EXPLORING THE RELATIONSHIP BETWEEN MINDFULNESS AND SUBJECTIVE WELL BEING LEVELS OF PRE-ADOLESCENTS

Abstract

This study aims to investigate the relationship between mindfulness and subjective well-being levels of pre-adolescents. The study was carried out in a sample of 487 pre-adolescents (243 girls and 244 males) who voluntarily participated in the research. Multidimensional Students’ Life Satisfaction Scale, Positive and Negative Experience Child and Adolescents Mindfulness Measure forms were used to conduct the research. Independent t-test, ANOVA, and Pearson correlation coefficient analyses were employed to examine the relationships between variables. The results revealed males’ mindfulness and family satisfaction levels seemed to be higher than girls’ levels whereas girls’ negative emotions and school satisfaction levels were seemed to be higher than males’ levels. Moreover, older pre-adolescents’ school satisfaction levels found to be lower than younger preadolescents’ levels. Correlation analysis indicated that there is a statistically moderate positive relationship between mindfulness and wellbeing dimensions of positive emotions and life satisfaction. Also, a moderate negative relationship was found between wellbeing dimension of negative emotions and mindfulness.

Keywords

• Pre-adolescent, mindfulness, subjective well-being, life satisfaction, positive emotions, negative emotions

ERİNLİK DÖNEMİNDEKİ ÇOCUKLARIN FARKINDALIK VE ÖZNEL İYİ OLUŞ DURUMLARININ İNCELENMESİ

Öz

Bu araştırmanın amacı ön ergenlerin farkındalık ile öznel iyi oluş yapıları arasındaki ilişkiyi incelemektir. Ön ergenlerin cinsiyet ve yaş özelliklerinin farkındalık ve öznel iyi oluşlarına etkisine de bakılmıştır. Çalışmaya gönüllü 11-14 yaş aralığında toplam 487 (243 kız 244 erkek) ergen katılmıştır. Veri toplama araçları olarak Çok Boyutlu Öğrenci Yaşam Doyumu Ölçeği, Pozitif ve Negatif Duygu Ölçeği (PNDÖ) ve Çocuk ve Ergenler İçin Bilinçlilik Ölçeği kullanılmıştır. Bağımsız t testi, ANOVA ve korelasyon analizi yapılarak veriler analiz edilmiştir. Elde edilen sonuçlar doğrultusunda, erkeklerin kızlara oranla farkındalık ve aile doyumlarının daha yüksek olduğu; kızların ise olumsuz duygular ve okul doyumu açısından erkeklerden daha yüksek değer aldığı görülmüştür. Yaşa bağlı olarak ise okul doyumunun yaşça büyük ergenlerde daha düşük olduğu tespit edilmiştir. Korelasyon analizi sonucunda ise farkındalık ve öznel iyi oluşun yapıları olan olumlu duygu ve yaşam doyumu seviyeleri arasındaki ilişkinin pozitif yönde orta düzeyde; farkındalık ve olumsuz duygu arasındaki ilişki ise negatif orta düzeyde olduğu bulunmuştur.

Anahtar Kelimeler

• ön ergen
• farkındalık
• yaşam doyumu
• olumlu duygular
• olumsuz duygular

Kaynakça

1. Alçay, E. S. (2019). Ergenlerde problemli internet kullanımı ile bilinçli farkındalık ve öz düzenleme arasındaki ilişkilerin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Akdeniz Üniversitesi, Eğitim Bilimleri Enstitüsü, Antalya.
2. Alfalah, A. A., & Alganem, S. A. (2020). The impact of construal level on happiness, hope, optimism, life satisfaction, and love of life: A longitudinal and experimental study. Australian Journal of Psychology, 72(4), 359–367. https://doi.org/10.1111/ajpy.12297
3. Aymerich, M., Cladellas, R., Castello, A. Casas, F., & Cunill, M. (2021) The evolution of life satisfaction throughout childhood and adolescence: differences in young people’s evaluations according to age and gender. Child Indicators Research 14, 2347–2369. https://doi.org/10.1007/s12187-021-09846-9.
4. Bakosh, L. S., Snow, R. M., Tobias, J. M., Houlihan, J. L., & Barbosa-Leiker, C. (2016). Maximizing mindful learning: Mindful awareness intervention improves elementary school students’ quarterly grades. Mindfulness, 7(1), 59–67. https://doi.org/10.1007/s12671-015-0387-6.
5. Bauer, C. C. C., Caballero, C., Scherer, E., West, M. R., Mrazek, M. D., Phillips, D. T., Whitfield- Gabrieli, S., & Gabrieli, J. D. E. (2019). Mindfulness training reduces stress and amygdala reactivity to fearful faces in middle-school children. Behavioral Neuroscience, 133(6), 569–585. https://doi.org/10.1037/bne0000337
6. Bauer, C. C. C., Rozenkrantz, L., Caballero, C., Nieto-Castanon, A., Scherer, E., West, M. R., Mrazek, M., Phillips, D. T., Gabrieli, J. D. E., & Whitfield-Gabrieli, S. (2020). Mindfulness training preserves sustained attention and resting state anticorrelation between default-mode network and dorsolateral prefrontal cortex: A randomized controlled trial. Human Brain Mapping, 41(18), 5356–5369. https://doi.org/10.1002/hbm.25197
7. Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı (28. Baskı). Ankara: Pegem Akademi.
8. Büyüköztürk Ş, Kılıç Çakmak E, Akgün Ö. E., Karadeniz Ş, & Demirel F. (2020). Eğitimde bilimsel araştırma yöntemleri (29. Baskı). Ankara: Pegem Akademi. Calin, M. F., & Ginara, D. M. (2023). The effects of mindfulness practices on well-being. Technium Social Sciences Journal, 46, 268-278. https://doi.org/10.47577/tssj.v46i1.9358

