•  
  •  
 

Abstract

This study was conducted to test whether social-emotional learning skills are a significant predictor of academic achievement and happiness in middle school students. A total of three different data collection tools were used in the study: A Personal Information Form, The Social-Emotional Learning Skills Scale and The Adolescent Happiness Scale. The study was carried out with 337 middle school students from six different middle schools in Erzurum province. Of these students, 203 (60.2%) were female, and 134 (39.8%) were male. The ages of these students varied between 10 and 14, and the mean age was 12.07 (Sd = 0.93). Descriptive statistics, correlation analysis, and hierarchical regression analysis were employed in the analysis of the data. The findings obtained as a result of the study indicated that there were positive and significant correlations between social-emotional learning skills and academic achievement and happiness. In addition, social-emotional learning skills were a significant predictor of academic achievement and happiness in middle school students. Accordingly, social-emotional learning skills explained 18% of the total variance in academic achievement and 44% of the variance in happiness in middle school students. When all these results are evaluated together, it can be said that promoting the social-emotional learning skills of middle school students will increase academic achievement and happiness.

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.