Social Emotional Learning Skills Research Articles

A live-online mindfulness-based intervention for children living with epilepsy and their families: protocol for a randomized controlled trial of Making Mindfulness Matter\xa9

BackgroundEpilepsy extends far beyond seizures; up to 80% of children with epilepsy (CWE) may have comorbid cognitive or mental health problems, and up to 50% of parents of CWE are at risk for major depression. Past research has also shown that family environment has a greater influence on children’s and parents’ health-related quality of life (HRQOL) and mental health than epilepsy-related factors. There is a pressing need for low-cost, innovative interventions to improve HRQOL and mental health for CWE and their parents. The aim of this randomized controlled trial (RCT) is to evaluate whether an interactive online mindfulness-based intervention program, Making Mindfulness Matter (M3), can be feasibly implemented and whether it positively affects CWE’s and parents’ HRQOL and mental health (specifically, stress, behavioral, depressive, and anxiety symptoms).MethodsThis parallel RCT was planned to recruit 100 child-parent dyads to be randomized 1:1 to the 8-week intervention or waitlist control and followed over 20 weeks. The intervention, M3, will be delivered online and separately to parents and children (ages 4–10 years) in groups of 4–8 by non-clinician staff of a local community epilepsy agency. The intervention incorporates mindful awareness, social-emotional learning skills, and positive psychology. It is modeled after the validated school-based MindUP program and adapted for provision online and to include a parent component.DiscussionThis RCT will determine whether this online mindfulness-based intervention is feasible and effective for CWE and their parents. The proposed intervention may be an ideal vector to significantly improve HRQOL and mental health for CWE and their parents given its low cost and implementation by community epilepsy agencies.Trial registrationClinicalTrials.gov NCT04020484. Registered on July 16, 2019.

An Evaluation on Determining the Relation between Listening Skill and Social Emotional Learning Skill

