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

Ulupınar, Sevim; Şenyuva, Emine; Yüceyurt, Nil Küçük

doi:10.1016/j.nedt.2019.01.031

Cited by 8 publications

(5 citation statements)

References 9 publications

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“…This is a result of providing insufficient education for developing SEC in school curricula that are preoccupied by a hierarchical college ranking system and the race for getting better grades to enter the best schools. Research shows that socialemotional learning competence improved when nursing students participated in social activities [6], suggesting that SEC can be fostered through education and training [7] and that it has become a core skill set for nurses. This implies that nursing education should focus on cultivating talented individuals who are suitable for the smart information society that has become a reality and training them to be more competent in terms of creativity, problem-solving, self-management and collaboration, and emotional competence.…”

Section: Introductionmentioning

confidence: 99%

Social–Emotional Competence and Academic Achievement of Nursing Students: A Canonical Correlation Analysis

Kim

Shin

2021

IJERPH

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This study was conducted to investigate the correlations between social–emotional competence (SEC) and academic achievement (AA) among nursing students and to compare students’ level of each core skill of SEC (critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, and collaboration) and academic achievement (clinical performance and subjective academic achievement). A cross-sectional design was adapted. Data were collected from 195 nursing students in the junior and senior years who had participated in clinical practicum from four universities in South Korea. General characteristics, levels of critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, collaboration, and academic achievement were collected via self-reported questionnaire. Canonical correlation analysis was performed to evaluate the relationship between SEC and AA. The canonical correlation coefficient between SEC and AA was 0.762. Critical thinking disposition (Rs = 0.89), problem-solving (Rs = 0.86), and cooperation (Rs = 0.80) made the most important contributions to SEC. Clinical performance (Rs = 0.95) and subjective AA (Rs = 0.57) were correlated with AA. SEC should be addressed to improve the AA of nursing students. All core skills of SEC should be regularly promoted. It is particularly urgent for nursing students to improve their creativity.

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Section: Introductionmentioning

confidence: 99%

Social–Emotional Competence and Academic Achievement of Nursing Students: A Canonical Correlation Analysis

Kim

Shin

2021

IJERPH

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“…Regarding the bodily and interactive physical domain, it is necessary to understand that the physical activities that use digital media in conferences, talks, and sports activities predispose well-being and cooperative learning (Ulupinar et al, 2019;Sjɸlie et al, 2022;Mɸgelvang et al, 2023). Thus, in this research the application of this type of activities was carried out appealing to mutual support between peers in virtual environments.…”

Section: Discussionmentioning

confidence: 99%

“…It has been found that the interaction between subjects from different contexts can increase self-control and decision-making in teachers who often experience the role of students (Llorent et al, 2020). Similarly, students who share more rewarding activities in sports and art tend to have better emotional abilities to express themselves in social groups (Ulupinar et al, 2019;Ribosa and Duran, 2023). On the other hand, it must be accepted that there is evidence with conflicting results to those already described, where it is assumed that digital communication hinders the lack of expression of negative experiences (Sjɸlie et al, 2022), as well as less social collaboration in student groups.…”

Section: Socio-emotional Competences: Concepts and Evidencementioning

confidence: 99%

“…In this sense, two questionnaires were used. To measure the first component, the Adult Emotional Development Questionnaire (Pérez-Escoda et al, 2010) was applied, and for the second, the SocioEmotional Learning Skills Scale (Ulupinar et al, 2019). Each instrument evaluated the dimensions corresponding to socio-emotional competence (Table 1).…”

Section: Instrumentsmentioning

confidence: 99%

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Gamified dances, digital and socio-emotional skills in collaborative virtual environments of university students surviving the Covid-19 virus

Alvarez

Montero

2023

Front. Educ.

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The use of virtual dance avatars and virtual learning guides has enabled gamified dance teaching to virtualize the current university. In this experience, the objective was to test four hypotheses about the gamified dance developed in collaborative Zoom environments, and its effects on the digital and socioemotional skills of individuals who were severely or moderately infected by the Covid-19 virus between the years 2020 and 2022. We worked with 119 students and eight teachers from the Professional School of Primary Education of a private university in the city of Lima (Peru). An experimental design with pre and post-test was applied and Likert-type scales were used for data collection. The experience with gamified dances took place over four weeks in a dance competition at the university. The results allow us to assert that gamified dances developed digital skills, emotional skills, as well as socioemotional skills. These skills differ between the experimental group and the control group, with the exception of digital security skills, and the ability to improve self-esteem, which are skills that require more body practice as was achieved in the experimental group (dance virtual), which was also developed in the students of the control group (face-to-face dance).

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“…Karena dengan strategi pembelajaran yang sesuai dan tepat sasaran sebagai upaya untuk mencapai tujuan pembelajaran yang diinginkan (Chikh & Berkani, 2010;Gauchotte et al, 2013;Vidergor, 2021). sesungguhnya strategi belajar merupakan usaha agar memperoleh kesuksesan serta keberhasilan dalam mencapai tujuan pembelajaran peserta didik (Kasthuri & Balaji, 2021;Ulupınar et al, 2019). Strategi pembelajaran sendiri diartikan sebagai perencanaan berisi tentang sebuah rangkaian kegiatan yang di desain untuk mencapai tujuan pendidikan tertentu (Dykhne et al, 2021;Han et al, 2021;Lin et al, 2019).…”

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Strategi PQ4R Strategi PQ4R Terintegrasi Model Team Quiz Berbasis E-Learning dalam Memberdayakan Keterampilan Berpikir Kritis dan Aktivitas Siswa

Asy'ari,

Saefi,

Cholid

2023

BIOEDUSAINS

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This study aims to provide light on various aspects of education, including student activities and critical thinking, as well as the implementation of PQ4R learning methodologies. True Experiment study is conducted using a quantitative research methodology. A control group with a pretest-posttest design was used in the study. Probability sampling is a technique used in sampling that allows for population analysis. Class X SMA Muhammadiyah 10 Surabaya was the random sequence used to choose the sample using the lottery method. Written tests and observations served as the data collection methods. Descriptive and statistical T-tests were used in data analysis. The study's findings indicate that there are two categories for how well learning is implemented: fairly good and extremely good. This study demonstrated that learning strategies had an impact on students' critical thinking skills by using statistical tests with a significant level of 0.05 and a significant value of 0.00 to show that Ha was accepted and Ho was rejected. According to data on student learning activities, the first meeting scored an average of 81.8, which is in the "very good" category. Therefore 66.9 is generally considered to be "good." The second meeting qualified as "very good" with an average score of 92.5. According to the research, the implementation of learning management utilizing the PQ4R technique along with the Quiz Team model on critical thinking abilities and student activities at Meeting 1 and Meeting 2 fell into the Pretty Good and Very Good categories, respectively. Keywords: Student Activity, Critical Thinking Ability, PQ4R Strategy, Team Quiz

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

Cited by 8 publications

References 9 publications

Social–Emotional Competence and Academic Achievement of Nursing Students: A Canonical Correlation Analysis

Social–Emotional Competence and Academic Achievement of Nursing Students: A Canonical Correlation Analysis

Gamified dances, digital and socio-emotional skills in collaborative virtual environments of university students surviving the Covid-19 virus

Strategi PQ4R Strategi PQ4R Terintegrasi Model Team Quiz Berbasis E-Learning dalam Memberdayakan Keterampilan Berpikir Kritis dan Aktivitas Siswa

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