Ergenlerde Sosyal ve Duygusal Öğrenmenin İncelenmesi

Abstract

This study intended to examine the student and school level factors associated with social and emotional learning (SEL) skills in adolescents. The research group consisted of 3017 high school students selected by random assignment method among the 10th, 11th and 12th grade students in 42 high schools in Erzincan in 2020-2021 academic year. The data in the study were obtained by Student Demographic Information Form, School Demographic Information Form, Social and Emotional Learning Scale (SELS), School Climate Questionnaire (SCQ)-High School Form, Adolescent-Parent Relationships Scale (APRS), and the HLM 6.0 package program was used to analyze the data. According to the results; at the student level those with academic achievement, parental relations, scientific activity and sportive activity participation, and low absenteeism had higher SEL scores. At the school level; students in schools where teacher-student relationships were more positive, where there was a school counselor and where there were fewer discipline cases, SEL scores were higher. In schools where the relationships between students were more positive and the number of students per teacher was lower, those with higher academic achievement had higher SEL scores. In schools where music class was used more actively, those who have positive relationships with their parents had higher SEL scores. In schools where the number of student clubs was higher, those who participated in community service and artistic activities had higher SEL scores. In schools with higher parental participation and fewer discipline cases, those with low absenteeism had higher SEL scores.