Sosyal Duygusal Öğrenme Ölçeği- Genç Yetişkin Formu Geliştirme Çalışması

Nurten Karacan Özdemi̇r,Hakan Büyükçolpan

doi:10.24106/kefdergi.822770

Nurten Karacan Özdemi̇r, Hakan Büyükçolpan

Open Access

https://doi.org/10.24106/kefdergi.822770

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Abstract

Purpose: Social emotional learning (SEL) is the process of developing the attitudes, values and skills necessary for individuals to gain social emotional competence. SEL includes many skills such as setting goals and achieving them, making responsible decisions, establishing healthy relationships with others, collaborating with others, recognizing feelings, and being aware of needs etc., which individuals need these skills throughout their lives. In this study, it was aimed to develop the Social Emotional Learning Scale-Young Adult Form (SELS-YF), which aims to measure the SEL skills of university students.Design/Methodology/Approach: Participants of the study included university students who were between 18-24 years old, recruited from various public and private universities in Turkey. The scale was applied to 530 undergraduate students (352 female and 178 male). The validity of the SELS-YF was evaluated through exploratory and confirmatory factor analysis. The construct and criterion validities of the scale were also tested. Cronbach’s alpha and McDonald’s Omega coefficients were calculated for the internal consistency reliability of the scale.Findings: The results indicated that the SELS-YF consist of 20 items, including five dimensions, namely Self-Awareness, Academic Self-Regulation, Social Awareness, Responsible Decision Making, and Relationsip Skills. The scale had positive correlation with well-being, indicating criterion validity. The internal consistency of the scale was adequate for the total scale (Cronbach’s alpha =.86) and ranged from .63 to .77 for each dimension. In addition, McDonald’s Omega (ω=.86) coefficient for the total of the scale was calculated.Highlights: The SELS-YF is a valid and reliable instrument to measure SEL skills of undergraduate students within Turkish culture.

Highlights

Individuals need many skills throughout their lives such as recognizing their strengths and limitations, communicating, regulating their emotions, resolving conflict, setting goals and making plans suitable for their goals, understanding others, managing stress, respecting differences, etc
Whether the five-factor structure of the 20-item scale obtained from Exploratory factor analysis (EFA) was confirmed within the framework of the theoretical model of CASEL (2005; 2012; 2015) was analyzed with the data collected from 220 university students (145 female, 75 male)
Humphrey et al (2011) who examined the existing scales related to social and emotional learning (SEL) skills pointed out that many scales have been developed for American society

Summary

Introduction

Individuals need many skills throughout their lives such as recognizing their strengths and limitations, communicating, regulating their emotions, resolving conflict, setting goals and making plans suitable for their goals, understanding others, managing stress, respecting differences, etc. “Responsible decision making” is the ability to make constructive and respectful choices about personal behavior and social interactions within the framework of ethical behavior, social norms, self and wellbeing of others, and realistically assess the consequences of various actions (CASEL, 2015; Denham & Brown, 2010) It includes skills such as clearly defining and analyzing situations and problems, evaluating results, solving problems, making effective decisions, approaching difficulties and obstacles in a constructive way, self-evaluation and reflective thinking, and taking personal and ethical responsibilities (Kress & Elias, 2006). These skills include managing emotions in relationships, harmonizing different emotions and perspectives, being sensitive to social and emotional cues, communicating clearly, expressing emotions effectively, communicating with others in social situations, establishing relationships, teamwork, trustworthiness, leadership and persuasion, exhibiting behaviors, managing conflicts, reconciling, saying no, asking for and offering help (Kress & Elias, 2006)

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