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Journals / Eğitim ve Bilim / 2014 / Cilt: 39 - Sayı: 171

Görev bilinci, akran ilişkileri ve öz-düzenleme merkezli sosyal ve duygusal öğrenme ihtiyaçlarının öz-yeterlik alanlarına kanonik etkisi

The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy

Tarık TOTAN
Pages
331–343
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

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

As a result of the study, it was concluded that there is a positive and significant canonical relationship between social and emotional learning needs and self-efficacy.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The objective of the study is to examine the relationships between the social and emotional learning needs and self-efficacy fields of middle school students via canonical correlation analysis.
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Key Findings & Data:A total of 567 students (female n= 286, male n= 281) were included in the study who were selected from three different primary schools in the Buca district of Izmir during the 2011-2012 school year.
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Conclusion & Impact:As a result of the study, it was concluded that there is a positive and significant canonical relationship between social and emotional learning needs and self-efficacy.
🔬Design:Research Article
📍Scope:2011-2012 Verileri
⚙️Variables:Domain Parameters

Abstract

The objective of the study is to examine the relationships between the social and emotional learning needs and self-efficacy fields of middle school students via canonical correlation analysis. A total of 567 students (female n= 286, male n= 281) were included in the study who were selected from three different primary schools in the Buca district of Izmir during the 2011-2012 school year. Social-emotional Learning Scale, Self-efficacy Scale for Children and personal information forms were used as data acquisition tools. As a result of the study, it was concluded that there is a positive and significant canonical relationship between social and emotional learning needs and self-efficacy. In conclusion, it has been determined that students with higher task articulation, peer relations, and self-regulation were those with more self-efficacy which in other words means that social and emotional learning needs also contribute to the increase of the self-efficacy of students.

Özet

Araştırmada ortaokul öğrencilerinde, sosyal ve duygusal öğrenme ihtiyaçları ile öz-yeterlik alanları arasındaki ilişkilerin kanonik korelasyon analizi kullanılarak incelenmesi hedeflenmiştir. 2010-2011 eğitim öğretim yılında İzmir ili Buca ilçesinin üç farklı ilköğretim okulundan uygun örneklemeyle seçilen 567 öğrenci (kız n= 286, erkek n= 281) araştırmaya katılmıştır. Veri toplama araçları olarak Sosyal-duygusal Öğrenme Ölçeği, Çocuklar için Öz-yeterlik Ölçeği ve kişisel bilgi formları kullanılmıştır. Araştırma sonucunda sosyal ve duygusal öğrenme ihtiyaçları ve öz-yeterlik arasında pozitif yönde önemli kanonik ilişki bulunmuştur. Sonuç olarak görev bilinci, akran ilişkileri ve öz-düzenlemeleri yüksek öğrencilerin daha öz-yeterli öğrenciler olduklarına ulaşılmıştır. Diğer bir ifadeyle sosyal ve duygusal öğrenme ihtiyaçları öğrencilerin öz-yeterliğini arttırmada katkı sağlamaktadır.

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Cite This Article

TOTAN, T. (2022). Görev bilinci, akran ilişkileri ve öz-düzenleme merkezli sosyal ve duygusal öğrenme ihtiyaçlarının öz-yeterlik alanlarına kanonik etkisi. Eğitim ve Bilim, Cilt: 39 - Sayı: 171, 331–343. https://ajindex.com/articles/497462

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