The Effect of Social Emotional Learning and Emotional Intelligence on Self-Esteem in University Students

Abstract

The aim of this study is to examine the effect of social emotional learning and emotional intelligence (EI) on self-esteem in students. The study was conducted with a sample group of 236 voluntary participants from university students. The data were collected with the Social Emotional Learning Scale (SELS), Rosenberg Self-Esteem Scale (RSE) and Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF). Mean, standard deviation, minimum-maximum-median, Mann-Whitney U, Spearman correlation analysis and linear regression analysis were used to analyze the data. According to the results obtained, students' social emotional learning, emotional intelligence and self-esteem differ according to age variable. In all three measures, the scores of students aged 21 and over were significantly higher than those of students aged 20 and under. In addition, a moderate relationship was found between social emotional learning and self-esteem, and between social emotional learning and emotional intelligence. There is a strong relationship between self-esteem and emotional intelligence. The model established in the study explains approximately 51% of students' self-esteem. Although age and social emotional learning were found to be a factor affecting self-esteem in univariate analysis, they lost their significance in multivariate analysis. However, emotional intelligence continues to maintain its effect.

Keywords

• Social Emotional Learning
• Self-Esteem
• Emotional İntelligence

Üniversite Öğrencilerinde Sosyal Duygusal Öğrenme ve Duygusal Zekânın Benlik Saygısı Üzerine Etkisi

Abstract

Bu çalışmanın amacı, sosyal duygusal öğrenme ve duygusal zekanın öğrencilerde benlik saygısı üzerindeki etkisini incelemektir. Çalışma, üniversite öğrencilerinden oluşan 236 gönüllü katılımcıdan oluşan bir örneklem grubu ile yürütülmüştür. Veriler Sosyal Duygusal Öğrenme Ölçeği, Rosenberg Benlik Saygısı Ölçeği ve Duygusal Zeka Özelliği Ölçeği - Kısa Form ile toplanmıştır. Verilerin analizinde ortalama, standart sapma, minimum-maksimum-medyan, Mann- Whitney U, Spearman korelasyon analizi ve doğrusal regresyon analizi kullanılmıştır. Elde edilen sonuçlara göre, öğrencilerin sosyal duygusal öğrenme, duygusal zeka ve benlik saygısı yaş değişkenine göre farklılık göstermektedir. Her üç ölçümde de 21 yaş ve üzeri öğrencilerin puanları 20 yaş ve altı öğrencilerin puanlarından anlamlı derecede yüksektir. Ayrıca, sosyal duygusal öğrenme ile benlik saygısı arasında ve sosyal duygusal öğrenme ile duygusal zeka arasında orta düzeyde bir ilişki bulunmuştur. Benlik saygısı ile duygusal zeka arasında ise güçlü bir ilişki vardır. Araştırmada kurulan model, öğrencilerin benlik saygısının yaklaşık %51'ini açıklamaktadır. Yaş ve sosyal duygusal öğrenme tek değişkenli analizde benlik saygısını etkileyen bir faktör olarak bulunsa da çok değişkenli analizde anlamlılığını yitirmiştir. Ancak duygusal zeka etkisini sürdürmeye devam etmektedir.

Keywords

• Sosyal Duygusal Öğrenme
• Benlik Saygısı
• Duygusal Zeka

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