English

Celik Ismail

doi:10.5897/err2015.2114

Abstract

The basic aim of this research is to examine the predicting role of social emotional learning skills in educational stress. The participants were 238 adolescents at high school. In this study, the Social Emotional Learning Skills Scale and the Educational Stress Scale were used. The relationships between social emotional learning skills and educational stress were examined using correlation analysis and simple linear regression analysis. In correlation analysis, communication ability, problem solving ability, coping ability and self-esteem enhancing ability were found negatively related educational stress. Regression analysis showed that social emotional learning skills are very important predictor of educational stress. The results were discussed in the light of the related literature. Key words: Social emotional learning skills, educational stress.

Highlights

People are living under an advanced technological world where instant communications and gratifications are the norm
Social emotional learning skills was associated with educational stress (r=-.69, p
The aim of the present study was to determine the relationships among social emotional learning skills and educational stress

Summary

Introduction

People are living under an advanced technological world where instant communications and gratifications are the norm. Learning, defined as the change of behavior as a result of an individual’s nature and wonder, emerges as the most important concept in educational process (Hilgard, 1948). Social emotional learning is defined as a model that provides students to understand and manage their social relationships and emotions (Elias et al, 1997). Effective learning, positive behavior, regular attendance and emotional well-being are introduced as a comprehensive concept to encourage all school activities (Humphrey et al, 2009). Social emotional learning abilities e consists of communications, problem solving and coping with stress skills (Elias et al, 2006). Social and emotional learning reveals the requirement that events should be considered as a whole rather than cognitive approach considering social and emotional aspects. Individuals should gain social and emotional skills at early ages in order to maintain a happy and balanced social life (Cohen, 1999)

Objectives

Methods

Results

Conclusion