia, internalized behaviors, and externalized behaviors. Additionally, anhedonic behaviors positively influence ostracism, and ostracism positively affects both internalized and externalized behaviors. Furthermore, the results suggest that psychological resilience indirectly and positively influences ostracism through anhedonia, while it indirectly and negatively affects internalized and externalized behaviors through both anhedonia and ostracism. Based on the findings, it is recommended to implement structured resilience education within school settings. Additionally, the development of targeted educational programs aimed at enhancing adolescents’ psychological resilience may contribute significantly to both individual and societal well-being, thereby playing a preventive role against potential future psychological and social challenges. Adolescent Students Psychological Resilience Internalized and Externalized Behaviors Anhedonia Ostracism Figures Figure 1 Figure 2 Figure 3 Introduction Adolescence is defined as the period commencing with the onset of puberty and concluding with the formation of adult identity (Stehlik, 2018). This transition process from childhood to adulthood has been shown to shape the psychological resilience and behaviour of the individual. Psychological resilience is defined as an individual's capacity to adapt to adverse life events and maintain their developmental processes (Arslan, 2015). Two primary conditions are emphasized in the emergence of this concept: first, the individual's exposure to a significant threat or serious adversity; and second, the individual's ability to demonstrate positive adaptation despite such unfavorable conditions (Luthar, 2005; Özer & Deniz, 2014). Psychological resilience can be defined as individuals' ability to effectively cope with challenging life events and quickly adapt to their daily routines in the face of adversity (Sameroff, 2005). In this adaptation process, the interaction between protective factors and risk factors plays a crucial role (Arslan & Balkıs, 2016). Risk factors encompass genetic, biological, sociocultural, and demographic characteristics (Özcan, 2005) and are defined as potentially traumatic life experiences that may leave lasting damage on individuals (Masten & Reed, 2002). These life experiences are examined under two main categories: externalizing (e.g., aggression or hyperactivity) and internalizing (e.g., anxiety or depression) behavioral problems (Achenbach, Ivanova, Rescorla, Turner, & Althoff, 2016). In this context, psychological resilience is regarded as a dynamic process that enables individuals to sustain their developmental trajectories despite challenging life circumstances. Externalizing behavior problems encompass outwardly directed disorders that cause discomfort and conflict in the individual's surrounding environment (Forms, Abad, & Kirchner, 2011). According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), externalizing disorders refer to behavioral issues that include antisocial behaviors, conduct disorders, addictions, and impulse control disorders (American Psychiatric Association, 2013). This suggests that externalizing behavior problems may represent a group of disruptive behaviors directed toward the individual's environment, with the potential to impair school and life functioning (Forms et al., 2011). On the other hand, internalizing behavior problems are defined as inwardly directed symptoms that cause distress, tension, and pain in the individual (Forms, Abad, & Kirchner, 2011) and typically include behaviors directed toward the self, such as anxiety, depression and withdrawal (Chen et al., 2003). These problems constitute one of the most common dimensions of child and adolescent psychopathology (Zahn-Waxler, Klimes-Dougan, & Slattery, 2000). The examination of these issues within the school context has increasingly attracted the attention of researchers in both research and practice (Cook et al., 2011; Renshaw & Cook, 2016). When studies on both externalizing and internalizing behavior problems are reviewed, common findings emerge. These findings include low academic achievement, interpersonal problems, high rates of absenteeism, low school belonging and school dropout, juvenile delinquency, intimate partner violence, and poor perceived health status (Van Lier et al., 2012; Fergusson, Horwood, & Ridder, 2007; Fergusson, Horwood, & Ridder, 2005). In light of these results, there appears to be a critical need to identify these problems and develop prevention or intervention strategies for adolescents in school settings (Moore, Dowdy, & Furlong, 2017). Research in this context indicates that individuals do not always exhibit the same responses to similar events. While some individuals are able to navigate challenging conditions more easily, others tend to remain trapped in a cycle of distress, struggling to cope with the impact of their problems (Masten & Reed, 2002). This variation can be attributed to the fact that individuals with higher levels of psychological resilience actively engage in overcoming challenging life events instead of giving up (Rahat, 2014), maintain a healthy state of well-being (Cohan, Sills, & Stein, 2006), and develop a strong sense of self-perception (Karaırmak, 2007). These factors have been found to indirectly contribute to an increase in overall happiness levels (Eryılmaz, 2012). The Mediating Effect of Anhedonia and Ostracism In positive psychology, the concept of happiness is frequently studied and is known as the fulfillment of passions, enthusiasm, desires, and goals (Diener, 2000). Fear of happiness, on the other hand, is defined as a dysfunctional belief and reluctance towards experiencing or expressing happiness, based on the fundamental belief that happiness may lead to negative consequences (Jashonloo, 2013; Sarı & Çakır, 2016; Yıldırım, 2019). This condition, described as an inability to experience pleasure, has been considered an anhedonic attitude (Gilbert et al., 2014). Anhedonia is characterized as a unique form of depression, marked by a lack of response and pervasive impairment in experiencing or anticipating pleasure (Somay, 2022). It is regarded as a transdiagnostic risk factor associated with the onset of mental illness, treatment resistance, and suicidal behaviors (Auerbach et al., 2015). Another aspect of anhedonia is its potential connection to an individual's feeling of not belonging to a group. This feeling may represent the onset of a social exclusion (ostracism) pattern, which could lead an individual toward suicidal tendencies (Winer et al., 2014). Ostracism is defined as the state in which individuals are ignored, devalued, and excluded by other individuals or groups (Williams & Nida, 2011). In the normal developmental process, adolescents tend to show interest in social relationships and a desire to belong to a group; however, various factors can lead them to experience negative emotions such as social exclusion and an inability to derive pleasure from life. Adolescents' deprivation of psychological and social resources (Gilman, Carter-Sowell, DeWall, Adams, & Carboni, 2013) increases the risk of exposure to ostracism, and this exposure can influence individuals' responses to exclusion. These responses may vary depending on the needs of the excluded individuals, their individual differences, and their evaluations of who, why, and how they were excluded (Williams, 2007). Theoretical and empirical studies emphasize that social exclusion is a significant risk factor for an individual's healthy development and adjustment, leading excluded individuals to experience negative emotional states such as jealousy, grief, and loneliness (Baumeister & Leary, 1997). It has been found that excluded individuals are psychologically disadvantaged compared to those who are not excluded, experiencing lower self-esteem (Li et al., 2019), loneliness, anxiety (Gilman et al., 2013), depression, and negative emotionality (Kavaklı, 2021) (Ladd & Kochenderfer-Ladd, 2016). According to Williams' temporal need-threat model, individuals exposed to prolonged exclusion may transition into a state of "psychological paralysis," characterized by emotional numbness, detachment, alienation, and passivity as behavioral adaptations (Williams, 2009). The emergence of anhedonia and ostracism, both considered precursors to mental disorders, highlights the urgency of understanding and preventing their development, particularly during adolescence—a period of increased neuroplasticity (Fuhrmann, Knoll, & Blakemore, 2015). From this perspective, adolescence is characterized by numerous variable factors, and preventive or rehabilitative interventions implemented without a comprehensive understanding of adolescents' developmental states may prove insufficient. Building on this premise, the present study differs from existing research by adopting a hypothetical and holistic approach to the various situations that adolescents frequently encounter. Accordingly, the primary aim of this study is to examine the mediating role of anhedonia and ostracism in the relationship between adolescents' psychological resilience and their internalized/externalized behaviors. In line with this objective, hypotheses have been formulated, and a hypothesized model is presented in Figure 1. Research Hypotheses H1. Adolescents' levels of psychological resilience directly affect anhedonia, internalized, and externalized behaviors. H2. Adolescents' levels of anhedonia directly affect ostracism. H3. Adolescents' levels of ostracism directly affect internalized and externalized behaviors. H4. Psychological resilience levels indirectly affect ostracism. H5. Adolescents' levels of anhedonia indirectly affect internalized and externalized behaviors. H6. Adolescents' levels of psychological resilience indirectly affect internalized and externalized behaviors. H7. The structural equation model explaining the mediating role of anhedonia and ostracism in the relationship between psychological resilience levels and internalized/externalized behaviors demonstrates an adequate level of fit. Methods Research Model This study is a correlational research examining the mediating role of anhedonia and ostracism in the relationship between adolescents' psychological resilience and their internalized and externalized behaviors. Research Group The study population consists of a total of 1,650 students enrolled in five public high schools in Kahramanmaraş during the 2024-2025 academic year. The sample size was determined using the “G.Power 3.1.9.2” program with a 95% confidence level. Based on previous studies, the standardized effect size was found to be 0.160 at α = 0.05 significance level, and with a theoretical power of 0.95, the minimum required sample size was calculated as 400 participants. The sample selection was carried out considering this minimum number. This study was conducted with 501 high school students aged between 15 and 18. Demographic information of the participants is presented in Table 1. Table 1 Demographic Characteristics of the Students Participating in the Study Variable Group Number(n) Variable Gender Female 250 49,9 Male 251 50,1 15 years old 232 46,3 16 years old 152 30,3 17 years old 101 20,2 18 years old 16 3,2 Level Elementary School 183 36,5 Middle School 125 25,0 High School 132 26,3 Associate Degree 11 2,2 Undergraduate 40 8,0 Postgraduate 10 2,0 Father education level Elementary School 55 11,0 Middle School 97 19,4 High School 215 42,9 Associate Degree 40 8,0 Undergraduate 65 13,0 Postgraduate 29 5,8 Socioeconomic Status Hıgh 106 21,2 Middle 375 74,9 Low 20 4,0 Overall Sentiment Happy 260 51,9 Unhappy 241 48,1 Self-Descriptive Word Aggressive 79 15,8 Helpful 93 18,6 Sharing 38 7,6 Brawl 3 ,6 Entrepreneurial 69 13,8 Introvert 44 8,8 Other 175 34,9 Life Perspective Fun and Worth Living 133 26,5 Boring and Unnecessary 111 22,2 Unsafe and Unfair 136 27,1 Challenging but Fair 33 6,6 Other 88 17,6 Total 501 100,0 As it is shown in Table 1, it was determined that 50.1% of the participants were male, 46.3% were 15 years old, 36.5% had mothers with a primary school education, and 42.9% had fathers with a high school education. Additionally, 74.9% of the participants reported having a moderate socioeconomic status, 51.9% described themselves as feeling happy, 27.1% perceived life as unsafe and unjust, and 18.5% identified themselves as helpful. Inclusion Criteria The study included 9th, 10th, 11th, and 12th-grade students aged 15, 16, 17, and 18 who were enrolled in general and vocational high schools under the jurisdiction of the Göksun District Directorate of National Education in Kahramanmaraş. Additionally, only students who had obtained parental consent were included as participants. Exclusion Criteria Students who were identified as having atypical developmental patterns based on the records of the Guidance and Research Center (RAM) and the school counseling services were excluded from the study. Data Collection Instruments In this study, previously validated and reliable scales were used. Additionally, Cronbach's alpha values of the scales were calculated, and confirmatory factor analyses were conducted. Demographic Information Form: This form includes information on participants' age, gender, parental education level, and socioeconomic status. Child and Youth Psychological Resilience Scale (CAPR) The original 28-item form of the scale was developed based on data collected from eleven different countries and consists of three subscales and eight subdimensions. The instrument was designed using a socio-ecological perspective and developed through both quantitative and qualitative methods (Liebenberg, Ungar, & Van de Vijver, 2012). A short-form adaptation of the scale was conducted by Liebenberg, Ungar, and LeBlanc (2013), resulting in a 12-item structure based on two different studies. The factor loadings of the scale range between .39 and .88, and its internal consistency coefficient was found to be .84. The Turkish validity and reliability study of the scale was conducted by Arslan (2015). Exploratory factor analysis (EFA) revealed a single-factor structure explaining 51.28% of the total variance, with an internal consistency coefficient