Determination of self-regulation, life satisfaction and mindfulness levels of young people preparing for university entrance exam (YKS) in the context of soft skills

Year 2025, Volume: 15 Issue: ISRIS 2025, 591 - 620, 31.07.2025

Derya Kaya , Emine Özlem Yiğit

https://doi.org/10.48146/odusobiad.1726152

Abstract

Soft skills are the intrapersonal and interpersonal skills necessary for personal development and social participation (Kechagias, 2011). These are essential components that citizens need in a rapidly changing and highly interconnected world. In this study, we selected two intrapersonal skills that are essential for young people's success both at school and at work and aimed to determine the predictive power of these skills on life satisfaction. Self-regulation is one of them. It has a central role in sustaining both academic and non-academic outcomes, and life satisfaction is one of these positive non-academic outcomes (Holliman et al., 2021). Self-regulation is related to the self and requires a conscious awareness in the context of the self. The sample of the study consisted of 169 students preparing for the university entrance exam in a municipal library in the capital of Turkey. Self-regulation (Arslan & Gelişli, 2015), life satisfaction (Köker, 1991) and mindfulness (Özyeşil et al., 2011) scales were used in the data collection process. In this study, it was determined that there was a positive relationship between self-regulation, life satisfaction and mindfulness levels of young people preparing for the university entrance exam, and it was revealed that having high levels of self-regulation and mindfulness skills was one of the predictors of life satisfaction.

Keywords

Soft skills , YKS , self-regulation , life satisfaction , mindfulness

Üniversite sınavına (YKS) hazırlanan gençlerin soft becerı̇lerı̇ bağlamında öz düzenleme, yaşam doyumu ve bilinçli farkındalık düzeylerinin belirlenmesi

Abstract

Soft beceriler, kişisel gelişim ve sosyal katılım için gerekli olan içsel ve kişiler arası becerilerdir (Kechagias, 2011). Bunlar, hızla değişen ve birbirine son derece bağlı bir dünyada vatandaşların ihtiyaç duyduğu temel bileşenlerdir. Bu çalışmada, gençler için hem okulda hem de işte başarı için temel olan iki içsel beceri seçilerek bu becerilerin yaşam doyumu üzerine yordayıcılığının belirlenmesi amaçlanmıştır. Öz düzenleme bunlardan biridir. Hem akademik hem de akademik olmayan sonuçların sürdürülmesinde merkezi bir role sahiptir ve yaşam memnuniyeti bu olumlu akademik olmayan sonuçlardan biridir (Holliman ve diğ., 2021). Öz düzenleme benlikle ilgilidir ve benlik bağlamında bilinçli bir farkındalık gerektirir. Çalışmanın örneklemini, Türkiye'nin başkentindeki bir belediye kütüphanesinde üniversite giriş sınavına hazırlanan 169 öğrenciden oluşmaktadır. Veri toplama sürecinde öz-düzenleme (Arslan ve Gelişli, 2015), yaşam doyumu (Köker, 1991) ve bilinçli farkındalık (Özyeşil vd., 2011) ölçekleri kullanılmıştır. Bu çalışmada, üniversite giriş sınavına hazırlanan gençlerin öz-düzenleme, yaşam doyumu ve bilinçli farkındalık düzeyleri arasında pozitif bir ilişki olduğu belirlenmiş ve öz düzenleme ve bilinçli farkındalık becerilerine yüksek düzeyde sahip olmanın yaşam duyumunun yordayıcılarından biri olduğu ortaya konulmuştur.

Keywords

Yumuşak beceriler , YKS , öz düzenleme , yaşam memnuniyeti , bilinçli farkındalık

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