Developing a model related to the learned resourcefulness of faculty of education students

The purpose of this research was to develop a model that explains the learned resourcefulness of the students of the education faculty. In this context, the mediating roles of hope and psychological flexibility in the relationship between mindfulness and learned resourcefulness were investigated. The sample of the study was consisted of 908 students of the education faculties in the city of Izmir. Students were selected by the three-stage stratified random cluster sampling method. In the study, Rosenbaum Learned Resourcefulness Scale, Mindfulness Scale, Hope Scale, Personal Information Questionnaire and Psychological Flexibility Scale with 16 items and five sub-dimensions developed by the researcher were used as data collection tools. The data was analyzed by SPSS 24.0 and Lisrel 8.8 package programs. Structural Equation Modeling was utilized for the analysis of the data. Confirmatory factor analyzes and reliability analyzes were conducted for all measurement tools used in the study. The findings of the study demonstrated that there were statistically significant and positive direct relationship among the mindfulness levels of the education faculty students and their levels of learned resourcefulness, hope and psychological flexibility. In addition, it was found that there were statistically significant and positive direct relationship among the hope and learned resourcefulness levels; psychological flexibility and learned resourcefulness levels. Finally, the proposed learned resourcefulness model was confirmed by demonstrating that hope and psychological flexibility have a full mediation role in the relationship between mindfulness and learned resourcefulness. The findings were discussed in the light of the literature and some suggestions were made for the education faculty students, researchers and the practitioners.