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

Year 2025, Volume: 25 Issue: 1, 361 - 374

Rukiye Aydoğan , Zeynep Akkuş Çutuk , Selman Çutuk

https://doi.org/10.17240/aibuefd.2025..-1419409

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

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

References

• Akcaalan, M. (2016). Examining the relationships between lifelong learning and social emotional learning in terms of various variables. Doctoral Thesis. Sakarya: Sakarya University.
• Akkök, F. (2003). İlköğretimde sosyal becerilerin geliştirilmesi: Öğretmen el kitabı (3. Baskı), İstanbul: Özgür Yayınları
• Aksoy, Ö. N. (2020). Investigation of adolescents' social emotional learning levels. Journal of Human and Social Sciences, 3(1), 576-590.
• Arlı, M. & Nazik, H. (2001). Introduction to Scientific Research. Ankara: Gazi Bookstore.
• Arslan, S. & Akın, A. (2013). Social Emotional Learning Scale: The Study Of Validity And Reliability. Sakarya University Journal of Faculty of Education, (25).
• Balat, G. U., & Akman, B. (2004). Investigation of Self-Esteem Levels of High School Students at Different Socio-Economic Levels. Journal of Social Science, 14 (2), 175-184
• Basu, A., & Mermillod, M. (2011). Emotional intelligence and social-emotional learning: An overview. Online Submission, 1(3), 182-185.
• Baybek, H., & Yavuz, S. (2005). Investigation of self-esteem of Muğla university students. Muğla University Journal of Institute of Social Sciences, (14), 73-95.
• Berger C, Alcalay L, Torretti A, Milicic N. (2011). Socio-emotional well-being and academic achievement: Evidence from a multilevel approach. Psicologia: Reflexao E Critica, 24, 344-351.
• Büyüköztürk, Ş. (2017). Data Analysis Handbook for Social Sciences. Ankara: Pegem Academy Publishing.
• Büyüköztürk Ş, Kılıç Çakmak E, Akgün ÖE, Karadeniz Ş, Demirel F. (2015). Scientific research methods. 19th Edition. Ankara: Pegem Akademi.
• Carr, D. (2000). Emotional intelligence, PSE and self esteem: A cautionary note. Pastoral Care in Education, 18(3), 27-33.
• Casino-García, A. M., Llopis-Bueno, M. J., & Llinares-Insa, L. I. (2021). Emotional intelligence profiles and self-esteem/self-concept: An analysis of relationships in gifted students. International Journal of Environmental Research and Public Health, 18(3), 1006
• Cheung, C. K., Cheung, H. Y. & Hue, M. T. (2015). Emotional intelligenceas a basis for self-esteem in young adults. The Journal of Psychology,149(1), 63-84.
• Collaborative for Academic, Social, and Emotional Learning (2023). Fundamentals of SEL. https://casel.org/fundamentals-of-sel/
• Coryn, C. L., Spybrook, J. K., Evergreen, S. D., & Blinkiewicz, M. (2009). Development And Evaluation Of The Social-Emotional Learning Scale. Journal Of Psychoeducational Assessment.
• Cotton, N.S. (1985). A developmental model of self-esteem regulation. New York, Direction in Psychiatry Vol 5.
• Cristóvão AM, Candeias AA, & Verdasca J. (2017). Social and emotional learning and academic achievement in Portuguese schools: A bibliometric study. Frontiers in psychology, 8, 1913.
• Coşkun K. (2019). Evaluation of the socio emotional learning (SEL) activities on self-regulation skills among primary school children. The Qualitative Report, Volume 24, Number 4, Article 5, 764-780.
• Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2014). Multivariate statistics for social sciences SPSS and LISREL applications. 3rd Edition. Ankara: Pegem Akademi.
• Çuhadaroglu, F. (1986). Self-Esteem in Adolescents. Psychiatry Dissertation, Hacettepe University, Turkey.
• Delikoyun, D. (2017). The relationship between emotional intelligence and self-esteem in university students. (Master's Thesis). Gaziantep: Hasan Kalyoncu University.
• Deniz, M.E., Özer, E., & Işık, E. (2013). Emotional Intelligence Trait Scale-Short Form (EQTS-SF)-Short Form: Validity and Reliability Study. Education and Science, Vol. 38, No. 169, pp: 407-419.
• Durualp, E. (2019). Ergenlerin sosyal duygusal öğrenme becerilerinin cinsiyet ve sınıfa göre incelenmesi. The Journal of Academic Social Science Studies, 8(26), 13-25.
• Elias MJ. (1997). Promoting social and emotional learning: Guidelines for educators. Chicago, IL: Association for Supervision and Curriculum Development; 1997.
• Gedik, S. A., Ünsal, A., Arslantas, D., Atay, E. & Emiral, G. Ö. (2021). Evaluation of cyber victimization and self-esteem level in high school students. Konuralp Medical Journal, 13(3), 585-593.
• Gerçek, E. (2020). Examination of the relationship between university students' perfectionism, self-esteem and emotional intelligence abilities. (Master's Thesis). Istanbul: Sabahattin Zaim University.