of .91. The factor loadings of the twelve items ranged between .54 and .81. Confirmatory factor analysis (CFA) results indicated that t-values and χ² values were significant at the .01 level. Fit indices showed that the χ²/df ratio was 2.03 (χ² = 105.498, df = 52). The RMSEA value was .060 (90% CI: .045–.080), indicating an acceptable fit. Other fit indices included GFI = .94, NFI = .94, CFI = .97, and IFI = .97. The standardized RMR value was .039, demonstrating a good fit. Anhedonia Scale for Adolescents (ANH) The Anhedonia Scale for Adolescents was developed by Watson et al. (2021). The scale consists of three subdimensions and 14 items. It is designed in a 4-point Likert format, ranging from 0 (never) to 3 (always). Items 8, 11, and 14 are reverse-scored. The total score is calculated by summing the item scores, with higher scores indicating higher levels of anhedonia. The Turkish validity and reliability study of the scale was conducted by Sevim and Ekşi (2022). The confirmatory factor analysis (CFA) results showed that item correlation values ranged between .46 and .84. The Cronbach’s alpha internal consistency coefficient was found to be .88 for the total scale. The internal consistency coefficients for the subdimensions were as follows: - "Excitement, Pleasure, Emotional Numbing" – .80 - "Eagerness, Connection, Purpose" – .82 - "Effort, Motivation, Energy" – .83 The model fit indices indicated that the three-factor structure of the scale was at an acceptable level (χ² = 150.734, df = 74, CFI = .95, RMSEA = .05, GFI = .93, TLI = .94) (Sevim & Ekşi, 2022). In the present study, the Cronbach’s alpha value of the scale was calculated (Table 1), and CFA was conducted (Table 2). Youth Externalizing Behavior Screening (YEBS) The Youth Externalizing Behavior Scale was developed by Arslan (2018) to assess externalizing behavior problems in adolescents. The scale consists of 12 items rated on a 4-point Likert scale, ranging from 1 (almost never) to 4 (almost always). Findings from factor analyses indicate that the scale explains 47% of the total variance, with factor loadings ranging between .41 and .90. The scale consists of three subdimensions: - "Behavioral Problems" – 5 items - "Attention Problems" – 4 items - "Hyperactivity" – 3 items Validity and reliability analyses demonstrate that the Youth Externalizing Behavior Scale is a psychometrically sound instrument for assessing behavioral problems and attention-deficit/hyperactivity disorder (ADHD) in Turkish adolescents. In the present study, the Cronbach’s alpha value of the scale was calculated (Table 1), and CFA was conducted (Table 2). Youth Internalizing Behavior Screening (YIBS) The Youth Internalizing Behavior Scale (YIBS) was developed by Arslan (2020) to assess internalizing behavior problems in adolescents. The scale consists of 10 items, rated on a 4-point Likert scale ranging from 1 (almost never) to 4 (almost always). Higher scores on the scale indicate higher levels of internalizing behavior problems. In the present study, the Cronbach’s alpha value of the scale was calculated (Table 1), and CFA was conducted (Table 2). Ostracism (Social Exclusion) Scale for Adolescents (SEA) The Ostracism Scale for Adolescents (SEA) was developed by Gilman et al. (2013), and its Turkish adaptation was validated by Akın et al. (2016). Confirmatory factor analysis (CFA) of the Turkish version demonstrated a well-fitting model consisting of 11 items and two subdimensions: - "Being Ignored" - "Exclusion" The CFA results indicated a good model fit (χ² = 80.64, df = 41, RMSEA = .056, NFI = .96, NNFI = .97, CFI = .98, IFI = .98, RFI = .95, GFI = .95, SRMR = .048). The factor loadings of the scale range between .71 and .88, while item-total correlation coefficients range between .51 and .70. The internal consistency reliability coefficients were found to be .93 for the Being Ignored subscale, .90 for the Exclusion subscale, and .89 for the overall scale. These findings indicate that the Turkish version of the SEA is a valid and reliable measurement tool (Akın et al., 2016). In the present study, the Cronbach’s alpha value of the scale was calculated (Table 1), and CFA was conducted (Table 2). Data Analysis In line with the research objectives, the data obtained from the implementation of the scales were transferred to an electronic format using the SPSS statistical package. Descriptive statistics, correlation analyses, and variance analyses were conducted using SPSS. For structural equation modeling (SEM) analyses, the LISREL software was utilized. Measurement models for internal and external variables were tested, and confirmatory factor analyses (CFA) were performed for each scale. Once the measurement models were deemed suitable for SEM, mediation tests were conducted. The model’s fit index values were found to be at an acceptable level, allowing the study to proceed to the next stage. Findings In this section, the findings are presented in the following order: correlation analysis of the study variables, descriptive statistics related to the variables, results of the confirmatory factor analysis (CFA) for the scales and the measurement model, and finally, the testing of the mediation model. Table 2 Findings on Correlation Analysis and Descriptive Statistics CAPR ANH SEA YEBS YIBS M SD Skewness Kurtosis α CAPR 1 -,344 ** -,447 ** -,345 ** -,493 ** 3,65 0,68 -0,45 0,26 .81 ANH 1 ,326 ** ,217 ** ,562 ** 1,47 0,57 0,07 - 0,54 .78 SEA 1 ,143 ** ,446 ** 2,33 0,84 0,52 - 0,39 .88 YEBS 1 ,501 ** 2,06 0,50 0,79 1,48 .77 YIBS 1 2,25 0,70 0,26 -0,34 .86 Note. M = Mean, SD = Standard Deviation. p < .01. Examining Table 2, it is observed that CAPR is negatively correlated with ANH (r = -.344, p < .01), SEA (r = -.447, p < .01), YEBS (r = -.345, p < .01), and YIBS (r = -.493, p < .01). Additionally, ANH is positively correlated with SEA (r = .326, p < .01), YEBS (r = .217, p < .01), and YIBS (r = .562, p < .01). Furthermore, SEA shows a positive correlation with YEBS (r = .143, p < .01) and YIBS (r = .446, p < .01), while YEBS is positively correlated with YIBS (r = .501, p < .01). Since all bivariate correlations are below .90, it can be concluded that multicollinearity is not a concern (Pallant, 2013). Moreover, given that the skewness and kurtosis values fall within the acceptable range of -1.5 to +1.5, the data can be considered normally distributed (Tabachnick & Fidell, 2013). Table 3 Results of CFA, Measurement Model, and Structural Model Measure of Compliance CFA of Scales Good Fit Acceptable Fit Structural Model Comment CAPR ANH SEA YEBS YIBS χ 2 266,71 321,41 167,64 188,78 165,31 5639,34 p < .001 < .001 < .001 < .001 < .001 < .001 < .001 < .001 sd 54 74 43 51 34 1615 χ 2 / sd 4,93 4,34 ,90 3,70 4,86 2 5 3,49 Acceptable RMSEA 0,0898 0,082 0,076 0,074 0,088 0<RMSEA<.05 .05< RMSEA<.10 .071 Acceptable SRMR 0,060 0,048 0,043 0,057 0,044 0<RMSEA<.05 .05< RMSEA<.08 .085 Acceptable NNFI 0,90 0,92 0,97 0,92 0,96 .95<NNFI<1 .90<NNFI<.95 .90 Acceptable CFI 0,91 0,93 0,98 0,94 0,97 .95<CFI<1 .90<CFI<.95 .90 Acceptable IFI 0,91 0,91 0,98 0,94 0,97 .95<IFI<1 .90<IFI<.95 .90 Acceptable In the study, confirmatory factor analysis (CFA) was conducted for all four scales used for data collection. As presented in Table 3, the CFA results indicate that the fit indices meet the required criteria. Following this, the measurement model was tested. The fit indices of the measurement model were found to be χ²/df = 3.49, IFI = .90, CFI = .90, NNFI = .90, RMSEA = .071, and SRMR = .085. After confirming that the CFA results and the fit indices of the measurement model met the criteria, the mediation model was tested. The findings related to the model testing are presented in Figure 2, Figure 3 and Table 4. An examination of Figure 2 indicates that CAPR is a negative predictor of ANH (β = -.48, p < .05), YEBS (β = -.37, p < .05), and YIBS (β = -.45, p < .05). Additionally, ANH is a positive predictor of SEA (β = .48, p < .05), while SEA positively predicts both YEBS (β = .23, p < .05) and YIBS (β = .46, p < .05). The fit indices for the tested mediation model were found to be χ²/df = 3.49, IFI = .90, CFI = .90, NNFI = .90, RMSEA = .071, and SRMR = .085. These values meet the required criteria (Kline, 2015; Tabachnick & Fidell, 2013). Based on these findings, it was concluded that ANH and SEA play a mediating role in the relationship between CAPR and YEBS/YIBS. As shown in Figure 3 and Table 4, CAPR has an indirect negative effect on YEBS through ANH and SEA (β = -0.05, p < .001). The standard error of this effect is 0.01, and the t-value for this indirect effect is -3.62. This indicates that the indirect effect is significant because, as previously mentioned, a t-value greater than 1.96 suggests statistical significance. Also, CAPR has an indirect negative effect on YIBS through ANH and SEA (β = -.11, p < .001). The standard error for this effect is 0.02, and the t-value is -5.88, confirming statistical significance. Furthermore, CAPR negatively predicts SEA through ANH (β = -.23, p < .05), with a standard error of 0.03 and a t-value of -7.25. Additionally, ANH positively predicts YEBS through SEA (β = .22, p < .05), with a standard error of 0.04 and a t-value of 6.04. Finally, ANH positively predicts YIBS through SEA (β = .22, p < .05), with a standard error of 0.03 and a t-value of 3.64. These results confirm the statistical significance of the indirect relationships in the model, as all t-values exceed 1.96, indicating that the effects are meaningful. Discussion and Conclusion Adolescence is one of the most critical periods of intensive developmental changes. During this phase, individuals are highly susceptible to various psychological and behavioral conditions. Among these, factors that may impact an individual's psychological resilience are of particular importance. In this context, the present study examined the effects of internalized and externalized behaviors, anhedonia, and ostracism on adolescents' psychological resilience. Specifically, the study aimed to determine whether anhedonia and ostracism mediate the relationship between psychological resilience and internalized/externalized behaviors in adolescents. The findings of the study indicate that the first key result is that adolescents' psychological resilience negatively predicts anhedonia, internalized behaviors, and externalized behaviors. In other words, an increase in psychological resilience reduces anhedonic behaviors, social exclusion, and both internalized and externalized behaviors, demonstrating an inverse relationship. This finding supports and strengthens the existing literature. Numerous studies have consistently found that psychological resilience plays a protective role in coping with social, emotional, and mental health challenges. Particularly in childhood and adulthood, resilience has been identified as a crucial factor in overcoming adverse life experiences and mitigating psychological distress (Rutter, 2006; Howell, 2011; Goldstein et al., 2013; Kabasakal & Arslan, 2014; Wingo et al., 2010; Ziaian et al., 2012; Collishaw et al., 2007). Malhi (2019) obtained similar findings, emphasizing that individuals need to experience challenges to build resilience, as such experiences help them develop new skills or adapt previously acquired skills to meet the demands of new situations. These results suggest that environmental stimuli and conditions to which children are exposed from early childhood have a significant influence on their psychological resilience. Considering both previous research and the findings of the present study, it can be inferred that any individual or societal activities aimed at enhancing psychological resilience will improve individuals' quality of life and serve as an effective defense against potential adversities (e.g., social exclusion, depression, violence, oppression). Additionally, such efforts may help minimize the negative impact of these adversities. In this context, it is suggested that providing structured resilience education in schools and reinforcing it at home under the guidance of trained professionals could contribute to enhancing individual and societal well-being, ultimately helping to prevent future psychological and social challenges. Another finding of the study revealed that adolescents' anhedonic behaviors positively influence ostracism, and ostracism, in turn, positively affects internalized and externalized behaviors. In other words, an increase or decrease in anhedonic behaviors is directly proportional to changes in ostracism, and changes in ostracism similarly affect internalized and externalized behaviors. The existing literature supports this finding. A review of studies on negative symptoms indicates that research has predominantly focused on the risks of anhedonia in the development of psychosis (Gooding & Pflum, 2014; Radua et al., 2018; Zhang et al., 2020). Studies have shown that deficiencies in the sense of belonging and experiences of exclusion are associated with the onset of negative symptoms, including anhedonia and social withdrawal (Williams, 2009; Işık & Ergün, 2020). Conversely, a strong sense of belonging has been linked to enhanced identity formation (Işık & Ergün, 2020), increased anticipatory pleasure and success (Rector et al., 2005), and a heightened sense of life satisfaction (Esfahani-Smith, 2017). Although the perception of rejection is often considered a temporary experience, it has been strongly associated with anhedonia and social withdrawal, suggesting that social reinforcement may hold little value in such cases (Campellone & Kring, 2018; Leathem et al., 2021). These findings highlight the critical role of social acceptance during adolescence, as adolescents tend to seek a sense of belonging and validation within a group. Research indicates that social exclusion and rejection threaten an individual's sense of belonging, leading to distressing experiences. In contrast, close friendships have been identified as predictors of reduced anxiety and depressive symptoms (Bak, 2018; Lynn Mulvey et al., 2017; Ragelienė, 2016; Narr et al., 2019). Studies exploring the relationship between social exclusion and internalized/externalized behaviors align with the present study, further reinforcing