Investigation of the Effect of Social Emotional Learning on Peer Relationships of Adolescents

Year 2022, , 1 - 13, 24.01.2022

Zeynep Apaydın Demirci , Müdriye Yıldız Bıçakçı , Burhanettin Uysal

https://doi.org/10.30786/jef.789061

Cited By: 4

Abstract

Adolescence is a critical period in which significant developments occur in social-emotional learning skills and peer relationships. Therefore, it will be important to know which variables are effective in social-emotional learning skills and peer relationships and to determine whether there is a relationship between these two skills. This study is a cross-sectional field study based on the model of the quantitative descriptive survey. The research group of the research consists of 364 students between the ages of 14 and 18, those who are located in the Provincial Center, those who are associated with Bilecik Provincial Directorate of National Education in Turkey within the 2019-2020 Academic Year and those who continue their high school education. For the research data, Social-Emotional Learning Scale developed by Totan (2018) and Peer Relationships Scale developed by Kaner (2000) and personal information form about students were used. As a result of the findings, it was found that adolescents had the highest score in the sub-dimensions of responsible decision-making and commitment and the lowest in self-disclosure and loyalty. Self-awareness and relationship skills, which are the sub-dimensions of social-emotional learning, affect the peer relationship. Besides peer relationship was found to be positively associated with social-emotional learning.

