Examining Students’ Socio-Emotional Skills Profiles During the Early Post-COVID-19 Period and Their Relationships with Self-Directed Learning Self-Efficacy

Abstract

This study, consistent with Self-Determination Theory, aims to determine students’ socio-emotional skill profiles and the corresponding levels of self-efficacy for self-directed learning. For the analyses, data from 7206 Turkish students in the Program for International Student Assessment (PISA) 2022 were used to conduct a Latent Profile Analysis. The results revealed that the students in this study could be classified into five distinct profiles based on their socio-emotional skills. In particular, the profiles differed statistically significantly in self-efficacy for self-directed learning; in particular, the self-directed learning self-efficacy levels of those in the optimal need satisfaction profile were higher than those in the other profiles. Despite this, 64% of the participants have shown below-average confidence in self-directed learning. These findings not only enhance our understanding of students' socio-emotional development but also highlight the need for educational interventions that prioritize the holistic development of students' socio-emotional skills.

Keywords

• Latent profile analysis
• Self-determination theory
• Self-directed learning
• Self-directed learning self-efficacy
• Socio-emotional skills

Öğrencilerin COVID-19 Sonrası Erken Dönemdeki Sosyo-Duygusal Beceri Profilleri ve Öz-Yönelimli Öğrenme Öz-Yeterliği ile İlişkileri

Abstract

Bu çalışma, öz-belirleme teorisi ile tutarlı olarak, öğrencilerin sosyo-duygusal beceri profillerini ve öz-yönelimli öğrenme için öz-yeterlik düzeylerini belirlemeyi amaçlamaktadır. Analizler için 7206 Türk öğrenciye ait 2022 Uluslararası Öğrenci Değerlendirme Programı (PISA) verisi kullanılarak Örtük Profil Analizi yapılmıştır. Sonuçlar, bu çalışmadaki öğrencilerin sosyo-duygusal becerileri açısından beş özel profilde sınıflandırılabileceğini ortaya koymuştur. Özellikle, profiller öz-yönelimli öğrenmeye yönelik öz-yeterlik açısından istatistiksel olarak anlamlı bir şekilde farklılaşmıştır; optimal ihtiyaç tatmini profilinde yer alanların öz-yönelimli öğrenme öz-yeterlik düzeyleri diğer profillere kıyasla daha yüksektir. Buna rağmen, katılımcıların %64'ünün öz-yönelimli öğrenme konusunda ortalamanın altında güvene sahip olduğu ortaya çıkmıştır. Bu bulgular, öğrencilerin sosyo-duygusal gelişimine ilişkin anlayışımızı geliştirmekle kalmayıp, aynı zamanda öğrencilerin sosyo-duygusal becerilerinin bütünsel gelişimine öncelik veren eğitim müdahalelerine duyulan acil ihtiyacı da vurgulamaktadır.

Keywords

• Örtük profil analizi
• Öz-belirleme kuramı
• Öz-yönelimli öğrenme
• Öz-yönelimli öğrenme öz-yeterliği
• Sosyo-duygusal beceriler

Ethical Statement

Bu çalışmada analiz edilen veri seti PISA 2022 uluslararası veri tabanında mevcuttur, https://www.oecd.org/en/data/datasets/pisa-2022-database.html. Dolayısıyla herhangi bir etik kurul izninin alınmasına gerek duyulmamaktadır. Bu araştırmanın planlanmasından, uygulanmasına, verilerin toplanmasından verilerin analizine kadar olan tüm süreçte “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Bu araştırmanın yazım sürecinde bilimsel, etik ve alıntı kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamıştır. Bu çalışma herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiştir.

Thanks

PISA 2022 değerlendirmesine katılan Türk öğrencilere, değerli katkıları bu çalışmayı mümkün kıldığı için en içten teşekkürlerimi sunarım.

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