The effect of problem solving skills training on the social and emotional learning needs and abilities of 6th grade students
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Tarih
2012
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info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı ilköğretim altıncı sınıf öğrencilerinde, problem çözme becerileri eğitim programının onların sosyal ve duygusal öğrenme ihtiyaçlarından görev bilinci, akran ilişkileri ve öz-düzenleme ile sosyal ve duygusal öğrenme becerilerinden iletişim becerileri, problem çözme becerileri, stresle başa çıkma becerileri ve kendilik değerini arttıran beceriler düzeylerine olan etkilerini incelemektir. Araştırma tam deneysel olarak öntest sontest kontrol gruplu desende kurgulanmış ayrıca gruplara izleme ölçümü de uygulanmıştır. Araştırmanın çalışma grubu, 2009-2010 eğitim öğretim yılı içerisinde İzmir ili Buca ilçesindeki iki farklı ilköğretim okulundan rastgele seçilmiştir. Deneysel işlem sonrasında gruplar arasında farklılıklar Sosyal Duygusal Öğrenme Becerileri Ölçeği ve Sosyal-duygusal Öğrenme Ölçeği kullanılarak incelenmiştir. Araştırma sonucunda problem çözme becerileri eğitiminin görev bilincini, öz-düzenlemeyi, problem çözme becerilerini, stresle başa çıkma becerilerini, sosyal ve duygusal öğrenme ihtiyaçlarını ve becerilerini arttırdığı bulunmuştur. Akran ilişkilerinde sontestte belirlenen artışın izleme testinde ortadan kaybolduğu, iletişim becerileri ve kendilik değerini arttıran becerilerini arttırmada ise problem çözme becerileri eğitiminin etkili olmadığı belirlenmiştir.
The objective of this study is to examine the effects of the problem solving skills training program on the social and emotional learning needs, which are task articulation, peer relations and self-regulation along with the social and emotional learning skills of communication, problem solving, coping with stress and self-esteem enhancing skills, for sixth grade primary school students. In this research, true experimental design with pretest-posttest control group design was used and follow-up measurement was also applied to the groups. The study group was selected through randomized sampling from two different primary schools located in Buca province of Izmir during the 2009-2010 academic years. The differences between groups following the experimental procedure were examined by using the Social Emotional Learning Skills Scale and the Social- Emotional Learning Scale. The results of the study put forth that problem solving skills training is effective in increasing task articulation and self-regulation, skills of problem solving, coping with stress total score of social and emotional learning needs and abilities with a permanent effect. It was also determined that the difference in peer relations during the post-test stage in favor of the experimental group was not observed in the follow-up tests. It was also determined that problem solving skills training had no effect on communication skills and self-esteem enhancing skills
The objective of this study is to examine the effects of the problem solving skills training program on the social and emotional learning needs, which are task articulation, peer relations and self-regulation along with the social and emotional learning skills of communication, problem solving, coping with stress and self-esteem enhancing skills, for sixth grade primary school students. In this research, true experimental design with pretest-posttest control group design was used and follow-up measurement was also applied to the groups. The study group was selected through randomized sampling from two different primary schools located in Buca province of Izmir during the 2009-2010 academic years. The differences between groups following the experimental procedure were examined by using the Social Emotional Learning Skills Scale and the Social- Emotional Learning Scale. The results of the study put forth that problem solving skills training is effective in increasing task articulation and self-regulation, skills of problem solving, coping with stress total score of social and emotional learning needs and abilities with a permanent effect. It was also determined that the difference in peer relations during the post-test stage in favor of the experimental group was not observed in the follow-up tests. It was also determined that problem solving skills training had no effect on communication skills and self-esteem enhancing skills
Açıklama
Anahtar Kelimeler
Problem Solving, Social and Emotional Learning, Preventive Guidance, Developmental Guidance, Problem Çözme, Sosyal ve Duygusal Öğrenme, Önleyici Rehberlik, Gelişimsel Rehberlik
Kaynak
İlköğretim Online (elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
11
Sayı
3
