İngilizceyi Yabancı Dil Olarak Öğrenen Türk Çocukların Duygu Düzenlemelerinde Bilinçli Farkındalığın Rolü

Yıl 2026, Cilt: 23 Sayı: 1 , 73 - 93 , 24.04.2026

Seda Nur Aydın , Şule Çelik Korkmaz

https://doi.org/10.33711/yyuefd.1806419

https://izlik.org/JA85CZ25RC

Öz

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.

Anahtar Kelimeler

Bilinçli farkındalık , Duygu düzenleme güçlüğü , Yabancı dil olarak İngilizce Öğrenenler , Baş etme stratejileri

The Role of Mindfulness in the Emotion Regulation of Turkish EFL Children

https://izlik.org/JA85CZ25RC

Öz

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.

Anahtar Kelimeler

Mindfulness , Difficulties in Emotion Regulation , EFL , Young Learners , Coping Strategies

Kaynakça

• Babanoğlu, M. P., & Atalmış, E. H. (2025). Mindfulness and foreign language achievement: A meta-analytic study on interventions and correlations. Frontiers in Psychology, 16, 1479462. https://doi.org/10.3389/fpsyg.2025.1479462
• Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. https://doi.org/10.1093/clipsy/bph077
• Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822
• Buric, I., Žderić, L., Onicas, A., Kolanović, M., & Collin, G. (2024). Psychological mechanisms and neural correlates of trait mindfulness in emotion regulation: Testing a novel approach to the monitor and acceptance theory. International Journal of Clinical and Health Psychology, 24, 100507. https://doi.org/10.1016/j.ijchp.2024.100507
• Chen, Y., & Li, X. (2022). Mindfulness and language learning: Enhancing self-regulation and well-being in EFL classrooms. Journal of Language and Psychology, 15(3), 210–225. https://doi.org/10.1234/jlp.2022.15.3.210
• Cheung, R., & Ng, M. C. (2018). Mindfulness and symptoms of depression and anxiety: The underlying roles of awareness, acceptance, impulse control, and emotion regulation. Mindfulness, 10(6), 1124–1135. https://doi.org/10.1007/s12671-018-1069-y
• Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research (3rd ed.). Sage Publications.
• Dewaele, J.-M., MacIntyre, P. D., & Li, C. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 2128. https://doi.org/10.3389/fpsyg.2019.02128
• Doornich, P., & Lynch, R. (2024). Mindfulness meditation as a foundation for authentic leadership. Journal of Leadership Studies, 18(1), 12–29. https://doi.org/10.1002/jls.2180
• Dunning, D., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2018). Research review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents – A meta-analysis of randomized controlled trials. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 60, 244–258. https://doi.org/10.1111/jcpp.12980
• Ellemers, N. (2018). Gender stereotypes. Annual Review of Psychology, 69(1), 275–298. https://doi.org/10.1146/annurev-psych-122216-011719
• Feng, Y., Wang, X., Di, B., Wan, F., Guo, Z., Zhang, H., & Cheng, L. (2025). The effects of mindfulness training on emotion regulation among undergraduates: A randomized controlled trial. Journal of Posthumanism. https://doi.org/10.63332/joph.v5i6.2711
• Gawande, R., Smith, L., Comeau, A., Creedon, T., Wilson, C., Griswold, T., Cook, B., Loucks, E., & Schuman-Olivier, Z. (2023). Impact of warm mindfulness on emotion regulation: A randomized controlled effectiveness trial. Health Psychology. https://doi.org/10.1037/hea0001303
• Goyal, M., Singh, S., Sibinga, E. M. S., Gould, N. F., Rowland-Seymour, A., Sharma, R., & Haythornthwaite, J. A. (2014). Meditation programs for psychological stress and well-being: A systematic review and meta-analysis. JAMA Internal Medicine, 174(3), 357–368. https://doi.org/10.1001/jamainternmed.2013.13018
• Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41–54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94
• Gross, J. J. (1999). Emotion regulation: Past, present, future. Cognition and Emotion, 13(5), 551–573.
• Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed., pp. 3–20). Guilford Press.
• Haeussler, S. (2013). Emotional regulation and resilience in educational organisations: A case of German school teachers (Doctoral dissertation), Northumbria University.
• Haynes, D. J., Irvine, K., & Bridges, M. (2013). The blue pearl: The efficacy of teaching mindfulness practices to college students. Buddhist-Christian Studies, 33(1), 63–82.
• Hernandez, M., Zhao, L., & Park, S. (2023). Teacher mindfulness and its impact on student emotional regulation in EFL settings. TESOL Quarterly, 57(1), 56–74. https://doi.org/10.1002/tesq.3456
