Depresyon ve Mental İyi Oluş Arasındaki İlişkide Sosyal-Duygusal Öğrenme Becerilerinin Aracı Rolü

Abstract

İyi oluş, mental iyi oluş halini de kapsayan geniş boyutlu ve çok yönlü bir kavram olarak dünyanın farklı bölgelerindeki çalışmacılar için ilgi çeken bir çalışma alanı olmuştur. Bu çalışma, uygun örnekleme yöntemiyle ulaşılmış bir grup üniversite öğrencisi üzerinde depresyon, sosyal-duygusal öğrenme becerileri ve mental iyi oluş arasındaki incelemeyi amaçlamaktadır. Çalışmanın örneklemini 151’i (%63.29) kadın olmak üzere devlet okulunda öğrenim gören 237 lisans öğrencisi oluşturmaktadır. Sonuçlar, sosyal-duygusal öğrenme becerilerinin depresyon ve mental iyi oluş arasındaki ilişkide kısmi aracılık rolünün olduğunu göstermiştir. Bulgular, sosyal-duygusal öğrenme becerilerinin depresyon semptomlarına bağlı olarak ortaya çıkan düşük mental iyi oluşta koruyucu bir faktör olduğuna işaret etmektedir. Hipotez edilen model, mental iyi oluştaki varyansın %32’sini açıklamıştır. Bulgular ilgili literatür göz önünde bulundurularak tartışılmıştır. Bu çalışma, literatürde var olan bilgileri mevcut çalışma sonuçlarıyla sentezleyerek mental iyi oluş alanındaki araştırma ve uygulamalara temel oluşturmayı ve bu alandaki çalışmaları daha ileriye taşımayı amaçlamaktadır.

Keywords

• mental iyi oluş
• sosyal duygusal öğrenme becerileri
• depresyon
• üniversite
• aracılık

The Mediator Role of Social-emotional Learning Skills in the Relationship Between Depression and Mental Well-being

Abstract

Well-being is a multifaceted concept encompassing a broad spectrum of dimensions, including mental well-being, which has been an appealing area of study for scholars from different parts of the world. The current study aims to explore the relationship among depression, social-emotional learning skills, and mental well-being in a conveniently selected sample of college students. The sample consisted of 237 public school undergraduate students, of whom 151 (63.29%) were women. The results indicated that social-emotional learning skills partially mediated the relationship between depression and mental well-being. The findings show that social-emotional learning skills pose a protective factor against lower levels of mental well-being occurring as the result of depressive symptoms. The overall model explained 32% of variance in mental well-being. Findings were discussed in the light of the relevant literature. Through synthesizing current literature knowledge and results derived, this study aims to provide a foundation for further research and practice that promotes mental well-being.

Keywords

• mental well-being
• social emotional learning skills
• depression
• college
• mediation

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