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Zihniyet Önemlidir: Pozitif ve Manevi Psikoloji Müdahaleleriyle İngilizce Öz Yeterliğinin Geliştirilmesi

Year 2025, Volume: 13 Issue: 3, 1295 - 1336
https://doi.org/10.46778/goputeb.1716296

Abstract

Bu çalışma, duygusal ve manevi temelli müdahalelerin öğrencilerin İngilizce öz yeterliklerini ve bütüncül gelişimlerini nasıl etkilediğini inceleyerek pozitif ve manevi psikolojinin dil eğitimi ile kesişimini araştırmaktadır. On dokuz lise son sınıf öğrencisi, pozitif psikoloji ilkeleri ile şükran mektupları, içsel yolculuk yazıları ve iş birliğine dayalı görevler gibi maneviyat temelli yansıtıcı etkinlikleri içeren altı haftalık bir müdahale programına katılmıştır. Bu etkinlikler, dil öğrenme sürecinde öz farkındalık, umut, dayanıklılık, empati ve anlam oluşturma becerilerini geliştirmeyi amaçlamıştır. Araştırma, tek gruplu öntest-sontest yarı deneysel desen ile keşifsel bir durum çalışması olarak yürütülmüştür. İngilizce ile İlgili Öz Yeterlilik İnancı Ölçeği kullanılarak toplanan nicel veriler, dört temel dil becerisinin tamamında istatistiksel olarak anlamlı kazanımlar olduğunu ortaya koymuştur (t(18) = 6.38, p < .001) ve ortalama puan 3.12'den 3.87'ye yükselmiştir. Padlet aracılığıyla elde edilen tamamlayıcı nitel veriler, öğrencilerin duygusal farkındalık, motivasyon ve özgüvenlerinde artış olduğunu göstermiştir. Bulgular, yabancı dil sınıflarında duygusal ve manevi açıdan temellendirilmiş pedagojinin dönüştürücü potansiyelini ortaya koymaktadır. Bu tür uygulamalar, yalnızca dilsel yeterliği geliştirmekle kalmayıp, duygusal iyi oluşu desteklemekte, dil kaygısını azaltmakta ve kişisel gelişimi teşvik etmektedir. Çalışma, duygusal açıdan zenginleştirici uygulamaların dil öğretimine entegre edilmesinin önemini vurgulamakta ve boylamsal desenler kullanılarak daha geniş ve çeşitli örneklemlerle yürütülecek araştırmaların gerekliliğine işaret etmektedir.

Ethical Statement

Etik kurul onayı Manisa Celal Bayar Üniversitesi Sosyal ve Beşerî Bilimler Etik Kurulu'ndan alınmıştır (Onay Tarihi: 24.03.2025, Onay Numarası: E--050.01-979967).

Thanks

Yazar, bu çalışmaya katılan öğrencilerine ve de program tasarlanmasında geri dönüt sağlayan akademisyen arkadaşlarına teşekkür eder.

References

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Mindset Matters: Enhancing English Self-Efficacy through Positive and Spiritual Psychology Interventions

Year 2025, Volume: 13 Issue: 3, 1295 - 1336
https://doi.org/10.46778/goputeb.1716296

Abstract

This study explores the intersection of positive and spiritual psychology with language education by examining how emotionally and spiritually grounded interventions affect students' English self-efficacy and holistic development. Nineteen senior high school students participated in a six-week intervention program that incorporated positive psychology principles and spirituality-based reflective activities, including gratitude letters, inner journey writing, and collaborative tasks. These activities aimed to cultivate self-awareness, hope, resilience, empathy, and meaning-making within the language learning process. The research adopted an exploratory case study framework with a one-group pretest-posttest quasi-experimental design. Quantitative data were gathered using the English-Related Self-Efficacy Belief Scale, revealing statistically significant gains across all four core language skills (t (18) = 6.38, p < .001), with the mean score increasing from 3.12 to 3.87. Complementary qualitative data, collected via Padlet, indicated enhanced emotional awareness, motivation, and learner confidence. Findings reveal the transformative potential of affective and spiritually informed pedagogy in foreign language classrooms. In addition to improving linguistic competence, such practices support emotional well-being, reduce language anxiety, and promote personal growth. The study also highlights the importance of integrating emotionally enriching practices into language teaching and recommends further research with larger and more diverse samples using longitudinal designs.

Ethical Statement

Ethical approval was obtained from Manisa Celal Bayar University Social and Humanities Ethics Committee, Türkiye (Approval Date: 24.03.2025, Approval Number: E--050.01-979967).

Thanks

The author would like to thank the students who participated in this study and her fellow academics who provided feedback on the design of the program.

References

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  • Alrabai, F. (2022). The role of mixed emotions in language learning and teaching: A positive psychology teacher intervention. System, 107, 102821.
  • Aydın, S., & Tekin, I. (2023). Positive psychology and language learning: A systematic scoping review. Review of Education, 11(3), p.3420. https://doi.org/10.1002/rev3.3420
  • Baysal, M. (2022). Positive psychology and spirituality: A review study. Spiritual Psychology and Counseling, 7(3), 359-388. https://doi.org/10.37898/spc.2022.7.3.179
  • Boniwell, I., Osin, E. N., & Martinez, C. (2015). Teaching happiness at school: Non-randomised controlled mixed-methods feasibility study on the effectiveness of personal Well-Being lessons. The Journal of Positive Psychology, 11(1), 85–98. https://doi.org/10.1080/17439760.2015.1025422.
  • Brunzell, T., Waters, L., & Stokes, H. (2015). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 85(1), 3–9. https://doi.org/10.1037/ort0000048.
  • Byrd, D., & Abrams, Z. (2022). Applying positive psychology to the L2 classroom: Acknowledging and fostering emotions in L2 writing. Frontiers in Psychology, 13, 925130. https://doi.org/10.3389/fpsyg.2022.925130.
  • Budzińska, K., & Majchrzak, O. (Eds.). (2021). Positive psychology in second and foreign language education. Springer.
  • Butler, J., & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3), 1–48. https://doi.org/10.5502/ijw.v6i3.526
  • Caner-Yıldırım, S. (2023). Effects of different positive psychology perspectives on second language acquisition, Inonu University Journal of the Faculty of Education, 24(2), 730-744. https://doi.org/10.17679/inuefd.1246973
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Details

Primary Language English
Subjects Psychological Foundations of Education, Other Fields of Education (Other), Specialist Studies in Education (Other)
Journal Section Articles
Authors

Ayşe Zambak 0000-0003-1386-9920

Early Pub Date September 20, 2025
Publication Date October 4, 2025
Submission Date June 9, 2025
Acceptance Date August 4, 2025
Published in Issue Year 2025 Volume: 13 Issue: 3

Cite

APA Zambak, A. (2025). Mindset Matters: Enhancing English Self-Efficacy through Positive and Spiritual Psychology Interventions. International Journal of Turkish Education Sciences, 13(3), 1295-1336. https://doi.org/10.46778/goputeb.1716296