Research Article
BibTex RIS Cite
Year 2018, Volume: 22 Issue: Özel Sayı 2, 1861 - 1874, 22.10.2018

Abstract

References

  • Allen, J., & Cohen, J. (2006). Emotional intelligence in classrooms and in schools: What we see in the educational setting. In K. R. Murphy (Eds.), A Critique of Emotional Intelligence: What are the Problems and How Can They be Fixed? (pp. 125-140). New Jersey: Lawrence Erlbaum Associates.
  • Aranson, E. (2000). Nobody left to hate. New York: Henry Holt and Company.
  • Bocchino, R. (1999). Emotional literacy: To be different kind of smart. London: Sage Publications.
  • Boyatzsis, R. E., Goleman, D., & Rhee, K. S. (2000). Clustering competence in emotional intelligence. In R. Bar-On & J. D. A. Parker (Eds.), The handbook of emotional intelligence. San Francisco: Jossey Bass.
  • Brackett, M. A., & Mayer, J. D. (2003). Convergent, discriminant, and incremental validity of competing measures of emotional intelligence. Personality and Social Psychology Bulletin, 29(9), 1147-1158.
  • Burman, E. (2009). Beyond emotional literacy in feminist and educational research”British Educational Research Journal, 35 (1), 137-155.
  • Carnwell, R., & Baker, S. A. (2007). A qualitative evaluation of a project to enhance pupils' emotional literacy through a student assistance programme. Pastoral Care in Education, 25(1), 33-41.
  • Castillo, R., Salguero, J. M., Fernández-Berrocal, P., & Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of Adolescence, 36(5), 883-892.
  • Ciarrochi, J., Chan, A. Y., & Bajgar, J. (2001). Measuring emotional intelligence in adolescents. Personality and İndividual Differences, 31(7), 1105-1119.
  • Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. London: Routledge.
  • Coppock, V. (2007). It's good to talk! A multidimensional qualitative study of the effectiveness of emotional literacy work in schools. Children & Society, 21(6), 405-419.
  • Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here?. School Psychology Review, 32(3), 365-384.
  • Faupel, A. (2003). Emotional literacy assessment and intervention ages 11-16, Southampton: Nfer-Nelson Publishing.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. London: Sage Publications. Flynn, S.J. (2010). A comparative and exploratory study of the nfer-nelson emotional literacy scale in an Irish context. Yayınlanmamış Doktora Tezi. Exeter: The University of Exeter.
  • Gariagordobil, M., Pena-Sarrionandia, A. (2015). ¨Effects of emotional intelligence program in variables to the prevention of violence. Frontiers in Psychology, 6, 743-750.
  • Gillum, J. (2010). Using Emotional Literacy to Facilitate Organizational Change in A Primary School: A Case Study. Yayınlanmamış Doktora Tezi, Birmingham: The University of Birmingham.
  • Goleman, D. (1995). Emotional Intelligence: Why it can matter more than iq. New York: Bantam Books.
  • Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
  • Haddon, A., Goodman, H., Park, J., & Crick, R. D. (2005). Evaluating emotional literacy in schools: The development of the school emotional environment for learning survey. Pastoral Care in Education, 23(4), 5-16.
  • Hallam, S. (2009). An evaluation of the Social and Emotional Aspects of Learning (SEAL) programme: promoting positive behaviour, effective learning and well‐being in primary school children. Oxford Review of Education, 35(3), 313-330.
  • Hansenne, M., & Legrand, J. (2012). Creativity, emotional intelligence, and school performance in children. International Journal of Educational Research, 53, 264-268.
  • Jenson, W. R., Olympia, D., Farley, M., & Clark, E. (2004). Positive psychology and externalizing students in a sea of negativity. Psychology in the Schools, 41(1), 67-79.
  • Kassem, C. L. (2002). Developing the teaching professional: What teacher educators need to know about emotions. Teacher Development, 6(3), 363-372.
  • Kırtıl, S. (2009). İlköğretim ikinci kademe öğrencilerinin duygusal zeka düzeyleri ile yaşam doyumu düzeylerinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. İzmir: Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Köse, N. (2009). 7-13 yaş çocuklarının duygusal zeka düzeyleri. Yayınlanmamış Yüksek Lisans Tezi. Samsun: Ondokuz Mayıs Üniversitesi Sosyal Bilimler Enstitüsü.
  • Lee, O. S., & Gu, M. O. (2014). Development and Effects of Emotional Intelligence Program for Undergraduate Nursing Students: Mixed Methods Research. Journal of Korean Academy of Nursing, 44(6), 682-686.
  • Matthews, B. (2005). Engaging Education: Developing Emotional Literacy, Equity And Coeducation: Developing emotional literacy, equity and co-education. London: McGraw-Hill Education.
  • Matthews, G., Zeidner, M., Roberts, R.D. (2004). Emotional intelligence: science & myth, Massachusetts: MIT Press.
