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Ergenlerde Yürütücü İşlevsellik ve Sosyal Duygusal Öğrenmenin Değerlendirilmesi

Year 2022, , 286 - 292, 29.12.2022
https://doi.org/10.18863/pgy.1172105

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.

References

  • Aarnoudse-Moens CS, Duivenvoorden HJ, Weisglas-Kuperus N, Van Goudoever JB, Oosterlaan J. (2012). The profile of executive function in very preterm children at 4 to 12 years. Dev Med Child Neurol, 54: 247–253. pmid:22126188
  • Barry, M., Clarke, A., & Dowling, K. (2017). Promoting social and emotional well-being in schools. Health Education, 117(5), 434–451. https://doi.org/10.1108/MRR-09-2015-0216
  • Basu, A., & Mermillod, M. (2011). Emotional intelligence and social-emotional learning: An overview. Psychology Research, 1, 182–185. https://doi.org/10.17265/2159-5542/2011.03.004
  • Bernard, M. E., & Walton, K. E. (2011). The effect of You Can Do It! Education in six schools on student perceptions of well-being, teaching-learning and relationships. Journal of Student Well-being, 5, 22–37.
  • Bierman, K.L., Nix, R.L., Greenberg, M.T., Blair, C., & Domitrovich, C.E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI Program. Development and Psychopathology, 20, 821-843.
  • Caldarella, P. , Christensen, L. , Kramer, T. J. , & Kronmiller, K. . (2009). Promoting social and emotional learning in second grade students: a study of the Strong Start curriculum. Early Childhood Education Journal, 37(1), 51–56.
  • Corcoran, R. P., Cheung, A. C. K., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56–72. https://doi.org/10.1016/j.edurev.2017.12.001
  • Diperna, J. C., & Volpe, R. J. (2005). Self-report on the social skills rating system: analysis of reliability and validity for an elementary sample. Psychology in the Schools, 42(4), 345e354.
  • Domitrovich, C., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. https://doi.org/10.1111/cdev.12739
  • Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., and Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: a metaanalysis of school-based universal interventions. J. Child Dev. 82, 405–432. doi: 10.1111/j.1467-8624.2010.01564.x
  • Gerst, E. H., Cirino, P. T., Fletcher, J. M., and Yoshida, H. (2017). Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children. Child Neuropsychol. 23, 381–407. doi: 10.1080/09297049.2015.1120860
  • Gioia G. A., Isquith P. K., Retzlaff P. D., Espy K. A. Confirmatory factor analysis of the behavior rating inventory of executive function (BRIEF) in a clinical sample. Child Neuropsychology. 2002;8:249–257. doi: 10.1076/chin.8.4.249.13513.
  • Goldberg, J. M., Sklad, M., Elfrink, T. R., Schreurs, K. M. G., Bohlmeiher, E. T., & Clarke, A. M. (2018). Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: A meta-analysis. European Journal of Psychology of Education, 34, 755–782. https://doi.org/10.1007/s10212-018-0406-9
  • Gunter, L., Caldarella, P., Korth, B.B., & Young, K.R. (2012). Promoting social and emotional learning in preschool students: A study of Strong Start Pre-K. Early Childhood Education Journal, 40, 151-159.
  • Grant, S., Hamilton, L. S., Wrabel, S. L., Gomez, C. J., Whitaker, A., Tamargo, J., … Ramos, A. (2017). Social and emotional learning interventions: Intervention summaries (pp. 1–255). Santa Monica, CA: RAND Corporation.
  • Lee, K., Bull, R., and Ho, R. M. (2013). Developmental changes in executive functioning. Child Dev. 84, 1933–1953. doi: 10.1111/cdev.12096
  • Merrell, K. W. , Juskelis, M. P. , Tran, O. K. , & Buchanan, R. . (2008). Social and emotional learning in the classroom: Evaluation of Strong Kids and Strong Teens on students’ social-emotional knowledge and symptoms. Journal of Applied School Psychology, 24(2), 209–224.
  • Pinto, A., and Raimundo, R. (2016). Socio-emotional learning framework: evolution and challenges, in Evaluation and Promotion of Socioemotional Skills in Portugal, eds A. Pinto and R. Raimundo (Lisboa: Coisas de Ler), 15–36.
  • Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Smallwood, K., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26.
  • Rose, S. A., Feldman, J. F., & Jankowski, J. J. (2011). Modeling a cascade of effects: The role of speed and executive functioning in preterm/full-term differences in academic achievement. Developmental Science, 14, 1161–1175.
  • Sklad, M., Diekstra, R., Ritter, M., & Ben, J. (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 in the Schools, 49(9), 892–909. https://doi.org/10.1002/pits.21641
  • Totan, T. (2018). Ergenlerde sosyal ve duygusal öğrenme ölçeğinin geliştirilmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 48(48), 41-58. https://doi.org/10.15285/maruaebd.393209
  • Oberle, E., Domitrovich, C., Meyers, D., & Weissberg, R. (2016). Establishing systemic social and emotional learning approaches in schools: A framework for schoolwide implementation. Cambridge Journal of Education, 46(3), 277–297. https://doi.org/10.1080/0305764X.2015.112545
  • Ursache, A., Blair, C., & Raver, C.C. (2012). The promotion of self-regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives, 6, 122-128.
  • Vandierendonck, A. (2012). Role of working memory in task switching. Psychologica Belgica, 52, 229–253.
  • Wiebe, S. A., Sheffield, T., Nelson, J. M., Clark, C. A., Chevalier, N., & Espy, K. A. (2011). The structure of executive function in 3-year-olds. Journal of Experimental Child Psychology, 108, 436–452.
  • Willoughby, M. T., Blair, C. B., Wirth, R. J., & Greenberg, M. (2010). The measurement of executive function at age 3 years: Psychometric properties and criterion validity of a new battery of tasks. Psychological Assessment, 22, 306–317.

