Abstract
Existing literature suggests that qualities such as self-compassion, wellbeing, and mindfulness in yoga instructors contribute positively to trainee outcomes. Although research is limited, prior studies indicate that Yin Yoga, rooted in Taoist and Hatha Yoga, fosters these qualities. Yin Yoga is a slow, mindful practice that encourages self-compassionate awareness. This study aimed to evaluate the effects of Yin Yoga on self-compassion, wellbeing, and mindfulness among participants in a seven-month Yin Yoga teacher training program in Istanbul, Türkiye.
Using a one-group pre-test–post-test quasi-experimental design, the study revealed significant improvements in participants' self-compassion, wellbeing, and mindfulness levels from pre- to post-assessment. A notable correlation was also found between wellbeing and mindfulness, as well as between self-compassion and mindfulness. Thematic analysis of open-ended responses further supported these quantitative findings, highlighting participants' enhanced self-awareness and emotional regulation. Results suggest that consistent Yin Yoga practice may effectively promote these psychological attributes in trainees. Future mixed-method research is recommended to explore additional psychological factors that may enhance Yin Yoga instructors' teaching abilities.
References
Baer, R. A., Smith, G. T., Lykins, E. L. B., Button, D. T., Krietemeyer, J., Sauer, S. E., Walsh, E., Duggan, D. S., & Wil-liams, J. C. (2008). Construct Validity of the Five Facet Mindfulness Questionnaire in Meditating and Nonmeditating Samples. Assessment, 15(3), 329–342. https://doi.org/10.1177/1073191107313003
Bryant, E. F. (2015). The Yoga Sutras of Patañjali: A New Edition, Translation, and Commentary. North Point Press.
Butler, J. M., & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3), 1–48. https://doi.org/10.5502/ijw.v6i3.526
Chan, M., Sharkey, J. D., Lawrie, S. I., Arch, D., & Nylund-Gibson, K. (2021). Elementary school teacher well-being and supportive measures amid COVID-19: An exploratory study. School Psychology, 36(6), 533–545. https://doi.org/10.1037/spq0000441
Chen, J. K. (2022). Self-compassion as key to stress resilience among first-year early childhood teachers during COVID-19: An interpretative phenomenological analysis. Teaching and Teacher Education, 111, 103627. https://doi.org/10.1016/j.tate.2021.103627
Daukantaité, D., Tellhed, U., Maddux, R., Svensson, T., & Melander, O. (2018). Five-week yin yoga-based interventions decreased plasma adrenomedullin and increased psychological health in stressed adults: A randomized controlled trial. PLOS ONE, 13(7), e0200518. https://doi.org/10.1371/journal.pone.0200518
Demirci, İ., Ekşi, H., Dinçer, D., & Kardaş, S. (2017). Beş boyutlu iyi oluş modeli: PERMA Ölçeği Türkçe Formunun geçerlik ve güvenirliği. The Journal of Happiness and Well-Being, 5(1), 60–77.
Dreer, B. (2021). Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace. Educational Studies, 1–17.
https://doi.org/10.1080/03055698.2021.1940872
Glasser, W. (1998). Choice Theory: A New Psychology of Personal Freedom. HarperPerennial.
Grilley, P. (2012). Yin Yoga: Principles and Practice.
Harvey, R., Andriopoulou, P., & Grogan, S. (2020). Perceived mechanisms of change in therapeutic yoga targeting psychological distress. Journal of Bodywork and Movement Therapies, 24(1), 274–280. https://doi.org/10.1016/j.jbmt.2019.06.014
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, 100411. https://doi.org/10.1016/j.edurev.2021.100411
HİS | Herkes İçin Spor. (n.d.). HİS. https://www.his.gov.tr/
Hölzel, B. K., Carmody, J., Vangel, M., Congleton, C., Yer-ramsetti, S. M., Gard, T., & Lazar, S. W. (2011). Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research: Neuroimaging, 191(1), 36–43. https://doi.org/10.1016/j.pscychresns.2010.08.006
Jennings, P. A. (2015). Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students. Mindfulness, 6(4), 732–743. https://doi.org/10.1007/s12671-014-0312-4
Kabat-Zinn, J. (1994). Mindfulness Meditation for Everyday Life. Piatkus Books.
