Özel Yetenekli Öğrencilerin Robotik Öğrenme Sürecindeki Duygularının, Öğrenme Yaklaşımlarının ve Sosyal Duygusal Öğrenmelerinin Bağlılığa Etkisinin Modellenmesi

Abstract

The aim of the study is to reveal a model that tests the effects of emotion, learning approaches and social emotional learning on student engagement by deeply investigating the emotions experienced in the robotic learning process to increase the engagement of gifted students. The thesis was carried out in two stages. In the first stage, emotions were examined in depth; In the second stage, a model was created and tested for the effect of emotion, social emotional learning and learning approaches on engagement. In the first stage, activities were carried out with 72 gifted students for eight weeks. While collecting data, interviews, observation, reflection reports and scales were used. Descriptive statistics, t-test and descriptive analysis were used in the analysis of the data. As a result of the analyzes, it was determined that the emotions experienced by the students, their learning approaches and social emotional learning played an important role on engagement. 81% of the students used the deep learning approach; that there was a significant increase in social emotional learning scores at the end of the course compared to the beginning of the semester and that most of the students experienced positive emotions while performing their robotic activities; it was determined that negative emotions were expressed by very few students. In the second stage of the study, a model was created to measure the effect of emotion, social emotional learning and learning approaches on engagement and tested with the structural equation model. Data were collected 231 gifted students. It was determined that the fit indices of the model were between acceptable values. It has been determined that the effect of emotions on engagement is mediated by social emotional learning and learning approaches. The model explained 87% of the variance in engagement. From this point of view, to increase the engagement of gifted students, it can be recommended to design learning environments where students can experience positive emotions, where deep learning approach and social-emotional learning are considered.