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What Do We Know About Social and Emotional Learning? A Review and Bibliometric Analysis of International and National Studies

Year 2021, Volume: 23 Issue: 1, 280 - 297, 30.04.2021
https://doi.org/10.17556/erziefd.822759

Abstract

The aim of this study is to investigate recent trends in Social and Emotional Learning (SEL) studies. For this purpose, 321 studies conducted around the world between 1997 and 2020, and 85 studies conducted in Turkey between 2004 and 2020 were investigated. In this study, data were analyzed by document analysis and bibliometric analysis. According to the results, studies have been conducted mostly in the USA around the world, and most of the studies have been held in the fields of education and psychology between 2018 and 2020. In addition, the terms of "practice", "emotional intelligence" and "academic success" were used mostly as keywords. As for the research studies held in Turkey, the literature indicates that most of these studies have been conducted in the fields of educational sciences, guidance and psychological counseling between 2018 and 2020 ,and relational screening model was usually used and the participants were mostly chosen from secondary school students. Moreover, the relationships between social and emotional learning skills and demographic variables were generally examined in relevant publications. All the results obtained from this research were evaluated on the basis of general trends and differences in studies on SEL. Building upon the findings of this research, suggestions for future research were presented

References

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  • Baron, D. M. (2013). Social and emotional learning: An argument for religious pluralism (Publication No. 499) [Doctoral dissertation, Loyola University]. https://ecommons.luc.edu/luc_diss/499
  • Berg, J., Osher, D., Same, M., Nolan, E., Benson, D., & Jacobs, N. (2017). Identifying, defining, and measuring social and emotional competencies. Washington, DC: American Institutes for Research. https://www.air.org/sites/default/files/downloads/report/Identifying-Defining-and-Measuring-Social-and-Emotional-Competencies-December-2017-rev.pdf
  • Brant, R. S. (1999). Successful implementation of SEL programs. In Jonathan, C (Ed.), Educating minds and hearts (pp. 173-183). Teachers College Press.
  • Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S. & Hawkins, J. D. (2004). Positive youth development in the United States: research findings on evaluations of positive youth development programs. Annuals of the American Academy of Political & Social Science, 591(1), 98–124. https://doi.org/10.1177/0002716203260102
  • Cohen, J. (1999). Educating minds and hearts social emotional learning and the passage into adolescence. Teachers College Press.
  • Cohen, J. (2006). Social, emotional, ethical, and academic education: creating a climate for learning participation in democracy and well-being. Harvard Educational Review, 76(2), 201-237. https://doi.org/10.17763/haer.76.2.j44854x1524644vn
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2003). Safe and sound: an educational leader’s guide to evidence-based social and emotional learning (SEL) programs. Chicago. https://casel.org/wp-content/uploads/2016/06/safe-and-sound.pdf
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2005). Safe and sound: an educational leader’s guide to evidence-based social and emotional learning (SEL) programs - Illinois edition. Chicago. https://casel.org/wp-content/uploads/2016/06/safe-and-sound-il-edition.pdf
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. Chicago. https://casel.org/wp-content/uploads/2016/01/the-missing-piece.pdf
  • Collaborative for Academic, Social and Emotional Learning [CASEL]. (2015). CASEL Guide: effective social and emotional learning programs: middle and high school edition. Chicago. http://secondaryguide.casel.org/casel-secondary-guide.pdf
  • Corbin, J. & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th Ed.). Sage. https://uk.sagepub.com/en-gb/eur/basics-of-qualitative-research/book235578#preview
  • Denham, S. A. & Brown, C. (2010). Plays nice with others: Social-emotional learning and academic success. Early Education and Development, 21(5), 652-680. https://doi.org/10.1080/10409289.2010.497450
  • Downe‐Wamboldt, B. (1992). Content analysis: method, applications, and issues. Health Care for Women International, 13(3), 313-321. https://doi.org/10.1080/07399339209516006
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
  • Elbertson, N. A., Brackett, M. A. & Weissberg, R. P. (2010). School-based social and emotional learning (SEL) programming: current perspectives. In Hargreaves, A., Fullan, M., Hopkins, D. & Lieberman, A. (Ed.). The second international handbook of educational change (pp. 1017-1032). Springer. https://www.springer.com/gp/book/9789048126590
  • Elias, M. J. & Brune-Butler, L. (1999). Social decision making and problem solving: Essential skills for interpersonal and academic success. In J. Cohen (Ed.). Educating minds and hearts: Social emotional learning and the passage into adolescence (pp. 74-94). Teacher Collage Press.
  • Elias, M.J. & Weissberg, R. (2000). Primary prevention: Educational approach to enhance social emotional learning. The Journal of School Health, 70(5), 186-90. https://doi.org/10.1111/j.1746-1561.2000.tb06470.x
