Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi 1305-2020 Van Yüzüncü Yıl Üniversitesi 10.33711/yyuefd.1806419 Other Fields of Education (Other) Alan Eğitimleri (Diğer) İngilizceyi Yabancı Dil Olarak Öğrenen Türk Çocukların Duygu Düzenlemelerinde Bilinçli Farkındalığın Rolü The Role of Mindfulness in the Emotion Regulation of Turkish EFL Children https://orcid.org/0009-0006-0457-5815 Aydın Seda Nur ULUDAĞ ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, İNGİLİZ DİLİ EĞİTİMİ (YL) (TEZLİ) https://orcid.org/0000-0003-4354-844X Çelik Korkmaz Şule BURSA ULUDAG UNIVERSITY, FACULTY OF EDUCATION 04 24 2026 23 1 73 93 10 18 2025 02 08 2026 Copyright © 2004, Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi 2004 Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi

Nicel aşamanın baskın olduğu bu karma yöntemli çalışma, yabancı dil olarak İngilizce öğrenen çocukların bilinçli farkındalıkları ve duygu düzenlemeleri arasındaki ilişkiyi araştırırken, aynı zamanda olumsuz duygular yaşadıklarında kullandıkları başa çıkma stratejilerini de incelemiştir. Anketlerden elde edilen nicel verilerin korelasyon analizi, bilinçli farkındalık ile hedef odaklı davranış, açıklık, dürtü kontrolü ve uyarlanabilir tekniklerin uygulanması arasında güçlü pozitif korelasyonlar olduğunu göstermiştir. Cinsiyet açısından bulgular, açıklık, hedef belirleme, stratejiler ve kabul gibi kilit alanlara odaklanarak, öğrencilerin, özellikle de kız öğrencilerin duygusal düzenleme becerilerini desteklemeye yönelik müdahale programları geliştirmenin önemini vurgulamıştır. Aynı şekilde, regresyon analizi de katılımcıların duygusal düzenleme zorluklarının bilinçli farkındalık düzeyleri tarafından anlamlı bir şekilde tahmin edildiğini gösterdiği için öğrenciler daha farkındalıklı oldukça, duygularını düzenlemede yaşadıkları zorluklar da azalmaktadır sonucuna varılabilir. Nitel analizlere dayanarak, katılımcılar tarafından müzik dinleme, nefes alma ve arkadaşlarıyla konuşma en sık kullanılan stres azaltma stratejileri olarak bildirilmiştir. Bu nedenle, bu çalışma, öğrencilerin duygularını düzenlemelerine yardımcı olmak ve öğrenmelerinde tam potansiyellerine ulaşmalarını sağlamak için yabancı dil sınıflarına bilinçli farkındalık uygulamalarını entegre etmeyi önermektedir.

This mixed-methods study, with a primary emphasis on the quantitative strand, investigated the relationships between mindfulness and emotion regulation of young English as a foreign language (EFL) learners while also exploring their coping strategies when experiencing negative emotions. The correlational analysis of the quantitative data obtained from the questionnaires demonstrated strong positive correlations between mindfulness and goal-directed behaviour, openness, impulse control, and the application of adaptive techniques. Regarding gender, the findings highlighted the importance of developing targeted interventions to support emotional regulation in learners, especially in females, by focusing on key areas such as clarity, goal setting, strategies, and acceptance. Similarly, the regression analysis indicated that the participants’ emotion regulation (ER) difficulties were significantly predicted by their mindful attention awareness; thus, it can be concluded that the more mindful students become, the less difficulty they experience in regulating their emotions. Based on the qualitative analysis, listening to music, breathing and talking to their friends were reported as the most frequently used stress reduction strategies among the participants. In this sense, the study recommends integrating mindfulness practices into the realms of foreign language classes to help learners regulate their emotions and reach their full potential in their learning.

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