• İşeri, İ. (2016). Examining the Relationships Between High School Students' Emotional Intelligence Levels and Social Emotional Learning Skills. (Doctoral Thesis.). Sakarya: Sakarya University.
• Jersild, A. (1963). Youth psychology (translated by N. Özgür). Istanbul: Eko Printing House.
• Jenaabadi, H. (2014). Examining the relationship between emotional intelligence, self-esteem and academic achievement. Procedia-Social and Behavioral Sciences, 114, 203-206.
• Kabakçı, Ö. F., & Owen, F. K. (2010). Sosyal duygusal öğrenme becerileri ölçeği geliştirme çalışması. Eğitim ve Bilim, 35(157).
• Kaçay, Z., Çutuk, S., Çiriş, V., & Akkuş Çutuk, Z. (2020). Self-Esteem and Life Satisfaction in University Students a Study Report. Ambient Science, 7(1), 139-143.
• Karacan-Özdemir, N. (2016). An Experimental Study: The Effect of Self-Confidence Development Program Based on Bibliopsychological Counseling on 6th Grade Students' Self-Confidence Levels, İlköğretim Online, 15(1), 136-147.
• Karademir, T., Döşyılmaz, E., Çoban, B., & Kafkas, M. E. (2010). Self-esteem and emotional intelligence in students participating in physical education and sports department special talent exam. Kastamonu Journal of Education, 18(2), 653-674.
• Karasar, N. (2012). Scientific Research Method. Ankara: Nobel Publishing.
• Kaynak, A., & Erhan, T. U. N. Ç. (2021). Examining the relationship between emotional intelligence levels and aggression levels of education faculty students in terms of some variables. Gaziantep University Journal of Educational Sciences, 5(2), 85-104.
• Kılıç, S. (2013). Sampling Methods. Journal of Mood Disorders, 3(1), 44-6.
• Kohut, H (1971). The analysis of the self. New York: International Universities Press.
• Lopes P.N., Salovey P, & Straus R. (2003). Emotional intelligence, personality, and perceived quality of social relationships. Personality and individual differences, 35(3), 641-658.
• Massey, Jr., F. J. (1951). Kolmogorov-Smirnov test for goodness of fit. Journal of the American Statistical Association, 46(253), 68-78.
• Merter, K. (2013). Examining the relationship between social emotional learning skills and self-esteem of secondary school students; Maltepe district example. Yeditepe University, Institute of Social Sciences Unpublished master's thesis. Istanbul.
• Mertler, C. A., & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (third edition). United States: Pyrczak Publishing.
• Murathan, G., Aydin, M., Murathan, F., & Tekin, A. (2022). Evaluation of Social Emotional Learning Levels of Athlete University Students. Journal of Physical Education and Sports Sciences, 16(3), 278-289.
• Nwadinigwe IP, Azuka-Obieke U. (2012). The impact of emotional intelligence on academic achievement of senior secondary school students in Lagos, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies, 3(4), 395-401.
• Papadopoulos, D. (2020). Effects of a social-emotional learning-based program on self-esteem and self-perception of gifted kindergarten students: A pilot study. Journal for the Education of Gifted Young Scientists, 8 (3), 1275-1290.
• Ruvalcaba-Romero, N.A.; Fernández-Berrocal, P.; Salazar-Estrada, J.G.; Gallegos-Guajardo, J. (2017). Positive emotions, self-esteem,interpersonal relationships and social support as mediators between emotional intelligence and life satisfaction. J. Behav. HealthSoc. Issues, 9, 1–6.
• Sarıkoç, G., & Kaplan, M. (2017). The Relationship Between Nursing Students' Social Emotional Learning Skills, Professional Self-Esteem and Academic Branch Satisfaction. Florence Nightingale Journal of Nursing, 25(3), 201-208.
• Selçuk, G. N., & Okutan, Y. A. (2024). Şiddetin dijital hali: Siber zorbalığın psikolojik iyi oluş ve duygusal zekâ açısından değerlendirilmesi. Journal of Silk Road Tourism Research, 4(1), 45-58.
• Tengey, J.Y. (2016). Social and emotional learning competencies and academic achievement: A study of high school seniors in Ghana. South American Journal of Academic Research, 3(1), 2.
• Tözün, M. (2010). Self respect. Current Medicine, 18(7), 52-57.
• Oyinloye, JMA. (2005). Emotional intelligence. Introduction to general psychology and pastoral counseling. Lagos: Emaphine Reprographics Ltd.
• Weissberg, R.P, Resnik, H, Payton, J, O'Brien, MU. (2003). Evaluation of social and emotional learning programs. Educational Leadership, 60(6), 46-50.
• Wood, P. (2020). Emotional intelligence and social and emotional learning: (Mis) Interpretation of theory and its impact on practice. Journal of Research in Childhood Education, 34(1), 153-166.
• Yörükoğlu, A. (1985). Age of Youth. Ankara: Tisa Printing House.
• Zins, J.E & Elias, M.J. (2007). Social and emotional learning: Supporting the development of all students. Journal of Educational and Psychological consultation, 17(2-3), 233-255.