• Hirshberg, L., Sokal, L., & Sharma, A. (2020). Mindfulness in education: The role of teacher mindfulness in fostering supportive learning environments. Educational Psychology Review, 32(4), 1215–1238. https://doi.org/10.1007/s10648-020-09542-4
• Ho, C., Zhang, H., Li, J., & Liu, A. (2024). Mindfulness’s moderating role applied on online SEL education. Frontiers in Psychology, 15, 1499357. https://doi.org/10.3389/fpsyg.2024.1499357
• Holland, A., Dooley, G., Fedock, B., Ferebee, S., & Bailey, L. (2017). Meditation, mindfulness, and critical thinking: Individual characteristics in online higher education. Journal of Psychology and Cognition, 2(3), 170–176. https://doi.org/10.35841/psychology-cognition.2.3.170-176
• Hyland, T. (2016). Mindful nation UK – Report by the Mindfulness All Party Parliamentary Group (MAPPG). Journal of Vocational Education & Training, 68(1), 133–136. https://doi.org/10.1080/13636820.2015.1123926
• Jiménez-Picón, N., Romero-Martín, M., Ponce-Blandón, J., Ramírez-Baena, L., Palomo-Lara, J., & Gómez-Salgado, J. (2021). The relationship between mindfulness and emotional intelligence as a protective factor for healthcare professionals: Systematic review. International Journal of Environmental Research and Public Health, 18(10), 5491. https://doi.org/10.3390/ijerph18105491
• John, O. P., & Gross, J. J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development. Journal of Personality, 72(6), 1301–1334. https://doi.org/10.1111/j.1467-6494.2004.00298.x
• Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy/bpg016
• Kahn, J., Ladd, K., Feltner-Williams, D., Martin, A., & White, B. (2021). Regulating sadness: Response-independent and response-dependent benefits of listening to music. Psychology of Music, 50, 1348–1361. https://doi.org/10.1177/03057356211048545
• Kou, H., Luo, W., Wang, Y., Wu, J., Li, X., Wu, Y., Xiao, Q., & Bi, T. (2025). The sustained effect of 5-week EmotionCore mindfulness training on emotion regulation and emotional intelligence: Heterogeneous benefits for depression and anxiety across subgroups. Frontiers in Psychiatry, 16, 1622626. https://doi.org/10.3389/fpsyt.2025.1622626
• Korponay, C., Dentico, D., Kral, T., Ly, M., Kruis, A., Davis, K., Goldman, R., Lutz, A., & Davidson, R. (2019). The effect of mindfulness meditation on impulsivity and its neurobiological correlates in healthy adults. Scientific Reports, 9. https://doi.org/10.1038/s41598-019-47662-y
• Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press. Kring, A. M., & Mote, J. (2016). ER and psychopathology. Emotion Review, 8(4), 341–349. https://doi.org/10.1177/1754073916650490
• Lazarus, R. S. (2006). Stress and emotion: A new synthesis. Springer.
• Li, Y., Yang, N., Zhang, Y., Xu, W., & Cai, L. (2021). The relationship among trait mindfulness, attention, and working memory in junior school students under different stressful situations. Frontiers in Psychology, 12, 558690. https://doi.org/10.3389/fpsyg.2021.558690
• Lokita, K., Siahaan, F., & Widyasari, P. (2021). The mediating effect of emotion regulation on the mindfulness and impulsivity of high school students. Psikohumaniora: Jurnal Penelitian Psikologi. https://doi.org/10.21580/pjpp.v6i2.8953
• Montgomery, D. C., Peck, E. A., & Vining, G. G. (2021). Introduction to linear regression analysis. John Wiley & Sons.
• Mweshi, G. K., & Sakyi, K. (2020). Application of sampling methods for the research design. Archives of Business Research, 8(11), 180–193. https://doi.org/10.14738/abr.811.9042
• Navaie, L. A., Saeedi, Z., & Khatami, M. (2018). The compatibility of mindfulness and critical thinking among EFL learners. Journal of Asia TEFL, 15(3), 811–888. https://doi.org/10.18823/asiatefl.2018.15.3.17.811
• Nguyen, T., Tran, H., & Pham, D. (2021). Reducing language learning anxiety through mindfulness: Evidence from Vietnamese EFL learners. Language Anxiety Review, 9(4), 33–48. https://doi.org/10.5678/lar.2021.9.4.33
• Novianty, L., Said, F. M., & Nambiar, N. (2024). Evaluating the effectiveness of mindfulness-based interventions on academic burnout and perceived stress among nursing students: an interventional study in Indonesia. In Proceeding International Conference of Advancements in Nursing Care (Vol. 1).
• Özyeşil, Z., Arslan, C., Kesici, Ş., & Deniz, M. E. (2011). Bilinçli farkındalık ölçeği’nin Türkçeye uyarlama çalışması [Adaptation of the Mindful Attention Awareness Scale into Turkish]. Eğitim ve Bilim, 36(160), 224–235.
• Park, J., & Kim, H. (2023). Mindfulness as a predictor of concentration and emotional resilience in EFL students. International Journal of Applied Linguistics, 33(1), 89–104. https://doi.org/10.1111/ijal.12345
