Metacognitive awareness as a predictor of social emotional learning skills in gifted and talented students

YANIK>, Zeynep YAZGI; Afat, Nüket

doi:10.1080/15332276.2022.2053316

Cited by 4 publications

(1 citation statement)

References 32 publications

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“…According to the analyzed studies, there are significant positive relationships between students' social emotional learning and self-esteem (Merter, 2013), attitudes towards school (Kutluay Çelik, 2014), lifelong learning levels (Akcaala, 2016), psychological resilience (Gürkan, 2018), self-efficacy (Toraman, 2018), academic self-efficacy, school engagement (Karamanlı Gül, 2019), academic motivation (Arslan, 2021), social relationships, hope levels (Candan, 2018), their ability to understand the mental states of others known as the theory of mind (Furtana, 2018), empathic tendencies (Albakır Yavuz, 2019), metacognitive awareness (Yazgı, 2019), listening skills (Yılmaz Abalı, 2019), problem-solving and social adaptation skills (Melikoğlu, 2020), secure attachment to friends (Atın, 2022), school climate (Tüten, 2023), well-being, self-regulation, peer relationships and family involvement (Kaşıkçı, 2022). In addition, SEL is also related to parental attitudes (Öztürk, 2017).…”

Section: Survey Research On Social Emotional Learning In Turkeymentioning

confidence: 99%

An Educational Review of Social and Emotional Learning Research in Turkey in the 21st Century

Sezgin

2023

IES

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This research aims to examine research on Social and Emotional Learning (SEL) in Turkey in the 21st century. A qualitative approach was used in the sample of 43 studies conducted in Turkey between January/2001-January/2023, including research articles and theses in SEL. The data was collected through document analysis from the databases of the Turkey National Thesis Center of the Council of Higher Education and Ankara Social Sciences University Library, and the Documentation Department. The data was analyzed by descriptive analysis. Findings proved that SEL measurement tools were developed and adapted as self-reports from primary school to higher education. SEL is correlated with desirable/positive and undesirable/negative traits in children and youth. There are short-term interventions developed and adapted. These programs are effective in improving SEL. As a result, it can be declared that the importance of SEL in raising healthy, successful, and happy generations is accepted in Turkey. However, there is a need for more systematic studies on SEL, both in theory and in practice. First of all, SEL standards should be determined at the national level, considering the cultural sensitivity of the SEL.

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Section: Survey Research On Social Emotional Learning In Turkeymentioning

confidence: 99%

An Educational Review of Social and Emotional Learning Research in Turkey in the 21st Century

Sezgin

2023

IES

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Investigating features that play a role in predicting gifted student engagement using machine learning: Video log and self-report data

Öztüre Yavuz,

Akçapınar,

Çıralı Sarıca

et al. 2024

Educ Inf Technol

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Research on metacognitive strategies of children’s self-regulated learning

NARENGAOWA,

Tungalag

2024

Health Psychology Research

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Background Learning involves numerous self-regulatory processes, and self-regulated learning includes a few metacognitive strategies. Metacognitive skills start to develop at a very young age, though preschool children face some challenges while using metacognitive strategies. Objectives The study primarily aims to explore how young students are using metacognitive strategies in their daily activities and how effective they are. Method The sample of the study is 15 students from a public kindergarten in China, with ages ranging from 3 years to 6 years. The investigation is qualitative in nature and has employed a case study research design. It involves an observational study along with an interview with the teachers. Results From observational data and content analysis of the interviews, it is revealed that young children do use metacognitive strategies in their regular class activities, which vary according to their age. Teachers’ support is found to be essential, especially for this age group of children, for effective use of these strategies. Moreover, it is also seen that metacognitive strategies are also important in developing social skills among young children. Conclusion Consequently, the findings of this research have significant implications, especially for the teachers and parents who support the children and use metacognitive interventions for their holistic development.

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Metacognitive awareness as a predictor of social emotional learning skills in gifted and talented students

Cited by 4 publications

References 32 publications

An Educational Review of Social and Emotional Learning Research in Turkey in the 21st Century

An Educational Review of Social and Emotional Learning Research in Turkey in the 21st Century

Investigating features that play a role in predicting gifted student engagement using machine learning: Video log and self-report data

Research on metacognitive strategies of children’s self-regulated learning

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