Problem Durumu: Bireyin toplumla iliskilerini duzenleyen bircok becerinin on kosulu dinlemedir. Dinleme ozellikle sosyal becerilerin gelisimine temel olusturur. Sosyal beceriler de ogrenme sureclerinin onemli bir kismini olusturur. Bandura’nin Sosyal Ogrenme Teorisi’ne gore bir cocuk baskasinin davranisini model alma, gozlem yapma ve duyarak taklit etme gibi yollarla ogrenir (Bandura, 1969). Bu beceriler baskalarinin duygularini anlayabilme, duygudaslik, ozyonetim, ozdenetim, ikna, problem cozme gibi alt becerileri kapsamaktadir (Turnuklu, 2004). Sosyal Ogrenmenin duyma, taklit etme, gozlem yapma gibi sureclerinde saglikli bir dinleme sarttir. Insan, evreni ve canlilari aklinin yaninda duygulariyla da tanir ve degerlendirir. Ozellikle cocukluk caginda kazanilan duygusal ve sosyal beceriler genclik ve yetiskinlikte de onemlidir. Sosyal yonu guclu bireyler oncelikle kendini taniyan ve anlayan, oz guveni yuksek, kisilerarasi iliskilerde basarili, farkliliklara toleransli, problem cozme becerisi gelismis, duygusal anlamda guclu, empati yetenegi gelismis, toplum hayatinda olumlu ozellikleriyle dikkat ceken bireylerdir. Bu ozellikler bircok alani dogrudan bircogunu da dolayli olarak etkileyerek yasamin tamamina -okul, is, evlilik gibi- yon veren yasamsal becerilerdir. Kisilerin fiziksel ve ruhsal sagligini bozacak bircok riskli ve zararli davranisin, okullarda, medyada, sokakta gorulen siddet olaylarinin sosyal ve duygusal yeterlilige sahip olup olmayla dogrudan bagi vardir. Yapilan arastirmalar ulkemizde sigara, alkol ve uyusturucu maddelerin kullaniminin ortaogretimde ilkogretimden uc kat fazla oldugunu gostermektedir. Ozellikle ortaogretim ogrencilerinde zararli madde kullanimi oranlarinin yuksekligi sosyal ve duygusal ogrenme yoluyla okullarda onleyici calismalar yapmanin gerekliligini ortaya koymaktadir. Genclerde riskli cinsel davranislarin ve zorbalik, siddet egilimlerinin onlenmesinde de SDO oncu olacaktir (Ogel vd., 2004). SDO riskli davranislari azaltmanin yaninda koruyucu bir ozellik tasimaktadir. SDO ile ilgili calismalar incelendiginde SDO becerilerini olusturan dort temel beceriden soz edildigi gorulmektedir. Bunlar: Problem cozme becerisi, iletisim becerileri, kendilik degerini arttiran beceriler ve stresle basa cikma becerileridir (Kabakci ve Korkut Owen, 2010). Cocukluk caginda ogrendiklerimizin bircogunu dinleyerek gerceklestirdigimiz dusunuldugunde dinleme becerisinin erken yaslardan itibaren gelistirilmesi bireyleri duygusal yonden yetistirecek ve gelecekte duygusal ve sosyal beceri eksikliklerinden kaynaklanan tehlikelerden koruyacaktir. Bunlar depresyon, siddet egilimi, yeme bozukluklari gibi olumsuz davranislar olabilecegi gibi uyusturucu bagimliligina kadar uzanan hayati tehlikeler de olabilmektedir. Dinleme ve sosyal duygusal ogrenme becerilerinin gelistirilmesinin okullarda yasanan disiplin sorunlarinin, siddet olaylarinin onlenmesine ve ogrencilerin gelecekte yasayabilecegi toplumsal catismalarin azaltilmasina katki sunacagi dusunulmektedir. Son yillarda yapilan arastirmalar simdiki kusagin bir onceki kusaga gore duygusal anlamda daha cok zorluk yasadigi, daha yalniz, depresif, kizgin, asi, fevri ve saldirgan oldugu yonundedir. Bunun icin duygusal ve sosyal yonden egitilmeleri onemlidir. Okullarin akil ve duygulari birlikte ele alan egitim politikalarina ihtiyac duydugu goze carpmaktadir. Arastirmanin Amaci: Arastirmanin amaci dinleme becerisi ile sosyal duygusal ogrenme becerisi arasindaki iliskiyi belirlemek ve aralarinda iliski varsa bu iliskinin duzeyini belirlemektir. Bu bakis acisiyla yurutulen calismanin temel problemi sudur: Dinleme becerileri, sosyal duygusal ogrenme becerilerini anlamli olarak yordamakta midir? Bu ana problemin cozumlenmesinde asagidaki alt problemlere de yanit aranmistir: 1. Ortaokul ogrencilerinin dinleme becerileri, iletisim becerilerini anlamli olarak yordamakta midir? 2. Ortaokul ogrencilerinin dinleme becerileri, problem cozme becerilerini anlamli olarak yordamakta midir? 3. Ortaokul ogrencilerinin dinleme becerileri, stresle basa cikma becerilerini anlamli olarak yordamakta midir? 4. Ortaokul ogrencilerinin dinleme becerileri, kendilik degerini arttiran becerilerini anlamli olarak yordamakta midir? Arastirmanin Yontemi: Bu arastirma tarama modelinde iliskisel bir calismadir. Calismada nicel veri toplama yontemleri kullanilmistir. Boylece nicel veriler araciligiyla ile degiskenler arasi iliskilerin betimlenmesi hedeflenmistir.

Exploring the Potential for Students to Develop Self-Awareness through Personalized Learning

Personalized learning (PL) and social-emotional learning (SEL) are areas of increasing emphasis in U.S. educational policy and practice. With the goal of examining how these initiatives may be mutually supportive, this exploratory study investigates the potential for a PL experience to help middle school students develop the SEL skill of “self-awareness.” Using qualitative inquiry, we analyze reflective interviews with eleven students engaged in PL using an original self-awareness coding scheme. Our findings offer promising evidence that PL can promote self-awareness, including specific student examples, followed by recommendations for how PL and SEL efforts can be more strategically aligned.

