eujef Erzincan Üniversitesi Eğitim Fakültesi Dergisi 2148-7758 2148-7510 Erzincan Binali Yıldırım Üniversitesi 10.17556/erziefd.1582370 School Counseling Psychological Foundations of Education Okul Psikolojik Danışmanlığı Eğitimin Psikolojik Temelleri The Mediator Role of Mindfulness Between Social Emotional Learning and Mental Health Problems Bilinçli Farkındalığın Sosyal Duygusal Öğrenme ve Ruh Sağlığı Sorunları Arasındaki Aracılık Rolü https://orcid.org/0000-0002-1042-1920 Kaşıkcı Furkan ANKARA ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ FAKÜLTESİ https://orcid.org/0000-0002-7122-9289 Korkmaz Burak Can Aile ve Sosyal Hizmetler Bakanlığı 03 31 2025 27 1 117 125 11 10 2024 02 05 2025 Copyright © 1999, Erzincan Üniversitesi Eğitim Fakültesi Dergisi 1999 Erzincan Üniversitesi Eğitim Fakültesi Dergisi

This article investigated how mindfulness mediates the association between social-emotional learning (SEL) and mental health problems. The participants were 470 university students at the department of classroom teaching, guidance and psychological counseling, preschool, and special education departments. 285 of them were females (60.6%) and 185 of them were males (39.4%), between the age of 18 to 23 (SD=1.29). Social Emotional Learning Scale for Adolescents, Conscious Awareness Scale, and General Health Questionnaire were used for data collection. This study employed Hayes's regression-based Model 4 mediation analysis to test how mindfulness mediates the relationship between SEL and mental health problems. The study found that SEL significantly predicted fewer mental health problems. Moreover, this study suggested that mindfulness plays a mediating role between SEL and mental health problems. Taken all together, the study revealed significant direct and indirect effects of SEL on mental health problems. According to findings, incorporating SEL and mindfulness into psychosocial support programs for university students can be effective in alleviating mental health problems. This study highlighted the protective role of mindfulness-based SEL practices on mental health.

Bu çalışmada, sosyal duygusal öğrenme (SDÖ) ile ruh sağlığı sorunları arasındaki ilişkide bilinçli farkındalığın aracılık rolünün incelenmesi amaçlanmıştır. Araştırmaya 285 kadın (%60,6) ve 185 erkek (%39,4) olmak üzere toplam 470 üniversite öğrencisi katılmıştır. Okul öncesi, rehberlik ve psikolojik danışmanlık, özel eğitim ve sınıf öğretmenliği bölümlerinde öğrenim gören katılımcıların yaşları 18 ile 23 arasındadır (SD=1,29). Çalışmanın veri toplama aşamasında Ergenler İçin Sosyal Duygusal Öğrenme Ölçeği, Bilinçli Farkındalık Ölçeği ve Genel Sağlık Anketi uygulanmıştır. SDÖ ile ruh sağlığı sorunları arasında bilinçli farkındalığın aracılık rolünü test etmek amacıyla Hayes'in regresyon tabanlı Model 4 aracılık analizi kullanılmıştır. Bu çalışma SDÖ'nün üniversite öğrencilerinde ruh sağlığı sorunlarını azalttığını ileri sürmektedir. Dahası, bilinçli farkındalığın SDÖ ile ruh sağlığı sorunları arasındaki aracılık rolü doğrulanmıştır. Tüm bunlar bir arada ele alındığında, bu çalışma SDÖ'nün ruh sağlığı sorunları üzerinde anlamlı doğrudan ve dolaylı etkileri olduğunu ortaya koymaktadır. Bu bulgulara göre SDÖ ve bilinçli farkındalığı üniversite öğrencileri için psikososyal destek programlarına dahil etmek, ruh sağlığı sorunlarını hafifletmede etkili olabilir. Bu çalışma kapsamında bilinçli farkındalık temelli SDÖ uygulamalarının ruh sağlığı üzerindeki koruyucu rolü vurgulanmıştır.

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