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

Tarık TOTAN (Adnan Menderes Üniversitesi, Eğitim Fakültesi, Aydın, Türkiye)
Eğitim ve Bilim
9 3
Yıl: 2014 Cilt: 39 Sayı: 171 Sayfa Aralığı: 331 - 343 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

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

Öz:
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.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

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

Öz:
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.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Ajzen, I. (2002). Perceived behavioral control, self-efficacy, locus of control, and the theory of planned behaviour. Journal of Applied Social Psychology, 34(4), 665-683.
  • Anderson, E.S. Wojcik, J.R. Winett, R.A. Williams, D.M. (2006). Social-cognitive determinants of physical activity: The influence of social support, self-efficacy, outcome expectations, and self- regulation among participants in a church-based health promotion study. Health Psychology, 25(4), 510-520.
  • Augahen, A.E. (2001). Responsibility in everyday life. In A. E. Auhagen & H.-W. Bierhoff (Eds.), Responsibility. The many faces of a social phenomenon (pp. 61-78). London: Routledge.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1991). Self-regulation of motivation through anticipatory and self- reactive mechanisms. In R. A. Dienstbier (Ed.), Perspectives on motivation: Nebraska symposium on motivation (Vol. 38, pp. 69-164). Lincoln: University of Nebraska Press.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
  • Bandura, A. (Ed.). (1995). Self-efficacy in changing societies. New York: Cambridge University Press.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
  • Bandura A. (2001). Social cognitive theory of mass communications. In J. Bryant, & D. Zillman (Eds.). Media Effects: Advances in Theory and Research (2nd ed., pp. 121-153). Hillsdale, NJ: Lawrence Erlbaum.
  • Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51, 269-290.
  • Bandura, A. (2004). Health promotion by social cognitive means. Health Education & Behavior, 31, 143- 164
  • Burke, R. W. (2002). Social and emotional education in the classroom. Kappa Delta Pi Record, 38(3), 108- 111.
  • Collaborative for Academic, Social, and Emotional Learning [CASEL] (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning (SEL) programs. Chicago: Author.
  • 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.
  • Denham, S.A. & Weissberg, R.P. (2004). Social-emotional learning in early childhood: What we know and where to go from here. In E. Chesebrough, P. King, T. P. Gullotta, & M. Bloom (Eds.). A blueprint for the promotion of prosocial behaviour in early childhood (pp. 13-50). New York: Kluwer Academic/Plenum Publishers.
  • Durlak, J. & Weissberg, R. (2010). Social and emotional learning programs that work. In R. Slavin (Ed.). Better: Evidence-based education. Social-emotional learning, 2(2), 4-5, York: Institute for Effective Education, University of York.
  • Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
  • Ekşi, H. (2010). Personality and coping among Turkish college students: a canonical correlation analysis. Educational Sciences: Theory & Practice, 10, 2141-2176
  • Elias, M.J. (2003). Academic and social-emotional learning. Geneva: International Academy of Education and the International Bureau of Education.
  • Elias, M.J., O’Brien, M.U., & Weissberg, R.P. (2006). Transformative leadership for social-emotional learning. The social-emotional skills necessary for success in school and in life can be taught and reinforced in school. National Association of School Psychologists (NASP), Student Service.
  • Elias, M.J., Zins, J.E., Weissberg, R.P., Frey, K.S., Greenberg, M.T., Haynes, N.M., Kessler, R., . . . Shriver, T.P. (1997). Promoting social and emotional learning. Guidelines for educators. Virginia: Association for supervision and curriculum development.
  • Ferrerira Valente, M.A., Pais Ribeiro, J.L., & Jensen, M.P. (2009). Coping, depression, anxiety, self- efficacy and social support: Impact on adjustment to chronic pain. Escritos de Psicologia, 2(3), 8-17.
  • Hair, J.F., Black, B., Babin, B., Anderson, R.E., & Tatham, R.L. (2006). Multivariate data analysis. Upper Saddle River: Prentice Hall.
  • Hromek, R. & Roffey, S. (2009). Promoting social and emotional learning with games: “It’s fun and we learn things”. Simulation & Gaming, 40, 626-644.
  • Galanaki, E.P. & Kalantzi-Azizi, A. (1999). Loneliness and social dissatisfaction: Its relation with children’s self-efficacy for peer interaction. Child Study Journal, 29(1), 1-22.
  • Green, S. B. ve Salkind N. J. (2008). Using SPSS for Windows and Macintosh: Analyzing and understanding data. Upper Saddle River Pearson; Prentice Hall.
  • Greenberg, M.T. & Kusche, C.A. (2006). Building social and emotional competence: The PATHS curriculum. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety (pp.395–412). Mahwah, NJ: Lawrence Erlbaum.
