Alev Erenler, Yeliz Yazici


Erasmus is a program actively applied in many universities in many focus areas since 1987 (Erasmus Program, 2017) It has been defined as ‘the opportunity of students to study or gain work experience in a different European country.’ It has thirty years of background in Turkey and one of the main purposes of the program is to help participants to develop their personal, educational, and cultural conceptions. It is a varied exchange process that takes place both in educational and cultural levels. In this varied exchange environment process, participants experience many problematic or tough situations such as being away from home and familiar environment, not knowing the target language, etc. The study aims to compare the self-compassion levels of the Erasmus participants and Non-Erasmus ones. It is because self-compassion is considered as an emotional balancing strategy that transforms the negative emotions and ideas into self-acceptation and life satisfaction (Neff, 2003). Having a life-changing experience Erasmus can be said a key element in developing self-compassion levels and defining the participants `levels, Self-Compassion Scale (Deniz, Kesici & Sumer, 2008) was applied. Non-Erasmus ones, meaning the same level students but not the part of any Erasmus project, were also applied the same questionnaire to make comparisons. It seems both of the participant groups have similar problems and the difference in self-compassion levels of the participants is tried to be defined. The gathered data is analyzed in the SPSS program.


Article visualizations:

Hit counter



Erasmus students, non-Erasmus students, self-compassion

Full Text:



Akdeniz, S., & Deniz, M. E. (2016). Merhamet Ölçeği'nin Türkçeye uyarlanması: Geçerlik ve Güvenirlik Çalışması. The Journal of Happiness & Well-Being, 4(1), 50-61.

Arslan, S. (2013). The perspective of the Turkish Participants on the Erasmus Exchange Programme. The Online Journal of Counseling and Education (TOJCE), 2(2), 9-18.

Brophy, K., Brahler, E., Hinz, A., Schmidt, S., & Körner, A. (2020). The role of self-compassion in the relationship between attachment, depression, and quality of life. Journal of Affective Disorders, 260, 45-52.

Demir, A., & Demir, S. (2009, Fall). Erasmus Programının Kültürlerarası Diyalog ve Etkileşim Açısından Değerlendirilmesi (Öğretmen Adaylarıyla Nitel Bir Çalışma). Uluslararası Sosyal Bilimler Araştırmalar Dergisi, 2(9), 95-105.

Deniz, E. M., Arslan, C., Özyeşil, Z., & İzmirli, M. (2012, Haziran). Öz-anlayış, yaşam doyumu, negatif ve pozitif duygu: türk ve diğer ülke üniversite öğrencileri arasında bir karşılaştırma. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 12(23), 428-446.

Diedrich, A., Grant, M., Hofmann, S. G., Hiller, W., & Berking, M. (2014, May 27). Self-compassion is an emotion regulation strategy in major depressive disorder. Behaviour Research and Therapy, 58, 43-51.

European Commission. (2014). A Statistical Overview of the Erasmus Programme in 2012-2013.

European Union Lifelong Learning Programme. (2016). LLPLATFORM- Erasmus Implementation Survey Results 2016. European Union.

Karine de Souza, L., & Hutz, C. S. (2016, May-August). Self-compassion compared to self-esteem, self-efficacy, and demographical aspects. Paideia, 26(64), 181-188.

Kızılaslan, İ. (2010). International experiences of Turkish student teachers: a multiple case study. Journal of Ethnographic & Qualitative Research, 4, 108-114.

Lıfelong Learning Platform. (2016). Erasmus+ Implementation Survey 2016. European Civil Society for Education.

Lipowski, M. (2012). Experience of Erasmus students studying in Poland. Management, Knowledge, and Learning International Conference 2012, (s. 751-758).

Lopez, A., Sanderman, R., & Schroevers, M. J. (2016). Mindfulness and self-compassion as unique and common predictors of effect in the general population. Mindfulness, 7, 1289-1296.

Makadi, E. (2018). Exploring Connections Between Self-compassion, Mindfulness, and Social Anxiety. Ottawa, Canada: University of Ottawa.

Marshall, S. L., Parker, P. D., Ciarrochi, J., Sahdra, B., & Jackson, C. J. (2015, October 29). Self-compassion protects against the negative effects of low self-esteem: a longitudinal study in a large adolescent sample. Personality and Individual Differences, 74, 116-121.

Neff, K. (2003). Self-compassion: an alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2, 85-101.

Neff, K. D. (2012). The Science of Self-Compassion. Compassion and Wisdom in Psychotherapy (s. 79-92). içinde New York: Guilford Press.

Neff, K. D., & Dahm, K. A. (2015). Self-Compassion: What it is, what it does, and how it relates to mindfulness. M. Robinson, & B. Ostafin içinde, Mindfulness, and Self-Regulation (s. 1-40). New York: Springer.

Neff, K., & Vonk, R. (2009). Self-Compassion Versus Global Self-Esteem: Two Different Ways of Relating to Oneself. Journal of Personality, 77(1), 23-50.

Önder Kasapoğlu, R., & Balcı, A. (2010). Erasmus Öğrenci Öğrenim Hareketliliği Programının 2007 Yılında Programdan Yararlanan Türk Öğrenciler Üzerindeki Etkileri. Abkara Avrupa Çalışmaları Dergisi, 9(2), 93-116.

Persinger, J. (2012). An Alternative to Self-Esteem: Fostering Self-Compassion in Youth. Communique, 40(5), 20-23.

Philips, W. J. (2019). Self-compassion mindsets: The components of the self-compassion scale operate as a balanced system within individuals. Current Psychology, 2-14.

Tekin, U., & Hiç Gencer, A. (2013, Haziran). Effects of the Erasmus programme on Turkish universities and university students. Trakya Üniversitesi Sosyal Bilimler Dergisi, 15(1), 109-122.

Unlu, I. (2015, January 27). Teacher Candidates’ Opinions on Erasmus Student Exchange Program. Educational Sciences: Theory & Practice, 15(1), 223-237.

Verma, Y., & Tiwari, G. K. (217, April-June). Self-compassion as the predictor of the flourishing of the students. The International Journal of Indian Psychology, 4(3), 11-29.

Yarnell, L. M., Neff, K. D., Davidson, O. A., & Mullarkey, M. (2019). Gender differences in self-compassion: examining the role of gender role orientation. Mindfulness, 10, 1136-1152.

Yücelsin Taş, Y. T. (2013, Fall). Erasmus programında karşılaşılan sorunlar ve öneriler. Trukish Studies, 8(10), 763-770.



  • There are currently no refbacks.

Copyright (c) 2020 Alev Erenler, Yeliz Yazici

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).