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THE EFFECT OF SOCIAL AND EMOTIONAL LEARNING NEEDS ON DECREASING THE MENTAL SYMPTOMS IN ELEMENTARY SCHOOL STUDENTS

Yıl 2013, Cilt: 42 Sayı: 1, 56 - 64, 08.03.2014

Öz

The objective of this study is to examine whether the social and emotional learning needs are affective in preserving the mental health of students during elementary level education. To this end, it was assessed at what level and in what direction the social and emotional learning needs of students in the second stage of elementary level education relationships their mental symptoms. The participants of this study are 320 elementary school students (Girls n= 149, 48.10%; boysn= 161, 51.90%) who were enrolled to an elementary level school during the 2009-2010 school year in the central district of Izmir. The Social-Emotional Learning Scale developed by Coryn, Spybrook, and Blinkiewicz (2009) and adopted into Turkish by Totan (2011) and the Brief Symptom Inventory and the personal information form developed by Derogatis (1992) and adopted into Turkish by Şahin, Durak Batıgün, and Uğurtaş (2002) were used as data acquisition tools in the study. According to the research findings, negative and statistically significant relationships were determined between social and emotional learning needs and the mental symptoms. Also, it was determined as a result of multiple linear regression analysis that the social and emotional learning needs of second grade elementary level students are effective in decreasing the mental symptoms.

