Ergenlerde Yürütücü İşlevsellik ve Sosyal Duygusal Öğrenmenin Değerlendirilmesi

Year 2022, , 286 - 292, 29.12.2022

Zekeriya Temircan

https://doi.org/10.18863/pgy.1172105

Cited By: 1

Abstract

Yürütücü işlevler öz düzenleme için bir temel oluşturarak, ergenlerin düşüncelerini, davranışlarını ve duygularını yönetmelerine, öğrenme için daha iyi bir geçiş hazırlığı yapmalarına ve sosyal-duygusal beceriler geliştirmelerine yardımcı olur. Bu çalışmanın amacı, ergenler arasında yürütücü işlev becerileri ile sosyal duygusal öğrenmeyi arasındaki ilişkiyi incelemektir. Kesitsel olarak gerçekleştirilen çalışmaya 130 (54%) ve 110 (46%) erkek olmak üzere toplam 240 ergen katılmış ve katıcımlardan veriler Sosyo-Demografik form, Yürütücü İşlevlere Yönelik Davranış Değerlendirme formu ve Sosyal Duygusal Öğrenme Ölçeği kullanarak elde edilmiştir. Bulgular, kız öğrencilerin daha fazla sosyal farkındalık becerilerine sahip olduğu ve erkek öğrencilerin daha sorumlu karar verme becerilerine sahip olduğu göstermiştir. Yürütücü işlev becerilerinin sosyal duygusal öğrenme ile yer değiştirme (r=0,159; p= 0,021), duygu kontrolü (r= 0,187; p= 0,017) ve çalışma belleği (r=0,118; p= 0,032) arasında anlamlı pozitif korelasyon bulunmuştur. Çalışmanın bulguları, ergenler arasında özellikle kaydırma, duygusal kontrol ve çalışan bellek gibi yürütücü işlev fonskiyonları ve sosyal duygusal öğrenme arasında ilişki olduğunu göstermiştir. Daha iyi yönetici işlev becerilerine sahip olan ergenler, kişisel hedeflere ulaşmak için daha kolay bilgi edinebilir, daha iyi akademik performans ve tutum sergileyebilir.

Keywords

yürütücü işlevler, sosyal duygusal öğrenme, ergenler, eğitim, executive functions, social emotional learning, adolescents, education

Assessment of Executive Functioning and Social Emotional Learning among Adolescents

Abstract

Executive functions form a foundation for self-regulation and help adolescents build social-emotional skills, which help them manage their thoughts, behavior, and emotions and help prepare for a better transition to learning. The purpose of study was to assess the executive functioning skills and social emotional learning among adolescents. The cross-sectional study was conducted with a total 240 adolescents with a mean age of 15 ± 2.23 years, of whom 54% (130) were female and 46% (110) were male and participants completed socio-demographic form, behavior rating inventory for executive functioning and Social Emotional Learning Scale. The main findings were that female students were found to have greater social awareness skills (Mean ± SD, 15 ± 2.01) and male students were found to have greater responsible decision-making skills (Mean ± SD, 19 ± 2.28). A statistically significant positive correlation was found for shift (r=0.159), emotional control (r= 0.187) and working memory (r=0.118) of executive functioning skills with social emotional learning. The findings of the study showed that there is a relationship of the executive functioning skills and social emotional learning in adolescents, especially in relation to shift, emotional control and working memory of the executive functioning skills and social emotional learning among adolescents. Adolescents who have better executive functioning skills may acquire knowledge easily, perform better academic performance and attitudes to achieve personal goals.

Keywords

executive functions, social emotional learning, adolescents, education

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