Abstract:

In this study, it was aimed to examine the mediating role of psychological flexibility in the relationship between rumination and solution-focused thinking in female teachers. The study group of the research consisted of, 307 female teachers that work in schools affiliated to the Ministry of National Education. Psychological Flexibility Scale, Ruminative Thinking Style Scale and Solution Focused Inventory were used as data collection tools. In the study, rumination was determined as the independent variable, solution-focused thinking as dependent variable, and psychological flexibility as mediating variable. This research was designed according to correlationel survey design, in which the existence and level of relationship between variables was examined. Mediation analyzes were performed on the basis of regression-based bootstrapping. As a result of the findings when the direct effects were examined, it was seen that rumination predicted psychological flexibility and solution-focused thinking. In addition, it was found that psychological flexibility also predicted solution-focused thinking. When the indirect effect was examined, it was seen that the path coefficient between rumination and solution-focused thinking decreased with the inclusion of psychological flexibility, which is a mediating variable in the model. In other words, psychological flexibility had a partial mediating role in the relationship between rumination and solution-focused thinking. In line with these results, it can be stated that the negative effect of rumination on solution-focused thinking can be reduced through psychological flexibility in woman teachers.

Keywords: