Abstract
Programs for social-emotional learning implemented in schools are important in terms of improving students’ emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation—mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.
Highlights
Programs for social-emotional learning implemented in schools are important in terms of improving students’ emotional and social skills
The program was implemented in three different school types and the effect of the the Personal and Social Responsibility Model (TPSR)-Social-Emotional Learning (SEL) program on the emotional intelligence levels of the students was examined according to the school types
The aim of this study is to examine the effect of the TPSR-SEL program on the emotional intelligence levels of students in three different school types
Summary
Programs for social-emotional learning implemented in schools are important in terms of improving students’ emotional and social skills. A 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). It was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant. As they are social institutions, schools bring together a large number of students during an important part of the day. The related problems are moved to the business environment and all social relations In this context, it is seen that it is important for people to develop social and emotional learning skills, behaviors of taking responsibility, and emotional intelligence levels as of a young age. Sports fields are known to provide unlimited opportunities for intervention with game environments and with the environments where exercises and training are conducted, to bring some values to student and sportsperson behaviors and to reveal individual and social responsibility characteristics (Hellison, 2003)
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