Kaynakça

  • Allen, J. P., Porter, M. R., McFarland, F. C., Marsh, P., & McElhaney, K. B. (2005). The two faces of adolescents’ success with peers: Adolescent popularity, social adaptation, and deviant behavior. Child Development, 76(3), 747-760.
  • Allen, J. P. et. al. (2007). The relation of attachment security to adolescents’ paternal and peer relationships, Depression and externalizing behavior. Child Development, 78(4), 1222-1239.
  • Aspinwall, L. G. & Taylor, S. E. (1997). A stitch in time: Self-regulation and proactive coping. Psychological Bulletin, 121(3), 417-436.
  • Cheng, S. T., Cheung, K. C. C., & Cheung, C. K. (2008). Peer victimization and depression among Hong Kong Adolescents. Journal of Clinical Psychology, 64(6), 766-776.
  • Cohen, J., Onunaku, N., Clothier, S., & Poppe, J. (2005). Helping young children succeed: Strategies to promote early childhood social and emotional development. (Research and Policy Report). Washington, D.C.: National Conference of State Legislatures.
  • Coryn, C. L. S., Spybrook, J. K., Evergreen, S. D. H., & Blinkiewicz, M. V. (2009). Development and evaluation of the Social-Emotional Learning Scale. Journal of Psychoeducational Assessment, 27(3), 283-295.
  • Derogatis, L. R. (1993). The Brief Symptom Inventory- BSI administration, scoring, and procedures manual (4th Edition). Minnesota: National Computer Systems.
  • Durlak, J. & Weissberg, R. (2010). Social and emotional learning programmes that work. In R. Slavin (Ed.). Better: Evidence-based education. Social-emotional learning, 2(2), 4-5, York: Instute for Effective Education, University of York.
  • Elias, M. J. (2003). Academic and social-emotional learning. Geneva: International Academy of Education and the International Bureau of Education.
  • Haslam, J. (2010). Bring evidence into the classroom. In R. Slavin (Ed.). Better: Evidence-based education. Social-emotional learning, 2(2), 22-23, York: Institute for Effective Education, University of York.
  • Illinois Violence Prevention Authority. (2011). SEL and the Illinois Children’s Mental Health Act. www.ivpa.org
  • Green, S. B. & Salkind, N. J. (2008). Using SPSS for Windows and Macintosh. Analyzing and understanding data. (5th Edition). New Jersey: Pearson, Prentince Hall.
  • Kabakçı, Ö. M. & Korkut Owen, F. (2010). Sosyal Duygusal Öğrenme Becerileri Ölçeği geliştirme çalışması. [A study of development to Social Emotional Learning Skills Scale]. Eğitim ve Bilim, 35(157), 152-166.
  • Kocovski, N. L., & Endler, N. S. (2000). Social anxiety, self-regulation, and fear of negative evaluation. European Journal of Personality, 14, 347-358.
  • La Greca, A. M. & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal Of Abnormal Child Psychology, 26(2), 83-94.
  • La Greca, A. M. & Moore Harrison, H. (2005). Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child & Adolescent Psychology, 34(1), 49-61.
  • Lin, H. C., Tang, T. C., Yen, J. Y., Ko, C. H., Huang, C. F., Liu, S. C., & Yen, C. F. (2008). Depression and its association with self-esteem, family, peer and school factors in a population of 9586 adolescents in southern Taiwan. Psychiatry and Clinical Neurosciences, 62, 412-420.
  • Luo, J., Gao, W., & Zhang, J. (2011). The influence of school relationships on anxiety and depression among Chinese adolescents whose parents are absent. Social Behavior and Personality, 39(3), 289-298.
  • Norris, J. A. (2003). Looking at classroom management through a social and emotional learning lens. Theory Into Practice, 42(4), 313-318.
  • Martin, T. R. et. al. (1996). Personality correlates of depression and health symptoms: A test of a self-regulation model. Journal of Research in Personality, 30(2), 264-277.
  • O’Brennan, L. M., Bradshaw, C. P., & Sawyer, A. L. (2009). Examining developmental differences in the social-emotional problems among frequent bullies, victims, and bully/victims. Psychology in the Schools, 46(2), 100-115.
  • PAWS (2009). PASW Statistics 18 core system user’s guide. Chicago, IL: SPSS Inc.
  • 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 behaviours in children and youth. Journal of School Health, 70(5), 179-185.
  • Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
  • Scott, W. D., Dearing, E., Reynolds, W. R., Lindsay, J. E., Baird, G. L., & Hamill, S. (2008). Cognitive self-regulation and depression: Examining academic self-efficacy and goal characteristics in youth of a northern plains tribe. Journal of Research on Adolescence, 18(2), 379-394.
  • Seah, S. L. & Ang, R. P. (2008). Differential correlates of reactive and proactive aggression in Asian adolescents: Relations to narcissism, anxiety, schizotypal traits, and peer relations. Aggressive Behavior, 34, 553-562.
  • Strauman, T. J. (2002). Self-regulation and depression. Self and Identity, 1(2), 151-157.
  • Şahin, N. H., Durak Batıgün, A., & Uğurtaş, S. (2002). Kısa Semptom Envanteri (KSE): Ergenler için kullanımının geçerlik, güvenirlik ve faktör yapısı [The validity, reliability and factor structure of the Brief Symptom Inventory (BSI)]. Türk Psikiyatri Dergisi, 13(2), 125-135.
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5th Edition). Boston: Allyn and Bacon.
  • Totan, T. (2011). Problem çözme becerileri eğitim programının ilköğretim 6. sınıf öğrencilerinin sosyal duygusal öğrnme becerileri üzerine etkisi [The effect of problem solving skills training program on the social and emotional learning abilities of 6th grade students]. Unpublished doctoral dissertation, Dokuz Eylül University, Institute of Educational Sciences, İzmir, Turkey.
  • Türnüklü, A. (2004). Okullarda sosyal ve duygusal öğrenme [Social and emotional learning in schools]. Kuram ve Uygulamada Eğitim Yönetimi, 37(10), 136-152.
  • Schonert-Reichl, K. & Hymel, S. (2007). Educating the heart as well as the mind social and emotional learning for school and life success. Education Canada, 47(2), 20-25.
  • Özcan Demir, N., Görgün Baran, A., & Ulusoy, D. (2005). Türkiye’de ergenlerin arkadaş-akran grupları ile ilişkileri ve sapmış davranışlar: Ankara örneklemi [Relations of adolescents with their peer groups-friends in Ankara and deviated behaviors] Bilig, 32, 83-108.
  • Vernberg, E. M., Abwender, D. A. Ewell, K. K., & Berry, S. H. (1992). Social anxiety and peer relationships in early adolescence: A prospective analysis. Journal of Clinical Child & Adolescent Psychology, 21(2), 189-196.
  • Zins, J. E., Elias, M. J., & Greenberg, M. T. (2003). Facilitating success in school and in life through and emotional learning. Perspectives in Education, 21(4), 59-60.
Yıl 2013, Cilt: 42 Sayı: 1, 56 - 64, 08.03.2014