Assessment of Executive Functioning and Social Emotional Learning among Adolescents

Year 2022, , 286 - 292, 29.12.2022
https://doi.org/10.18863/pgy.1172105

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.

References

  • Aarnoudse-Moens CS, Duivenvoorden HJ, Weisglas-Kuperus N, Van Goudoever JB, Oosterlaan J. (2012). The profile of executive function in very preterm children at 4 to 12 years. Dev Med Child Neurol, 54: 247–253. pmid:22126188
  • Barry, M., Clarke, A., & Dowling, K. (2017). Promoting social and emotional well-being in schools. Health Education, 117(5), 434–451. https://doi.org/10.1108/MRR-09-2015-0216
  • Basu, A., & Mermillod, M. (2011). Emotional intelligence and social-emotional learning: An overview. Psychology Research, 1, 182–185. https://doi.org/10.17265/2159-5542/2011.03.004
  • Bernard, M. E., & Walton, K. E. (2011). The effect of You Can Do It! Education in six schools on student perceptions of well-being, teaching-learning and relationships. Journal of Student Well-being, 5, 22–37.
  • Bierman, K.L., Nix, R.L., Greenberg, M.T., Blair, C., & Domitrovich, C.E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI Program. Development and Psychopathology, 20, 821-843.
  • Caldarella, P. , Christensen, L. , Kramer, T. J. , & Kronmiller, K. . (2009). Promoting social and emotional learning in second grade students: a study of the Strong Start curriculum. Early Childhood Education Journal, 37(1), 51–56.
  • Corcoran, R. P., Cheung, A. C. K., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56–72. https://doi.org/10.1016/j.edurev.2017.12.001
  • Diperna, J. C., & Volpe, R. J. (2005). Self-report on the social skills rating system: analysis of reliability and validity for an elementary sample. Psychology in the Schools, 42(4), 345e354.
  • Domitrovich, C., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. https://doi.org/10.1111/cdev.12739
  • Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., and Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: a metaanalysis of school-based universal interventions. J. Child Dev. 82, 405–432. doi: 10.1111/j.1467-8624.2010.01564.x
  • Gerst, E. H., Cirino, P. T., Fletcher, J. M., and Yoshida, H. (2017). Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children. Child Neuropsychol. 23, 381–407. doi: 10.1080/09297049.2015.1120860
  • Gioia G. A., Isquith P. K., Retzlaff P. D., Espy K. A. Confirmatory factor analysis of the behavior rating inventory of executive function (BRIEF) in a clinical sample. Child Neuropsychology. 2002;8:249–257. doi: 10.1076/chin.8.4.249.13513.
  • Goldberg, J. M., Sklad, M., Elfrink, T. R., Schreurs, K. M. G., Bohlmeiher, E. T., & Clarke, A. M. (2018). Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: A meta-analysis. European Journal of Psychology of Education, 34, 755–782. https://doi.org/10.1007/s10212-018-0406-9
  • Gunter, L., Caldarella, P., Korth, B.B., & Young, K.R. (2012). Promoting social and emotional learning in preschool students: A study of Strong Start Pre-K. Early Childhood Education Journal, 40, 151-159.