  • Elias, M. J, Weissberg, R. P. & Patrikakou, E. N. (2003). The ABCs of coping with adolescence LSS Partnerships. A Guide for Parents. https://casel.org/wp-content/uploads/lss_partnerships111.pdf
  • Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E. & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association of Supervision and Curriculum Development. https://www.pausd.org/sites/default/files/promoting%20social%20and%20emotional%20learning.pdf
  • Erkman, F., Göl-Güven M., Erten B., Bilgin, G. G. Kabakçı N., Pınar M., Mardin, N. ve Kırmacı, M. (2019). Sosyal ve duygusal öğrenme becerileri: yeni sanayi devriminin eşiğinde iş ve yaşam yetkinliklerinin anahtarı [Social and emotional learning competencies: Key to business and life competencies on the brink of the new industrial revolution.]. TÜSİAD, İstanbul. https://tusiad.org/tr/yayinlar/raporlar/item/10450-sosyal-ve-duygusal-ogrenme-becerileri
  • Frydenberg, E., Martin, A. J., & Collie, R. J. (2017). Social and emotional learning in Australia and the Asia-Pacific. Social and emotional learning in the Australasian context. Springer Social Sciences. https://doi.org/10.1007/978-981-10-3394-0
  • Greenberg, M. (2004). Schooling for the good heart presenter: Mark Greenberg. In Goleman, D. (Ed.), Destructive emotions: How can we overcome them? A scientific dialogue with the Dalai Lama (pp. 256-280). Bantam Dell.
  • Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredricks, L., Resnik, H. & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6-7), 466–474. https://doi.org/10.1037/0003-066X.58.6-7.466
  • Humphrey, N. (Ed.). (2013). Social and emotional learning: A critical appraisal. SAGE Publications Limited. http://dx.doi.org/10.4135/9781446288603
  • Jacobs, K., Struyf, E. (2013). Integrated social and emotional guidance: what do secondary education teachers think? European Journal of Psychology of Education, 28(4), 1567–1586. https://doi.org/10.1007/s10212-013-0182-5
  • Kozina, A. (2018). Can the “My FRIENDS” anxiety prevention programme also be used to prevent aggression? A six-month follow-up in a school. School Mental Health, 10(4), 500-509. https://doi.org/10.1007/s12310-018-9272-5
  • Linares, L. O., Rosbruch, N., Stern, M. B., Edwards, M. E., Walker, G., Abikoff, H. B., & Alvir, J. M. J. (2005). Developing cognitive‐social‐emotional competencies to enhance academic learning. Psychology in the Schools, 42(4), 405-417. https://doi.org/10.1002/pits.20066
  • Lindsay, M. (2013). Integrating social emotional learning into secondary curriculum [Master thesis, Dominican University]. Dominican Scholar. https://doi.org/10.33015/dominican.edu/2013.edu.10
  • Lopes, P. N. & Salovey, P. (2004). Toward a broader education: Social, emotional, and practical skills. In Joseph, Z., & Roger, W. (Ed.), Building academic success on social and emotional learning: What does the research say? (pp. 76-93). Teachers College Press.
  • Mashburn, A. J. & Pianta, R. C. (2006). Social relationships and school readiness. Early education and development, 17(1), 151-176. https://doi.org/10.1207/s15566935eed1701_7
  • Macklem, G. L. (2014). Preventive mental health at school: Evidence-based services for students. Springer Science + Business Media. http://dx.doi.org/10.1007/978-1-4614-8609-1
  • Martin, R. A. (2012). Social and emotional learning research: Intervention studies for supporting adolescents in Turkey. Procedia-Social and behavioral sciences, 69, 1469-1476. https://doi.org/10.1016/j.sbspro.2012.12.087
  • Martin, R. A & Alacaci, C. (2015). Positive youth development in Turkey: a critical review of research on the social and emotional learning needs of Turkish adolescents 2000–2012. Research Papers in Education, 30(3), 327-346. https://doi.org/10.1080/02671522.2014.963828
  • McKenzie, M. (2004). Seeing the spectrum: north american approaches to emotional, social, and moral education. The Educational Forum, 69(1), 79-90. https://doi.org/10.1080/00131720408984667
  • Merrell, K. W., & Gueldner, B. A. (2010). Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Press. https://www.guilford.com/books/Social-and-Emotional-Learning-in-the-Classroom/Merrell-Gueldner/9781606235508
  • Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J. & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behaviors in children and youth. Journal of School Health, 70(5), 179-185. https://doi.org/10.1111/j.1746-1561.2000.tb06468.x
  • Schaps, E. (2010). How a changing society changes SEL. In R. Slavin (Ed.). Better: Evidence-based education. Social-emotional learning, 2(2), 20-21, York: Institute for Effective Education, University of York. https://www.collaborativeclassroom.org/wp-content/uploads/2017/12/getresults5_ch3Schaps.pdf
  • Schonert-Reichl, K. A., Smith, V., Zaidman-Zait, A., & Hertzman, C. (2012). Promoting children’s prosocial behaviors in school: Impact of the “Roots of Empathy” program on the social and emotional competence of school-aged children. School Mental Health, 4(1), 1-21. https://doi.org/10.1007/s12310-011-9064-7
  • Sklad, M., Diekstra, R., De Ritter, M., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs. Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology and Schools, 49, 892-909. https://doi.org/10.1002/pits.21641
  • Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864
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Sosyal ve Duygusal Öğrenme Hakkında Ne Biliyoruz? Uluslararası ve Ulusal Çalışmaların Gözden Geçirilmesi ve Bibliyometrik Analizi