Öz

Kaynakça

  • Allen, J. P., Porter, M. R., McFarland, F. C., Marsh, P., & McElhaney, K. B. (2005). The two faces of adolescents’ success with peers: Adolescent popularity, social adaptation, and deviant behavior. Child Development, 76(3), 747-760.
  • Allen, J. P. et. al. (2007). The relation of attachment security to adolescents’ paternal and peer relationships, Depression and externalizing behavior. Child Development, 78(4), 1222-1239.
  • Aspinwall, L. G. & Taylor, S. E. (1997). A stitch in time: Self-regulation and proactive coping. Psychological Bulletin, 121(3), 417-436.
  • Cheng, S. T., Cheung, K. C. C., & Cheung, C. K. (2008). Peer victimization and depression among Hong Kong Adolescents. Journal of Clinical Psychology, 64(6), 766-776.
  • Cohen, J., Onunaku, N., Clothier, S., & Poppe, J. (2005). Helping young children succeed: Strategies to promote early childhood social and emotional development. (Research and Policy Report). Washington, D.C.: National Conference of State Legislatures.
  • Coryn, C. L. S., Spybrook, J. K., Evergreen, S. D. H., & Blinkiewicz, M. V. (2009). Development and evaluation of the Social-Emotional Learning Scale. Journal of Psychoeducational Assessment, 27(3), 283-295.
  • Derogatis, L. R. (1993). The Brief Symptom Inventory- BSI administration, scoring, and procedures manual (4th Edition). Minnesota: National Computer Systems.
  • Durlak, J. & Weissberg, R. (2010). Social and emotional learning programmes that work. In R. Slavin (Ed.). Better: Evidence-based education. Social-emotional learning, 2(2), 4-5, York: Instute for Effective Education, University of York.
  • Elias, M. J. (2003). Academic and social-emotional learning. Geneva: International Academy of Education and the International Bureau of Education.
  • Haslam, J. (2010). Bring evidence into the classroom. In R. Slavin (Ed.). Better: Evidence-based education. Social-emotional learning, 2(2), 22-23, York: Institute for Effective Education, University of York.
  • Illinois Violence Prevention Authority. (2011). SEL and the Illinois Children’s Mental Health Act. www.ivpa.org
  • Green, S. B. & Salkind, N. J. (2008). Using SPSS for Windows and Macintosh. Analyzing and understanding data. (5th Edition). New Jersey: Pearson, Prentince Hall.
  • Kabakçı, Ö. M. & Korkut Owen, F. (2010). Sosyal Duygusal Öğrenme Becerileri Ölçeği geliştirme çalışması. [A study of development to Social Emotional Learning Skills Scale]. Eğitim ve Bilim, 35(157), 152-166.
  • Kocovski, N. L., & Endler, N. S. (2000). Social anxiety, self-regulation, and fear of negative evaluation. European Journal of Personality, 14, 347-358.
  • La Greca, A. M. & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal Of Abnormal Child Psychology, 26(2), 83-94.
  • La Greca, A. M. & Moore Harrison, H. (2005). Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child & Adolescent Psychology, 34(1), 49-61.
  • Lin, H. C., Tang, T. C., Yen, J. Y., Ko, C. H., Huang, C. F., Liu, S. C., & Yen, C. F. (2008). Depression and its association with self-esteem, family, peer and school factors in a population of 9586 adolescents in southern Taiwan. Psychiatry and Clinical Neurosciences, 62, 412-420.
  • Luo, J., Gao, W., & Zhang, J. (2011). The influence of school relationships on anxiety and depression among Chinese adolescents whose parents are absent. Social Behavior and Personality, 39(3), 289-298.
  • Norris, J. A. (2003). Looking at classroom management through a social and emotional learning lens. Theory Into Practice, 42(4), 313-318.