existing findings in the field. However, diverging perspectives and findings regarding the relationship between anhedonia and ostracism have also been noted in the literature. These variations may be attributed to individual differences in development and the severity of anhedonic behaviors (early-stage vs. advanced-stage). In this regard, screening for indicators and early behavioral signs of anhedonia may serve as a preventive measure against associated negative behavioral patterns. Another finding of the study revealed that adolescents' psychological resilience indirectly and positively influences ostracism through anhedonia. In other words, anhedonia serves as a mediator in the relationship between psychological resilience and social exclusion, acting in a linear manner. A review of the literature indicates a lack of studies directly examining the relationship between psychological resilience and social exclusion. However, various concepts considered opposites of social exclusion—such as belongingness and social support—have been found to be positively associated with psychological resilience (Mete, 2017; Magno, 2008; Bulut, 2016; Turan, 2014). Additionally, some studies have suggested that social exclusion poses a threat to an individual’s need for meaningful existence (Williams & Zadro, 2005) and self-worth (Kandemir, 2011). Among the concepts related to self-worth and meaningful existence, self-esteem (Sarıkaya, 2015), self-confidence (Benetti & Kambouropoulos, 2006), self-efficacy (Toplu, 2017), and positive self-attitude (Chung, 2008) have been found to have significant positive relationships with psychological resilience. Although a review of previous research suggests that existing findings indirectly support the results of the present study, no prior study has demonstrated the mediating role of anhedonia in the relationship between psychological resilience and ostracism. This novel contribution enhances the study’s originality and its value to the literature. Furthermore, the possibility that anhedonia—characterized by a lack of pleasure in typically enjoyable activities—may be linked to adolescents' momentary emotional fluctuations should not be overlooked. Acknowledging this factor is crucial for obtaining accurate and meaningful data. Another finding of the study revealed that adolescents' anhedonic behaviors indirectly and positively influence internalized and externalized behaviors through ostracism. In other words, ostracism serves as a linear mediator in the relationship between anhedonic behaviors and changes in internalized and externalized behaviors. A review of the literature indicates that no previous study has specifically examined the mediating role of ostracism in this relationship. Most existing studies have focused on bivariate relationships rather than complex mediation models. However, clinical explanations related to these studies suggest that, based on psychometric modeling and relational evidence, a connection between anhedonia and internalization can be established. Consistent with its role in DSM-5 diagnostic criteria, anhedonia has been strongly associated with major depression. Additionally, it has been linked to various anxiety and depressive tendencies, suggesting that internalizing problems may have a transdiagnostic correlation (Conway, 2019). Moreover, researchers have acknowledged that anhedonia is not only experimentally associated with depression but also, to a lesser extent, with social phobia, schizophrenia, and other clinical conditions. Indeed, relational studies have convincingly demonstrated that anhedonia is linked to various anxiety, depressive, and other psychological disorders, including post-traumatic stress disorder (PTSD) and generalized anxiety disorder (GAD) (Watson & Naragon-Gainey, 2010). Although indirect, these prior research findings can be interpreted as supporting the results of the present study. Previous studies have already established and discussed the relationship between anhedonia, ostracism, and internalized behaviors—particularly depressive symptoms. The alignment between the findings of this study and existing research provides a valuable contribution to the field. Ostracism during adolescence—a critical period for identity formation and social integration—can leave lasting negative effects on an individual's psychological well-being. In light of these findings, it is crucial to develop preventive educational programs aimed at equipping individuals with psychological and emotional coping strategies. Such interventions would enhance resilience and provide adolescents with the necessary skills to manage the challenges associated with social exclusion and anhedonic tendencies. Another finding of the study revealed that adolescents' psychological resilience negatively and indirectly influences internalized and externalized behaviors through anhedonia and ostracism. In other words, anhedonia and ostracism serve as inverse mediators in the relationship between psychological resilience and internalized/externalized behaviors. This suggests that psychologically resilient individuals are less affected by negative factors such as anhedonia, ostracism, and behavioral problems. A review of the literature indicates that no prior study has examined the mediating effect of these multiple variables together. However, studies analyzing bivariate relationships have found that adolescents with high psychological resilience and emotional endurance are less likely to develop internalization and externalization problems and tend to experience improvements in mental health. Additionally, resilience has been shown to help adolescents reduce their focus on negative emotions, facilitating overall well-being (Hu, Zhang, & Wang, 2015; Konaszewski, Niesiobędzka, & Surzykiewicz, 2021; Srivastava, 2011; Wu et al., 2020). Fritz et al. (2020) predicted that lower levels of psychological resilience in early childhood may lead to increased distress in later adolescence. Supporting this prediction, Hildebrand et al. (2019) found that children and adolescents with lower resilience levels experienced higher rates of internalization and externalization problems. Thus, the ability of psychologically strong and resilient individuals to cope with or mitigate the impact of adverse situations is well-supported by existing literature (Aksoy et al., 2022; Hogye et al., 2022; Lansford et al., 2006). Although the present study is supported by previous research, existing studies remain insufficient in fully addressing the complexity of this research. Most studies have focused on the relationship between two variables, whereas the present study, by examining the network of five interrelated variables and their mediating roles in adolescents, significantly enhances the scope, effectiveness, and guiding potential of the findings. Furthermore, this study is the first to explore the interaction of these five variables in adolescents, further increasing its contribution to the field. Based on the study’s findings, providing psychological resilience training at earlier stages of development, incorporating healthy coping techniques for adverse experiences, may help mitigate potential risks and contribute to fostering a psychologically healthier generation. The final finding of the study demonstrated that the structural equation model explaining the mediating role of anhedonia and ostracism in the relationship between psychological resilience and internalized/externalized behaviors exhibited an acceptable model fit. The fit indices and overall model alignment were found to be within acceptable limits. In light of these findings, it is evident that anhedonia and ostracism are highly significant variables in understanding psychological resilience in adolescents. These factors amplify the impact of internalized and externalized behaviors on psychological resilience. In other words, anhedonia and ostracism exacerbate internalized and externalized behavioral problems while simultaneously weakening psychological resilience in adolescents. Recommendations These findings suggest that educational programs and psychological support mechanisms should include interventions aimed at enhancing adolescents' psychological resilience. Also, teachers should be trained to identify early signs of psychological distress or social exclusion among students. This training should include how to recognize behaviors associated with anhedonia, social isolation, and internalized or externalized behaviors. Teachers who are well-versed in adolescent mental health can play a pivotal role in addressing these issues early and referring students to appropriate psychological services. Additionally, schools should implement or expand Social-Emotional Learning (SEL) Programs that focus on teaching emotional intelligence, coping strategies, conflict resolution, and communication skills. These programs help adolescents build essential life skills, which in turn support their psychological resilience and ability to handle social challenges like ostracism, anhedonia, social exclusion, and negative behaviors. Additionally, providing guidance and psychological support services from an early age will support students' emotional and social development, contributing to their growth into healthy individuals. Educators and families should monitor adolescents' emotional well-being and provide necessary interventions to ensure that this developmental process is managed in a healthy manner. Limitations and Future Directions There are several limitations in this study that should be acknowledged, particularly in guiding future research. First, the data collection instruments were self-report scales completed by adolescents. Relying on self-reported data raises the possibility of common method bias. Subjective factors such as the adolescents’ current emotional state, personal reservations, or unwillingness may have influenced their responses, making generalizations from the collected data more challenging. However, this is a common limitation in survey-based research. To enhance the robustness of the data, future research could incorporate reports from multiple sources by including not only adolescents but also parents and teachers. Such a multi-informant approach would strengthen the findings and provide a more comprehensive understanding. Second, the sample for this study was drawn from a specific region in Türkiye, which may limit the generalizability of the findings to other regions of the country or to different cultural contexts. Cultural norms and values can significantly influence individuals’ perceptions of socioeconomic status, quality of life, life satisfaction, and expectations from life. The extent to which these psychological mechanisms function similarly across diverse cultural environments remains uncertain. Future research should aim to replicate these findings in varied cultural contexts or conduct cross-cultural comparisons to explore potential differences. Third, the current study examined the mediating roles of anhedonia and ostracism in the relationship between psychological resilience and internalizing/externalizing behaviors among typically developing adolescents. While the study is comprehensive in terms of the number of variables considered, it is limited to adolescents without special needs. Future research could involve more inclusive and comparative studies that incorporate adolescents with special educational needs to better understand these relationships across diverse populations. Finally, the study did not examine potential influences from the immediate social environment, such as peer dynamics or school-related factors (e.g., school climate, available resources). These factors are likely to contribute to adolescent behaviors and may interact with both individual and family-level variables. The interplay of these multiple levels of influence remains unclear. Future research utilizing multilevel modeling could simultaneously explore the effects of individual, peer, and school-level factors, thereby providing a more holistic and ecologically valid understanding of adolescent behavior. Declarations Acknowledgements We would like to thank all the participants. Authors’ contributions All authors contributed equally to the preparation and development of this manuscript. Funding No funding source to declare. This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. Data availability The dataset used in the current study are available upon request from the corresponding authors. Ethics approval and consent to participate The research was conducted in accordance with the principles of scientific integrity and ethical conduct. Prior to the initiation of the research, the necessary approval was obtained from the Social and Human Sciences Scientific Research and Publication Ethics Committee at Inönü University on 28/12/2023, with the approval number 17/22. Following the acquisition of ethics approval, research and application permissions were obtained from the Ministry of National Education under the application number MEB.TT.2025.021279. Consent to participate In accordance with ethical guidelines, informed consent was obtained from the parents or legal guardians of all participants under the age of 16. During the ethics approval and the Ministry of National Education (MoNE) application process, an informed consent form was submitted and subsequently distributed to families. Only after receiving signed parental consent were data collected from the children Consent for publication All authors have reviewed and approved the final version of the manuscript and have agreed to its submission to BMC Psychology. The collected data did not include any personally identifiable information such as names, surnames, identification numbers, clinical details, photographs, videos, or audio recordings. The dataset consisted solely of the adolescents’ responses, with no information that could link the data to specific individuals. Furthermore, the study does not contain any records involving personal information, and the publication of the findings does not present any risk of violating participants’ personal rights or privacy. All data were anonymized, ensuring that no individual can be identified in any form through the published material. Therefore, no consent for publication was required. Accordingly, this section is not applicable. Competing interests The authors declare no competing interests. Clinical trial number Not applicable. Author details Dr. Zekeriya ARSLAN Kahramanmaraş Sütçü İmam University Child Development Program, Göksun, Kahramanmaraş, Türkiye, ( [email protected] ) Dr. Derya KAYIRAN Kahramanmaraş Sütçü İmam University Child Development Program, Kahramanmaraş, Türkiye, ( [email protected] ) References Achenbach, T. M., Ivanova, M. Y., Rescorla, L. A., Turner, L. V., & Althoff, R. R. (2016). Internalizing/externalizing problems: Review and recommendations for clinical and research applications. Journal of the American Academy of Child & Adolescent Psychiatry, 55 (8), 647–656. Aksoy, D., Favre, C. A., Janousch, C., & Ertanir, B. (2022). 