  • Mavroveli, S., Petrides, K. V., Rieffe, C., & Bakker, F. (2007). Trait emotional intelligence, psychological well‐being and peer‐rated social competence in adolescence. British Journal of Developmental Psychology, 25(2), 263-275.
  • Mavroveli, S., Petrides, K. V., Sangareau, Y., & Furnham, A. (2009). Exploring the relationships between trait emotional intelligence and objective socio‐emotional outcomes in childhood. British Journal of Educational Psychology, 79(2), 259-272.
  • Mavroveli, S., & Sánchez‐Ruiz, M. J. (2011). Trait emotional intelligence influences on academic achievement and school behaviour. British Journal of Educational Psychology, 81(1), 112-134.
  • Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27(4), 267-298.
  • Mayer, J.D., Peter, S. (1997). Emotional development and emotional intelligence: Implications for educators, New York: Basic Books.
  • Nielsen, L., Meilstrup, C., Nelausen, M. K., Koushede, V., & Holstein, B. E. (2015). Promotion of social and emotional competence: Experiences from a mental health intervention applying a whole school approach. Health Education, 115(3/4), 339-356.
  • Orbach, S. (1998). Emotional literacy. Young Minds Magazine, 33, 12-13.
  • Park, J. (1999). Emotional literacy: Education for meaning. International Journal of Children's Spirituality, 4(1), 19-28.
  • Park, J. (2003). Emotional literacy handbook: Promoting whole-school strategies. London: David Fulton Publish.
  • Perry, L., Lennie, C., & Humphrey, N. (2008). Emotional literacy in the primary classroom: teacher perceptions and practices. Education 3–13, 36(1), 27-37.
  • Petrides, K. V., Sangareau, Y., Furnham, A., & Frederickson, N. (2006). Trait emotional intelligence and children's peer relations at school. Social Development, 15(3), 537-547.
  • Pratt, L. (2009). Supporting Pupils at Risk of Exclusion: An Evaluation of An Intensive, Out of School, Emotional Literacy Programme for Key Stage 3 Pupils. Yayınlanmamış Doktora Tezi. London: Institute of Education, University of London.
  • Qualter, P., Whiteley, H. E., Hutchinson, J. M., & Pope, D. J. (2007). Supporting the development of emotional intelligence competencies to ease the transition from primary to high school. Educational Psychology in Practice, 23(1), 79-95.
  • Roffey, S. (2008). Emotional literacy and the ecology of school wellbeing. Educational and Child Psychology, 25(2), 29-39.
  • Salguero, J. M., Extremera, N., & Fernández-Berrocal, P. (2012). Emotional intelligence and depression: The moderator role of gender. Personality and Individual Differences, 53(1), 29-32.
  • Sharp, P. (2000). Promoting emotional literacy: emotional literacy improves and increases your life chances. Pastoral Care in Education, 18(3), 8-10.
  • Spendlove, D. (2009). Putting assessment for learning into practice. New York: Continuum International Publishing.
  • Steiner, C. (1979). Emotional literacy: Intelligence with a heart. California: Personhood Press.
  • Steiner, C., Perry, P. (1997). Achieving emotional literacy. London: Bloomsbury.
  • Tew, M. (2007). School effectiveness: supporting success through emotional literacy. London: Sage Publications.
  • Tew, M. (2010). Emotional connections: An exploration of the relational dynamics between staff and students in schools. Educational and Child Psychology, 27(1), 129-142.
  • Topping, K. (2000). Tutoring. Genf: International Academy of Education.
  • Ulutaş, İ. (2005). Anasınıfına devam eden altı yaş çocuklarının duygusal zekalarına duygusal zeka eğitiminin etkisinin incelenmesi. Yayınlanmamış Doktora Tezi. Ankara: Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Weare, K. (2004). Developing emotionally literate schools. London: Sage Publications.
  • Williams, C., Daley, D., Burnside, E., & Hammond-Rowley, S. (2009). Measuring emotional intelligence in preadolescence. Personality and Individual Differences, 47(4), 316-320.
  • Zautra, E. K., Zautra, A. J., Gallardo, C. E., & Velasco, L. (2015). Can we learn to treat one another better? A test of a social intelligence curriculum. PloS one, 10(6), 1-17.
  • Zeidner, M., Matthews, G., & Roberts, R. D. (2012). What we know about emotional intelligence: How it affects learning, work, relationships, and our mental health. MA: MIT Press.
  • Zeidner, M., Roberts, R. D., & Matthews, G. (2002). Can emotional intelligence be schooled? A critical review. Educational Psychologist, 37(4), 215-231.
  • Zeidner, M., Shani-Zinovich, I., Matthews, G., & Roberts, R. D. (2005). Assessing emotional intelligence in gifted and non-gifted high school students: Outcomes depend on the measure. Intelligence, 33(4), 369-391.
  • Zembylas, M. (2004). Young children's emotional practices while engaged in long‐term science investigation. Journal of Research in Science Teaching, 41(7), 693-719.
  • Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17(2-3), 191-210.