Employer Perceptions of Seasonal Summer Camp Employment

Every year summer camps employ over 1.5 million mostly emerging adults to staff primarily their summer seasonal programs. Considerable literature exists on the importance of education, career-related experiences, and interpersonal and intrapersonal skills, but little is known about employer perceptions of work experiences not aligned with a job candidate’s career, like seasonal summer employment. More specifically, almost no research exists on the value of seasonal summer camp work from the perspective of hiring professionals in fields outside of the camp industry. Therefore, the primary purpose of this study was to understand how hiring professionals from a variety of industries view seasonal camp employment. Specifically, the study sought to identify the effects of promotion, industry-specific work, and gender on likelihood of interviewing the candidate. A secondary purpose was to better understand how hiring professionals view social-emotional learning (SEL) skills commonly associated with summer camp work. This study included a panel sample of 327 hiring professionals from a variety of industries. Analysis of quantitative and qualitative data resulted in three major conclusions about seasonal summer camp employment: (a) job advancement and promotion at camp were important to employers, (b) industry-related job experience was the most important factor when evaluating job candidates, and (c) several SEL skills important to the modern workplace could be attributed to working at camp and were highly desired by hiring professionals. The findings have several implications for camp leaders. First, when retaining camp staff from summer to summer, opportunities for promotion are valuable to both staff and future employers. Second, since industry-related experience matters most to hiring professionals, camps may need to accept (a) that staff leave after one or two summers to seek job-related experience or (b) that they may need to be more creative in helping their best staff “job craft” their position to align with employees’ career aspirations. Third, camp leaders may want to emphasize the opportunity to develop SEL skills and capacities while recruiting new staff.

The effect of psycoeducation on social-emotional learning and emotional regulation skills for delinquent child-adolescents (tur)

The effect of psycoeducation on social-emotional learning and emotional regulation skills for delinquent child-adolescents (tur)

HOW TO ASSESS SOCIAL EMOTIONAL LEARNING OF PRESCHOOL CHILDREN THROUGH DIFFERENT DECISION MAKING METHODS

Social and emotional development is an important area for children, which includes social-emotional learning skills. It is necessary to know that the development and clarification processes of social-emotional learning require an efficacious assessment process. This study aims to reveal how social emotional learning methods of preschool children are assessed through different decision-making methods. For this purpose, the assessment methods of social-emotional learning skills explained as intervention decisions, progress-monitoring decisions, and intervention outcome decisions were reviewed. In the context of intervention decisions; functional behavior assessment, archival records behavioral rating scales/checklists, and direct observations were used to assess social emotional learning skills of children. In the context of progress-monitoring decisions, systematic direct observations, direct behavior ratings, brief behavior ratings, and office discipline referrals were used for the assessment of social emotional learning skills of children. Additionally, it was possible to use intervention outcome decisions so as to assess social-emotional learning skills of children. The results of the review showed that assessment process of social-emotional learning requires specific practices and strategies to evaluate social-emotional learning skills of children effectively. Based on the results, it is recommended that researchers and practitioners should have the necessary knowledge regarding the assessment process, and incorporate the assessment instruments that serve for the purpose into the process. It should be noted that these tools must be valid and reliable assessment tools. Article visualizations:

Spiritual Formation Parallels to Social-Emotional Learning Curriculum: A Contextual Analysis of ‘Frog Street Curriculum’

ABSTRACTSocial-emotional learning skills are desirable for healthy child development just as literacy and mathematical skills are desirable for academic development. Because three-year-old children are expected to participate in socially acceptable behaviour in society, many faith-based early learning centres use a curriculum that provides social-emotional learning skills. ‘Frog Street’ is an early learning curriculum that focuses on five learning domains: physical development, cognitive development, language development, approaches to learning, and social-emotional development. The portion of the curriculum devoted to social-emotional is based on ‘Conscious Discipline’ which is a programme that develops social and emotional intelligence. While neither ‘Conscious Discipline’ nor ‘Frog Street’ was designed to promote Christian spiritual formation in young children, the social-emotional component of Frog Street, built from Conscious Discipline, can allow teachers in faith-based early learning centres, who choose to do so, to incorporate elements of Christian spiritual formation alongside the impartation of social-emotional skills.