Keywords

Adolescence, social-emotional learning,, peer relationships, commitment

References

• Akcaalan, M. (2015). Examining the relationships between lifelong learning and social emotional learning in terms of various variables. (Unpublished Master's Thesis). Sakarya University, Institute of Educational Sciences.
• Başdaş, E. (2018). Examination of the relationship among adolescents' problematic ınternet use, social problems and ınternalizing/eternalizing problems. Doctoral Thesis. Anadolu University Institute of Educational Sciences, Eskişehir.
• Bee, H. & Boyd, D. (2009). Developmental psychology (Translated by, Okan Gündüz). Ankara: Kaknüs Publications.
• Bloom, B. S., Krathwohl, D. R. & Masia, B. B. (1964) Taxonomy of educational objectives. The classification of educational goals. Handbook 2: Affective Domain Boston David McKay Company, Inc.
• Buhrmester D (1996). Need fulfillment, ınterpersonal competence, and the developmental contexts of early adolescent friendship. In WM Bukowsky, A Newcomb, & W Hartup (Eds.), The Company they Keep: Friendship and Childhood and Adolescence. Cambridge, UK: Cambridge University Press.
• Brown, B. B., & Klute, C. (2003). Friendships, cliques, and crowds. In G. R. Adams, & M. D. Berzonsky (Eds.), Blackwell handbook of adolescence. Malden, MA: Blackwell Publishing.
• Braddock, B. A., Twyman, K. A., Garrity, M. R., Wang, T., Neary, M. K., Ezzelgot, J. & Heithaus, J. L. (2015). A few close friends the pediatrician’s role in the management of social skills deficits in adolescent children. Clinical Pediatrics, 54(12), 1-8.
• Bradford-Brown, B. & Larson, J. (2009). Peer relationships in adolescence. Handbook of Adolescent Psychology. John Wiley & Sons, Inc. All.
• Candan, K., & Yalçın, A. F. (2018). Investigation of the relationship between social emotional learning skills of adolescents and social relationship elements and hope level. International Journal of Society Studies, 9(16), 319-348.
• Caprara, G.V., Barbanelli, C., Pastorelli, C., Bandura, A. & Zimbardo, P. G. (2000). Pro-social foundations of children's academic achievement. Psychological Science, 11(4), 302-306.
• Chambers, R. L., & Clark, R. G. (2012). An ıntroduction to model-based survey sampling with applications. OUP Oxford.
• Coie, J. D. (1990). Towards a theory of peer rejection. In S. R.Asher & J. D.Coie (Eds.), Peer rejection in childhood. New York: Cambridge University Press.
• Collaborative for Academic, Social, and Emotional Learning CASEL [Internet]. (2020). Available from: htps://casel.org [Accessed: Dec 10, 2020].
• Çetin, F., Alpa-Bilbay, A. & Albayrak- Kaymak, D. (2003). Social skills in children. Epsilon Publishing.
• Çiftçi, H. (2018). Comparison of peer relationship levels: a review on high school students. Journal of Human and Social Sciences Researches, 7(3), 1516-1535.
• Çoban, A. & Hamamcı, Z. (2006). Control foci of different adolescents in terms of decision strategies. Kastamonu Education Journal,14(2), 393-402.
• 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 for Supervision and Curriculum Development.
• Ersever, Ö. H. (1996). Effects of the decision-making skills program and interaction group experience on university students' decision-making styles. Doctoral Thesis. Ankara University Institute of Social Sciences, Ankara.
• Erdoğan, F. (2002). Relationship between social skills, socio-economic status, gender and age in children at secondary school students. Master Thesis, Ankara: Gazi University, Institute of Educational Sciences.
• Ergene T. & Yıldırım İ. (2004). Depression levels of university candidates. Journal of Psychiatry, Psychology and Psycho-pharmacology, 12(2), 91–100.
• Espejo-Siles, R., Zych, I. & Llorent, V.J. (2020). Empathy, social and emotional competencies, bullying perpetration and victimization as longitudinal predictors of somatic symptoms in adolescence. Journal of Affective Disorders, 271, 145-151.
• Feiring, C . (1999). Other‐sex friendship networks and the development of romantic relationships in adolescence. Journal of Youth and Adolescence, 28, 495– 512.
• Fredricks, J. A., Blumenfeld, P.C. & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
• Furman, W. & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of personal relationships. Child Development, 63(1), 103–115.
• Furtana, S. (2018). Prediction of 7th and 8th grade students' empathic tendencies and social emotional learning skills to theory of mind. Master's Thesis. Toros University, Mersin.
• Gravetter, J. F. & Forzano, L. B. (2012). Research methods for the behavioral sciences (4. Baskı). USA: Linda Schreiber-Ganster.
• Hall, G. Stanley (1904). Adolescence: Its psychology and its relation to physiology, anthropology, sociology, sex, crime, religion, and education (Vols. I & II). Englewood Cliffs, NJ: Prentice-Hall.
• Hay, D.F., Pawlby, S., Waters, C.S. & Sharp, D. (2008). Antepartum and post partum depression: Different effects on different adolescent outcomes. Journal of Child Psychology and Psychiatry, 49, 1079–1088.
• Horroks, J. (1965), Adolescent attitudes and goals. Chicago: Aldine Pub.
• İşeri, I. (2016). Examining the relationships between high school students' emotional intelligence levels and social emotional skills, Sakarya University. Educational Sciences Unpublished master's thesis. Sakarya.
• Kaner, S. (2000). Peer relations scale and peer deviation scale development study. Ankara University Journal of Faculty of Educational Sciences (JFES), 33(1), 77-89.
• Karagöz Y. (2016). SPSS 23 and AMOS 23 applied statistical analysis. Ankara: Nobel Publishing.
• Kathryn, R. W. (1991). Social competence at school: relation between social responsibility and academic achievement. Review of Educational Research, 61(1), 1-24.
• Körler, Y. (2011). The loneliness levels of primary school secondary school students in terms of various variables and the relationships between loneliness and social emotional learning skills. Unpublished master's thesis. Anadolu University, Institute of Educational Sciences, Eskişehir.
• Kramer, T.J., Caldarella, P., Christensen, L. & Shatzer, R.H. (2010). Social and emotional learning in the kindergarten classroom: evaluation of the strong start curriculum. Early Childhood Education Journal, 37(4), 303
