In recent years, the positive correlation between mindfulness and resilience has gained visible importance. For this purpose, this study aims to increase the academic resilience and mindfulness level of vocational high school students with a low socioeconomic background, who often have lower resilience toward learning English as a foreign language (EFL) in Türkiye. The study adopted an experimental research design. Before and after an eight-session mindfulness-based intervention, the Academic Resilience Scale and Mindful Attention Awareness Scale-Adolescent measured the levels of mindfulness awareness and academic resilience. The pretest and posttest results in control and experimental groups were analyzed in SPSS, and independent samples t-test and analysis covariance analysis were conducted for data analysis. Focus-group interviews explored possible attributions toward mindfulness awareness and academic resilience, using MAXQDA. The results revealed that there is a significant difference between the groups in terms of academic resilience, but there is no significant difference in the case of mindfulness. On the other hand, most students reported that their academic resilience increased, and they had positive attitudes toward mindfulness-based practices. However, it was observed that their classmates' distractive and biased behaviors in the classroom setting mostly resulted in a lapse in their mindfulness.

中文翻译：

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通过学校的正念实践增强学业弹性：对职业高中学生的研究

近年来，正念和复原力之间的正相关性变得越来越重要。为此，本研究旨在提高社会经济背景较低的职业高中学生的学业弹性和正念水平，这些学生在土耳其学习英语作为外语（EFL）的弹性通常较低。该研究采用了实验研究设计。在八次基于正念的干预之前和之后，学术弹性量表和青少年正念注意力意识量表测量了正念意识和学术弹性的水平。采用SPSS对对照组和实验组的前测和后测结果进行分析，并进行独立样本t检验和分析协方差分析进行数据分析。使用 MAXQDA 进行焦点小组访谈，探讨正念意识和学业弹性的可能归因。结果显示，各组之间在学业弹性方面存在显着差异，但在正念方面没有显着差异。另一方面，大多数学生表示，他们的学业弹性有所提高，并且对基于正念的练习持积极态度。然而，据观察，同学们在课堂上的分散注意力和偏见行为大多导致他们的正念缺失。