PREVENTION PROGRAMS FOR THE DEVELOPMENT OF SOCIAL-EMOTIONAL LEARNING IN PRESCHOOL YEARS

The individuals continue to live with the achieved skills and behaviors. The inefficiencies in these skills affect the acquisition of new skills, learning and quality of life. Social-emotional learning skills are the skills that are necessary in various areas from social life to academic life. Social-emotional learning skills can be improved through teaching of the desirable behavioral patterns, and also through the prevention of undesirable behavioral patterns. In this study, available prevention programs for the development of social-emotional learning in preschool years were examined. The five prevention programs titled as Al’s Pals: Kids Making Healthy Choices, DARE to be You, High/Scope Perry Preschool Program, Second Step, and Zippy’s Friends were handled. The aims, contents, and effects of these programs were reviewed. The results of the review showed that Al’s Pals is a resiliency-based prevention program to risk factors such as violence and poverty, DARE to be You is a resiliency-based intervention program to later substance abuse while High/Scope Perry Preschool Program is an intervention program to abstain from school failure and other related problems. It was also revealed that Second Step is a violence-prevention program, and Zippy’s Friends is a suicide prevention program. It was found that all of these programs are valid and effective in improving behaviors that negatively affect social-emotional learning of preschool children. It is clear that these programs can be used by proficient teachers and educators to support children’s social-emotional learning skills as well as main objectives of the programs regarding prevention. Article visualizations:

Outcome Measurement of School-Based SEL Intervention Follow-Up Studies

Recent meta-analyses confirm that social–emotional learning (SEL) interventions are effective in increasing academic, social, and emotional outcomes via direct skills instruction. With skill development serving as a primary mechanism of change in SEL interventions, we argue for the accurate measurement of skills as an important component of SEL research. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model, we evaluate 111 studies included in a recent meta-analysis to determine the match between constructs targeted in interventions and SEL skill competency, as well as the measurement of skills and instruments used to evaluate programs. Findings indicate a general trend in the measurement of broad outcomes, rather than skills taught in programs, and limited measurement across CASEL five-competency model. Utility of measuring outcomes specific to competencies taught in intervention across SEL domains are discussed.

KAJIAN KONSEPTUAL TENTANG SOCIAL-EMOTIONAL LEARNING (SEL) DALAM PEMBELAJARAN BAHASA

In the industrial era 4.0, the students, as one of the main components of education, have many conflicts and problems that brought to the school. That is, student is not only facing problem in academic aspect but also psychology aspect. For this reason, it is necessary to have the right strategy in social emotional learning (SEL) to equip students with the various skills they need in era industrial 4.0. this study was conduct using the Systematic Literature Review (SLR) method for various research results and other sources related to SEL activities. Through language learning, expected pupils to develop a variety of SEL skills, such as: (1) self-awareness, (2) self-management, (3) social awareness, (4) relationship skills, and (5) responsible decision-making. Furthermore, this article also discusses various strategies and language learning program that can be used by teachers in instilling the SEL in the classroom.

Perceptions of culturally responsive pedagogy in teaching SEL

Purpose The purpose of this paper is to examine educators’ beliefs, perceptions and use of culturally responsive practices in implementing a social-emotional learning (SEL) intervention. Design/methodology/approach Focus groups with school personnel in a school with a diverse student population that had sustained success with an SEL intervention were conducted. Grounded theory was used to analyze data. Findings The analyses produced 11 interrelated themes. Practical implications School personnel noted that instruction in culturally responsive practices was foundational and should occur before SEL intervention implementation commences to ensure the use of culturally responsive practices as part of SEL implementation. Moreover, they noted the importance of school community buy-in (administrator, faculty, staff, parent and student) in supporting school-based SEL intervention sustainability. Social implications Within the USA, continued diversification of the student population is predicted, while the teaching force is projected to remain primarily White, middle class and female. Consequently, educators often differ in cultural background from their students, which has implications for SEL instruction. Incorporating the use of culturally responsive pedagogy in teaching SEL skills is one approach to addressing this cultural mismatch. Originality/value There are currently few studies that explore educator perceptions of SEL and no studies that examine the use of culturally responsive pedagogy in teaching SEL.

