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.
Sosyal duygusal öğrenme (SDÖ), bireylerde sosyal duygusal açıdan yetkinlik kazanmaları için gerekli tutumların, değerlerin ve becerilerin geliştirilme sürecidir. Bireyler yaşamları boyunca kendine hedefler koyma ve bunları uygulama, sorumlu kararlar verme, başkalarıyla sağlıklı ilişkiler kurabilme, başkalarıyla işbirliği içinde çalışma, duygularını tanıma ve fark etme, ihtiyaçlarının farkında olma vb. pek çok SDÖ becerilerine ihtiyaç duyabilmektedir. Bu nedenle bu becerilerin desteklenmesine yönelik çabalara temel oluşturması açısından SDÖ becerilerini değerlendirmeye yönelik ölçme araçlarına ihtiyaç vardır. Bu ihtiyaçtan hareketle bu çalışmada, üniversite öğrencilerinin SDÖ becerilerini ölçmeyi amaçlayan Sosyal Duygusal Öğrenme Ölçeği-Genç Yetişkin Formu’nun (SDÖÖ-GF) geliştirmesi amaçlamıştır. Araştırmanın katılımcıları Türkiye’nin çeşitli devlet ve özel üniversitelerinde öğrenimine devam eden 18-24 yaş arası üniversite öğrencileridir. Çalışmaya 352’si kadın 178’i erkek olmak üzere toplamda 530 üniversite öğrencisi katılmıştır. Ölçeğin geçerlik çalışmaları kapsamında kapsam geçerliği için uzman görüşü alınmış, yapı geçerliği için açımlayıcı faktör analizi (AFA) kullanılarak beş faktörlü yapıya ulaşılmıştır. Ardında doğrulayıcı faktör analizi (DFA) uygulanarak AFA sonucu ulaşılan yapı doğrulanmıştır. Ayrıca ölçeğin ölçüt bağıntılı geçerliği incelenmiştir. Ölçeğin güvenirliği için madde analizi yapılmış, ölçeğin toplamına ve her bir boyuta ilişkin Cronbach Alfa güvenirlik katsayısı (Alfa=.86) hesaplanmıştır. Çalışma sonucunda toplam 21 madde ve beş faktörden oluşan SDÖÖ-GF’nin Türkiye kültüründe geçerli ve güvenilir bir ölçme aracı olduğu görülmüştür.
The working conditions of individuals in their workplaces must have human conditions. The characteristics that should be in a decent job are listed as safe working conditions, sufficient free time ...and rest hours, organizational values that complement family and social values, adequate compensation and access to health services. The aim of this research is to study the validity and reliability of the Future Decent Work Scale on Vocational and Technical Anatolian High School students which measures individuals' perceptions of decent work that they can obtain in the future. Within the scope of the validity and reliability studies of the scale, data were collected from 545 Vocational and Technical Anatolian High School students. In order to test the construct validity of the scale, Confirmatory Factor Analysis (CFA) was used and criterion-related validity was examined. Cronbach Alpha and McDonald's Omega coefficients were calculated for reliability studies. As a result of CFA, it was concluded that the goodness of fit indices of the scale indicated good (GFI=.93, AGFI=.90) and acceptable (χ2/df=3.943, RMSEA=.074, SRMR=.069, CFI=.85) level of fit indices. The Cronbach Alpha internal consistency coefficient was calculated as .77 for the scale. These results show that the scale is a valid and reliable measurement tool on Vocational and Technical Anatolian High School students.
The current study suggested and tested a model to investigate the associations between adolescent future expectations of work and education (AFE-WE; adaptive responses) and positive future ...expectations (PFE; adaptivity) through concern, control, curiosity, and confidence (adaptability resources) as well as the role of the gender. The data were gathered from 806 high school students (59% girls), recruited from eight different public schools in Gaziantep, Turkey. Structural equation model was used. The results showed that the PFE predicted the AFE-WE and concern, control, curiosity, and confidence. Yet, concern contributed to the AFE-WE, only and partially mediated the relationships between the PFE and the AFE-WE. The proposed model did not change across gender. These findings were discussed within cultural context and addressed implications for theory, research, and practice.
This case study reports on challenges and professional perspectives of vocational high school teachers working in a socially disadvantaged in rural Turkey. The data were gathered from 14 ...participants, including teachers, administrators and counsellor through individual and focus group interviews and classroom observations. The analysis found that students in Turkish vocational high schools are negatively positioned, this was evidenced in poor student engagement and the struggles of classroom management experienced by teachers. The perceived problems and needs showed some differences across teachers who provide academic and vocational courses. The findings imply that there is a need for social justice advocacy for rural vocational high school students by fostering teachers and improving the system by policy development.
