Bilinçli Farkındalıktan Öğrenilmiş Güçlülüğe: Psikolojik Esneklik ve Umudun Aracı Rolleri

Abstract

Bu çalışma, bilinçli farkındalık ile öğrenilmiş güçlülük arasındaki ilişkide psikolojik esneklik ve umudun aracı etkilerini inceleyerek öğrenilmiş güçlülüğü açıklayan bir model oluşturmayı amaçlamıştır. Çalışmanın örneklemi, üç aşamalı tabakalı tesadüfi küme örnekleme yöntemiyle seçilen 908 Türk üniversite öğrencisinden (507 kadın, 401 erkek) oluşmuştur. Veriler Rosenbaum Öğrenilmiş Güçlülük Ölçeği, Bilinçli Farkındalık Ölçeği, Psikolojik Esneklik Ölçeği, Sürekli Umut Ölçeği ve Kişisel Bilgi Formu kullanılarak toplanmıştır. Ölçme araçlarının geçerlik ve güvenirliği doğrulandıktan sonra paralel aracılık modeli test edilmiştir. Bulgular, bilinçli farkındalığın öğrenilmiş güçlülüğü hem doğrudan hem de psikolojik esneklik ve umut aracılığıyla dolaylı olarak anlamlı ve olumlu yönde etkilediğini ortaya koymuştur. Ayrıca, yüksek bilinçli farkındalık düzeylerinin psikolojik esneklik ve umudu artırarak bireylerin uyum sağlayıcı başa çıkma stratejilerini ve öğrenilmiş güçlülüklerini geliştirdiği belirlenmiştir. Bulgular, eğitim ve ruh sağlığı müdahalelerinde bilinçli farkındalık, psikolojik esneklik ve umudun desteklenmesinin öğrenilmiş güçlülüğü artırmada önemli olduğunu vurgulamaktadır.

Keywords

• Öğrenilmiş güçlülük
• bilinçli farkındalık
• psikolojik esneklik
• umut
• üniversite öğrencileri

From Mindfulness to Learned Resourcefulness: The Mediating Roles of Psychological Flexibility and Hope

Abstract

Amidst a time characterized by extensive stress and challenges, comprehending the mechanisms underlying learned resourcefulness is important for improving individuals' capacity to cope with stress. Developing a model for explaining learned resourcefulness is needed to uncover how variables like mindfulness, psychological flexibility, and hope contribute to adaptive coping strategies. Therefore, the aim of this study was to develop a model to explain learned resourcefulness. The study sample comprised 908 (507 females and 401 males) Turkish college students who were selected using a three-stage stratified random cluster sampling method. Rosenbaum Learned Resourcefulness Scale, Mindful Attention Awareness Scale, Psychological Flexibility Scale, Dispositional Hope Scale and Personal Information Form were used as data collection tools. After establishing the reliability and validity of measurement tools, the parallel mediation model was tested. There were statistically significant and positive correlations among all variables. The proposed learned resourcefulness model was confirmed by demonstrating that psychological flexibility and hope played mediation roles in relationship between mindfulness and learned resourcefulness.

Keywords

• learned resourcefulness
• mindfulness
• psychological flexibility
• hope
• college students

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