Kınay, F. (2013). Beş boyutlu bilinçli farkındalık ölçeği’ni türkçe’ye uyarlama, geçerlik ve güvenirlik çalışması. Master Thesis. İstanbul Bilim Üniversitesi, Sosyal Bilimler En-stitüsü.
Lemay, V., Hoolahan, J., & Buchanan, A. L. (2021). Impact of a Yin Yoga and meditation intervention on pharmacy faculty and student well-being. Journal of the American Pharmacists Association, 61(6), 703–708.
https://doi.org/10.1016/j.japh.2021.05.008
Hernández, A. L., Escobar, S. G., Fuentes, N., & Eguiarte, B. E. B. (2019). Stress, self-efficacy, academic achievement and resilience in emerging adults. Electronic Journal of Research in Educational Psychology, 17(47), 129–148.
Long, P., & Neff, K. D. (2018). Self-compassion is associated with reduced self-presentation concerns and increased student communication behavior. Learning and Individual Differences, 67, 223–231. https://doi.org/10.1016/j.lindif.2018.09.003
Moè, A., & Katz, I. (2020). Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout. Teaching and Teacher Education, 96, 103173. https://doi.org/10.1016/j.tate.2020.103173
Neff, K. D. (2003). Self-Compassion: An Alternative Conceptualization of a Healthy Attitude Toward Oneself. Self and Identity, 2(2), 85–101. https://doi.org/10.1080/15298860309032
Neff, K. D. (2011). Self-Compassion, Self-Esteem, and Well-Being. Social and Personality Psychology Compass, 5(1), 1–12. https://doi.org/10.1111/j.1751-9004.2010.00330.x
Neff, K. D., & Beretvas, S. N. (2013). The Role of Self-compassion in Romantic Relationships. Self and Identity, 12(1), 78–98.
https://doi.org/10.1080/15298868.2011.639548
Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the Self-Compassion Scale. Clinical Psychology & Psychotherapy, 18(3), 250–255. https://doi.org/10.1002/cpp.702
Seligman, M. E. P. (2011). Flourish: a visionary new understanding of happiness and well-being. Choice Reviews Online, 48(12), 48–7217.
https://doi.org/10.5860/choice.48-7217
Snaith, N., Schultz, T., Proeve, M., & Rasmussen, P. (2018). Mindfulness, self-compassion, anxiety and depression measures in South Australian yoga participants: implications for designing a yoga intervention. Complementary Therapies in Clinical Practice, 32, 92–99. https://doi.org/10.1016/j.ctcp.2018.05.009
Tang, Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213–225. https://doi.org/10.1038/nrn3916
Winnicott, D. W. (2018). Mirror-role of mother and family in child development 1. Routledge EBooks, 18–24. https://doi.org/10.4324/9780429478154-3
Winroth, D., Hassmén, P., & Stevens, C. J. (2019). Acute Effects of Yin Yoga and Aerobic Exercise on Anxiety. HAL (Le Centre Pour La Communication Scientifique Directe).
Woodyard, C. D. (2011). Exploring the therapeutic effects of yoga and its ability to increase quality of life. International Journal of Yoga, 4(2), 49. https://doi.org/10.4103/0973-6131.85485
Yildirim, M., & Sarı, T. (2018). Öz-Şefkat Ölçeği Kisa For-mu’nun Türkçe Uyarlamasi: Geçerlik Ve Güvenirlik Çalişmasi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(4), 2502–2517. https://doi.org/10.17240/aibuefd.2018.18.41844-452171

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 South India Journal of Social Sciences