Given the salience of personal and environmental-related factors in young people’s motivation during COVID-19, this study investigated if positive future expectations, social-emotional learning (SEL) ...skills, and perceived social support were related to university students’ intrinsic and extrinsic academic motivation and amotivation as well as if their academic motivations differed according to gender. Using a convenient sampling method, 805 university students (54% female) participated in the study in the spring semester of 2020-2021, during COVID-19 lockdowns. The results of multiple linear regression showed positive relations of positive future expectations and SEL skills with intrinsic and extrinsic academic motivations and negative relations with amotivation levels of university students. In addition, the results indicated a significant positive relationship between perceived social support and extrinsic motivation, yet no significant relation between intrinsic motivation and amotivation levels. Moreover, female students' intrinsic and extrinsic motivation levels were higher and their amotivation levels were lower than those of male students, with low effect sizes. The findings pointed to theoretical, research, and practical implications, which could be interpreted in a cultural context during COVID-19.
The purpose of this study is to develop the Conflict Areas Index (CAI) to identify possible conflict areas that couples experience in their marriages and to develop the Conflict Styles Inventory ...(CSI) to assess how they deal with these conflicts. Exploratory (N=374) and confirmatory (N=152) factor analysis and test-retest (N=49) examinations were conducted with a sample of 575 married individuals in total. For the first scale, principal component analysis (PCA) was used to examine the construct validity of the CAI. According to the results, a single component giving frequency values for 15 different conflict areas was identified. In the criterion-related validity studies, the scale had a significant, negative, and strong correlation with the Relationship Assessment Scale (RAS) (r=-.72) and the level of satisfaction with the relationship (r=-.67). The Cronbach's alpha coefficient was found as .91. For the second scale, the construct validity of the CSI was examined using Exploratory Factor Analysis. The results revealed a three-dimensional structure named destructive, passive, and active conflict resolution styles. In the criterion-related validity studies, it was found significant and positive correlations between destructive (r=.14) and passive (r=.18) conflict resolution styles with CAI scores and a significant and negative correlation between active resolution style with CAI scores. In addition, there were significant and negative correlations between destructive (r=-.15) and passive (r=-.12) conflict resolution styles with the RAS scores and a significant and positive correlation between active conflict resolution style with the RAS scores. The Cronbach's alpha coefficients were .88, .87, and .87 for destructive, passive, and active conflict resolution styles, respectively. The correlation values between the scores of the CSI within a 14-day time interval were ⍴=.94, ⍴=.91, and ⍴=.83 for destructive, passive, and active conflict resolution styles, respectively. These results indicated that CAI and CSI have sufficient psychometric properties that can be used to assess conflict areas and conflict resolution styles of married individuals.
Bu çalışmanın amacı çiftlerin evlilik ilişkilerinde yaşadıkları olası çatışma alanlarını belirlemeye yönelik Çatışma Alanları İndeksi’nin (ÇAİ) ve bu çatışmaları nasıl ele aldıklarını değerlendirmeye yönelik Çatışma Stilleri Envanteri’nin (ÇSE) geliştirilmesidir. Ölçme araçlarının açımlayıcı (N=374) ve doğrulayıcı (N=152) faktör analizi ile test-tekrar test güvenirliği (N=49) incelemeleri toplam 575 kişiden elde edilen veriler üzerinden incelenmiştir. ÇAİ’nin yapı geçerliğini incelemek için temel bileşenler analizinden yararlanılmış ve 15 farklı çatışma alanına yönelik sıklık puanı veren tek bir bileşen elde edilmiştir. Ölçüt bağıntılı geçerlik çalışmaları kapsamında ÇAİ’nin, İlişki Değerlendirme Ölçeği ile (r=-.72) ve ilişkiden duyulan memnuniyet düzeyi ile (r=-.67) kavramsal olarak kabul edilebilir ilişkiler gösterdiği belirlenmiştir. ÇAİ’nin iç tutarlılık katsayısı ɑ=.91’dir. ÇSE’nin yapı geçerliği Açımlayıcı Faktör Analizi ile incelenmiş ve yıkıcı, pasif ve aktif çatışma çözme stilleri olarak adlandırılan üç faktörlü bir yapı elde edilmiştir. ÇSE’nin ölçüt bağıntılı geçerlik çalışmaları kapsamında ÇAİ puanları ile yıkıcı (⍴=.14) ve pasif (⍴=.18) çatışma çözme stilleri ile arasında anlamlı ve pozitif, aktif çatışma çözme stili ile anlamlı ve negatif yönde (⍴=-.42) korelasyonlar bulunmuştur. Ayrıca, İDÖ puanları ile ise yıkıcı (r=-.15) ve pasif (r=-.12) çatışma çözme stilleri arasında anlamlı ve negatif yönde (r=-.42), aktif çatışma çözme stili ile anlamlı ve pozitif yönde (r=.50) korelasyonlar elde edilmiştir. Yıkıcı, pasif ve aktif çatışma çözme stili şeklinde adlandırılan faktörlerdeki maddelerin iç tutarlılık katsayıları ɑ=.88, ɑ=.87 ve ɑ=.87’dir. ÇSE’nin 14 gün arayla uygulanması sonucunda elde edilen veriler arasındaki korelasyon katsayıları ise yıkıcı, pasif ve aktif çatışma çözme stili için sırasıyla ⍴=.94, ⍴=.91 ve ⍴=.83’dır. Elde edilen bu sonuçlar, ÇAİ ve ÇSE’nin evli bireylerin çatışma alanlarını ve çatışma çözme stillerini değerlendirmede kullanılabilecek yeterli psikometrik özelliklere sahip olduklarını göstermiştir.