Social emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization

The direct and indirect effects of student perceptions of the extent to which social emotional learning (SEL) instruction is provided on bullying at school and student victimization experiences were examined for 2832 public school students. Students in grades 4–12 completed several subscales of the Delaware School Climate Survey (Bear et al., 2016) at a single timepoint to assess their perceptions of the extent to which SEL instruction is used at their school, their own SEL skills, bullying at school, and personal victimization experiences. Structural equation modeling revealed that students' perceptions of SEL instruction were inversely related to their perceptions of bullying at school and students' personal experiences of victimization. Effects were direct and indirect, through students' self-reported perceptions of their SEL skills. Effects were stronger in late elementary and middle school than in high school. The indirect effects of student perceptions of the extent of SEL instruction on perceived bullying at school through students' SEL skills varied as a function of victimization severity. For students with low self-reported victimization, there was a negative relation between student self-reported SEL skills and perceptions of bullying at school. In contrast, for students who reported experiencing high levels of victimization, students' self-reported SEL skills related positively to perceptions of bullying at school; there was no significant relation between SEL skills and perceptions of bullying at school for students who reported moderate levels of victimization. Implications for teachers' inclusion of SEL instruction and its effects on positive youth development are discussed.

Does participation of nursing students in social activities affect their social emotional learning skills?

BackgroundOne of the basic conditions for raising qualified and equipped individuals in today's world is to ensure their participation in social activities. Participation in social activities supports the development of social emotional learning skills in individuals. Providing scientific evidence supporting social emotional learning is also important for developing the social emotional learning skills of nursing students. ObjectivesThis study examined the effect of nursing student participation in social activities on their social emotional learning skills. DesignDescriptive study. Setting and participantsThe population of this descriptive study consisted of all undergraduate students studying in the nursing faculty at a state university in Turkey (1202 students). No sample was selected in the study with the goal of assessing the entire study population. The study was conducted with 715 students who voluntarily agreed to participate in the study. MethodData were collected using the Information Form and the Social Emotional Learning Skills Scale. The data was analyzed using frequency, arithmetic mean, standard deviation, Pearson-correlation, one-way ANOVA, t-test, and Chi-square statistical methods. ResultsMore than 50% of the students did not participate in social activities. The students that did participate in social activities made more friends, found more opportunities for socialization, had increased self-confidence, and approached different views with tolerance. The students did not participate in social activities due to lack of time and financial difficulties. The students had high social emotional learning skills total and subscale scores. The participation of students in social activities affects their social emotional learning skills positively. ConclusionTherefore, nursing students' opportunities for participating in social activities should be increased and their participation in social activities should be supported through encouraging initiatives.

The Effect of Different Weight Status on Social-Emotional Skills of Adolescents

Obesity, which can occur due to numerous causes especially from genetics to nutrition disorders, is a major problem not only for adults but also for children. Childhood obesity causes acute and chronic physical problems in children, but physical effects of obesity, as well as psycho-social effects on children, is a substantial issue. This study was conducted to analyze the effect of different weight status on social-emotional skills of adolescents. The research group comprised 189 female and 194 male of 383 total children who were still on the 6th, 7th and 8th grades at the schools. The General Information Form prepared by the researchers and the "Social Emotional Learning Skills Scale" developed by Kabakçı and Korkut Owen were utilized as data collection tools. Two-way analysis of variance and Tukey tests were performed for the analysis of the data. As a result of the study conducted, it is observed that social-emotional learning skills of adolescents aged 12-14 years are significantly different according to their weight status and gender. It has been found that the communication and social-emotional skills of overweight adolescents are significantly lower than normal adolescents and that obese adolescents have significantly lower communication, problem-solving, coping with stress, self-worth increasing and social-emotional learning skills than thin, normal and overweight adolescents. It is observed that male adolescents have significantly lower communication, problem-solving, stress coping and social-emotional learning skills than female adolescents.