  • Grant, S., Hamilton, L. S., Wrabel, S. L., Gomez, C. J., Whitaker, A., Tamargo, J., … Ramos, A. (2017). Social and emotional learning interventions: Intervention summaries (pp. 1–255). Santa Monica, CA: RAND Corporation.
  • Lee, K., Bull, R., and Ho, R. M. (2013). Developmental changes in executive functioning. Child Dev. 84, 1933–1953. doi: 10.1111/cdev.12096
  • Merrell, K. W. , Juskelis, M. P. , Tran, O. K. , & Buchanan, R. . (2008). Social and emotional learning in the classroom: Evaluation of Strong Kids and Strong Teens on students’ social-emotional knowledge and symptoms. Journal of Applied School Psychology, 24(2), 209–224.
  • Pinto, A., and Raimundo, R. (2016). Socio-emotional learning framework: evolution and challenges, in Evaluation and Promotion of Socioemotional Skills in Portugal, eds A. Pinto and R. Raimundo (Lisboa: Coisas de Ler), 15–36.
  • Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Smallwood, K., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26.
  • Rose, S. A., Feldman, J. F., & Jankowski, J. J. (2011). Modeling a cascade of effects: The role of speed and executive functioning in preterm/full-term differences in academic achievement. Developmental Science, 14, 1161–1175.
  • Sklad, M., Diekstra, R., Ritter, M., & Ben, J. (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 in the Schools, 49(9), 892–909. https://doi.org/10.1002/pits.21641
  • Totan, T. (2018). Ergenlerde sosyal ve duygusal öğrenme ölçeğinin geliştirilmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 48(48), 41-58. https://doi.org/10.15285/maruaebd.393209
  • Oberle, E., Domitrovich, C., Meyers, D., & Weissberg, R. (2016). Establishing systemic social and emotional learning approaches in schools: A framework for schoolwide implementation. Cambridge Journal of Education, 46(3), 277–297. https://doi.org/10.1080/0305764X.2015.112545
  • Ursache, A., Blair, C., & Raver, C.C. (2012). The promotion of self-regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives, 6, 122-128.
  • Vandierendonck, A. (2012). Role of working memory in task switching. Psychologica Belgica, 52, 229–253.
  • Wiebe, S. A., Sheffield, T., Nelson, J. M., Clark, C. A., Chevalier, N., & Espy, K. A. (2011). The structure of executive function in 3-year-olds. Journal of Experimental Child Psychology, 108, 436–452.
  • Willoughby, M. T., Blair, C. B., Wirth, R. J., & Greenberg, M. (2010). The measurement of executive function at age 3 years: Psychometric properties and criterion validity of a new battery of tasks. Psychological Assessment, 22, 306–317.
There are 27 citations in total.

Details

Primary Language English
Subjects Psychology
Journal Section Research
Authors

Zekeriya Temircan 0000-0001-6017-3403

Publication Date December 29, 2022
Acceptance Date November 24, 2022
Published in Issue Year 2022

Cite

AMA Temircan Z. Assessment of Executive Functioning and Social Emotional Learning among Adolescents. Psikiyatride Güncel Yaklaşımlar. December 2022;14(Ek 1):286-292. doi:10.18863/pgy.1172105

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