Abstract
The purpose of this research is to determine the mediating role of self-efficacy and hope on the relationship of individuals' scores on the Primary Mental Abilities (PMAs) Test 7-11 with social emotional learning. In addition, the relationship of PMAs scores with hope and self-efficacy have also been examined. The study has been carried out over 281 fourth-grade students (160 female and 121 male). For data collection, the PMAs Test 7-11 was first applied to the students. Students with PMAs Test 7-11 scores also filled in the Self-efficacy Scale for Children, the Social-emotional Learning Scale, and the Children's Hope Scale. As a result of the analysis, a positive, significant correlation was found among all the variables. Moreover, a partially mediating role was found for hope and Self-efficacy on the relationship between ability level and social emotional learning. This research is believed able to contribute to studies related to talented students.
Highlights
Individuals are expected to possess varying capacities of intelligence and ability for adapting to life, for performing certain ways, and for being successful
Using emotional intelligence as social intelligence, Goleman (1998) stated emotional intelligence to come from elements such as self-consciousness, emotion management, self-direction, empathy, and social relations
He argued social intelligence to come from two parts: social awareness and social skills
Summary
Individuals are expected to possess varying capacities of intelligence and ability for adapting to life, for performing certain ways, and for being successful. Individuals’ emotional intelligence is emphasized as contributing to their academic success, both in school achievement and in the process of adapting to social life (Parker, Summerfeldt, Hogan, & Majeski, 2004). Social skills, which can be defined as communicating; understanding emotions in interpersonal relationships, the thinking and behaviors of others, and being able to behave in accordance with these; complying with one’s environment; making friends; showing socially acceptable behaviors; expressing one’s self; and coping with problem situations (Gresham & Elliott, 1990; Guerrero & Jones, 2003; Marlowe, 1986), can support learning and school life in important ways. Thanks to social adjustment and emotional adjustment skills, the components important in academic achievement and motivation have improved, such as developing student-teacher relationships and independent learning behaviors
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