9. Casas, F., & González-Carrasco, M. (2019). Subjective well-being decreasing with age: new research on children over 8. Child Development, 90(2), 375–394. https://doi.org/10.1111/cdev.13133.
10. Chaplin, T. M., & Aldao, A. (2013). Gender differences in emotion expression in children: A meta-analytic review. Psychological Bulletin, 139(4), 735–765. https://doi.org/10.1037/a0030737.
11. Chatterjee, A., Damodar, S. K., & Hema, M. A. (2021). Influence of positive metacognitions and meta-emotions, and mindfulness on well-being. Indian Journal of Health and Well-being, 12(1), 51-56.
12. Carsley, D., Khoury, B., & Heath, N. L. (2018). Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness, 9(3), 693–707. https://doi.org/10.1007/s12671-017-0839-2.
13. Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). London, Newyork: Routledge.
14. Creswell, J. W. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson.
15. Çatak, P. D. & Ögel, K. (2010). Mindfulness temelli terapiler ve terapötik süreçler. Klinik Psikiyatri, 13, 85-91.
16. Çıkrıkçı, Ö. (2016). The validity and reliability study of Turkish version of child and adolescents mindfulness measure (Camm), Kastamonu Eğitim Dergisi, 24(2), 905-916.
17. Çivitçi, A. (2007). Çokboyutlu öğrenci yaşam doyumu ölçeğinin Türkçe’ye uyarlanması: geçerlik ve güvenirlik çalışmaları. Eurasian Journal of Educational Research, 26, 51-60.
18. Daly, M. (2022). Cross‐national and longitudinal evidence for a rapid decline in life satisfaction in adolescence. Journal of Adolescence, 94(3), 422–434. https://doi.org/10.1002/jad.12037.
19. de Faria, S. R., Pedras, S., Inman, R., Lopes, J. C., & Moreira, P. A. S. (2023). Subjective well- being and school engagement before versus during the COVID-19 pandemic: What good are positive emotions? Journal of Research on Adolescence, 33, 973–985. https://doi.org/10.1111/jora.12853.
20. Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542–575. https://doi.org/10.1037/0033-2909.95.3.542.
21. Diener, E., Oishi, S., & Tay, L. (2018). Advances in subjective well-being research. Nature Human Behaviour, 2, 253–260. https://doi.org/10.1038/s41562-018-0307-6.
22. Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44–51. https://doi.org/10.1037/a0038256.
23. Goldbeck, L., Schmitz, T.G., Besier, T., Herschach, P. & Henrich, G. (2007). Life satisfaction decreases during adolescence. Quality of Life Research 16, 969–979. https://doi.org/10.1007/s11136-007-9205-5.
24. Güldal, Ş., & Satan, A. (2022) The effect of mindfulness based psychoeducation program on adolescents’ character strengths, mindfulness and academic achievement. Current Psychology 41, 6608–6619. https://doi.org/10.1007/s12144-020-01153-w.
25. Hart, R., Ivtza I., & Hart, D. (2013). Mind the gap in mindfulness research: a comparative account of the leading schools of thought. Review of General Psychology, 17(4), 453–466.
26. Huebner, E. S., Hills, K. J., & Jiang, X. (2013). Assessment and promotion of life satisfaction in youth. In Carmel Proctor & P. Alex Linley (Eds). Research, applications, and interventions for children and adolescents: a positive psychology perspective (pp.23-42). New York: Springer.
27. Huppert, F. A., & So, T. T. C. (2013). Flourishing across Europe: Application of a new conceptual framework for defining well-being. Social Indicators Research, 110, 837–861. https://doi.org/10.1007/s11205-011-9966-7.
28. Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York, NY: Hyperion.
29. Kaunhoven, R. J., & Dorjee, D. (2017). How does mindfulness modulate self-regulation in pre- adolescent children? An integrative neurocognitive review. Neuroscience and Biobehavioral Reviews, 74, 163–184. https://doi.org/10.1016/j.neubiorev.2017.01.007.
30. Keyes, C. L. M. (2006). Mental health in adolescence: Is America’s youth flourishing? The American Journal of Orthopsychiatry, 76, 395–402. https://doi.org/10.1037/0002-9432.76.3.395.
