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Journals / Milli Eğitim Dergisi / 2022 / Cilt: 51 Sayı: 234

A Study on the Relationship Between Emotional Intelligence and School Refusal Among Primary School Students

İLKOKUL ÖĞRENCİLERİNDE DUYGUSAL ZEKÂ İLE OKUL REDDİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Mehmet Selim Çullu(Atatürk Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi)0000-0001-5860-2408
Osman Samancı(ATATÜRK ÜNİVERSİTESİ, KAZIM KARABEKİR EĞİTİM FAKÜLTESİ)0000-0003-3620-7604
Pages
967–986
Publication Date
2022-05-09
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Based on this finding, it was concluded that increasing the emotional intelligence levels of children would decrease the risk of school refusal.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to reveal the relationship between primary school students' emotional intelligence and school refusal scores, and to examine the predictive role of emotional intelligence on school refusal.
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Key Findings & Data:In the study which was conducted with 266 primary school sophomores selected by cluster sampling, sampling proportional to size, and appropriate sampling method, "Sullivan Emotional Intelligence Scale for Children" and "School Refusal Assessment Scale" were used as data collection tools.
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Conclusion & Impact:Based on this finding, it was concluded that increasing the emotional intelligence levels of children would decrease the risk of school refusal.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:İlkokul · Duygusal Zeka · Okul Reddi

Abstract

The aim of this study is to reveal the relationship between primary school students' emotional intelligence and school refusal scores, and to examine the predictive role of emotional intelligence on school refusal. In the study, survey research design and correlational research design were used together. Survey research design was used to determine whether the emotional intelligence and school refusal scores of primary school students differ according to the gender variable, and the correlational research design was used to determine the relationship between school refusal and emotional intelligence in primary school children. In the study which was conducted with 266 primary school sophomores selected by cluster sampling, sampling proportional to size, and appropriate sampling method, "Sullivan Emotional Intelligence Scale for Children" and "School Refusal Assessment Scale" were used as data collection tools. Independent Samples t test, Mann Whitney U Test, Pearson Product-Moment Correlation Coefficient and Linear Regression Analysis were registered in accordance with the sub-problems examined during the research process. Negative significant relationships were found between primary school students' emotional intelligence score levels and school refusal scores. However, it was observed that the change in the emotional intelligence sub-dimension scores of primary school students had an inversely proportional effect on their school refusal scores. As a result of the research, it was determined that the emotional intelligence levels of primary school students significantly predicted school refusal. Based on this finding, it was concluded that increasing the emotional intelligence levels of children would decrease the risk of school refusal.

Özet

Bu çalışmanın amacı; ilkokul öğrencilerinin duygusal zekâ ve okul reddi puanları arasındaki ilişkiyi ortaya koymak ve okul reddi üzerinde duygusal zekânın yordayıcı rolünü incelemektir. Araştırmada betimsel tarama ve ilişkisel tarama modelleri birlikte kullanılmıştır. İlkokul öğrencilerinin duygusal zekâ ve okul reddi puanlarının, cinsiyet değişkenine göre farklılaşıp farklılaşmadığını belirlemek amacıyla betimsel tarama modeli, ilkokul çocuklarında okul reddi ile duygusal zekâ arasındaki ilişkileri belirlemek amacıyla ilişkisel tarama modeli kullanılmıştır. Küme örnekleme, büyüklüğe orantılı örnekleme ve uygun örnekleme yöntemi ile seçilen 266 ilkokul ikinci sınıf öğrencisi ile yürütülen araştırmada veri toplama aracı olarak “Sullivan Çocuklar İçin Duygusal Zekâ Ölçeği” ve “Okul Ret Ölçeği” kullanılmıştır. Araştırma sürecinde incelenen alt problemler doğrultusunda Bağımsız Örneklemler için t testi, Mann Whitney U Testi, Pearson Momentler Çarpım Korelasyonu ve Doğrusal Regresyon Analizi yapılmıştır. İlkokul öğrencilerinin duygusal zekâ puan düzeyleri ile okul reddi puan düzeyleri arasında negatif yönlü anlamlı ilişkiler olduğu saptanmıştır. Bununla birlikte ilkokul öğrencilerinin duygusal zekâ alt boyutları puanlarındaki değişimin okul reddi puanlarına ters orantılı olacak şekilde etki ettiği görülmüştür. Araştırma sonucunda ilkokul öğrencilerinin duygusal zekâ düzeylerinin okul reddini anlamlı olarak yordadığı tespit edilmiştir. Bu bulgudan yola çıkarak çocukların duygusal zekâ düzeylerinin artırılmasının okul reddi riskini azaltacağı sonucuna ulaşılmıştır.

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Cite This Article

Çullu, M. S., Samancı, O. (2022). A Study on the Relationship Between Emotional Intelligence and School Refusal Among Primary School Students. Milli Eğitim Dergisi, Cilt: 51 Sayı: 234, 967–986. https://doi.org/10.37669/milliegitim.842917

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