Year 2021, Volume: 23 Issue: 1, 280 - 297, 30.04.2021
https://doi.org/10.17556/erziefd.822759

Abstract

Bu araştırmada Sosyal ve Duygusal Öğrenme (SDÖ) ile ilgili yapılan araştırmalardaki mevcut eğilimlerin incelenmesi amaçlanmıştır. Bu amaçla, 1997-2020 yılları arasında dünya genelinde yapılan 321 araştırma ve 2004-2020 yılları arasında Türkiye’de yapılan 85 araştırma incelenmiştir. Araştırmada veriler doküman analizi ve bibliyometrik analiz yöntemleriyle çözümlenmiştir. Araştırmadan elde edilen sonuçlara göre, dünya genelinde yapılan araştırmalar en fazla ABD’de, genellikle eğitim ve psikoloji alanlarında, çoğunluğu 2018-2020 yılları arasında yapılmıştır. Bununla birlikte, ilgili yayınlarda anahtar kelime olarak en çok “uygulama”, “duygusal zekâ” ve “akademik başarı” kavramları kullanılmıştır. Türkiye’de yapılan araştırmalarda ise, çalışmaların çoğunluğu 2018-2020 yılları arasında, en çok eğitim bilimleri, rehberlik ve psikolojik danışmanlık alanlarında yapılmış, genellikle yöntem olarak ilişkisel tarama modeli kullanılmış ve katılımcı olarak çoğunlukla ortaokul öğrencileri yer almıştır. Bununla birlikte, ilgili yayınlarda genellikle sosyal ve duygusal öğrenme becerileri ile demografik değişkenler arasındaki ilişkiler incelenmiştir. Araştırmadan elde edilen tüm sonuçlar SDÖ ile ilgili araştırmalardaki genel eğilim ve farklılıklar temelinde değerlendirilmiş, gelecekte yapılacak araştırmalara yönelik öneriler sunulmuştur.