31. Kuyumcu, B. & Kabasakaloğlu, A. (2018). Otantik olmanın duyuşsal iyi oluşu (pozitif-negatif duygu durumu) yordama gücü: Türk ve İngiliz üniversite öğrencileri arasında otantik olma ve pozitif-negatif duygu durumu. Yükseköğretim ve Bilim Dergisi, 8(1), 184-193.
32. Langer, E. J. (1989). Mindfulness. Cambridge, MA: Da Capo Press.
33. Langer, E. J. (2005). Well-being: Mindfulness versus positive evaluation. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 214–230). New York, NY: Oxford University Press.
34. Langer, E. (2009). Mindfulness. In Shane J. Lopez. The encyclopedia of positive psychology (pp. 618-622). USA: Wiley-Blackwell.
35. Lee, J., Weiss, A., Ford, C. G., Conyers, D., & Shook, N. J. (2022). The indirect effect of trait mindfulness on life satisfaction through self-esteem and perceived stress. Current Psychology. https://doi.org/10.1007/s12144-021-02586-7. Lewis, A. D., Huebner, E. S., Malone, P. S., & Valois, R. F. (2011). Life satisfaction and student engagement in adolescents. Journal of Youth and Adolescence, 40, 249–262.
36. Li, M., Gu, Y., Ma, Y., Liu, M., & Tang, Y. (2022). Positive emotions, hope, and life satisfaction in Chinese college students: How useful is the broaden-and-build model in studying well- being in victims of intimate partner violence? Journal of Interpersonal Violence, 37(13/14), https://doi.org/10.1177/08862605211005131.
37. Lyons, K. E. & Delange, J. (2016). Mindfulness matters in the classroom: the effects of mindfulness training on brain development and behavior in children and adolescents. In K. A. Schonert-Reichl & R. W. Roeser (Eds.). Handbook of mindfulness in education integrating theory and research into practice (pp.271-284). USA: Springer .
38. Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131, 803-835.
39. Ma, L. & Xiang, Y. (2023). Mindfulness and subjective well-being among Chinese adolescents: a longitudinal study and a weekly diary ınvestigation. Journal of Happiness Studies, https://doi.org/10.1007/s10902-023-00662-2.
40. Martin, K., Huebner, E. S., & Valois, R. V. (2008). Does life satisfaction predict victimization experiences in adolescence? Psychology in the Schools, 45, 705–714.
41. Orben, A., Lucas, R. E., Fuhrmann, D., & Kievit R. A. (2022). Trajectories of adolescent life satisfaction. Royal Society Open Science, 9, 211808. http://doi.org/10.1098/rsos.211808.
42. Özen Koç, Ö., Soysal, S. ve Bilge, F. (2023). Ergenlerde bilinçli farkındalık ve psikolojik iyi oluş arasındaki ilişkide cinsiyetin düzenleyici rolü. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(1), 154-169.
43. Öztekin, C. & Tezer, E. (2009). The role of sense of coherence and physical activity in positive and negative affect of Turkish Adolescents. Adolescence, 44(174), 422-432.
44. Özyeşil Z, Arslan C, Kesici Ş, & Deniz M. E. (2011) Bilinçli farkındalık ölçeği’ni Türkçeye uyarlama çalışması. Eğitim ve Bilim, 36(160).
45. Saha, R., Huebner, E. S., Suldo, S. M., & Valois, R. F. (2010). A longitudinal study of adolescent life satisfaction and parenting. Child Indicators Research, 3, 149–165. https://doi.org/10.1007/s12187-009-9050-x.
46. Sapancı, A. & Bahtiyar, M. (2018). Adil dünya inancı, sürekli umut, pozitif ve negatif duygu durumu ve sosyal yaşamda anlami yordama gücü. Turkish Studies, 13(19), 1537-1549.
47. Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simpleto- administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66. https://doi.org/10.1037/a0038454.
48. Seligman, M. E. P. (2013). Building the state of wellbeing: A strategy for South Australia (Adelaide Thinker in Residence 2012–2013). South Australia: Government of South Australia. Erişim adresi: http://www.thinkers.sa.gov.au/Thinkers/MartinSeligman/default.aspx.
49. Suldo, S. M., & Huebner, E. S. (2004). The role of life satisfaction in the relationship between authoritative parenting dimensions and adolescent problem behavior. Social Indicators Research, 66, 165–195. https://doi.org/10.1023/B:SOCI.0000007498.62080.1e.