Restorative practices and the integration of social emotional learning as a path to positive school climates

Purpose An understanding of the effects of zero tolerance policies in schools has resulted in rethinking of approaches to prevent conflict and creating a healthy school climate. Restorative practices (RP) have been looked to as an alternative to zero tolerance policies. At the same time, social emotional learning (SEL) programming has been implemented to provide students with the skills to communicate and build relationships with peers. The purpose of this paper is to provide a look at the historical context shaping the development of RP, and explore connections between RP and SEL. Considerations for implementation and conceptual models for implementing RP are also discussed. Design/methodology/approach Informed by education policy analysis methods, this essay places RP in their broader context, explores RP and considers such practices important to study due to the unintended effects stemming from “traditional” obedience-oriented punitive approaches to school discipline (American Psychological Association Zero Tolerance Task Force, 2008; O’Malley and Austin, 2014). Findings Based on the analysis of current research, the authors explain that when RP are implemented with SEL programming, it is an opportunity for educational practitioners to address issues around race, gender, disability, and other aspects of diversity. By integrating these approaches together, RP become a vehicle to develop students’ SEL skills, which includes communication skills, kindness, empathy, and caring. Research limitations/implications An understanding of how zero tolerance policies have played out in the school setting has resulted in rethinking of current approaches to preventing conflict. Subsequently, educational leaders and professional associations have led a shift toward alternative models and practices in school discipline. Practical implications District, state, and federal policymakers have pressed for more constructive alternatives that foster a productive and healthy instructional climate without depriving large numbers of students the opportunity to learn (Skiba and Losen, 2016, p. 4). These approaches include RP, as well as integrating SEL into school practices and the curriculum. Social implications Several challenges and opportunities lie ahead. Based on the firsthand work with schools and districts implementing restorative and SEL practices, as well as the knowledge and insights gained from this analysis of research, one important need to consider is the need to integrate school disciplinary practices, including RP, into the school context and existing structures. Originality/value By conducting this study of the research evidence on RP, the authors were able to gain insights into questions, including: How have school practitioners applied RP as an alternative to zero tolerance policies?

Reliability and validity of a Spanish language assessment of children's social-emotional learning skills.

Few Spanish language tools are available for assessing important social-emotional learning (SEL) skills. The present study presents evidence of the psychometric properties of a Spanish-language version of SELweb (SELweb-S), a web-based system for assessing children's ability to recognize others' emotions and perspectives, solve social problems, and engage in self-control. With a sample of 524 students in Grades K to 3, we examined the reliability and validity of SELweb-S. This study provided evidence that (a) individual assessment modules exhibited moderate to high internal consistency and moderate 6-month temporal stability, (b) composite assessment scores exhibited high reliability, (c) assessment module scores fit a theoretically coherent factor structure, and (d) performance on SELweb-S assessment modules was positively related to teacher-reported SEL skills. Findings are discussed in terms of the importance of direct assessments of SEL skills in languages other than English. In addition, we highlight the importance of abiding by rigorous recommendations in the literature for the translation and cultural adaptation of assessments. (PsycINFO Database Record

Culturally Relevant Dialogic Reading Curriculum for Counselors: Supporting Literacy and Social-Emotional Development

Social-emotional learning (SEL) and literacy skills are key components of child development. School counselors are charged with supporting children’s holistic development to prepare them for adulthood by implementing counseling curricula that focus on both academic and social-emotional growth. School counselors can promote academic and literacy learning by engaging children in counseling techniques that employ shared reading. Through reading and discussing socially and culturally meaningful texts, children make personal connections with characters in stories, thereby strengthening a love for reading. Creating personal connections to stories also helps develop children’s SEL. This article describes using dialogic reading as a culturally relevant counseling practice to promote SEL and support literacy development for kindergarten through third grade children. Dialogic reading is a shared reading strategy that positions children as active participants in adult-guided book reading and builds literacy and social-emotional skills. The dialogic reading curriculum described in this article is designed for school counselors given their unique skill set in promoting children’s SEL and academic development. There are limited interventions available for school counselors that combine SEL and literacy skill development through culturally responsive practices. Implications of infusing culturally relevant dialogic reading in counseling to promote SEL and literacy learning are described.