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6883326","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":489820195,"identity":"abc997a5-78f8-4b77-8181-4a734cabb2dc","order_by":0,"name":"Zekeriya Arslan","email":"","orcid":"","institution":"Kahramanmaraş Sütçü İmam University","correspondingAuthor":false,"prefix":"","firstName":"Zekeriya","middleName":"","lastName":"Arslan","suffix":""},{"id":489820196,"identity":"b31a5adb-0836-4f48-b42c-eb0adf1383d9","order_by":1,"name":"Derya Kayıran","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABHUlEQVRIie3PsWqDQBjA8ZMrTka3cochvsIngi00ra+iBOyaMWMhQ5eErAk+QpeA4CwUdFGyXujQdMmUgqOD0HqJS8BIxkLvP9wdx/fjFCGR6C8WNwvB/DBGSOO7O76aACD6wglcQ1BD4HjTQdR0vidlNnToay/ZlVAZ1ubNK3aADO02biU0S206Y74XYPXZnAGYEfsOSf1h5ipwWwkwXyZK8e4OsGITBUCKWL7mxIWPC+RzL9Oq+HE4oRWAEy7zsOwkTJZ1hcVSUBO9fsVba/Oo8xWa+fihn4281VS5s/pgjZasF927QC7+i5om0vaQPDlkk9lfh8ngcbHIw205GRqa3k7qbkhzkE8bOU6S9uFTuDgnWtw1LRKJRP+wX83iYBndS+hkAAAAAElFTkSuQmCC","orcid":"","institution":"Kahramanmaraş Sütçü İmam University","correspondingAuthor":true,"prefix":"","firstName":"Derya","middleName":"","lastName":"Kayıran","suffix":""}],"badges":[],"createdAt":"2025-06-12 22:23:10","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6883326/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6883326/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s40359-026-04611-5","type":"published","date":"2026-05-01T15:57:45+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":87569470,"identity":"4abf1ad9-1d82-4fd8-ab11-ba5e31750b49","added_by":"auto","created_at":"2025-07-25 10:11:50","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":12905,"visible":true,"origin":"","legend":"\u003cp\u003eHypotheses Model\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6883326/v1/8550122086a05ad7e39891ca.png"},{"id":87569476,"identity":"b71b0300-e3d5-462c-adad-71fc106134b0","added_by":"auto","created_at":"2025-07-25 10:11:50","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":309250,"visible":true,"origin":"","legend":"\u003cp\u003eMediating Role of ANH and SEA in the Relationship Between YEBS and YIBS with CAPR (ANH=Anhedonia, SEA=Ostracism, YEBS= Youth Externalized Behaviors, YIBS= Youth Internalized Behaviors)\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-6883326/v1/e625111c63746b6d13de04b0.png"},{"id":87570532,"identity":"7511e33e-e94e-43be-bc12-3c1d8a3e3d32","added_by":"auto","created_at":"2025-07-25 10:27:50","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":169352,"visible":true,"origin":"","legend":"\u003cp\u003eGeneral Path Diagram Showing Direct and Indirect Effects\u003c/p\u003e\n\u003cp\u003eSolid Lines:Represent direct \u0026nbsp;\u0026nbsp;effects; a (-) sign indicates a negative effect.\u003c/p\u003e\n\u003cp\u003eColored Lines:Represent indirect \u0026nbsp;\u0026nbsp;effects; a (-) sign indicates a negative effect.\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-6883326/v1/b5c0ec0e792d0a7f28ece4e8.png"},{"id":108437989,"identity":"ca6bfccb-3d2e-44f1-8ebb-2fbf65e14222","added_by":"auto","created_at":"2026-05-04 16:05:17","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":911555,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6883326/v1/411a35e4-e907-4974-aa49-d66eb406f159.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Relationship Between Psychological Resilience and Internalized/Externalized Behaviors in Adolescents: The Mediating Role of Anhedonia and Ostracism","fulltext":[{"header":"Introduction","content":"\u003cp\u003eAdolescence is defined as the period commencing with the onset of puberty and concluding with the formation of adult identity (Stehlik, 2018). This transition process from childhood to adulthood has been shown to shape the psychological resilience and behaviour of the individual. Psychological resilience is defined as an individual\u0026apos;s capacity to adapt to adverse life events and maintain their developmental processes (Arslan, 2015). Two primary conditions are emphasized in the emergence of this concept: first, the individual\u0026apos;s exposure to a significant threat or serious adversity; and second, the individual\u0026apos;s ability to demonstrate positive adaptation despite such unfavorable conditions (Luthar, 2005; \u0026Ouml;zer \u0026amp; Deniz, 2014). Psychological resilience can be defined as individuals\u0026apos; ability to effectively cope with challenging life events and quickly adapt to their daily routines in the face of adversity (Sameroff, 2005). In this adaptation process, the interaction between protective factors and risk factors plays a crucial role (Arslan \u0026amp; Balkıs, 2016). Risk factors encompass genetic, biological, sociocultural, and demographic characteristics (\u0026Ouml;zcan, 2005) and are defined as potentially traumatic life experiences that may leave lasting damage on individuals (Masten \u0026amp; Reed, 2002). These life experiences are examined under two main categories: externalizing (e.g., aggression or hyperactivity) and internalizing (e.g., anxiety or depression) behavioral problems (Achenbach, Ivanova, Rescorla, Turner, \u0026amp; Althoff, 2016). In this context, psychological resilience is regarded as a dynamic process that enables individuals to sustain their developmental trajectories despite challenging life circumstances.\u003c/p\u003e\n\u003cp\u003eExternalizing behavior problems encompass outwardly directed disorders that cause discomfort and conflict in the individual\u0026apos;s surrounding environment (Forms, Abad, \u0026amp; Kirchner, 2011). According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), externalizing disorders refer to behavioral issues that include antisocial behaviors, conduct disorders, addictions, and impulse control disorders (American Psychiatric Association, 2013). This suggests that externalizing behavior problems may represent a group of disruptive behaviors directed toward the individual\u0026apos;s environment, with the potential to impair school and life functioning (Forms et al., 2011). On the other hand, internalizing behavior problems are defined as inwardly directed symptoms that cause distress, tension, and pain in the individual (Forms, Abad, \u0026amp; Kirchner, 2011) and typically include behaviors directed toward the self, such as anxiety, depression and withdrawal (Chen et al., 2003). These problems constitute one of the most common dimensions of child and adolescent psychopathology (Zahn-Waxler, Klimes-Dougan, \u0026amp; Slattery, 2000). The examination of these issues within the school context has increasingly attracted the attention of researchers in both research and practice (Cook et al., 2011; Renshaw \u0026amp; Cook, 2016). When studies on both externalizing and internalizing behavior problems are reviewed, common findings emerge. These findings include low academic achievement, interpersonal problems, high rates of absenteeism, low school belonging and school dropout, juvenile delinquency, intimate partner violence, and poor perceived health status (Van Lier et al., 2012; Fergusson, Horwood, \u0026amp; Ridder, 2007; Fergusson, Horwood, \u0026amp; Ridder, 2005). In light of these results, there appears to be a critical need to identify these problems and develop prevention or intervention strategies for adolescents in school settings (Moore, Dowdy, \u0026amp; Furlong, 2017). Research in this context indicates that individuals do not always exhibit the same responses to similar events. While some individuals are able to navigate challenging conditions more easily, others tend to remain trapped in a cycle of distress, struggling to cope with the impact of their problems (Masten \u0026amp; Reed, 2002). \u0026nbsp;This variation can be attributed to the fact that individuals with higher levels of psychological resilience actively engage in overcoming challenging life events instead of giving up (Rahat, 2014), maintain a healthy state of well-being (Cohan, Sills, \u0026amp; Stein, 2006), and develop a strong sense of self-perception (Karaırmak, 2007). These factors have been found to indirectly contribute to an increase in overall happiness levels (Eryılmaz, 2012).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe Mediating Effect of Anhedonia and Ostracism\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn positive psychology, the concept of happiness is frequently studied and is known as the fulfillment of passions, enthusiasm, desires, and goals (Diener, 2000). Fear of happiness, on the other hand, is defined as a dysfunctional belief and reluctance towards experiencing or expressing happiness, based on the fundamental belief that happiness may lead to negative consequences (Jashonloo, 2013; Sarı \u0026amp; \u0026Ccedil;akır, 2016; Yıldırım, 2019). This condition, described as an inability to experience pleasure, has been considered an anhedonic attitude (Gilbert et al., 2014). Anhedonia is characterized as a unique form of depression, marked by a lack of response and pervasive impairment in experiencing or anticipating pleasure (Somay, 2022). It is regarded as a transdiagnostic risk factor associated with the onset of mental illness, treatment resistance, and suicidal behaviors (Auerbach et al., 2015). \u0026nbsp;Another aspect of anhedonia is its potential connection to an individual\u0026apos;s feeling of not belonging to a group. This feeling may represent the onset of a social exclusion (ostracism) pattern, which could lead an individual toward suicidal tendencies (Winer et al., 2014). Ostracism is defined as the state in which individuals are ignored, devalued, and excluded by other individuals or groups (Williams \u0026amp; Nida, 2011). In the normal developmental process, adolescents tend to show interest in social relationships and a desire to belong to a group; however, various factors can lead them to experience negative emotions such as social exclusion and an inability to derive pleasure from life. Adolescents\u0026apos; deprivation of psychological and social resources (Gilman, Carter-Sowell, DeWall, Adams, \u0026amp; Carboni, 2013) increases the risk of exposure to ostracism, and this exposure can influence individuals\u0026apos; responses to exclusion. These responses may vary depending on the needs of the excluded individuals, their individual differences, and their evaluations of who, why, and how they were excluded (Williams, 2007). Theoretical and empirical studies emphasize that social exclusion is a significant risk factor for an individual\u0026apos;s healthy development and adjustment, leading excluded individuals to experience negative emotional states such as jealousy, grief, and loneliness (Baumeister \u0026amp; Leary, 1997). It has been found that excluded individuals are psychologically disadvantaged compared to those who are not excluded, experiencing lower self-esteem (Li et al., 2019), loneliness, anxiety (Gilman et al., 2013), depression, and negative emotionality (Kavaklı, 2021) (Ladd \u0026amp; Kochenderfer-Ladd, 2016). \u0026nbsp; According to Williams\u0026apos; temporal need-threat model, individuals exposed to prolonged exclusion may transition into a state of \u0026quot;psychological paralysis,\u0026quot; characterized by emotional numbness, detachment, alienation, and passivity as behavioral adaptations (Williams, 2009). The emergence of anhedonia and ostracism, both considered precursors to mental disorders, highlights the urgency of understanding and preventing their development, particularly during adolescence\u0026mdash;a period of increased neuroplasticity (Fuhrmann, Knoll, \u0026amp; Blakemore, 2015). From this perspective, adolescence is characterized by numerous variable factors, and preventive or rehabilitative interventions implemented without a comprehensive understanding of adolescents\u0026apos; developmental states may prove insufficient. \u0026nbsp; Building on this premise, the present study differs from existing research by adopting a hypothetical and holistic approach to the various situations that adolescents frequently encounter. Accordingly, the primary aim of this study is to examine the mediating role of anhedonia and ostracism in the relationship between adolescents\u0026apos; psychological resilience and their internalized/externalized behaviors. In line with this objective, hypotheses have been formulated, and a hypothesized model is presented in Figure 1. \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Hypotheses\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eH1. Adolescents\u0026apos; levels of psychological resilience directly affect anhedonia, internalized, and externalized behaviors. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eH2. Adolescents\u0026apos; levels of anhedonia directly affect ostracism. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eH3. Adolescents\u0026apos; levels of ostracism directly affect internalized and externalized behaviors. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eH4. Psychological resilience levels indirectly affect ostracism. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eH5. Adolescents\u0026apos; levels of anhedonia indirectly affect internalized and externalized behaviors. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eH6. Adolescents\u0026apos; levels of psychological resilience indirectly affect internalized and externalized behaviors. