HAYEF: Journal of Education
Research Articles

Examination of Relations Between Self-Compassion and Difficulties in Emotion Regulation of Preservice Teachers

1.

Department of Special Education, Department of Autism Spectrum Disorder Education, Necmettin Erbakan University, Ahmet Keleşoğlu Faculty of Education, Konya, Turkey

2.

Department of Special Education, Yeditepe University, Faculty of Education, İstanbul, Turkey

3.

Department of Guidance and Psychological Counseling, Necmettin Erbakan University, Ahmet Keleşoğlu Faculty of Education, Konya, Turkey

HAYEF: Journal of Education 2023; 20: 32-36
DOI: 10.5152/hayef.2023.67
Read: 2146 Downloads: 708 Published: 07 February 2023

The aim of this study is to examine the relationship between self-compassion and difficulties in emotion regulation of special education preservice teachers. In addition, the predictive effect of special education preservice teachers’ difficulties in emotion regulation on self-compassion was examined. The study group of the research consists of 392 undergraduate students of the Department of Special Education Teaching, 267 women (68.1%) and 125 men (31.9%), who were reached through convenient sampling. The research group is between the ages of 18 and 41 (X = 23.18, standard deviation = 4.38). The data of the research were collected face-to-face through scales. Self-Compassion Scale, Difficulty in Emotion Regulation Scale-Short Form, and Personal Information Form were used as data collection tools. Since the scale scores showed normal distribution, descriptive statistics, t-test, Pearson product–moment correlation coefficient analysis, and simple linear regression analysis methods were used as parametric tests in the analysis of the data. According to the t-test results, the self-compassion scores of the special education preservice teachers. do not differ significantly by gender (t = −.069, p > .05). As a result of the correlation analysis, a highly significant negative correlation was obtained between the self-compassion scores of the special education preservice teachers and their difficulty in emotion regulation scores (r = −.725, p < .05). When the results of the regression analysis were examined, it was determined that the emotion regulation difficulty scores of the special education preservice teachers significantly predicted their self-compassion scores (F1–190 = 431.937, R = .72, R2 = .53, p < .01). The findings obtained in the research were discussed by taking into account.

Cite this article as: Koçak, F., Berman, Z. R., Traş, Z., & Yakıcı, H. B. (2023). Examination of relations between self-compassion and difficulties in emotion regulation of preservice teachers. HAYEF: Journal of Education, 20(1), 32-36.

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