50. Patton, G. C., Sawyer, S. M., Santelli, J. S., Ross, D. A., Afifi, R., Allen, N. B., … Viner, R. M. (2016). Our future: A Lancet commission on adolescent health and wellbeing. Lancet, 387(10036), 2423–2478. https://doi.org/10.1016/S0140-6736(16)00579-1 . Porter, B., Oyanadel, C., Saez-Delgado, F., Andaur, A., & Penate, W. (2022). Systematic review of mindfulness-based interventions in child-adolescent population: A developmental perspective. European Journal of Investigation in Health, Psychology and Education, 12(8), 1220–1243. https://doi.org/10.3390/ejihpe12080085.
51. Proctor, C. L., Linley, P. A., & Maltby, J. (2009). Youth life satisfaction: A review of the literature. Journal of Happiness Studies, 10, 583–630.
52. Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Boston: Allyn and Bacon.
53. Tan, J., Yang, W., Ma, H., & Yu, Y. (2016). Adolescents’ core self-evaluations as mediators of the effect of mindfulness on life satisfaction. Social Behaviour and Personality, 44(7), 1115–112, http://dx.doi.org/10.2224/sbp.2016.44.7.1115. Telef, B. B. (2013). Olumlu ve Olumsuz Yaşantı Ölçeği: Ergenler için geçerlilik ve güvenilirlik çalışması. Anatolian Journal of Psychiatry, 14, 62–68. https://doi:10.5455/apd.36692..
54. Telef. B. B. (2014). Ergenlerde olumlu ve olumsuz duygular ile riskli davranışlar arasındaki ilişkinin incelenmesi. Kastamonu Eğitim Dergisi, 22(2), 591-604.
55. Toprak, Z. & Çetiner Bacak, S. (2019). Ortaokul öğrencilerinin duygu düzenleme becerileri ile bilinçli farkındalık düzeyleri arasındaki ilişkinin incelenmesi. Yaşadıkça Eğitim, 33(2), 306-317.
56. Uzun, B., (2020). Farkandalık ve özgüven. Z. Kızıltepe (Ed.), Çocuklarda öz güven hakkında her şey içinde (ss. 49-60) Ankara: Nobel Yayınevi.
57. Uzun, B. & Kral, T. (2021). Fark et, anda kal; namıdiğer Mindfulness: Farkandalık uygulamalarının dünü, bugünü ve kültüre duyarlılığı. International Journal of Science and Education, 4(1), 16-27. https://doi.org/10.47477/ubed.783928.
58. Wang, K., & Kong, F. (2020). Linking trait mindfulness to life satisfaction in adolescents: The mediating role of resilience and self-esteem. Child Indicators Research, 13, 321–335. https://doi.org/10.1007/s12187-019-09698-4.
59. White, M. A. & Murray, A. S. (2015). Building a Positive Institution. In M. A. White & A. Simon Murray (Eds.) Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-being in Schools (pp.1-26). London: Springer.
60. Wu, Y. & Becker, M. (2023). Association between school contexts and the development of subjective well-being during adolescence: a context-sensitive longitudinal study of life satisfaction and school satisfaction. Journal of Youth and Adolescence, 52, 1039–1057, https://doi.org/10.1007/s10964-022-01727-w.
61. Wyn, J. (2007). Learning to “become somebody well”: Challenges for educational policy. Australian Educational Researcher, 34(3), 35–52. https://doi.org/10.1007/BF03216864.
62. Yousefi Afrashteh, M., & Hasani, F. (2022). Mindfulness and psychological well-being in adolescents: the mediating role of self-compassion, emotional dysregulation and cognitive flexibility. Borderline Personality Disorder and Emotion Dysregulation, 9, 22. https://doi.org/10.1186/s40479-022-00192-y.
63. Yüceant, M, Ünlü, H. & Balanlı, O. F. (2019). Üniversitelerin spor yöneticiliği bölümünde öğrenim gören öğrencilerin pozitif ve negatif duygularının farklı değişkenler açısından incelenmesi, Spor ve Performans Araştırmaları Dergisi, 10(1), 69-80. https://doi.org/10.17155/omuspd.427243 .
64. Yüksel-Doğan, R. & Metin, E. N. (2023). Exploring the relationship between mindfulness and life satisfaction in adolescents: the role of social competence and self‑esteem. Child Indicators Research 16, 1453–1473, https://doi.org/10.1007/s12187-023-10028-y .
65. Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 6(2), 290–302. https://doi.org/10.1007/s12671-013-0260-4.