SavedAdd your journal

Journals / Mustafa Kemal Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 10 Sayı: 17

EXAMINATION OF FEAR OF COMPASSION, EMOTIONAL INTELLIGENCE AND LIFE SATISFACTION IN UNIVERSITY STUDENTS

ÜNİVERSİTE ÖĞRENCİLERİNDE ŞEFKAT KORKUSU, DUYGUSAL ZEKÂ VE YAŞAM DOYUMUNUN İNCELENMESİ

Mehmet Alperen Yalçin(MİLLİ EĞİTİM BAKANLIĞI HATAY)0009-0006-2726-2571
Büünyamin Ateş(ERZİNCAN BİNALİ YILDIRIM ÜNİVERSİTESİ)0000-0003-4090-1922
Pages
73–86
Publication Date
2026-07-01
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

However, it was determined that the life satisfaction, fear of compassion and emotional intelligence levels of university students did not differ significantly according to the variable of parents being alive differed in favor of those whose parents were alive and together, and the income level variable differed in favor of high-income levels, and this had a significant effect on the emotional intelligence and life satisfaction levels of university students.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of the study is to examine the relationship between fear of compassion, emotional intelligence and life satisfaction of university students.
📊
Key Findings & Data:The participants of the study consist of 337 university students who are continuing their education in various universities across Turkey in the 2023-2024 academic year. “Fear of Compassion Scale”, “Emotional Intelligence Scale”, “Life Satisfaction Scale” and “Personal Information Form” were used as data collection tools.
💡
Conclusion & Impact:However, it was determined that the life satisfaction, fear of compassion and emotional intelligence levels of university students did not differ significantly according to the variable of parents being alive differed in favor of those whose parents were alive and together, and the income level variable differed in favor of high-income levels, and this had a significant effect on the emotional intelligence and life satisfaction levels of university students.
🔬Design:Modeling & Simulation
📍Scope:2023-2024 Verileri
⚙️Variables:Duygusal Zekâ · Şefkat Korkusu · Yaşam Doyumu

Abstract

The aim of the study is to examine the relationship between fear of compassion, emotional intelligence and life satisfaction of university students. The participants of the study consist of 337 university students who are continuing their education in various universities across Turkey in the 2023-2024 academic year. “Fear of Compassion Scale”, “Emotional Intelligence Scale”, “Life Satisfaction Scale” and “Personal Information Form” were used as data collection tools. The research was conducted with the relational screening model. Since the findings obtained in the study met the normality criteria, they were analyzed with Pearson Product Moment Correlation, Multiple Linear Regression Analysis, Independent Sample t Test, One-Way Multivariate MANOVA methods. According to the analysis results; It was seen that there was a positively significant relationship between life satisfaction and emotional intelligence in university students, a negatively significant relationship between life satisfaction and fear of compassion, and both variables were significant predictors of life satisfaction. However, it was determined that the life satisfaction, fear of compassion and emotional intelligence levels of university students did not differ significantly according to the variable of parents being alive differed in favor of those whose parents were alive and together, and the income level variable differed in favor of high-income levels, and this had a significant effect on the emotional intelligence and life satisfaction levels of university students.

Özet

Araştırmanın amacı üniversite öğrencilerinde şefkat korkusu, duygusal zekâ ve yaşam doyumunun incelenmesidir. Araştırmanın katılımcılarını Türkiye genelinde çeşitli üniversitelerde 2023-2024 eğitim-öğretim yılında eğitimine devam etmekte olan 337 üniversite öğrencisi oluşturmaktadır. Veri toplama araçları olarak “Şefkat Korkusu Ölçeği”, “Duygusal Zekâ Ölçeği”, “Yaşam Doyumu Ölçeği” ve “Kişisel Bilgi Formu” kullanılmıştır. Araştırma, ilişkisel tarama modeli ile yürütülmüştür. Araştırmada elde edilen bulgular normallik ölçülerini karşıladığı için Pearson Momentler Çarpımı Korelasyonu, Çoklu Doğrusal Regresyon Analizi, Bağımsız Örneklem t Testi, Tek Yönlü Çok Değişkenli MANOVA yöntemleri ile analiz edilmiştir. Yapılan analiz sonuçlarına göre; üniversite öğrencilerinde yaşam doyumu ile duygusal zekâ arasında pozitif yönlü anlamlı bir ilişkinin olduğu, yaşam doyumu ile şefkat korkusu arasında ise negatif yönlü anlamlı bir ilişkinin olduğu ve her iki değişkenin de yaşam doyumu üzerinde anlamlı bir yordayıcı olduğu görülmüştür. Bununla birlikte ebeveynlerin hayatta olma durumuna göre ebeveynleri sağ ve birlikte olanların yaşam doyumu ve duygusal zekâ düzeylerinin diğerlerine nazaran anlamlı derecede daha yüksek olduğu, şefkat korkusunun ise diğerlerine nazaran anlamlı derecede daha düşük olduğu tespit edilmiştir.