Duygusal Okuryazarlık Eğitiminin İlkokul Öğrencilerinin Duygusal Zeka Performansı Üzerindeki Etkisinin Cinsiyete Göre İncelenmesi

Year 2018, Volume: 22 Issue: Özel Sayı 2, 1861 - 1874, 22.10.2018

Abstract

Bu
çalışmanın amacı duygusal okuryazarlık eğitiminin ilkokul öğrencilerinin
duygusal zeka performansı üzerindeki etkisini cinsiyete göre incelmektir.  Araştırma tek gruplu ön-test son-test zayıf
deneysel desende tasarlanmıştır. Çalışma gurubu, ilkokul dördüncü sınıfta
öğrenim görmekte olan 7’si kız 9’u erkek olmak üzere toplam 16 öğrenciden oluşturulmuştur.
Duygusal okuryazarlık eğitimi haftada dört ders saati olmak üzere 31 ders saati
sürmüştür. Veriler On Yaş Duygusal Zeka Ölçeği ile elde edilmiştir. Veriler
normal dağılım gösterdiğinden parametrik test tekniklerinden bağımsız gruplar
t-testi ile analiz edilmiştir. Araştırmadan elde edilen bulgular duyusal
okuryazarlık eğitiminin ilkokul dördüncü sınıf öğrencilerinin duygusal zeka
performansı üzerindeki etkisinin cinsiyete göre değişmediğini göstermektedir. Araştırma
sonuçları ilgili literatür ve teoriler çerçevesinde ele alınmış ve
tartışılmıştır.