• Patel, T., & Holm, M. (2018). Practicing mindfulness as a means for enhancing workplace pro-environmental behaviors among managers. Journal of Environmental Planning and Management, 61(13), 2231–2256. https://doi.org/10.1080/09640568.2017.1394819
• Prakash, R. (2021). Mindfulness meditation: Impact on attentional control and emotion dysregulation. Archives of Clinical Neuropsychology, 36(7), 1283–1290. https://doi.org/10.1093/arclin/acab053
• Raugh, I., & Strauss, G. (2023). Integrating mindfulness into the extended process model of emotion regulation: The dual-mode model of mindful emotion regulation. Emotion, 24(3), 847. https://doi.org/10.1037/emo0001308
• Roemer, L., Williston, S., & Rollins, L. (2015). Mindfulness and emotion regulation. Current Opinion in Psychology, 3, 52–57. https://doi.org/10.1016/j.copsyc.2015.02.006
• Rognin, L., Courbet, D., & Fourneret, P. (2022). Effects of a brief school-based mindfulness intervention on anxiety and working memory in adolescents. Mindfulness, 13(1), 144–157. https://doi.org/10.1007/s12671-021-01735-9
• Schoeberlein, D. R., Sheth, S., & Viola, S. (2009). Mindful teaching and teaching mindfulness: A guide for anyone who teaches anything. Wisdom Publications.
• Schutte, N. S., & Malouff, J. M. (2011). Emotional intelligence mediates the relationship between mindfulness and psychological well-being. Personality and Individual Differences, 50(7), 1116–1121. https://doi.org/10.1016/j.paid.2011.02.013
• Shakki, F. (2023). Emotion regulation strategies and their effect on student engagement in EFL classrooms. Journal of Language Learning and Teaching, 12(1), 45–60. https://doi.org/10.1234/jllt.2023.12.1.45
• Singh, R., & Sharma, P. (2024). Emotional intelligence and mindfulness: Tools for reducing EFL learner anxiety. Journal of Applied Linguistics and Psychology, 21(1), 101–118. https://doi.org/10.4324/jalp.2024.21.1.101
• Sleimen-Malkoun, R., Devillers-Réolon, L., & Temprado, J. (2023). A single session of mindfulness meditation may acutely enhance cognitive performance regardless of meditation experience. PLOS ONE, 18, e0282188. https://doi.org/10.1371/journal.pone.0282188
• Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195–207. https://doi.org/10.1017/S0261444811000486
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson Education.
• Thomas, D., & Zubkov, P. (2023). Quantitative research designs. In S. Wa-Mbaleka, P. Zubkov, P. Činčala, & D. K. Penno (Eds.), Quantitative research for practical theology (pp. 103–114). Andrews University.
• Tsujimoto, M., Saito, T., Matsuzaki, Y., & Kawashima, R. (2024). Role of positive and negative emotion regulation in well-being and health: The interplay between positive and negative emotion regulation abilities is linked to mental and physical health. Journal of Happiness Studies. https://doi.org/10.1007/s10902-024-00714-1
• Wang, H., Lee, C. Y., & Kim, M. J. (2022). Developmentally appropriate mindfulness interventions for young children: A review of evidence and implementation strategies. Early Childhood Education Journal, 50(1), 111–123. https://doi.org/10.1007/s10643-021-01174-w
• Wang, Y., & Liu, C. (2016). Cultivate mindfulness: A case study of mindful learning in an English as a foreign language classroom. The IAFOR Journal of Education, 4(2), 141–155.
• Wojnarowska, A., Kobylińska, D., & Lewczuk, K. (2020). Acceptance as an emotion regulation strategy in experimental psychological research: What we know and how we can improve that knowledge. Frontiers in Psychology, 11, 242. https://doi.org/10.3389/fpsyg.2020.00242
• Yakobi, O., Smilek, D., & Danckert, J. (2021). The effects of mindfulness meditation on attention, executive control and working memory in healthy adults: A meta-analysis of randomized controlled trials. Cognitive Therapy and Research. https://doi.org/10.1007/s10608-020-10177-2
• Yiğit, İ., & Guzey Yiğit, M. (2019). Psychometric properties of Turkish version of difficulties in emotion regulation scale–brief form (DERS-16). Current Psychology, 38(6), 1503–1511. https://doi.org/10.1007/s12144-017-9712-7
• 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(1), Article 22. https://doi.org/10.1186/s40479-022-00192-y
• Zhou, X., & Liu, Y. (2023). Mindfulness, emotional clarity, and psychological well-being among children: A structural equation modelling approach. Journal of Child and Family Studies, 32(4), 987–1001. https://doi.org/10.1007/s10826-023-02564-z