🔖

Cite This Article

Yalçin, M. A., Ateş, B. (2026). EXAMINATION OF FEAR OF COMPASSION, EMOTIONAL INTELLIGENCE AND LIFE SATISFACTION IN UNIVERSITY STUDENTS. Mustafa Kemal Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 10 Sayı: 17, 73–86. https://doi.org/10.56677/mkuefder.1956053

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (46)

  1. Adalı, T. (2019). Yetişkin bireylerde şefkat korkusu ve bilinçli farkındalık ilişkisi. Psikoloji Dergisi, 25(3), 214-229.
  2. Ateş, B. (2016). Üniversite öğrencilerinde akademik başarının yordayıcısı olarak psikolojik iyi oluş ve sosyal yetkinlik. Elektroni̇k Sosyal Bi̇li̇mler Dergi̇si̇, 15(59), 1203-1214.
  3. Ateş, B. ve Sağar, M.E. (2022). Öğretmen Adaylarında Psikolojik Esnekliğin, Öz-Yeterliğin ve İletişim Becerilerinin Yaşam Doyumu Üzerindeki Yordayıcı Rolü. Cumhuriyet International Journal of Education.
  4. Ciarrochi, J., Chan, A. Y. C., & Caputi, P. (2000). A critical evaluation of the emotional intelligence construct. Personality and Individual Differences, 28(3), 539-561.
  5. Dağlı, A. ve Baysal, N. (2016). Yaşam doyumu ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Elektronik Sosyal Bilimler Dergisi (Electronic Journal of Social Sciences), 15(59), 1250-1262.
  6. Dağlı, A. ve Baysal, N. (2017). Emeklilerin yaşam doyumlarının belirleyicileri. Türk Geriatri Dergisi, 20(3), 155-164.
  7. Delikoyun, B. (2017). Duygusal zekânın psikolojik refah üzerindeki etkileri. Psikolojik Danışma ve Rehberlik Dergisi, 22(2), 145-160.
  8. Deniz, M. E., Özer, E. ve Işık, E. (2013). Duygusal zekâ özelliği ölçeği–kısa formu: Geçerlik ve Güvenirlik Çalışması. Eğitim ve Bilim, 38 (169), 407-419.
  9. Diener, E. (1984). Subjective well-being. Psychological Buletin, 95 (3), 542-575.
  10. Diener, E. D., Emmons, R. A., Larsen, R. J. ve Griffin, S. (1985). The satisfaction with life scale. Journal of personality assessment, 49(1), 71-75.
  11. Diener, E. ve Lucas, R. E. (1999). Personality and subjective well-being. In D. Kahneman, E. Diener, ve N. Schwarz (Eds.), Well-being: The foundations of hedonic psychology (pp. 213-229). Russell Sage Foundation.
  12. Diener, E. ve Ryan, K. (2009). Subjective well-being: A general overview. South African Journal of Psychology, 39(4), 391-406.
  13. Diener, Eve Biswas-Diener, R. (2002). Will money increase subjective well-being? Social Indicators Research, 57(2), 119-169.
  14. Gilbert, P. (2010). Compassion Focused Therapy: Distinctive Features. Routledge.
  15. Gilbert, P., McEwan, K., Gibbons, L., Chotai, S., Duarte, J., Matos, M. (2012), Fears of compassion and happiness in relation to alexithymia, mindfulness and self criticism. Psychology and Psychotherapy, 84, 23
  16. Gilbert, P., McEwan, K., Matos, M. ve Rivis, A. (2011). Fears of compassion: Development of three self‐report measures. Psychology and Psychotherapy: Theory, research and practice, 84(3), 239-255.
  17. Goldin, P. Rve Jazaieri, H. (2017). The compassion-focused model of affect regulation. Journal of Cognitive Psychotherapy, 31(1), 4-16.
  18. Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
  19. İşgör, İ. Y. (2017). Üniversite öğrencilerinde bağlanma stilleri ve akademik başarının merhamet üzerindeki yordayıcı etkisi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 82-99.
  20. Jones, J. D. ve Wessler, S. (2002). Parental influence on the development of children’s social and emotional well-being. Developmental Review, 22(2), 179-203.
  21. Jones, R. Eve Wessler, B. (2002). Parental loss and adolescent adjustment. Journal of Child Psychology and Psychiatry, 43(2), 147-157.
