Akademik Veri Yönetim Sistemi
International Journal of Educational Research, cilt.139, 2026 (SSCI, Scopus)
This study aimed to examine the effects of a Hope-Based Education Program on the hopeful thinking skills of Turkish and refugee children aged 61–72 months in an inclusive preschool setting. A convergent parallel mixed-methods design was employed. The quantitative component utilized a quasi-experimental pretest–posttest control group design, while qualitative data were collected through semi-structured interviews with children and teachers. The study was conducted with a total of 52 children enrolled in two public preschools. Quantitative findings indicated that children in the experimental group demonstrated significantly higher posttest scores in pathways thinking, agency thinking, and overall hopeful thinking compared to the control group, with large effect sizes. No significant difference was found in the goals dimension. Additionally, follow-up analyses revealed that the gains in hopeful thinking were maintained over time. Qualitative findings supported the quantitative results, showing improvements in children’s ability to express goals, generate alternative strategies, and demonstrate motivation and persistence. Teacher reports and observational data further confirmed these developments, highlighting increased self-confidence, engagement, and goal-directed behaviors among children. Overall, the findings suggest that the Hope-Based Education Program is effective in enhancing hopeful thinking skills in early childhood. The study contributes to the literature by extending hope-based interventions to early childhood and demonstrating their applicability in inclusive educational contexts involving both refugee and host-country children.