References

  • Barbara, L. (2004). The learner-centered psychological principles: A framework for balancing academic achievement and social-emotional learning outcomes. In Joseph, Z., & Roger, W. (Ed.), Building academic success on social and emotional learning: What does the research say? (pp. 23-39). Teachers College Press.
  • Baron, D. M. (2013). Social and emotional learning: An argument for religious pluralism (Publication No. 499) [Doctoral dissertation, Loyola University]. https://ecommons.luc.edu/luc_diss/499
  • Berg, J., Osher, D., Same, M., Nolan, E., Benson, D., & Jacobs, N. (2017). Identifying, defining, and measuring social and emotional competencies. Washington, DC: American Institutes for Research. https://www.air.org/sites/default/files/downloads/report/Identifying-Defining-and-Measuring-Social-and-Emotional-Competencies-December-2017-rev.pdf
  • Brant, R. S. (1999). Successful implementation of SEL programs. In Jonathan, C (Ed.), Educating minds and hearts (pp. 173-183). Teachers College Press.
  • Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S. & Hawkins, J. D. (2004). Positive youth development in the United States: research findings on evaluations of positive youth development programs. Annuals of the American Academy of Political & Social Science, 591(1), 98–124. https://doi.org/10.1177/0002716203260102
  • Cohen, J. (1999). Educating minds and hearts social emotional learning and the passage into adolescence. Teachers College Press.
  • Cohen, J. (2006). Social, emotional, ethical, and academic education: creating a climate for learning participation in democracy and well-being. Harvard Educational Review, 76(2), 201-237. https://doi.org/10.17763/haer.76.2.j44854x1524644vn
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2003). Safe and sound: an educational leader’s guide to evidence-based social and emotional learning (SEL) programs. Chicago. https://casel.org/wp-content/uploads/2016/06/safe-and-sound.pdf
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2005). Safe and sound: an educational leader’s guide to evidence-based social and emotional learning (SEL) programs - Illinois edition. Chicago. https://casel.org/wp-content/uploads/2016/06/safe-and-sound-il-edition.pdf
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. Chicago. https://casel.org/wp-content/uploads/2016/01/the-missing-piece.pdf
  • Collaborative for Academic, Social and Emotional Learning [CASEL]. (2015). CASEL Guide: effective social and emotional learning programs: middle and high school edition. Chicago. http://secondaryguide.casel.org/casel-secondary-guide.pdf
  • Corbin, J. & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th Ed.). Sage. https://uk.sagepub.com/en-gb/eur/basics-of-qualitative-research/book235578#preview
  • Denham, S. A. & Brown, C. (2010). Plays nice with others: Social-emotional learning and academic success. Early Education and Development, 21(5), 652-680. https://doi.org/10.1080/10409289.2010.497450
  • Downe‐Wamboldt, B. (1992). Content analysis: method, applications, and issues. Health Care for Women International, 13(3), 313-321. https://doi.org/10.1080/07399339209516006
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
  • Elbertson, N. A., Brackett, M. A. & Weissberg, R. P. (2010). School-based social and emotional learning (SEL) programming: current perspectives. In Hargreaves, A., Fullan, M., Hopkins, D. & Lieberman, A. (Ed.). The second international handbook of educational change (pp. 1017-1032). Springer. https://www.springer.com/gp/book/9789048126590
  • Elias, M. J. & Brune-Butler, L. (1999). Social decision making and problem solving: Essential skills for interpersonal and academic success. In J. Cohen (Ed.). Educating minds and hearts: Social emotional learning and the passage into adolescence (pp. 74-94). Teacher Collage Press.
  • Elias, M.J. & Weissberg, R. (2000). Primary prevention: Educational approach to enhance social emotional learning. The Journal of School Health, 70(5), 186-90. https://doi.org/10.1111/j.1746-1561.2000.tb06470.x
  • Elias, M. J, Weissberg, R. P. & Patrikakou, E. N. (2003). The ABCs of coping with adolescence LSS Partnerships. A Guide for Parents. https://casel.org/wp-content/uploads/lss_partnerships111.pdf
  • Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E. & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association of Supervision and Curriculum Development. https://www.pausd.org/sites/default/files/promoting%20social%20and%20emotional%20learning.pdf
  • Erkman, F., Göl-Güven M., Erten B., Bilgin, G. G. Kabakçı N., Pınar M., Mardin, N. ve Kırmacı, M. (2019). Sosyal ve duygusal öğrenme becerileri: yeni sanayi devriminin eşiğinde iş ve yaşam yetkinliklerinin anahtarı [Social and emotional learning competencies: Key to business and life competencies on the brink of the new industrial revolution.]. TÜSİAD, İstanbul. https://tusiad.org/tr/yayinlar/raporlar/item/10450-sosyal-ve-duygusal-ogrenme-becerileri
