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Journals / Uludağ Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 39 Sayı: 1

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

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

Bedirhan Teke(KİLİS 7 ARALIK ÜNİVERSİTESİ)0000-0002-8565-215X
Pages
160–177
Publication Date
2026-04-30
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AI Summary & Key Takeaways

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

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis: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.
📊
Key Findings & Data: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.
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Conclusion & Impact: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.
🔬Design:Araştırma Makalesi
📍Scope:2022 Verileri
⚙️Variables:Örtük profil analizi · Öz-belirleme kuramı · Öz-yönelimli öğrenme

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.

Özet

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.

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Cite This Article

Teke, B. (2026). Examining Students’ Socio-Emotional Skills Profiles During the Early Post-COVID-19 Period and Their Relationships with Self-Directed Learning Self-Efficacy. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 39 Sayı: 1, 160–177. https://doi.org/10.19171/uefad.1717697

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