This mixed-methods pilot study examined the effectiveness of brief motivational interviewing (MI) training on middle school teachers’ efficacy in providing career services to socioeconomically ...disadvantaged students. Forty-five teachers (55% men) received a six-hour training on the career-development needs of middle school students and MI techniques. Quantitative results indicated a significant effect of training on teachers’ sense of efficacy regarding student engagement. Qualitative data indicated teachers’ increased sense of efficacy in providing career services and their personal and professional development. These results imply that MI can be effective in supporting teachers’ competencies and can motivate students of low socioeconomic status.
Purpose: Regarded as an important means of career development, preparation, and transition, career adaptability is a lifelong skill that can enable individuals to overcome 21st-century work--life ...requirements and challenges. This study aims to investigate the factors contributing career adaptability of high-school students, which pose beneficial implications for career counseling research and practice. Research Methods: The sample comprised 1,610 students from public (n = 862) and private (n = 748) high schools in Ankara, Turkey. The Multidimensional Perceived Social Support Scale, Life Orientation Test-Revised, General Self-Efficacy Scale, and Career Adapt- Abilities Scale served as data collection instruments. Multisample structural equation modeling (SEM) was used to investigate model differences across school type. By the reason of model invariance, single-group SEM was used to examine the model on the entire dataset. Findings: Results indicated that the measurement model fit with the data, while results of multigroup confirmatory factor analysis confirmed measurement equivalence under the assumptions of configural and metric invariance. Results showed that the hypothesized model accounted for 46% of the variance in career adaptability and thus corroborated the effects of perceived social support and optimism in predicting career adaptability via general self-efficacy. Implications for Research and Practice: Findings highlight the role of general self-efficacy, optimism, and social support in high-school students' career adaptability. There is a need for a carefully planned guidance and career education program, beginning in the elementary grades and continuing through secondary school. This paper was presented at the Third International Eurasian Educational Research Congress.
In this study, we aimed to develop and test the effectiveness of a training programme to foster teachers' competencies in the provision of career development learning (CDL) programmes for children. ...Forty-eight middle school teachers working with socioeconomically disadvantaged students in Eastern Turkey participated in the study. The Wilcoxon Signed Rank Test indicated the positive effects of the training on the teachers' efficacy in providing career education but no significant effect on the teachers' communication skills . The qualitative results addressed the improvements made in teachers' professional and personal development, and perceived self-efficacy in providing career programmes. The results revealed the need for upskilling of teachers to improve their facilitation of CDL for students and to support their own professional development.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The purpose of this study was to explore Social Emotional Learning (SEL) and its relevance to the career development of students from the perspectives of educators in Turkey. The participants ...included 69 educators (63% women). Data were collected by using a paper–pencil survey consisting of open-ended questions. Using a modified grounded theory approach, a three-stage data analytical procedure -open, axial, and selective coding, was followed. The analysis suggested two main categories: (a) SEL skills that students should be equipped with and (b) SEL skills that educators need to have, resulting in an SEL model that reflects the perspectives of Turkish educators. The findings were discussed within the Turkish context, including the education system and culture followed by implications for theory, research, and practice.
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