  • Frydenberg, E., Martin, A. J., & Collie, R. J. (2017). Social and emotional learning in Australia and the Asia-Pacific. Social and emotional learning in the Australasian context. Springer Social Sciences. https://doi.org/10.1007/978-981-10-3394-0
  • Greenberg, M. (2004). Schooling for the good heart presenter: Mark Greenberg. In Goleman, D. (Ed.), Destructive emotions: How can we overcome them? A scientific dialogue with the Dalai Lama (pp. 256-280). Bantam Dell.
  • Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredricks, L., Resnik, H. & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6-7), 466–474. https://doi.org/10.1037/0003-066X.58.6-7.466
  • Humphrey, N. (Ed.). (2013). Social and emotional learning: A critical appraisal. SAGE Publications Limited. http://dx.doi.org/10.4135/9781446288603
  • Jacobs, K., Struyf, E. (2013). Integrated social and emotional guidance: what do secondary education teachers think? European Journal of Psychology of Education, 28(4), 1567–1586. https://doi.org/10.1007/s10212-013-0182-5
  • Kozina, A. (2018). Can the “My FRIENDS” anxiety prevention programme also be used to prevent aggression? A six-month follow-up in a school. School Mental Health, 10(4), 500-509. https://doi.org/10.1007/s12310-018-9272-5
  • Linares, L. O., Rosbruch, N., Stern, M. B., Edwards, M. E., Walker, G., Abikoff, H. B., & Alvir, J. M. J. (2005). Developing cognitive‐social‐emotional competencies to enhance academic learning. Psychology in the Schools, 42(4), 405-417. https://doi.org/10.1002/pits.20066
  • Lindsay, M. (2013). Integrating social emotional learning into secondary curriculum [Master thesis, Dominican University]. Dominican Scholar. https://doi.org/10.33015/dominican.edu/2013.edu.10
  • Lopes, P. N. & Salovey, P. (2004). Toward a broader education: Social, emotional, and practical skills. In Joseph, Z., & Roger, W. (Ed.), Building academic success on social and emotional learning: What does the research say? (pp. 76-93). Teachers College Press.
  • Mashburn, A. J. & Pianta, R. C. (2006). Social relationships and school readiness. Early education and development, 17(1), 151-176. https://doi.org/10.1207/s15566935eed1701_7
  • Macklem, G. L. (2014). Preventive mental health at school: Evidence-based services for students. Springer Science + Business Media. http://dx.doi.org/10.1007/978-1-4614-8609-1
  • Martin, R. A. (2012). Social and emotional learning research: Intervention studies for supporting adolescents in Turkey. Procedia-Social and behavioral sciences, 69, 1469-1476. https://doi.org/10.1016/j.sbspro.2012.12.087
  • Martin, R. A & Alacaci, C. (2015). Positive youth development in Turkey: a critical review of research on the social and emotional learning needs of Turkish adolescents 2000–2012. Research Papers in Education, 30(3), 327-346. https://doi.org/10.1080/02671522.2014.963828
  • McKenzie, M. (2004). Seeing the spectrum: north american approaches to emotional, social, and moral education. The Educational Forum, 69(1), 79-90. https://doi.org/10.1080/00131720408984667
  • Merrell, K. W., & Gueldner, B. A. (2010). Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Press. https://www.guilford.com/books/Social-and-Emotional-Learning-in-the-Classroom/Merrell-Gueldner/9781606235508
  • Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J. & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behaviors in children and youth. Journal of School Health, 70(5), 179-185. https://doi.org/10.1111/j.1746-1561.2000.tb06468.x
  • Schaps, E. (2010). How a changing society changes SEL. In R. Slavin (Ed.). Better: Evidence-based education. Social-emotional learning, 2(2), 20-21, York: Institute for Effective Education, University of York. https://www.collaborativeclassroom.org/wp-content/uploads/2017/12/getresults5_ch3Schaps.pdf
  • Schonert-Reichl, K. A., Smith, V., Zaidman-Zait, A., & Hertzman, C. (2012). Promoting children’s prosocial behaviors in school: Impact of the “Roots of Empathy” program on the social and emotional competence of school-aged children. School Mental Health, 4(1), 1-21. https://doi.org/10.1007/s12310-011-9064-7
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There are 50 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Murat Ağırkan 0000-0002-9695-8525

Tuncay Ergene 0000-0003-1684-9378

Publication Date April 30, 2021
Acceptance Date January 5, 2021
Published in Issue Year 2021 Volume: 23 Issue: 1

Cite

APA Ağırkan, M., & Ergene, T. (2021). What Do We Know About Social and Emotional Learning? A Review and Bibliometric Analysis of International and National Studies. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 280-297. https://doi.org/10.17556/erziefd.822759