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eH7. The structural equation model explaining the mediating role of anhedonia and ostracism in the relationship between psychological resilience levels and internalized/externalized behaviors demonstrates an adequate level of fit.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eResearch Model\u003c/p\u003e\n\u003cp\u003eThis study is a correlational research examining the mediating role of anhedonia and ostracism in the relationship between adolescents\u0026apos; psychological resilience and their internalized and externalized behaviors. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eResearch Group\u003c/p\u003e\n\u003cp\u003eThe study population consists of a total of 1,650 students enrolled in five public high schools in Kahramanmaraş during the 2024-2025 academic year. The sample size was determined using the \u0026ldquo;G.Power 3.1.9.2\u0026rdquo; program with a 95% confidence level. Based on previous studies, the standardized effect size was found to be 0.160 at \u0026alpha; = 0.05 significance level, and with a theoretical power of 0.95, the minimum required sample size was calculated as 400 participants. The sample selection was carried out considering this minimum number. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis study was conducted with 501 high school students aged between 15 and 18. Demographic information of the participants is presented in Table 1.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1\u0026nbsp;\u003c/strong\u003eDemographic Characteristics of the Students Participating in the Study\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"99%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 22px;\"\u003e\n \u003cp\u003eVariable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGroup\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber(n)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 16px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 22px;\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e250\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e49,9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e251\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e50,1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" style=\"width: 22px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e15 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e232\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e46,3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e16 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e152\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e30,3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e17 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e101\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e20,2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e18 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e3,2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"6\" style=\"width: 22px;\"\u003e\n \u003cp\u003eLevel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eElementary School\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e183\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e36,5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eMiddle School\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e25,0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eHigh School\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e26,3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eAssociate Degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e2,2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eUndergraduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e8,0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003ePostgraduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e2,0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"6\" style=\"width: 22px;\"\u003e\n \u003cp\u003eFather education level\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eElementary School\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e11,0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eMiddle School\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e19,4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eHigh School\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e215\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e42,9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eAssociate Degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e8,0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eUndergraduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e13,0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003ePostgraduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e5,8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" style=\"width: 22px;\"\u003e\n \u003cp\u003eSocioeconomic Status\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eHıgh\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e106\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e21,2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eMiddle\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e375\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e74,9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eLow\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e4,0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 22px;\"\u003e\n \u003cp\u003eOverall Sentiment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eHappy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e260\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e51,9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eUnhappy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e241\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e48,1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"7\" style=\"width: 22px;\"\u003e\n \u003cp\u003eSelf-Descriptive Word\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eAggressive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e15,8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eHelpful\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e18,6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eSharing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e7,6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eBrawl\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e,6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eEntrepreneurial\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e13,8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eIntrovert\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e8,8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eOther\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e175\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e34,9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" style=\"width: 22px;\"\u003e\n \u003cp\u003eLife Perspective\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eFun and Worth Living\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e133\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e26,5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eBoring and Unnecessary\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e111\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e22,2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eUnsafe and Unfair\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e136\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e27,1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eChallenging but Fair\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e6,6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003eOther\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e17,6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 22px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e501\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100,0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAs it is shown in Table 1, it was determined that 50.1% of the participants were male, 46.3% were 15 years old, 36.5% had mothers with a primary school education, and 42.9% had fathers with a high school education. Additionally, 74.9% of the participants reported having a moderate socioeconomic status, 51.9% described themselves as feeling happy, 27.1% perceived life as unsafe and unjust, and 18.5% identified themselves as helpful.\u003c/p\u003e\n\u003cp\u003eInclusion Criteria \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe study included 9th, 10th, 11th, and 12th-grade students aged 15, 16, 17, and 18 who were enrolled in general and vocational high schools under the jurisdiction of the G\u0026ouml;ksun District Directorate of National Education in Kahramanmaraş. Additionally, only students who had obtained parental consent were included as participants. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eExclusion Criteria \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eStudents who were identified as having atypical developmental patterns based on the records of the Guidance and Research Center (RAM) and the school counseling services were excluded from the study.\u003c/p\u003e\n\u003cp\u003eData Collection Instruments \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn this study, previously validated and reliable scales were used. Additionally, Cronbach\u0026apos;s alpha values of the scales were calculated, and confirmatory factor analyses were conducted. \u0026nbsp;Demographic Information Form: This form includes information on participants\u0026apos; age, gender, parental education level, and socioeconomic status.\u003c/p\u003e\n\u003cp\u003eChild and Youth Psychological Resilience Scale (CAPR) \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe original 28-item form of the scale was developed based on data collected from eleven different countries and consists of three subscales and eight subdimensions. The instrument was designed using a socio-ecological perspective and developed through both quantitative and qualitative methods (Liebenberg, Ungar, \u0026amp; Van de Vijver, 2012). \u0026nbsp;A short-form adaptation of the scale was conducted by Liebenberg, Ungar, and LeBlanc (2013), resulting in a 12-item structure based on two different studies. The factor loadings of the scale range between .39 and .88, and its internal consistency coefficient was found to be .84. \u0026nbsp;The Turkish validity and reliability study of the scale was conducted by Arslan (2015). Exploratory factor analysis (EFA) revealed a single-factor structure explaining 51.28% of the total variance, with an internal consistency coefficient of .91. The factor loadings of the twelve items ranged between .54 and .81. \u0026nbsp;Confirmatory factor analysis (CFA) results indicated that t-values and \u0026chi;\u0026sup2; values were significant at the .01 level. Fit indices showed that the \u0026chi;\u0026sup2;/df ratio was 2.03 (\u0026chi;\u0026sup2; = 105.498, df = 52). The RMSEA value was .060 (90% CI: .045\u0026ndash;.080), indicating an acceptable fit. Other fit indices included GFI = .94, NFI = .94, CFI = .97, and IFI = .97. The standardized RMR value was .039, demonstrating a good fit.\u003c/p\u003e\n\u003cp\u003eAnhedonia Scale for Adolescents (ANH) \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe Anhedonia Scale for Adolescents was developed by Watson et al. (2021). The scale consists of three subdimensions and 14 items. It is designed in a 4-point Likert format, ranging from 0 (never) to 3 (always). Items 8, 11, and 14 are reverse-scored. The total score is calculated by summing the item scores, with higher scores indicating higher levels of anhedonia. \u0026nbsp;The Turkish validity and reliability study of the scale was conducted by Sevim and Ekşi (2022). The confirmatory factor analysis (CFA) results showed that item correlation values ranged between .46 and .84. The Cronbach\u0026rsquo;s alpha internal consistency coefficient was found to be .88 for the total scale. The internal consistency coefficients for the subdimensions were as follows: \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e- \u0026quot;Excitement, Pleasure, Emotional Numbing\u0026quot; \u0026ndash; .80 \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e- \u0026quot;Eagerness, Connection, Purpose\u0026quot; \u0026ndash; .82 \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e- \u0026quot;Effort, Motivation, Energy\u0026quot; \u0026ndash; .83 \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe model fit indices indicated that the three-factor structure of the scale was at an acceptable level (\u0026chi;\u0026sup2; = 150.734, df = 74, CFI = .95, RMSEA = .05, GFI = .93, TLI = .94) (Sevim \u0026amp; Ekşi, 2022). \u0026nbsp;In the present study, the Cronbach\u0026rsquo;s alpha value of the scale was calculated (Table 1), and CFA was conducted (Table 2).\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eYouth Externalizing Behavior Screening (YEBS) \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe Youth Externalizing Behavior Scale was developed by Arslan (2018) to assess externalizing behavior problems in adolescents. The scale consists of 12 items rated on a 4-point Likert scale, ranging from 1 (almost never) to 4 (almost always). \u0026nbsp;Findings from factor analyses indicate that the scale explains 47% of the total variance, with factor loadings ranging between .41 and .90. The scale consists of three subdimensions: \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e- \u0026quot;Behavioral Problems\u0026quot; \u0026ndash; 5 items \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e- \u0026quot;Attention Problems\u0026quot; \u0026ndash; 4 items \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e- \u0026quot;Hyperactivity\u0026quot; \u0026ndash; 3 items \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eValidity and reliability analyses demonstrate that the Youth Externalizing Behavior Scale is a psychometrically sound instrument for assessing behavioral problems and attention-deficit/hyperactivity disorder (ADHD) in Turkish adolescents. \u0026nbsp;In the present study, the Cronbach\u0026rsquo;s alpha value of the scale was calculated (Table 1), and CFA was conducted (Table 2).