  • Kabakçı, Ö. F. & Korkut, F. (2008). 6-8. sınıftaki öğrencilerin sosyal-duygusal öğrenme becerilerinin bazı değişkenlere göre incelenmesi. Eğitim ve Bilim, 33(148), 77-86.
  • Kabakçı, Ö.M. & Korkut Owen, F. (2010). Sosyal Duygusal Öğrenme Becerileri Ölçeği geliştirme çalışması. Eğitim ve Bilim, 35(157), 152-166.
  • Kabakçı, Ö.F. & Totan, T. (2010). The effect of the social emotional learning skills on the multidimensional life satisfaction. The Second International Congress of Educational Research, 29.04-02.05.2011 Antalya
  • Kabakçı, Ö.F. & Totan, T. (2013). İlköğretim ikinci kademe öğrencilerinde sosyal ve duygusal öğrenme becerilerinin çok boyutlu yaşam doyumuna ve umuda yönelik açıklayıcılık etkisi. Kuramsal Eğitimbilim Dergisi, 6(1), 40-61.
  • Kabasakal, Z. &Totan, T. (2011). The effect of social and emotional learning needs on decreasing the mental symptoms in elementary school students. Second International Conference on New Trends in Education and Their Implications. 27-29.04.2011, Antalya.
  • Karademas, E.C. (2006). Self-efficacy, social support and well-being. The mediating role of optimism. Personality and Individual Differences, 40, 1281-1290.
  • Kerpelman, J.L. & Mosher, L.S. (2004). Rural African American adolescents’ future orientation: The importance of self-efficacy, control and responsibility, and identity development. An International Journal of Theory and Research, 4(2), 187-208.
  • Kirk, B., Schutte, N., & Hine, D. (2008). Development and preliminary validation of an emotional self- efficacy scale. Personality and Individual Differences, 45(5), 432-436.
  • Klassen, R.M., Krawchuk, L.L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33, 915-931.
  • Korkut, F. (2004). Okul temelli önleyici rehberlik ve psikolojik danışma. Ankara: Anı Yayıncılık.
  • Körler, Y. (2011). İlköğretim ikinci kademe öğrencilerinin çeşitli değişkenler açısından yalnızlık düzeyleri ve yalnızlık ile sosyal ve duygusal öğrenme becerileri arasındaki ilişkiler. Unpublished master’s thesis. Anadolu University Educational Sciences Institute, Eskişehir.
  • Maddux, J. E. & Volkman, J. (2010). Self-efficacy. In R. H. Hoyle (Ed.), Handbook of personality and self- regulation (pp. 315-331). West Sussex: Blackwell Publishing Ltd.
  • Majer, J.M., Jason, L.A., Ferrari, J.R., Venable, L.B., & Olson, B.D. (2002). Social support and self- efficacy for abstinence: Is peer identification an issue? Journal of Substance Abuse Treatment, 23, 209- 215.
  • Meyers, L.S., Gamst, G., & Guarino, A.J. (2006). Applied multivariate research. Design and interpretation. California: Sage Publications, Inc.
  • Muris, P. (2001) A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23, (3), 145-149.
  • O’Brien, M.U. & Resnik, H. (2009). The Illinois social and emotional learning (SEL) standards: Leading the way for school and student success. Building Leadership, 16(7), 1-5.
  • Özer, A. & Altun, E. (2011). Üniversite öğrencilerinin akademik erteleme nedenleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 11(21), 45-72.
  • R Development Core Team (2013). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. Retrieved from http://www.R-project.org
  • Ramirez, E., Hodges Kulinna, P., & Cothran, D. (2012). Constructs of physical activity behaviour in children: The usefulness od Social Cognatice Theory. Psychology of Sport and Exercise, 13, 303-310.
  • Raykov, T. & Marcoulides, G.A. (2008). An introduction to applied multivariate analysis. New York: Routledge, Taylor & Francis Group.
  • Revelle, W. (2013). psych: Procedures for personality and psychological research. Northwestern University, Evanston, Illinois, USA. Retrieved from http://CRAN.R-project.org/package=psych
  • Ross, M.R., Rose Powell, S., & Elias, M.J. (2002). New roles for school psychologists: Addressing the social and emotional learning needs of students. School Psychology Review, 31(3), 43-52.
  • Tabachnick, B.G. & Fidell, L.S. (2007). Using multivariate statistics (5th ed.). Boston: Allyn and Bacon.
  • Telef, B.B. (2011). Öz-yeterlikleri farklı ergenlerin psikolojik semptomlarının incelenmesi. Unpublished doctorate dissertation. Dokuz Eylül University, Institute of Educational Science, İzmir.
  • Thompson, B. (2005). Canonical correlation analysis. B. S. Everitt & D. C. Howell (Eds.). Encyclopedia of statistics in behavioral science. Sussex: John Wiley & Sons Ltd.
  • Totan, T. (2011). Problem çözme becerileri eğitim programının ilköğretim öğrencilerinin sosyal duygusal öğrenme becerileri üzerine etkisi. Unpublished doctorate dissertation. Dokuz Eylül University, Institute of Educational Science, İzmir.
  • Totan, T., İkiz, E., & Karaca, R. (2011). Duygusal Öz-yeterlik Ölçeğinin Türkçeye uyarlanarak tek ve dört faktörlü yapısının psikometrik özelliklerinin incelenmesi. Buca Eğitim Fakültesi Dergisi, 28, 71- 95.
