International Students' Perceptions of Social Exclusion and Foreign Language Learning Anxiety: The Role of Resilience and Mindfulness

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dc.contributor.authorTunca, Aslı
dc.contributor.authorBahsi, Niymet
dc.date.accessioned2026-06-19T06:31:59Z
dc.date.available2026-06-19T06:31:59Z
dc.date.issued2025
dc.departmentMalatya Turgut Özal Üniversitesi
dc.description.abstractInternational students, despite tolerance policies, may experience social exclusion due to socio-cultural differences, psychological factors, and individual preferences, and their language learning anxiety may increase as a result of these experiences. The consequences of both social exclusion and language learning anxiety may prevent international students from achieving their goals, and negative psychological consequences may occur. Although social exclusion is a common situation faced by international students, the relationship between social exclusion and anxiety in language learning processes is poorly understood. Moreover, the mediating mechanisms affecting this relationship have not been revealed. This study examined the mediating role of resilience and mindfulness in the relationship between international students' perceptions of social exclusion and language learning anxiety. In the study, a relational survey model was employed. Participants were 335 students (170 female, 165 male, Mage = 20.46 years, SD = 3.51) who came to Türkiye for university education and enrolled in Turkish Language Teaching Application and Research Centres. "College Belongingness Questionnaire", "Foreign Language Learning Anxiety Scale" "Brief Resilience Scale" and "Mindful Attention Awareness Scale" were used for data collection. The results showed that the perception of social exclusion predicted foreign language learning anxiety. It was also found that resilience and mindfulness play a role in the relationship between social exclusion and foreign language learning anxiety. The importance of resilience and mindfulness in coping with the negative effects of social exclusion and foreign language learning anxiety was understood. © 2025 The Authors. Turkish Journal of Counseling Psychology and Guidance is published by Turkish Psychological Counselling and Guidance Association. This is an article under the terms of the Creative Commons Attribution License. As the original work is properly cited, reproduction in any medium is permitted.
dc.identifier.dergipark1553119
dc.identifier.doi10.17066/tpdrd.1553119
dc.identifier.endpage763
dc.identifier.issn1302-1370
dc.identifier.issue79
dc.identifier.scopus2-s2.0-105026353035
dc.identifier.scopusqualityQ4
dc.identifier.startpage751
dc.identifier.trdizinid1372165
dc.identifier.urihttps://doi.org/10.17066/tpdrd.1553119
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1372165
dc.identifier.urihttps://hdl.handle.net/20.500.12899/4915
dc.identifier.volume15
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherTurkish Psychological Counseling and Guidance Association
dc.relation.ispartofTurkish Psychological Counseling and Guidance Journal
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20260612
dc.subjectInternational Student
dc.subjectLanguage Learning Anxiety
dc.subjectMindfulness
dc.subjectResilience
dc.subjectSocial Exclusion
dc.titleInternational Students' Perceptions of Social Exclusion and Foreign Language Learning Anxiety: The Role of Resilience and Mindfulness
dc.typeArticle

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