  • Martin, T. R. et. al. (1996). Personality correlates of depression and health symptoms: A test of a self-regulation model. Journal of Research in Personality, 30(2), 264-277.
  • O’Brennan, L. M., Bradshaw, C. P., & Sawyer, A. L. (2009). Examining developmental differences in the social-emotional problems among frequent bullies, victims, and bully/victims. Psychology in the Schools, 46(2), 100-115.
  • PAWS (2009). PASW Statistics 18 core system user’s guide. Chicago, IL: SPSS Inc.
  • 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 behaviours in children and youth. Journal of School Health, 70(5), 179-185.
  • Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
  • Scott, W. D., Dearing, E., Reynolds, W. R., Lindsay, J. E., Baird, G. L., & Hamill, S. (2008). Cognitive self-regulation and depression: Examining academic self-efficacy and goal characteristics in youth of a northern plains tribe. Journal of Research on Adolescence, 18(2), 379-394.
  • Seah, S. L. & Ang, R. P. (2008). Differential correlates of reactive and proactive aggression in Asian adolescents: Relations to narcissism, anxiety, schizotypal traits, and peer relations. Aggressive Behavior, 34, 553-562.
  • Strauman, T. J. (2002). Self-regulation and depression. Self and Identity, 1(2), 151-157.
  • Şahin, N. H., Durak Batıgün, A., & Uğurtaş, S. (2002). Kısa Semptom Envanteri (KSE): Ergenler için kullanımının geçerlik, güvenirlik ve faktör yapısı [The validity, reliability and factor structure of the Brief Symptom Inventory (BSI)]. Türk Psikiyatri Dergisi, 13(2), 125-135.
  • Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5th Edition). Boston: Allyn and Bacon.
  • Totan, T. (2011). Problem çözme becerileri eğitim programının ilköğretim 6. sınıf öğrencilerinin sosyal duygusal öğrnme becerileri üzerine etkisi [The effect of problem solving skills training program on the social and emotional learning abilities of 6th grade students]. Unpublished doctoral dissertation, Dokuz Eylül University, Institute of Educational Sciences, İzmir, Turkey.
  • Türnüklü, A. (2004). Okullarda sosyal ve duygusal öğrenme [Social and emotional learning in schools]. Kuram ve Uygulamada Eğitim Yönetimi, 37(10), 136-152.
  • Schonert-Reichl, K. & Hymel, S. (2007). Educating the heart as well as the mind social and emotional learning for school and life success. Education Canada, 47(2), 20-25.
  • Özcan Demir, N., Görgün Baran, A., & Ulusoy, D. (2005). Türkiye’de ergenlerin arkadaş-akran grupları ile ilişkileri ve sapmış davranışlar: Ankara örneklemi [Relations of adolescents with their peer groups-friends in Ankara and deviated behaviors] Bilig, 32, 83-108.
  • Vernberg, E. M., Abwender, D. A. Ewell, K. K., & Berry, S. H. (1992). Social anxiety and peer relationships in early adolescence: A prospective analysis. Journal of Clinical Child & Adolescent Psychology, 21(2), 189-196.
  • Zins, J. E., Elias, M. J., & Greenberg, M. T. (2003). Facilitating success in school and in life through and emotional learning. Perspectives in Education, 21(4), 59-60.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Zekavet Kabasakal

Tarık Totan

Yayımlanma Tarihi 8 Mart 2014
Gönderilme Tarihi 8 Mart 2014
Yayımlandığı Sayı Yıl 2013 Cilt: 42 Sayı: 1

Kaynak Göster

APA Kabasakal, Z., & Totan, T. (2014). THE EFFECT OF SOCIAL AND EMOTIONAL LEARNING NEEDS ON DECREASING THE MENTAL SYMPTOMS IN ELEMENTARY SCHOOL STUDENTS. Cukurova University Faculty of Education Journal, 42(1), 56-64. https://doi.org/10.14812/cuefd.54280

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