  • Totan, T. & Kabakçı, Ö.F. (2010). İlköğretim ikinci kademe öğrencilerinde sosyal duygusal öğrenme becerilerinin zorbalığı yordama gücü. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 575-600.
  • Totan, T. & Kabasakal, Z. (2011). Canonical correlations between social emotional learning abilities and self-concept. Second International Conference on New Trends in Education and Their Implications. 27-29.04.2011 Antalya.
  • Türnüklü, A. (2004). Okullarda sosyal ve duygusal öğrenme. Kuram ve Uygulamada Eğitim Yönetimi, 37, 136-152.
  • Sanmartin, G.M., Carbonell, E.A., & Banos, P.C. (2011). Relationship among empathy, prosocial behavior, aggressiveness, self-efficacy and pupils’ personal and social responsibility. Psicothema, 23(1), 13-19.
  • 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.
  • Schunk, D.H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In. D.H.
  • Schunk & B. J. Zimmerman (Eds.) Self-regulation of learning and performance: Issues and educational applications. (pp. 75- 100). Hillsdale, New Jersey: Lawrence Erlbaum Associates, Inc.
  • Schunk, D.H., & Hanson, A.R. (1985). Peer models: Influence on children's self-efficacy and achievement. Journal of Educational Psychology, 77, 313-322.
  • Schunk, D.H. & Usher, E.L. (2011). Assessing self-efficacy for self-regulated learning. In Zimmerman, B. J. & Schunk, D. H. (Eds.), Handbook of self-regulation of learning and performance (pp. 282-297). New York: Routledge.
  • Sherry, A. & Henson, R.K. (2005). Conducting and interpreting canonical correlation analysis in personality research: A user-friendly primer. Journal of Personality Assessment, 84(1), 37-48.
  • Smith, H.M. & Betz, N.E. (2000). Development and validation of a scale of perceived social self- efficacy. Journal of Career Assessment, 8(3), 283-301.
  • SPSS (2009). PAWS Statistics 18 core system user’s guide. California, IL: SPSS Inc.
  • Usher, E.L. & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68, 443-463.
  • Vekiri, I. & Chronaki, A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy, and value beliefs, and computer use beyond school. Computers & Education, 51, 1392- 1404.
  • Walberg, H.J. (2011). Improving student learning: Action principles for families, schools, districts and states. Arizona: Information Age Publishing.
  • Woolfolk, A. (2001). Educational Psychology. (8th ed.). Massachusetts: Allyn and Bacon.
  • Zins, J. E., Bloodworth, M.R., Weissberg, R.P., & Walberg, H.J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17(2), 191-210.
  • Zins, J.E. & Elias, M.J. (2006). Social and emotional learning. In G.G. Bear & K.M. Minke (Ed.). Children’s Needs III. National Association of School Psychologist, 1-13.
  • Zins, J.E. & Elias, M.J. (2007). Social and Emotional Learning: Promoting the development of all students, Journal of Educational and Psychological Consultation, 17(2-3), 233-255.
  • 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.
  • Zimmerman, B.J. (1995). Self-efficacy and educational development. In A. Bandura, (Ed.), Self-efficacy in changing societies (pp. 202-231). New York: Cambridge University Press.
  • Zimmerman, B.J. & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility. Contemporary Educational Psychology, 30, 397-417.
APA Totan T (2014). The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy. , 331 - 343.
Chicago Totan Tarık The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy. (2014): 331 - 343.
MLA Totan Tarık The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy. , 2014, ss.331 - 343.
AMA Totan T The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy. . 2014; 331 - 343.
Vancouver Totan T The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy. . 2014; 331 - 343.
IEEE Totan T "The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy." , ss.331 - 343, 2014.
ISNAD Totan, Tarık. "The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy". (2014), 331-343.
APA Totan T (2014). The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy. Eğitim ve Bilim, 39(171), 331 - 343.
Chicago Totan Tarık The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy. Eğitim ve Bilim 39, no.171 (2014): 331 - 343.
MLA Totan Tarık The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy. Eğitim ve Bilim, vol.39, no.171, 2014, ss.331 - 343.
AMA Totan T The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy. Eğitim ve Bilim. 2014; 39(171): 331 - 343.
Vancouver Totan T The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy. Eğitim ve Bilim. 2014; 39(171): 331 - 343.
IEEE Totan T "The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy." Eğitim ve Bilim, 39, ss.331 - 343, 2014.
ISNAD Totan, Tarık. "The canonical effect of task articulation, peer relations, and self- regulation based social and emotional learning needs to fields of self- efficacy". Eğitim ve Bilim 39/171 (2014), 331-343.
Sayfa Oluşturulma Tarihi
17-04-2024 1:39

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları