A study on fourth grade students’ social emotional learning skills in terms of various variables<p>4. Sınıf öğrencilerinin sosyal duygusal öğrenme becerilerinin çeşitli değişkenlere göre incelenmesi
Keywords:
Social emotional learning skills, 4th grade students, Sosyal duygusal öğrenme becerileri, 4.sınıf öğrencileriAbstract
Children who have outstanding social and emotional abilities develop more positive relations with their peers and adults; they maintain more positive emotional harmony and mental health; as a consequence, they put in better performance at school. Development of these skills takes place in the early stages of childhood, and continues throughout childhood and adolescence being affected by relations and social environment. Survey research has been adopted as quantitative research methods. The population of the questionnaire consists of 4th graders students who receive education in districts of Bursa and Uşak. Research samples have been attained by making use of criterion sampling which is one of the purposeful sampling methods. Questionnaire has been responded to by some 258 pupils in Bursa and some 200 in Uşak. The objective of this research is to discover if the socio-emotional learning abilities of these 4th graders show any differences in some variables such as gender, socio-economic level and residence in a greate or a little town. In the research, social-emotional learning scale, which was developed by Coryn, Spybrook, Evergreen and Blinkiewicz (2009) and adapted by Akın, Arslan and Demir (2012), and personal information questionnaire have been utilized as a means of data collection.
Özet
Güçlü sosyal ve duygusal becerilere sahip çocuklar; akranlarıyla ve yetişkinlerle daha olumlu ilişkilere ve daha olumlu duygusal uyum ve ruh sağlığına sahip olmakta, okullarda daha iyi performans göstermektedirler. Bu becerilerin gelişimi çocukluğun ilk yıllarında başlar, çocukluk ve ergenlik boyunca, ilişkiler ve sosyal çevre tarafından etkilenerek devam eder. Okullarda, sosyal ve duygusal gelişim ile akademik gelişim birbirine bağlı olarak sağlanabilir. Araştırma nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmanın evrenini Bursa ve Uşak illerindeki 4. sınıfa devam eden öğrenciler oluşturmaktadır. Araştırmanın örneklemi ise amaçlı örneklem yöntemlerinden ölçüt örneklem yönteminden yararlanılarak elde edilmiştir. Araştırmaya Bursa’dan 258, Uşak’tan 200 öğrenci katılmıştır. Bu çalışmada 4. sınıf öğrencilerinin sosyal duygusal öğrenme becerilerinin cinsiyete, sosyo-ekonomik düzeye ve büyük şehirde ya da küçük şehirde yaşama durumlarına göre farklılık gösterip göstermediği araştırılmıştır. Araştırmada 4.sınıftaki öğrencilerin Sosyal‐Duygusal Öğrenme becerilerini belirlemek üzere Coryn, Spybrook, Evergreen ve Blinkiewicz (2009) tarafından geliştirilen ve Akın, Arslan ve Demir (2012) tarafından uyarlanan Sosyal Duygusal Öğrenme Ölçeği (SDÖÖ) kullanılmıştır.
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