\u003c/p\u003e\n\u003cp\u003eYouth Internalizing Behavior Screening (YIBS) \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe Youth Internalizing Behavior Scale (YIBS) was developed by Arslan (2020) to assess internalizing behavior problems in adolescents. The scale consists of 10 items, rated on a 4-point Likert scale ranging from 1 (almost never) to 4 (almost always). \u0026nbsp;Higher scores on the scale indicate higher levels of internalizing behavior problems. \u0026nbsp; In the present study, the Cronbach\u0026rsquo;s alpha value of the scale was calculated (Table 1), and CFA was conducted (Table 2).\u003c/p\u003e\n\u003cp\u003eOstracism (Social Exclusion) Scale for Adolescents (SEA) \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe Ostracism Scale for Adolescents (SEA) was developed by Gilman et al. (2013), and its Turkish adaptation was validated by Akın et al. (2016). Confirmatory factor analysis (CFA) of the Turkish version demonstrated a well-fitting model consisting of 11 items and two subdimensions: \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e- \u0026quot;Being Ignored\u0026quot; \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e- \u0026quot;Exclusion\u0026quot; \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe CFA results indicated a good model fit (\u0026chi;\u0026sup2; = 80.64, df = 41, RMSEA = .056, NFI = .96, NNFI = .97, CFI = .98, IFI = .98, RFI = .95, GFI = .95, SRMR = .048). \u0026nbsp; The factor loadings of the scale range between .71 and .88, while item-total correlation coefficients range between .51 and .70. The internal consistency reliability coefficients were found to be .93 for the Being Ignored subscale, .90 for the Exclusion subscale, and .89 for the overall scale. These findings indicate that the Turkish version of the SEA is a valid and reliable measurement tool (Akın et al., 2016). \u0026nbsp;In the present study, the Cronbach\u0026rsquo;s alpha value of the scale was calculated (Table 1), and CFA was conducted (Table 2).\u003c/p\u003e\n\u003cp\u003eData Analysis \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn line with the research objectives, the data obtained from the implementation of the scales were transferred to an electronic format using the SPSS statistical package. Descriptive statistics, correlation analyses, and variance analyses were conducted using SPSS. \u0026nbsp;For structural equation modeling (SEM) analyses, the LISREL software was utilized. Measurement models for internal and external variables were tested, and confirmatory factor analyses (CFA) were performed for each scale. Once the measurement models were deemed suitable for SEM, mediation tests were conducted. The model\u0026rsquo;s fit index values were found to be at an acceptable level, allowing the study to proceed to the next stage. \u0026nbsp;\u003c/p\u003e"},{"header":"Findings","content":"\u003cp\u003eIn this section, the findings are presented in the following order: correlation analysis of the study variables, descriptive statistics related to the variables, results of the confirmatory factor analysis (CFA) for the scales and the measurement model, and finally, the testing of the mediation model.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2\u003c/strong\u003e Findings on Correlation Analysis and Descriptive Statistics\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"96%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 9.57447%;\"\u003e\n \u003cp\u003eCAPR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 9.57447%;\"\u003e\n \u003cp\u003eANH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8.51064%;\"\u003e\n \u003cp\u003eSEA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 9.57447%;\"\u003e\n \u003cp\u003eYEBS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8.51064%;\"\u003e\n \u003cp\u003eYIBS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6.38298%;\"\u003e\n \u003cp\u003eM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6.38298%;\"\u003e\n \u003cp\u003eSD\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.766%;\"\u003e\n \u003cp\u003eSkewness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.7021%;\"\u003e\n \u003cp\u003eKurtosis\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e\u0026alpha;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003eCAPR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e-,344\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e-,447\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e-,345\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e-,493\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e\u0026nbsp;3,65\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e\u0026nbsp;0,68\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12.766%;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp;-0,45\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11.7021%;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; 0,26\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e.81\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003eANH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e\u0026nbsp;,326\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e,217\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e,562\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e\u0026nbsp;1,47\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e\u0026nbsp;0,57\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12.766%;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; 0,07\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11.7021%;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; - 0,54\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e.78\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003eSEA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e\u0026nbsp;1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e,143\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e,446\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e2,33\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e\u0026nbsp;0,84\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12.766%;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; 0,52\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11.7021%;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; - 0,39\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e.88\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003eYEBS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e,501\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e2,06\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e\u0026nbsp;0,50\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12.766%;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; 0,79\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11.7021%;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; 1,48\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e.77\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003eYIBS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9.57447%;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e2,25\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e\u0026nbsp;0,70\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12.766%;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; 0,26\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11.7021%;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp;-0,34\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e.86\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNote. \u003cem\u003eM\u003c/em\u003e = Mean, \u003cem\u003eSD\u003c/em\u003e = Standard Deviation. p \u0026lt; .01.\u003c/p\u003e\n\u003cp\u003eExamining Table 2, it is observed that CAPR is negatively correlated with ANH (r = -.344, p \u0026lt; .01), SEA (r = -.447, p \u0026lt; .01), YEBS (r = -.345, p \u0026lt; .01), and YIBS (r = -.493, p \u0026lt; .01). Additionally, ANH is positively correlated with SEA (r = .326, p \u0026lt; .01), YEBS (r = .217, p \u0026lt; .01), and YIBS (r = .562, p \u0026lt; .01). \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFurthermore, SEA shows a positive correlation with YEBS (r = .143, p \u0026lt; .01) and YIBS (r = .446, p \u0026lt; .01), while YEBS is positively correlated with YIBS (r = .501, p \u0026lt; .01). Since all bivariate correlations are below .90, it can be concluded that multicollinearity is not a concern (Pallant, 2013). Moreover, given that the skewness and kurtosis values fall within the acceptable range of -1.5 to +1.5, the data can be considered normally distributed (Tabachnick \u0026amp; Fidell, 2013).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3\u003c/strong\u003e Results of CFA, Measurement Model, and Structural Model\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"95%\" class=\"fr-table-selection-hover\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eMeasure of Compliance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003eCFA of Scales\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003eGood Fit\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eAcceptable Fit\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003eStructural Model\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 15px;\"\u003e\n \u003cp\u003eComment\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003eCAPR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003eANH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003eSEA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003eYEBS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003eYIBS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u0026chi;\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e266,71\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e321,41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e167,64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e188,78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e165,31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e5639,34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003esd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e74\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e1615\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u0026chi;\u003csup\u003e2\u003c/sup\u003e/ sd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e4,93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e4,34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e,90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e3,70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e4,86\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 14px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 11px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e3,49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eAcceptable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eRMSEA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,0898\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,082\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,076\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e0,074\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0,088\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 14px;\"\u003e\n \u003cp\u003e0\u0026lt;RMSEA\u0026lt;.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 11px;\"\u003e\n \u003cp\u003e.05\u0026lt; RMSEA\u0026lt;.10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eAcceptable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eSRMR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,060\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,048\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,043\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e0,057\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0,044\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 14px;\"\u003e\n \u003cp\u003e0\u0026lt;RMSEA\u0026lt;.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 11px;\"\u003e\n \u003cp\u003e.05\u0026lt; RMSEA\u0026lt;.08\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e.085\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eAcceptable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eNNFI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e0,92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0,96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 14px;\"\u003e\n \u003cp\u003e.95\u0026lt;NNFI\u0026lt;1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 11px;\"\u003e\n \u003cp\u003e.90\u0026lt;NNFI\u0026lt;.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eAcceptable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eCFI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e0,94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0,97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 14px;\"\u003e\n \u003cp\u003e.95\u0026lt;CFI\u0026lt;1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 11px;\"\u003e\n \u003cp\u003e.90\u0026lt;CFI\u0026lt;.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eAcceptable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eIFI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0,98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e0,94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0,97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 14px;\"\u003e\n \u003cp\u003e.95\u0026lt;IFI\u0026lt;1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 11px;\"\u003e\n \u003cp\u003e.90\u0026lt;IFI\u0026lt;.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 8px;\"\u003e\n \u003cp\u003e.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eAcceptable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eIn the study, confirmatory factor analysis (CFA) was conducted for all four scales used for data collection. As presented in Table 3, the CFA results indicate that the fit indices meet the required criteria. Following this, the measurement model was tested. The fit indices of the measurement model were found to be \u0026chi;\u0026sup2;/df = 3.49, IFI = .90, CFI = .90, NNFI = .90, RMSEA = .071, and SRMR = .085. \u0026nbsp;After confirming that the CFA results and the fit indices of the measurement model met the criteria, the mediation model was tested. The findings related to the model testing are presented in Figure 2, Figure 3 and Table 4.