• Laible, D. (2007). Attachment with parents and peers in late adolescence: Links with emotional competence and social behavior. Personality and Individual Differences, 43(5),1185–1197.
• Lawrence A. K. & Donna K. (1982). A developmental analysis of the relation between peer acceptance and both interpersonal understanding and perceived social self-competencechild development. Early Adolescence, 53(6), 1485-1491.
• Layous,K, Nelson, S.K., Oberle, E., Schonert-Reichl, K. A. & Lyubomirsky, S. (2012). Kindness counts: Prompting pro-social behavior in preadolescents boosts peer acceptance and well-being. PLoS One, 7(12).
• Liu, G.Z., Zhang D.J., Pan Y.G., Chen W.F. & Ma Y.X. (2016). The relationship between middle school students’ psychological suzhi and peer relationship: the mediating role of self-esteem. Chin. J. Psychol. Sci., 39, 1290–1295.
• Lopes, P. N., & Salovey, P. (2004). Toward a Broader Education: Social, emotional and practical skills. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say?. Teachers College Press.
• Lynch, A. D., Lerner, R. M. & Leventhal, T. (2013). Adolescent academic achievement and school engagement: An examination of the role of school-wide peer culture. Journal of Youth and Adolescence, 42(1), 6–19.
• McKenzie, M. (2004). Seeing the spectrum: north american approaches to emotional, social and moral education. The Educational Forum, 69(1), 79-90.
• Melikoğlu, M. (2020). Investigation of the relationship between middle school students' problem solving skills, social adaptation skills, and learning social memory skills. Unpublished Master's Thesis. Maltepe University, Graduate School of Education. Istanbul.
• Melikoğlu, M. & Bedel, A. (2021). Investigation of the relationship between middle school students' problem solving skills and social cohesion and social emotional learning skills. Mediterranean Educational Research Journal, 15(36), 38-54.
• Merter, K. (2013). Examining the relationship between secondary school students' social emotional learning skills and self-esteem (Example of Maltepe District). Master thesis. Yeditepe University Institute of Social Sciences, İstanbul.
• Nanda, S. (2005). Impact of age and family type on emotional maturity of urban adolescents. E-Journal of AIAER, 31, 99-10.
• Newcomb, A. F., & Bagwell, C. L. (1995). Children's friendship relations: A meta-analytic review. Psychological Bulletin, 117(2), 306–347.
• Omarzu, J. A. (2000). Disclosure decision model: determining how and when individuals will self-disclose. Personal Soc. Psychol. Rev, 4, 174-185.
• Öztürk, A. (2008). Investigation of the effects of preschool education on the social skills of primary school 1st and 3rd grade students. Master Thesis, Selcuk University, Institute of Social Sciences, Konya.
• Öztürk, I. (2017). Examining the relationships between perceived parental attitudes and social-emotional learning skills of 11-14 age group adolescents. Nişantaşı University Social Sciences Institute Unpublished master's thesis. Istanbul.
• Pedük, Ş. (2011). Emotional development. Child development (Ed: Aral and Baran). Istanbul: Ya-Pa Publishing.
• Pepler D & Bierman K. (2018). With a little help from my friends: the ımportance of peer relationships for social-emotional development. The Pennsylvania State University.
• Poorgholami, F., Aghaee, E., Farsimadan, E., & Gharacheh, A. M. A. (2015). The effectiveness of self-knowledge training on self-esteem and peer relations in junior high school female students in farashband, Iran. Mediterranean Journal of Social Sciences, 6(6), 121-125.
• Raimundo, R., Marques‐Pinto, A. & Lima, M.L. (2012). The effects of a socıal–emotıonal learnıng program on elementary school chıldren: the role of pupıls’ characterıstıcs. Psychology and Schools, 50(2), 165-180.
• Rohrbeck, C. A. (2003). In book: Encyclopedia of primary prevention and health promotion chapter: Peer relationships: Adolescence Publisher: Kluwer.
• Rubin, K., Bukowski, W. & Parker, J. (1998). Peer interactions, relationships, and groups W. Damon, N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed.), Wiley, New York.
• Santos JRA. (1999). Cronbach's alpha: a tool for assessing the reliability of scales. J Extension.
• Sarı, M. (2012). The effect of empathic classroom atmosphere and commitment to friends on high school students' quality of school life. Educational Administration: Theory and Practice, 18(1), 95-119.
• Schofield, M.J. & Kafer , N.F. (1985). Children's Understanding of Friendship Issues: Development by Stage or Sequence?. Journal of Social and Personal Relationships, 2(2), 151-165.
• Semrud-Clikeman, M. (2007). Social competence in children. New York: Springer.
• Shafer, D. S. & Zhang, Z. (2012). Beginning statistics. University of North Carolina.
• Şafak-Soyaslan, Ö. (2019). Resistance to peer influence in adolescents: turkish adaptation, its relationship with attachment and rejection sensitivity. Master Thesis, Istanbul University, Cerrahpaşa Graduate Education Institute, Istanbul.
• 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 efects. Child Development, 88, 1156-1171.
• Totan, T. (2018). Development of Social and Emotional Learning Scale in Adolescents. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 48(48), 41-58.
• Totan, T. & Kabakçı, Ö. (2010). The power of social emotional learning skills to predict bullying among elementary school students. Journal of Uludağ University Faculty of Education, 23(2), 575-600.
• Watkins, J. C. (2016). An ıntroduction to the science of statistics: From theory to ımplementation, Preliminary Edition. Sented by Paul.
• Westenberg PM, Gullone E, Bokhorst CL, Heyne DA, King NJ. (2007). Social evaluation fear in childhood and adolescence: normative developmental course and continuity of individual differences. British Journal of Developmental Psychology, 25, 471–483.
• WHO Regional Office for Europe. (1996). Regional guidelines: Development of health-promoting schools: A framework for action. Manila: WHO Regional Office for the Western Pacific.
• Wilkinson, R. B. (2004). The role of parental and peer attachment in the psychological health and self-esteem of adolescents. Journal of Youth and Adolescence, 33(6), 479-493.
• Woodhouse, S., Dykas, M., & Cassidy, J. (2012). Loneliness and peer relations in adolescence. Social Development, 21(2), 273- 293.