From a sociocultural perspective of autonomy, it is vital that learners can access information, identify their values, know themselves, and manage their cognitive and affective states in their learning environment, and voice their opinions within their community of practice. To provide its learners with autonomy-supportive and structured environments within its specific context, the Learning Advisory Program Unit (LAP) of Ankara Yıldırım Beyazıt University School of Foreign Languages (AYBU SFL) designed an extracurricular program, the LAP Club, which incorporated self-determination theory (SDT), PERMA-the five pillars of well-being, and intentional reflective dialogue (IRD) to promote advising practices. The resulting content was delivered following the phases defined in the equipped for future (EFF) framework and standards. In this qualitative research project investigating the participants’ perceptions of the efficiency of the program in promoting their well-being, a questionnaire developed based on PERMA profiler by Butler and Kern (2016) was administered to five regular participants in their L1, Turkish. A translation method was applied to the data by the researcher to manage sensitive qualitative data and enhance research transparency. The findings indicate that the awareness gained with notions of well-being improves the learning process and develops the sense of self-determination with high levels of well-being.

中文翻译：

---

学习咨询计划 俱乐部活动和福祉：定期俱乐部成员对其经历的反思

从自治的社会文化角度来看，学习者能够获取信息、识别他们的价值观、了解自己、管理他们在学习环境中的认知和情感状态，并在他们的实践社区中表达他们的意见是至关重要的。为了在其特定背景下为学习者提供自主支持和结构化的环境，安卡拉耶尔德勒姆贝亚兹特大学外国语学院 (AYBU SFL) 的学习咨询项目单元 (LAP) 设计了一个课外项目，即 LAP 俱乐部，其中包括自学决心理论 (SDT)、PERMA——幸福的五个支柱，以及促进建议实践的有意反思对话 (IRD)。生成的内容是按照未来装备 (EFF) 框架和标准中定义的阶段交付的。在这个定性研究项目中，调查参与者对该计划在促进他们的福祉方面的效率的看法，根据 Butler 和 Kern (2016) 的 PERMA profiler 开发的问卷对他们的 L1 土耳其语的五名常规参与者进行了管理。研究人员对数据应用了一种翻译方法，以管理敏感的定性数据并提高研究透明度。研究结果表明，通过幸福概念获得的意识改善了学习过程，并发展了高度幸福的自我决定感。根据 Butler 和 Kern（2016 年）的 PERMA profiler 开发的问卷调查对五名土耳其语 L1 的常规参与者进行了管理。研究人员对数据应用了一种翻译方法，以管理敏感的定性数据并提高研究透明度。研究结果表明，通过幸福概念获得的意识改善了学习过程，并发展了高度幸福的自我决定感。根据 Butler 和 Kern（2016 年）的 PERMA profiler 开发的问卷调查对五名土耳其语 L1 的常规参与者进行了管理。研究人员对数据应用了一种翻译方法，以管理敏感的定性数据并提高研究透明度。研究结果表明，通过幸福概念获得的意识改善了学习过程，并发展了高度幸福的自我决定感。