فعالية برنامج قائم على كفاءات التعلم الاجتماعي الوجداني في تنمية دافعية التعلم ومهارات التعلم الاجتماعي الوجداني

هدف البحث الحالي إلى التعرف على مدى فعالية البرنامج المقترح في تنمية دافعية التعلم ومهارات التعلم الاجتماعي الوجداني ، وللتحقق من ذلک تم تصميم البرنامج في ضوء کفاءات التعلم الاجتماعي الوجداني وبناء مقياس دافعية التعلم ومقياس مهارات التعلم الاجتماعي الوجداني ( إعداد الباحثتان ) وتکونت عينة البحث من(100) طالب وطالبة، بواقع (50) طالب مجموعة تجريبية و(50) طالب مجموعة ضابطة، وتم تطبيق أدوات القياس قبليا على المجموعتين ثم تدريس البرنامج المقترح للمجموعة التجريبية في حين أن المجموعة الضابطة تدرس بالطريقة التقليدية، وتم تحليل نتائج البحث، وأسفرت النتائج عن وجود فرق دال إحصائيا عند مستوى0.01بين متوسطي درجات طلاب المجموعة التجريبية والمجموعة الضابطة في مقياس دافعية التعلم ومقياس مهارات التعلم الاجتماعي الوجداني لصالح المجموعة التجريبية وامکانية التنبؤ بالدافعية للتعلم من خلال درجات طلاب المجموعة التجريبية فى مقياس مهارات التعلم الاجتماعي الوجداني. T he present paper aimed to investigate the effectiveness of social emotional learning competencies – based – program in improving learning motivation and social emotional learning skills. To achieve the purposes of the paper, a program and two scales were developed by the two researchers. The sample consisted of 100 male and female students enrolled in the academic year 2015/ 2016. divided into two groups: 50 students for an experimental group and 50 students for a control group. The pre- application of the tools of the study was done for both groups. the emotional learning competencies – based – program was taught to the experimental group only while the teaching control group using the normal methods. The results showed that there is statistically significant differences between the means of the scores of the students in the experimental group and their counterparts in the control group in the post application of testing of learning motivation scale and social emotional learning skills scale for the sake of the students in the experimental group. And learning motivation can be predicted through social emotional learning skills.

3. VE 4. SINIF ÖĞRENCİLERİNİN SOSYAL-DUYGUSAL ÖĞRENME BECERİLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ

This research aimed to understand the third and fourth grade primary students' level of social-emotional learning skills. Besides, the research also examines the students' social-emotional learning skills in terms of various variables. Social-Emotional Learning Skills Scale is used to collect data. Firstly, primary students' social emotional learning levels are determined. Then, their social emotional learning skills are examined according to gender, age, class level, location they live in, parental education status and students' Turkish and Math’s grades. Findings of this research revealed that students show higher social-emotional learning skills. There is a significant difference regarding the mothers’ educational status in favor of high school and there are also no significant difference found students' social-emotional learning skills according to the fathers’ educational status. Also, there is a significant difference of students' social-emotional learning levels according to the Turkish-Math grades in favor of successful students.

Executive Function, Social Emotional Learning, and Social Competence in School-Aged Boys With Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is an aetiologically complex neurodevelopmental disorder characterized by deficits in social functioning. Children with ASD display a wide range of social competence and more variability in social domains as compared with either communication or repetitive behaviour domains. There is limited understanding of factors that contribute to the heterogeneity of social abilities in ASD. A modified version of McKown and colleagues’ social competence model was used to examine social competence in 49 8- to 13-year-old boys with ASD without cognitive disability. The relations between executive function (EF), social emotional learning (SEL), and parent reports of child social competence were examined. Results showed that EF but not SEL predicted parent-reported child social competence. Although many interventions target SEL skills, these findings support specifically targeting EF in both assessment and interventions of school-aged children with ASD.