Gamze MURATHAN, Murat AYDIN, Fatih MURATHAN, Ayhan TEKİN

SPORCU ÜNİVERSİTE ÖĞRENCİLERİNİN SOSYAL DUYGUSAL ÖĞRENME DÜZEYLERİNİN DEĞERLENDİRİLMESİ

Sosyal duygusal öğrenme bireylerin sosyal ve sportif faaliyetlere katılım durumları olarak açıklanmaktadır. Bu bağlamda bu araştırmada sporcu üniversite öğrencilerinin sosyal duygusal öğrenme düzeylerinin değerlendirilmesi amaçlanmıştır. Bu amaç doğrultusunda bu araştırmanın evrenini yükseköğretim düzeyinde öğrenim gören lisanslı sporcu öğrenciler oluşturmaktadır. Örneklem grubunu ise 2021-2022 eğitim öğretim yılında Adıyaman Üniversitesi’nde öğrenim gören, farklı branşlarda sporcu lisansına sahip 221 erkek (yaş: 22±2,14), 173 kadın (yaş: 21±4,27), toplam 394 sporcu üniversite öğrencisi oluşturmaktadır. Araştırmada Karacan Özdemir ve Büyükçolpan (2021) tarafından geçerlilik ve güvenirlik çalışması yapılmış olan sosyal duygusal öğrenme ölçeği kullanılmıştır. Elde edilen veriler SPSS 21.0 paket programında değerlendirilmiş olup anlamlılık seviyesi p

Anahtar Kelimeler:

Sosyal Duygusal Öğrenme, Sporcu, Üniversite Öğrencisi

EVALUATION OF THE SOCIAL EMOTIONAL LEARNING LEVELS OF ATHLETE UNIVERSITY STUDENTS

Social emotional learning is explained as the participation of individuals in social and sports activities. In this context, in this study, it was aimed to evaluate the social-emotional learning levels of athlete university students. For this purpose, the population of the research consists of students with an athlete's license who are studying at the higher education level. The sample group of the study consists of 221 male (age: 22±2,14), 173 female (age: 21±4,27), a total of 394 university students who are studying at Adiyaman University in the 2021-2022 academic year and have sports licenses in different branches. The social emotional learning scale, the validity and reliability of which was conducted by Karacan Özdemir and Büyükçolpan (2021), was used in the research. The data obtained in the research were evaluated in the SPSS 21.0 package program and the significance level was taken as p

