The Role of Social-Emotional Learning Skills in Peer Bullying Experiences in Students with Learning Disabilities

Year 2025, Volume: 7 Issue: 2, 147 - 173, 30.09.2025

Murat Akin , Özlem İlker

https://doi.org/10.38151/akef.2025.153

Abstract

The purpose of this study is to explore the social-emotional learning (SEL) abilities and experiences of peer bullying among students with learning disabilities (LD), considering various demographic factors, and to determine whether SEL levels can predict their exposure to peer bullying. In line with the relational survey method, the sample included 219 students with learning disabilities, aged 13-16, who were selected through a convenience sampling approach. Datas were collected eith Personal Information Form, the Adolescent Peer Relationships Assessment Scale Victim Form, and the SEL Skills Scale. Data analysis was conducted using SPSS 29, with descriptive statistics, independent samples t-tests, ANOVA for detecting differences, correlation analysis for identifying relationships between variables, and multiple linear regression tests to assess predictive power. The findings indicated that the SEL skill levels and experiences of peer bullying among students with disabilities significantly differed based on gender and the socio-economic status of the family. Furthermore, a significant relationship was found between students' SEL skills and their exposure to peer bullying. It was also determined that the subdimensions of SEL skills in LD students predicted their experiences of peer bullying.

Keywords

social-emotional learning , peer-bullying , specific learning disabilities

Ethical Statement

20/05/2024 dated and numbered 2024-BİAEK/01-35 was given by Biruni University, Graduate Education Institute Scientific Research Ethics Committee ethics committee.

Özel Öğrenme Güçlüğünde Sosyal Duygusal Öğrenme Becerilerinin Akran Zorbalığına Maruz Kalmadaki Rolü

Abstract

Bu araştırmada özel öğrenme güçlüğü (ÖÖG) tanılı öğrencilerin sosyal duygusal öğrenme becerileriyle akran zorbalığına maruz kalma durumlarını bazı demografik değişkenler açısından incelemek ve sosyal duygusal öğrenme düzeyinin akran zorbalığına maruz kalma durumunu yordayıp yordamadığını belirlemek amaçlanmıştır. Araştırma grubu, uygun örnekleme yöntemiyle belirlenen 13-16 yaş arasındaki özel öğrenme güçlüğü olan 219 öğrenci oluşturmuştur. İlişkisel tarama modelinde desenlenen bu araştırmanın veri toplama sürecinde Kişisel Bilgi Formu, Ergen Akran İlişkileri Belirleme Ölçeği Mağdur Formu ve Sosyal Duygusal Öğrenme Becerileri Ölçeği kullanılmış; veri analizi ise bağımsız örneklemler t-testi, ANOVA ve doğrusal regresyon yöntemleriyle gerçekleştirilmiştir. Araştırmanın bulguları, ÖÖG olan öğrencilerin sosyal duygusal öğrenme beceri düzeylerinin ve akran zorbalığına maruz kalma durumlarının cinsiyete ve ailenin sosyoekonomik durumuna göre anlamlı düzeyde farklılaştığını, öğrencilerin sosyal duygusal öğrenme becerileriyle akran zorbalığına maruz kalmaları arasıdna anlamlı bir ilişki olduğunu ve ÖÖG olan öğrencilerin sosyal duygusal öğrenme becerileri alt boyutlarının, akran zorbalığına maruz kalma durumlarını yordadığı belirlenmiştir.

Keywords

sosyal duygusal öğrenme becerileri , akran zorbalığı , özel öğrenme güçlüğü

Ethical Statement

20/05/2024 tarihli ve 2024-BİAEK/01-35 sayılı etik kurul izni Biruni Üniversitesi, Lisansüstü Eğitim Enstitüsü Bilimsel Araştırma Etik Kurulu etik kurulundan alınmıştır.

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