  22. Lazarus, R. S. (1991). Emotion and adaptation. Oxford University Press.
  23. Matos, M., Duarte, C., Duarte, J., Pinto-Gouveia, J. ve Gilbert, P. (2017). The other as shamer scale - 2: Development and validation of a short version of a measure of external shame. Journal of Psychology and Psychotherapy, 7(5), 313-322.
  24. Meriç, F. (2020). Şefkat korkusu, öz-anlayış ve psikolojik dayanıklılık: Okul öncesi eğitime devam eden çocukların ebeveynleri üzerine bir araştırma (Master's thesis, Biruni Üniversitesi Eğitim Bilimleri Enstitüsü).
  25. Moller, D. W. (1996). The relationship between psychological well-being and academic performance in university students. Journal of Educational Psychology, 88(3), 433-447.
  26. Moller, V. (1996). Life satisfaction and expectations for the future in sample of university students: A research note. South African Journal of Sociology, 27 (1), 109-125.
  27. Necef, I. ve Deniz, M. E. (2021). Adaptation of the Fears of Compassion Scale into Turkish: a reliability and validity study. Current Issues in Personality Psychology, 9(1).
  28. Neff, K. D. (2003a). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and identity, 2(2), 85-101.
  29. Neff, K. D. (2003b). The development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223-250.
  30. Neff, K. D. ve Germer, C. K. (2013). A pilot study and randomized controlled trial of the mindful self‐compassion program. Journal of Clinical Psychology, 69(1), 28-44.
  31. Pauley, G. ve McPherson, S. (2010). The experience and meaning of compassion and self-compassion for individuals with depression or anxiety. Psychology and Psychotherapy: Theory, Research and Practice, 83(2), 129-143.
  32. Pavot, W. ve Diener, E. (1993). Review of the satisfaction with life scale. Psychological Assessment, 5(2), 164-172.
  33. Petrides, K. V ve Furnham, A. (2000). On the dimensional structure of emotional intelligence. Personality and Individual Differences, 29(2), 313-320.
  34. Petrides, K. V. ve Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15(6), 425- 448.
  35. Pommier, E. (2011). The compassion scale. Dissertation Abstracts International: Section B: The Sciences and Engineering.
  36. Pommier, E. (2011). The Compassionate Love Scale: Measuring compassionate love for humanity. Unpublished doctoral dissertation, University of Texas, Austin.
  37. Ryan, R. M. ve Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141-166.
  38. Salazar, L. R. (2015). Exploring the relationship between compassinon, closeness, trust, and social support in same-sex friendships. The Journal of Happiness ve Well-Being, 3(1), 15-29.
  39. Salovey, P. ve Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition, and Personality, 9(3), 185-211.
  40. Seligman, M. E. P. ve Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.
  41. Tarhan, N. (2017). Duyguların psikolojisi ve duygusal zekâ. İstanbul: Timaş Yayınları, 22.
  42. Tarhan, N. (2017). Şefkatin psikolojik etkileri üzerine bir araştırma. Klinik Psikiyatri Dergisi, 20(4), 312-319.
  43. Türkiye İstatistik Kurumu (TÜİK). (2023). Yaşam Memnuniyeti Araştırması, 2023. Ankara: TÜİK.
  44. Wickrama, K. A. S., Lorenz, F. O., & Conger, R. D. (2010). The impact of family income on emotional well-being: A longitudinal study. Journal of Family Psychology, 24(4), 518-527.
  45. Wickrama, K. A. S., Lorenz, F. Ove Conger, R. D. (2010). Family factors and the life course. Journal of Marriage and Family, 72(5), 1264-1279.
  46. Ateş, B. (2016). Üniversite öğrencilerinde akademik başarının yordayıcısı olarak psikolojik iyi oluş ve sosyal yetkinlik. Elektroni̇k Sosyal Bi̇li̇mler Dergi̇si̇, 15(59), 1203-1214.