The Relationship of Reward Addiction and Punishment Sensitivity with Social and Emotional Learning Skills in High School Students

Abstract

The purpose of the study was to analyze the relationship between Social Emotional Learning skills, which emphasize the effect of school on students' social and emotional problems, and the sensitivity created by the use of reward-punishment in educational processes on students. The present research was designed in accordance with the relational survey model, one of the quantitative research designs. The sample of the research consists of 818 high school students who continue formal education in a province located in the Marmara Region, Turkey. Personal information form, punishment sensitivity scale, reward addiction scale, and social emotional learning scale were used to collect data. In the analysis of the data, pearson correlation coefficients were determined and tested by path analysis by establishing a structural equation modeling with latent variables. Secondly, multiple regression analysis was conducted while investigating the effects of students' levels of reward addiction and punishment sensitivity on their social and emotional learning in the academic context. When the relationships between reward commitment in the academic context and sensitivity to punishment in the academic context were examined, low and moderate relationships were found between the sub-dimensions of both variables.