PDF

___

Akçaalan, M. (2016). Yaşam boyu öğrenme ile sosyal duygusal öğrenme arasındaki ilişkilerin çeşitli değişkenler açısından incelenmesi. Sakarya Üniversitesi, Eğitim Bilimleri Enstitüsü Yayımlanmamış yüksek lisans tezi. Sakarya.
Amato, P. R. (2005). The impact of family formation change on the cognitive, social, and emotional well-being of the next generation. Future of children, 15 (2), 75-96.
Aygün, H. E. (2017). Sosyal-Duygusal Öğrenme Programlarının Sosyal-Duygusal Öğrenme Becerilerinin Gelişimine, Akademik Başarı ve Sınıf İklimi Algısına Etkisi. YayımlanmamıĢ doktora tezi. Çanakkale Onsekiz Mart Üniversitesi. Eğitim Bilimleri Enstitüsü.
Brackett, M. A., Rivers, S. E., Reyes, M. R., Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218-224.
Broh, B. A. (2002). Linking extracurricular programming to academic achievement: Who benefits and why? Sociology of Education, 75(1), 69-95.
Buchanan, R., Gueldner, B. A., Tran, O. K., ve Merrell, K. W. (2009). Social And Emotional Learning In Classrooms: A Survey Of Teachers‟ Knowledge, Perceptions, And Practices. Journal Of Applied School Psychology, 25(2), 187-203.
Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S. & Hawkins, J. D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Annuals of the American Academy of Political & Social Science, 591(1), 98–124.
Cohen, J. (1999). Social and emotional learning past and present: a psychoeducational dialogue içinde Educating minds and hearts (ed. Jonathan Cohen). New York and London: Teachers College, Columbia University.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
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.
Elcik, F. (2015). Üstün yetenekli öğrencilerin çevresinden algıladıkları sosyal destek düzeyi ile sosyal duygusal becerileri arasındaki ilişki. Dumlupınar Üniversitesi, Eğitim Bilimleri Enstitüsü Yayınlanmamış yüksek lisans tezi. Kütahya.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association of Supervision and Curriculum Development.
Elliot, S. N. (1997). The responsive classroom approach: Its effectiveness and acceptability in promoting social and academic competence. Year one a three study. University of Wiscinson-Madison.
Garner, P. W., Gabitova, N., Gupta, A., & Wood, T. (2018). Innovations in science education: infusing social emotional principles into early STEM learning. Cultural Studies of Science Education, 13(4), 889-903.
Gömleksiz, M. N., & Kılınç, H. H. (2015). Ortaokul öğretmenlerinin değerler eğitimine ilişkin görüşleri, beklentileri ve önerileri. Researcher: Social Science Studies, III, 2, 35-45.
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. F., & Korkut-Owen, F. (2010). Sosyal duygusal öğrenme becerileri ölçeği geliştirme çalışması. Eğitim ve Bilim, 35(157), 152-166.
Karacan Özdemir N., Büyükçolpan H., (2021) A Scale Development Study: Social Emotional Learning Scale-Young Adult Form (SELS-YF), Kastamonu Education Journal, Vol.29, N.4, 205-218.
Karakaya, İ. (2012). Bilimsel araştırma yöntemleri. A. Tanrıöğen (Edt.) Bilimsel araştırma yöntemleri. Ankara: Anı.
Kırtak-Ad, V. N. (2016). Tam stüdyo modelinin fen bilgisi öğretmen adaylarının kavramsal anlamaları ile sosyal duygusal öğrenme, sorgulama ve bilimsel süreç becerilerine etkisi: akışkanlar mekaniği örneği (Yayımlanmamış Doktora Tezi). Balıkesir Üniversitesi, Balıkesir.
Krishnamurthi, A., Alliance, A., Ballard, M., & Noam, G. G. (2014). Examining the impact of afterschool STEM programs. A paper commissioned by the Noyce Foundation.
Küçük, V., & Koç, H. (2004). Psiko-sosyal gelişim süreci içersinde insan ve spor ilişkisi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, (9), 1-11.
Küpana, M. N. (2015). Social emotional learning and music education. SED-Sanat Eğitimi Dergisi, 3(1), 75-88.
Lopes, P. N., & Salovey, P. (2004). Toward a broader education: Social, emotional, and practical skills. In Joseph, Z., & Roger, W. (Ed.), Building academic success on social and emotional learning: What does the research say? (pp. 76-93). New York and London: Teachers College Press.
Oral, G. (2002). İlköğretimde öğrencilerin sosyal katılımını özendirmeye yönelik bir program. Boğaziçi Üniversitesi Eğitim Dergisi, 19(2), 30–44
Organisation for Economic Co-operation and Development (OECD). (2018). Social and emotional skills for student success and well-being: Conceptual Framework for OECD studies on social and emotional skills. OECD Publishing: Paris https://www.oecdilibrary.org/education/social-and-emotional-skills-for-student-successand-wellbeing_ db1d8e59-en adresinden erişildi.
Pasi, R. J. (2001). Higher expectations: Promoting social emotional learning and academic achievement in your school. Teachers College Press
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 behaviors in children and youth. Journal of School Health, 70(5), 179-185.
Peterson, A., Gaskill, M., & Cordova, J. (2018). Connecting STEM with social emotional learning (SEL) curriculum in elementary education. In Society for Information Technology & Teacher Education International Conference (pp. 1212-1219). Association for the Advancement of Computing in Education (AACE).
Poulou, M. (2007). Social resilience within a social and emotional learning framework: the perceptions of teachers in greece. Emotional & Behavioural Difficulties, 12 (2), 91-104.
Ransford, C. R., Greenberg, M. T. ve Domitrovich, C. E. (2009). The role of teachers‟ psychological experiences and perceptions of curriculum supports on the ımplementation of a social and emotional learning curriculum. School Psychology Review, 38 (4), 510 –532.
Raver, C. C. (2002). Emotions matter: Making the case for the role of young children's emotional development for early school readiness. Social Policy Report, 16(3), 1-20.
Santos, R. M., Fettig, A., ve Shaffer, L. (2012). Helping families connect early literacy with social-emotional development. Young Children, 67 (2), 88-93.
Sklad, M., Diekstra, R., De Ritter, M. & Ben, J. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools. 49(9), 892-907.
Slovák, P. & Fitzpatrick, G. (2015). Teaching and developing social and emotional skill with technology. ACM Transactions on Computer-Human Interaction (TOCHI), 22(4), 19.
Talvio, M., Lonka, K., Komulainen, E., Kuusela, M., ve Lintunen, T. (2013). Revisitings gordon‟s teacher effectiveness training: an ıntervention study on teachers‟ social and emotional learning. Electronic Journal of Research in Educational Psychology. 11 (3). 693-716.
Taşçı, M. (2020). Ortaöğretimde sportif faaliyetlere katılımın bireyin yaşam becerileri üzerindeki etkisinin incelenmesi (Yayımlanmamış Doktora Tezi). İnönü Üniversitesi, Malatya.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156-1171.
Wan-Husin, W. N. F., Mohamad-Arsad, N., Othman, O., Halim, L., Rasul, M. S., Osman, K., & Iksan, Z. (2016). Fostering students' 21st century skills through Project Oriented Problem Based Learning (POPBL) in integrated STEM education program. In Asia-Pacific Forum on Science Learning & Teaching, 17(1)
Weissberg, R. P., Resnik, H., Payton, J. & O'Brien, M. U. (2003). Evaluating social and emotional learning programs. Educational Leadership, 60(6).
Weissberg, R.P. & Cascarino, J. (2013). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 95 (2), 8-13
Whittaker, V., Harden J. E., Jones, B., Heather, S. M., Allison M.D., ve Westbrook, T'Pring R. (2011). Family risks and protective factors: pathways to early head start toddlers' socialemotional functioning. Early Childhood Research Quarterly, 26 (1), 74-86.
Wiglesworth, M., Lendrum, A., Oldfield, J., Scott, A., Bokkel, I., Tate, K., & Emery, C. (2016). The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: A meta-analysis. Cambridge Journal of Education, 46, 347-376.
Yıldız, E., & Çetin, Z. (2018). Sporun psiko-motor gelişim ve sosyal gelişime etkisi. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 54-66.
Zins J. E. & Elias M. J. (2008). “Social and emotional learning: promoting the development of all students”. Journal of Educational and Psychological Consultation, 17 (2-3), 233-255.
Zins, J. E., & Wagner, D. I. (1997). Educating children and youth for psychological competence. In Rollback, R. J. & Cobb, C. T. (Ed.) Integrated services for children and families: opportunities for psychological practice (pp. 137‐156). Washington, DC: American Psychological Association.
Zins, J. E., Weissberg, R., Wang, M., & Walberg, H. (Ed.) (2004). Building academic success on social and emotional learning: what does the research say? New York: Teachers College Press.