CASEL Temelli Etkinliklerle Desteklenen Fen Bilimleri Dersinde Sosyal Duygusal Öğrenme Düzeyinin Akademik Başarıyı Yordama Gücü

Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034–1037. https://doi.org/10.1126/science.1207998

Bakosh, L. S., Snow, R. M., Tobias, J. M., Houlihan, J. L., & Barbosa-Leiker, C. (2016). Maximizing mindful learning: Mindful awareness intervention improves elementary school students' quarterly grades. Mindfulness, 7(1), 59–67. https://doi.org/10.1007/s12671-015-0387-6

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Boopathiraj, C., & Chellamani, K. (2013). Analysis of test items on difficulty level and discrimination index in the test for research in education. International Journal of Social Science & Interdisciplinary Research, 2(2), 189–193.

Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218–224. https://doi.org/10.1016/j.lindif.2010.10.002

Büyüköztürk, Ş. (2023). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (31. bs.). Pegem Akademi.

Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Lawrence Erlbaum Associates.

Corcoran, R. P., Cheung, A., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56–72. https://doi.org/10.1016/j.edurev.2017.12.001

Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425–453. https://doi.org/10.1111/j.1745-6924.2008.00089.x

De Houwer, J., Barnes-Holmes, D., & Moors, A. (2013). What is learning? On the nature and merits of a functional definition of learning. Psychonomic Bulletin & Review, 20(3), 631–642.

Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57–89. https://doi.org/10.1207/s15566935eed1701_4

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. https://doi.org/10.1111/j.1532-7795.2010.00725.x

Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development.

Eryıldırım, G., & Gülozer, K. (2023). Ortaokul öğrencilerinin yaşam boyu öğrenme becerileri ile sosyal duygusal öğrenme becerileri arasındaki ilişkinin incelenmesi. Bartın Üniversitesi Eğitim Araştırmaları Dergisi, 7(1), 37–48.

Esen-Aygün, H. (2017). Sosyal-duygusal öğrenme programlarının sosyal-duygusal öğrenme becerilerinin gelişimine, akademik başarı ve sınıf iklimi algısına etkisi. [Doktora tezi]. Çanakkale Onsekiz Mart Üniversitesi.

Esen-Aygün, H., & Şahin-Taşkın, Ç. (2017). 3. ve 4. sınıf öğrencilerinin sosyal-duygusal öğrenme becerilerinin çeşitli değişkenler açısından incelenmesi. Eğitimde Kuram ve Uygulama Dergisi, 13(3), 430–454.

Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed.). Sage.

Hergenhahn, B. R., & Olson, M. H. (2009). An introduction to theories of learning (8th ed.). Prentice Hall.

Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4), 1–33.

Karasar, N. (2023). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (38. bs.). Nobel Akademik Yayıncılık.

Kind, P. (2018). Science: Teaching school subjects 11–19. Routledge.

Kiger, S. (2000). Teaching for health: The effects of a peace curriculum on elementary students. Journal of Research in Childhood Education, 15(1), 86–92.

Körler, Y. (2011). İlköğretim ikinci kademe öğrencilerinin çeşitli değişkenler açısından yalnızlık düzeyleri ve yalnızlık ile sosyal duygusal öğrenme becerileri arasındaki ilişkiler. [Yüksek lisans tezi]. Anadolu Üniversitesi.

Lederman, N. G., & Lederman, J. S. (2019). Teaching and learning of nature of science and scientific inquiry: Building capacity through systematic research-based professional development. Journal of Science Teacher Education, 30(7), 737–762. https://doi.org/10.1080/1046560X.2019.1625572

Lemberger, M. E., Selig, J. P., Bowers, H., & Rogers, J. E. (2018). Effects of the Student Success Skills program on executive functioning skills, feelings of connectedness, and academic achievement in a predominantly Hispanic, low-income middle school district. Journal of Counseling & Development, 96(1), 25–37.

Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2021). An update on social and emotional learning outcome research. Phi Delta Kappan, 102(4), 18–23. https://doi.org/10.1177/0031721721998145

Marshall, J. C., & Caldwell, S. D. (2007). The development of the social and emotional learning scale. Journal of Psychoeducational Assessment, 25(3), 249–264.

McBride, N. M., Chung, S., & Robertson, A. (2016). Evaluation of the Wyman Teen Outreach Program. Journal of School Health, 86(8), 602–609.

Miller, E., Eklund, K., & Kilgus, S. P. (2017). The Harmony social emotional learning program: A randomized controlled trial. Journal of Applied School Psychology, 33(3), 246–267.

Nichols-Barrer, I., & Haimson, J. (2013). Impacts of five Expeditionary Learning middle schools on academic achievement. Mathematica Policy Research.

Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177–196. https://doi.org/10.1007/s10972-014-9384-1

Özdemir-Beceren, B. (2012). Güçlü başlangıç sosyal duygusal öğrenme programının 5 yaş çocuklarının sosyal ve duygusal gelişimleri üzerine etkisi. [Doktora tezi]. Marmara Üniversitesi.

Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Collaborative for Academic, Social, and Emotional Learning.

Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322–338. https://doi.org/10.1037/a0014996

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838

Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261

Schunk, D. H., & Greene, J. A. (Eds.). (2018). Handbook of self-regulation of learning and performance (2nd ed.). Routledge.

Senemoğlu, N. (2023). Gelişim, öğrenme ve öğretim: Kuramdan uygulamaya. Anı Yayıncılık.

Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864

Totan, T. (2011). Duygusal öz-yeterlik ölçeğinin Türkçe’ye uyarlanarak tek ve dört faktörlü yapısının psikometrik özelliklerinin incelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 30, 71–95.

Totan, T. (2018). Ergenlerde sosyal ve duygusal öğrenme ölçeğinin geliştirilmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 48(48), 41–58. https://doi.org/10.15285/maruaebd.393209

Totan, T., & Kabakçı, Ö. F. (2010). The role of social emotional learning skills on bullying and victimization among elementary school students. Procedia - Social and Behavioral Sciences, 2(2), 5750–5755. https://doi.org/10.1016/j.sbspro.2010.03.939

Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1

Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419. https://doi.org/10.1037/0022-0663.89.3.411

Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17(2–3), 233–255. https://doi.org/10.1080/10474410701413152