\u003c/p\u003e\n\u003cp\u003eAn examination of Figure 2 indicates that CAPR is a negative predictor of ANH (\u0026beta; = -.48, p \u0026lt; .05), YEBS (\u0026beta; = -.37, p \u0026lt; .05), and YIBS (\u0026beta; = -.45, p \u0026lt; .05). Additionally, ANH is a positive predictor of SEA (\u0026beta; = .48, p \u0026lt; .05), while SEA positively predicts both YEBS (\u0026beta; = .23, p \u0026lt; .05) and YIBS (\u0026beta; = .46, p \u0026lt; .05). \u0026nbsp;The fit indices for the tested mediation model were found to be \u0026chi;\u0026sup2;/df = 3.49, IFI = .90, CFI = .90, NNFI = .90, RMSEA = .071, and SRMR = .085. These values meet the required criteria (Kline, 2015; Tabachnick \u0026amp; Fidell, 2013). \u0026nbsp;Based on these findings, it was concluded that ANH and SEA play a mediating role in the relationship between CAPR and YEBS/YIBS.\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/58895_8739fc6c57c1c19a/58895_custom_files/img1753438132.png\" style=\"width: 793px; height: 620.307px;\" width=\"793\" height=\"620.307\"\u003e\u003c/p\u003e\n\u003cp\u003eAs shown in Figure 3 and Table 4, CAPR has an indirect negative effect on YEBS through ANH and SEA (\u0026beta; = -0.05, p \u0026lt; .001). The standard error of this effect is 0.01, and the t-value for this indirect effect is -3.62. This indicates that the indirect effect is significant because, as previously mentioned, a t-value greater than 1.96 suggests statistical significance. Also, CAPR has an indirect negative effect on YIBS through ANH and SEA (\u0026beta; = -.11, p \u0026lt; .001). The standard error for this effect is 0.02, and the t-value is -5.88, confirming statistical significance. \u0026nbsp;Furthermore, CAPR negatively predicts SEA through ANH (\u0026beta; = -.23, p \u0026lt; .05), with a standard error of 0.03 and a t-value of -7.25. \u0026nbsp; Additionally, ANH positively predicts YEBS through SEA (\u0026beta; = .22, p \u0026lt; .05), with a standard error of 0.04 and a t-value of 6.04. \u0026nbsp;Finally, ANH positively predicts YIBS through SEA (\u0026beta; = .22, p \u0026lt; .05), with a standard error of 0.03 and a t-value of 3.64. \u0026nbsp;These results confirm the statistical significance of the indirect relationships in the model, as all t-values exceed 1.96, indicating that the effects are meaningful.\u003c/p\u003e"},{"header":"Discussion and Conclusion","content":"\u003cp\u003eAdolescence is one of the most critical periods of intensive developmental changes. During this phase, individuals are highly susceptible to various psychological and behavioral conditions. Among these, factors that may impact an individual\u0026apos;s psychological resilience are of particular importance. \u0026nbsp;In this context, the present study examined the effects of internalized and externalized behaviors, anhedonia, and ostracism on adolescents\u0026apos; psychological resilience. Specifically, the study aimed to determine whether anhedonia and ostracism mediate the relationship between psychological resilience and internalized/externalized behaviors in adolescents.\u003c/p\u003e\n\u003cp\u003eThe findings of the study indicate that the first key result is that adolescents\u0026apos; psychological resilience negatively predicts anhedonia, internalized behaviors, and externalized behaviors. In other words, an increase in psychological resilience reduces anhedonic behaviors, social exclusion, and both internalized and externalized behaviors, demonstrating an inverse relationship. \u0026nbsp; This finding supports and strengthens the existing literature. Numerous studies have consistently found that psychological resilience plays a protective role in coping with social, emotional, and mental health challenges. Particularly in childhood and adulthood, resilience has been identified as a crucial factor in overcoming adverse life experiences and mitigating psychological distress (Rutter, 2006; Howell, 2011; Goldstein et al., 2013; Kabasakal \u0026amp; Arslan, 2014; Wingo et al., 2010; Ziaian et al., 2012; Collishaw et al., 2007). Malhi (2019) obtained similar findings, emphasizing that individuals need to experience challenges to build resilience, as such experiences help them develop new skills or adapt previously acquired skills to meet the demands of new situations. \u0026nbsp; These results suggest that environmental stimuli and conditions to which children are exposed from early childhood have a significant influence on their psychological resilience. Considering both previous research and the findings of the present study, it can be inferred that any individual or societal activities aimed at enhancing psychological resilience will improve individuals\u0026apos; quality of life and serve as an effective defense against potential adversities (e.g., social exclusion, depression, violence, oppression). Additionally, such efforts may help minimize the negative impact of these adversities. \u0026nbsp;In this context, it is suggested that providing structured resilience education in schools and reinforcing it at home under the guidance of trained professionals could contribute to enhancing individual and societal well-being, ultimately helping to prevent future psychological and social challenges.\u003c/p\u003e\n\u003cp\u003eAnother finding of the study revealed that adolescents\u0026apos; anhedonic behaviors positively influence ostracism, and ostracism, in turn, positively affects internalized and externalized behaviors. In other words, an increase or decrease in anhedonic behaviors is directly proportional to changes in ostracism, and changes in ostracism similarly affect internalized and externalized behaviors. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe existing literature supports this finding. A review of studies on negative symptoms indicates that research has predominantly focused on the risks of anhedonia in the development of psychosis (Gooding \u0026amp; Pflum, 2014; Radua et al., 2018; Zhang et al., 2020). Studies have shown that deficiencies in the sense of belonging and experiences of exclusion are associated with the onset of negative symptoms, including anhedonia and social withdrawal (Williams, 2009; Işık \u0026amp; Erg\u0026uuml;n, 2020). \u0026nbsp;Conversely, a strong sense of belonging has been linked to enhanced identity formation (Işık \u0026amp; Erg\u0026uuml;n, 2020), increased anticipatory pleasure and success (Rector et al., 2005), and a heightened sense of life satisfaction (Esfahani-Smith, 2017). Although the perception of rejection is often considered a temporary experience, it has been strongly associated with anhedonia and social withdrawal, suggesting that social reinforcement may hold little value in such cases (Campellone \u0026amp; Kring, 2018; Leathem et al., 2021). These findings highlight the critical role of social acceptance during adolescence, as adolescents tend to seek a sense of belonging and validation within a group. \u0026nbsp; Research indicates that social exclusion and rejection threaten an individual\u0026apos;s sense of belonging, leading to distressing experiences. In contrast, close friendships have been identified as predictors of reduced anxiety and depressive symptoms (Bak, 2018; Lynn Mulvey et al., 2017; Ragelienė, 2016; Narr et al., 2019). Studies exploring the relationship between social exclusion and internalized/externalized behaviors align with the present study, further reinforcing existing findings in the field. \u0026nbsp; However, diverging perspectives and findings regarding the relationship between anhedonia and ostracism have also been noted in the literature. These variations may be attributed to individual differences in development and the severity of anhedonic behaviors (early-stage vs. advanced-stage). In this regard, screening for indicators and early behavioral signs of anhedonia may serve as a preventive measure against associated negative behavioral patterns.\u003c/p\u003e\n\u003cp\u003eAnother finding of the study revealed that adolescents\u0026apos; psychological resilience indirectly and positively influences ostracism through anhedonia. In other words, anhedonia serves as a mediator in the relationship between psychological resilience and social exclusion, acting in a linear manner. \u0026nbsp;A review of the literature indicates a lack of studies directly examining the relationship between psychological resilience and social exclusion. However, various concepts considered opposites of social exclusion\u0026mdash;such as belongingness and social support\u0026mdash;have been found to be positively associated with psychological resilience (Mete, 2017; Magno, 2008; Bulut, 2016; Turan, 2014). Additionally, some studies have suggested that social exclusion poses a threat to an individual\u0026rsquo;s need for meaningful existence (Williams \u0026amp; Zadro, 2005) and self-worth (Kandemir, 2011). \u0026nbsp;Among the concepts related to self-worth and meaningful existence, self-esteem (Sarıkaya, 2015), self-confidence (Benetti \u0026amp; Kambouropoulos, 2006), self-efficacy (Toplu, 2017), and positive self-attitude (Chung, 2008) have been found to have significant positive relationships with psychological resilience. Although a review of previous research suggests that existing findings indirectly support the results of the present study, no prior study has demonstrated the mediating role of anhedonia in the relationship between psychological resilience and ostracism. \u0026nbsp;This novel contribution enhances the study\u0026rsquo;s originality and its value to the literature. Furthermore, the possibility that anhedonia\u0026mdash;characterized by a lack of pleasure in typically enjoyable activities\u0026mdash;may be linked to adolescents\u0026apos; momentary emotional fluctuations should not be overlooked. Acknowledging this factor is crucial for obtaining accurate and meaningful data.\u003c/p\u003e\n\u003cp\u003eAnother finding of the study revealed that adolescents\u0026apos; anhedonic behaviors indirectly and positively influence internalized and externalized behaviors through ostracism. In other words, ostracism serves as a linear mediator in the relationship between anhedonic behaviors and changes in internalized and externalized behaviors. \u0026nbsp;A review of the literature indicates that no previous study has specifically examined the mediating role of ostracism in this relationship. Most existing studies have focused on bivariate relationships rather than complex mediation models. However, clinical explanations related to these studies suggest that, based on psychometric modeling and relational evidence, a connection between anhedonia and internalization can be established. Consistent with its role in DSM-5 diagnostic criteria, anhedonia has been strongly associated with major depression. Additionally, it has been linked to various anxiety and depressive tendencies, suggesting that internalizing problems may have a transdiagnostic correlation (Conway, 2019). \u0026nbsp;Moreover, researchers have acknowledged that anhedonia is not only experimentally associated with depression but also, to a lesser extent, with social phobia, schizophrenia, and other clinical conditions. Indeed, relational studies have convincingly demonstrated that anhedonia is linked to various anxiety, depressive, and other psychological disorders, including post-traumatic stress disorder (PTSD) and generalized anxiety disorder (GAD) (Watson \u0026amp; Naragon-Gainey, 2010). \u0026nbsp;Although indirect, these prior research findings can be interpreted as supporting the results of the present study. Previous studies have already established and discussed the relationship between anhedonia, ostracism, and internalized behaviors\u0026mdash;particularly depressive symptoms. The alignment between the findings of this study and existing research provides a valuable contribution to the field. \u0026nbsp;Ostracism during adolescence\u0026mdash;a critical period for identity formation and social integration\u0026mdash;can leave lasting negative effects on an individual\u0026apos;s psychological well-being. In light of these findings, it is crucial to develop preventive educational programs aimed at equipping individuals with psychological and emotional coping strategies. Such interventions would enhance resilience and provide adolescents with the necessary skills to manage the challenges associated with social exclusion and anhedonic tendencies.\u003c/p\u003e\n\u003cp\u003eAnother finding of the study revealed that adolescents\u0026apos; psychological resilience negatively and indirectly influences internalized and externalized behaviors through anhedonia and ostracism. In other words, anhedonia and ostracism serve as inverse mediators in the relationship between psychological resilience and internalized/externalized behaviors. This suggests that psychologically resilient individuals are less affected by negative factors such as anhedonia, ostracism, and behavioral problems. \u0026nbsp;A review of the literature indicates that no prior study has examined the mediating effect of these multiple variables together. However, studies analyzing bivariate relationships have found that adolescents with high psychological resilience and emotional endurance are less likely to develop internalization and externalization problems and tend to experience improvements in mental health. Additionally, resilience has been shown to help adolescents reduce their focus on negative emotions, facilitating overall well-being (Hu, Zhang, \u0026amp; Wang, 2015; Konaszewski, Niesiobędzka, \u0026amp; Surzykiewicz, 2021; Srivastava, 2011; Wu et al., 2020). \u0026nbsp;Fritz et al. (2020) predicted that lower levels of psychological resilience in early childhood may lead to increased distress in later adolescence. Supporting this prediction, Hildebrand et al. (2019) found that children and adolescents with lower resilience levels experienced higher rates of internalization and externalization problems. Thus, the ability of psychologically strong and resilient individuals to cope with or mitigate the impact of adverse situations is well-supported by existing literature (Aksoy et al., 2022; Hogye et al., 2022; Lansford et al., 2006). \u0026nbsp;Although the present study is supported by previous research, existing studies remain insufficient in fully addressing the complexity of this research. Most studies have focused on the relationship between two variables, whereas the present study, by examining the network of five interrelated variables and their mediating roles in adolescents, significantly enhances the scope, effectiveness, and guiding potential of the findings. Furthermore, this study is the first to explore the interaction of these five variables in adolescents, further increasing its contribution to the field. \u0026nbsp;Based on the study\u0026rsquo;s findings, providing psychological resilience training at earlier stages of development, incorporating healthy coping techniques for adverse experiences, may help mitigate potential risks and contribute to fostering a psychologically healthier generation. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe final finding of the study demonstrated that the structural equation model explaining the mediating role of anhedonia and ostracism in the relationship between psychological resilience and internalized/externalized behaviors exhibited an acceptable model fit. The fit indices and overall model alignment were found to be within acceptable limits. \u0026nbsp;In light of these findings, it is evident that anhedonia and ostracism are highly significant variables in understanding psychological resilience in adolescents. These factors amplify the impact of internalized and externalized behaviors on psychological resilience. In other words, anhedonia and ostracism exacerbate internalized and externalized behavioral problems while simultaneously weakening psychological resilience in adolescents.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRecommendations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThese findings suggest that educational programs and psychological support mechanisms should include interventions aimed at enhancing adolescents\u0026apos; psychological resilience. Also, teachers should be trained to identify early signs of psychological distress or social exclusion among students. This training should include how to recognize behaviors associated with anhedonia, social isolation, and internalized or externalized behaviors. Teachers who are well-versed in adolescent mental health can play a pivotal role in addressing these issues early and referring students to appropriate psychological services. Additionally, schools should implement or expand Social-Emotional Learning (SEL) Programs that focus on teaching emotional intelligence, coping strategies, conflict resolution, and communication skills. These programs help adolescents build essential life skills, which in turn support their psychological resilience and ability to handle social challenges like ostracism, anhedonia, social exclusion, and negative behaviors. Additionally, providing guidance and psychological support services from an early age will support students\u0026apos; emotional and social development, contributing to their growth into healthy individuals. Educators and families should monitor adolescents\u0026apos; emotional well-being and provide necessary interventions to ensure that this developmental process is managed in a healthy manner.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations and Future Directions\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;There are several limitations in this study that should be acknowledged, particularly in guiding future research. First, the data collection instruments were self-report scales completed by adolescents. Relying on self-reported data raises the possibility of common method bias. Subjective factors such as the adolescents\u0026rsquo; current emotional state, personal reservations, or unwillingness may have influenced their responses, making generalizations from the collected data more challenging. However, this is a common limitation in survey-based research. To enhance the robustness of the data, future research could incorporate reports from multiple sources by including not only adolescents but also parents and teachers. Such a multi-informant approach would strengthen the findings and provide a more comprehensive understanding. Second, the sample for this study was drawn from a specific region in T\u0026uuml;rkiye, which may limit the generalizability of the findings to other regions of the country or to different cultural contexts. Cultural norms and values can significantly influence individuals\u0026rsquo; perceptions of socioeconomic status, quality of life, life satisfaction, and expectations from life. The extent to which these psychological mechanisms function similarly across diverse cultural environments remains uncertain. Future research should aim to replicate these findings in varied cultural contexts or conduct cross-cultural comparisons to explore potential differences.\u003c/p\u003e\n\u003cp\u003eThird, the current study examined the mediating roles of anhedonia and ostracism in the relationship between psychological resilience and internalizing/externalizing behaviors among typically developing adolescents. While the study is comprehensive in terms of the number of variables considered, it is limited to adolescents without special needs. Future research could involve more inclusive and comparative studies that incorporate adolescents with special educational needs to better understand these relationships across diverse populations.\u003c/p\u003e\n\u003cp\u003eFinally, the study did not examine potential influences from the immediate social environment, such as peer dynamics or school-related factors (e.g., school climate, available resources). These factors are likely to contribute to adolescent behaviors and may interact with both individual and family-level variables. The interplay of these multiple levels of influence remains unclear. Future research utilizing multilevel modeling could simultaneously explore the effects of individual, peer, and school-level factors, thereby providing a more holistic and ecologically valid understanding of adolescent behavior.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe would like to thank all the participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; contributions\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors contributed equally to the preparation and development of this manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo funding source to declare. This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe dataset used in the current study are available upon request from the corresponding authors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe research was conducted in accordance with the principles of scientific integrity and ethical conduct. Prior to the initiation of the research, the necessary approval was obtained from the Social and Human Sciences Scientific Research and Publication Ethics Committee at In\u0026ouml;n\u0026uuml; University on 28/12/2023, with the approval number 17/22. Following the acquisition of ethics approval, research and application permissions were obtained from the Ministry of National Education under the application number MEB.TT.2025.021279.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn accordance with ethical guidelines, informed consent was obtained from the parents or legal guardians of all participants under the age of 16. During the ethics approval and the Ministry of National Education (MoNE) application process, an informed consent form was submitted and subsequently distributed to families. Only after receiving signed parental consent were data collected from the children\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors have reviewed and approved the final version of the manuscript and have agreed to its submission to BMC Psychology.\u003c/p\u003e\n\u003cp\u003eThe collected data did not include any personally identifiable information such as names, surnames, identification numbers, clinical details, photographs, videos, or audio recordings. The dataset consisted solely of the adolescents\u0026rsquo; responses, with no information that could link the data to specific individuals.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFurthermore, the study does not contain any records involving personal information, and the publication of the findings does not present any risk of violating participants\u0026rsquo; personal rights or privacy. All data were anonymized, ensuring that no individual can be identified in any form through the published material. Therefore, no consent for publication was required. Accordingly, this section is not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor details\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDr. Zekeriya ARSLAN\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eKahramanmaraş S\u0026uuml;t\u0026ccedil;\u0026uuml; İmam University Child Development Program, G\u0026ouml;ksun, Kahramanmaraş, T\u0026uuml;rkiye, ([email protected])\u003c/p\u003e\n\u003cp\u003eDr. Derya KAYIRAN\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eKahramanmaraş S\u0026uuml;t\u0026ccedil;\u0026uuml; İmam University Child Development Program, Kahramanmaraş, T\u0026uuml;rkiye, ([email protected])\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAchenbach, T. 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Network structure of anticipatory pleasure and risk features: Evidence from a\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Adolescent Students, Psychological Resilience, Internalized and Externalized Behaviors, Anhedonia, Ostracism","lastPublishedDoi":"10.21203/rs.3.rs-6883326/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6883326/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e: Adolescence is a period characterized by numerous variable factors that can significantly impact an individual's development. It is considered that preventive and rehabilitative methods may be insufficient in practice if they are implemented without considering the developmental status of adolescents. In this context, unlike previous studies in the literature, the present research takes a hypothetical and holistic approach to the various situations that adolescents frequently encounter during this period. The general aim of this study is to examine the mediating role of anhedonia and ostracism in the relationship between psychological resilience and internalized/externalized behaviors in adolescents.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e: The study was designed using a relational survey model. The research was conducted with 501 students from the 9th, 10th, 11th, and 12th grades attending five public high schools in Kahramanmaraş, Türkiye. Structural Equation Modeling (SEM) was employed for advanced statistical analysis, and all analyses were conducted using the LISREL software.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFindings\u003c/strong\u003e:The study revealed that psychological resilience in adolescents negatively and indirectly affects ostracism through anhedonia (β = -0.23, p \u0026lt; .05). Furthermore, psychological resilience was found to negatively and indirectly affect adolescents' externalized (β = -0.05, p \u0026lt; .001) and internalized (β = -0.11, p \u0026lt; .001) behaviors through both anhedonia and ostracism. Additionally, it was determined that anhedonia in adolescents positively and indirectly influences externalized (β = 0.11, p \u0026lt; .05) and internalized (β = 0.22, p \u0026lt; .05) behaviors through ostracism.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: The findings of the study indicate that psychological resilience in adolescents negatively affects anhedonia, internalized behaviors, and externalized behaviors. Additionally, anhedonic behaviors positively influence ostracism, and ostracism positively affects both internalized and externalized behaviors. Furthermore, the results suggest that psychological resilience indirectly and positively influences ostracism through anhedonia, while it indirectly and negatively affects internalized and externalized behaviors through both anhedonia and ostracism. Based on the findings, it is recommended to implement structured resilience education within school settings. Additionally, the development of targeted educational programs aimed at enhancing adolescents’ psychological resilience may contribute significantly to both individual and societal well-being, thereby playing a preventive role against potential future psychological and social challenges.\u003c/p\u003e","manuscriptTitle":"The Relationship Between Psychological Resilience and Internalized/Externalized Behaviors in Adolescents: The Mediating Role of Anhedonia and Ostracism","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-25 10:11:46","doi":"10.21203/rs.3.rs-6883326/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2025-07-23T11:54:46+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"91591276264151863377059586310177807559","date":"2025-07-23T11:34:00+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-07-23T03:26:20+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-07-22T16:37:27+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-07-02T10:41:32+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-01T20:56:48+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-07-01T20:53:28+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"3e0c3821-9b6e-42ab-a0e8-f94b47a06889","owner":[],"postedDate":"July 25th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2026-05-04T16:04:58+00:00","versionOfRecord":{"articleIdentity":"rs-6883326","link":"https://doi.org/10.1186/s40359-026-04611-5","journal":{"identity":"bmc-psychology","isVorOnly":false,"title":"BMC Psychology"},"publishedOn":"2026-05-01 15:57:45","publishedOnDateReadable":"May 1st, 2026"},"versionCreatedAt":"2025-07-25 10:11:46","video":"","vorDoi":"10.1186/s40359-026-04611-5","vorDoiUrl":"https://doi.org/10.1186/s40359-026-04611-5","workflowStages":[]},"version":"v1","identity":"rs-6883326","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6883326","identity":"rs-6883326","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}