References

  • Allen, J., & Cohen, J. (2006). Emotional intelligence in classrooms and in schools: What we see in the educational setting. In K. R. Murphy (Eds.), A Critique of Emotional Intelligence: What are the Problems and How Can They be Fixed? (pp. 125-140). New Jersey: Lawrence Erlbaum Associates.
  • Aranson, E. (2000). Nobody left to hate. New York: Henry Holt and Company.
  • Bocchino, R. (1999). Emotional literacy: To be different kind of smart. London: Sage Publications.
  • Boyatzsis, R. E., Goleman, D., & Rhee, K. S. (2000). Clustering competence in emotional intelligence. In R. Bar-On & J. D. A. Parker (Eds.), The handbook of emotional intelligence. San Francisco: Jossey Bass.
  • Brackett, M. A., & Mayer, J. D. (2003). Convergent, discriminant, and incremental validity of competing measures of emotional intelligence. Personality and Social Psychology Bulletin, 29(9), 1147-1158.
  • Burman, E. (2009). Beyond emotional literacy in feminist and educational research”British Educational Research Journal, 35 (1), 137-155.
  • Carnwell, R., & Baker, S. A. (2007). A qualitative evaluation of a project to enhance pupils' emotional literacy through a student assistance programme. Pastoral Care in Education, 25(1), 33-41.
  • Castillo, R., Salguero, J. M., Fernández-Berrocal, P., & Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of Adolescence, 36(5), 883-892.
  • Ciarrochi, J., Chan, A. Y., & Bajgar, J. (2001). Measuring emotional intelligence in adolescents. Personality and İndividual Differences, 31(7), 1105-1119.
  • Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. London: Routledge.
  • Coppock, V. (2007). It's good to talk! A multidimensional qualitative study of the effectiveness of emotional literacy work in schools. Children & Society, 21(6), 405-419.
  • Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here?. School Psychology Review, 32(3), 365-384.
  • Faupel, A. (2003). Emotional literacy assessment and intervention ages 11-16, Southampton: Nfer-Nelson Publishing.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. London: Sage Publications. Flynn, S.J. (2010). A comparative and exploratory study of the nfer-nelson emotional literacy scale in an Irish context. Yayınlanmamış Doktora Tezi. Exeter: The University of Exeter.
  • Gariagordobil, M., Pena-Sarrionandia, A. (2015). ¨Effects of emotional intelligence program in variables to the prevention of violence. Frontiers in Psychology, 6, 743-750.
  • Gillum, J. (2010). Using Emotional Literacy to Facilitate Organizational Change in A Primary School: A Case Study. Yayınlanmamış Doktora Tezi, Birmingham: The University of Birmingham.
  • Goleman, D. (1995). Emotional Intelligence: Why it can matter more than iq. New York: Bantam Books.
  • Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
  • Haddon, A., Goodman, H., Park, J., & Crick, R. D. (2005). Evaluating emotional literacy in schools: The development of the school emotional environment for learning survey. Pastoral Care in Education, 23(4), 5-16.
  • Hallam, S. (2009). An evaluation of the Social and Emotional Aspects of Learning (SEAL) programme: promoting positive behaviour, effective learning and well‐being in primary school children. Oxford Review of Education, 35(3), 313-330.
  • Hansenne, M., & Legrand, J. (2012). Creativity, emotional intelligence, and school performance in children. International Journal of Educational Research, 53, 264-268.
  • Jenson, W. R., Olympia, D., Farley, M., & Clark, E. (2004). Positive psychology and externalizing students in a sea of negativity. Psychology in the Schools, 41(1), 67-79.
  • Kassem, C. L. (2002). Developing the teaching professional: What teacher educators need to know about emotions. Teacher Development, 6(3), 363-372.
  • Kırtıl, S. (2009). İlköğretim ikinci kademe öğrencilerinin duygusal zeka düzeyleri ile yaşam doyumu düzeylerinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. İzmir: Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Köse, N. (2009). 7-13 yaş çocuklarının duygusal zeka düzeyleri. Yayınlanmamış Yüksek Lisans Tezi. Samsun: Ondokuz Mayıs Üniversitesi Sosyal Bilimler Enstitüsü.
  • Lee, O. S., & Gu, M. O. (2014). Development and Effects of Emotional Intelligence Program for Undergraduate Nursing Students: Mixed Methods Research. Journal of Korean Academy of Nursing, 44(6), 682-686.
  • Matthews, B. (2005). Engaging Education: Developing Emotional Literacy, Equity And Coeducation: Developing emotional literacy, equity and co-education. London: McGraw-Hill Education.
  • Matthews, G., Zeidner, M., Roberts, R.D. (2004). Emotional intelligence: science & myth, Massachusetts: MIT Press.
  • Mavroveli, S., Petrides, K. V., Rieffe, C., & Bakker, F. (2007). Trait emotional intelligence, psychological well‐being and peer‐rated social competence in adolescence. British Journal of Developmental Psychology, 25(2), 263-275.
  • Mavroveli, S., Petrides, K. V., Sangareau, Y., & Furnham, A. (2009). Exploring the relationships between trait emotional intelligence and objective socio‐emotional outcomes in childhood. British Journal of Educational Psychology, 79(2), 259-272.
  • Mavroveli, S., & Sánchez‐Ruiz, M. J. (2011). Trait emotional intelligence influences on academic achievement and school behaviour. British Journal of Educational Psychology, 81(1), 112-134.
  • Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27(4), 267-298.
  • Mayer, J.D., Peter, S. (1997). Emotional development and emotional intelligence: Implications for educators, New York: Basic Books.
  • Nielsen, L., Meilstrup, C., Nelausen, M. K., Koushede, V., & Holstein, B. E. (2015). Promotion of social and emotional competence: Experiences from a mental health intervention applying a whole school approach. Health Education, 115(3/4), 339-356.
  • Orbach, S. (1998). Emotional literacy. Young Minds Magazine, 33, 12-13.
  • Park, J. (1999). Emotional literacy: Education for meaning. International Journal of Children's Spirituality, 4(1), 19-28.
  • Park, J. (2003). Emotional literacy handbook: Promoting whole-school strategies. London: David Fulton Publish.
  • Perry, L., Lennie, C., & Humphrey, N. (2008). Emotional literacy in the primary classroom: teacher perceptions and practices. Education 3–13, 36(1), 27-37.
  • Petrides, K. V., Sangareau, Y., Furnham, A., & Frederickson, N. (2006). Trait emotional intelligence and children's peer relations at school. Social Development, 15(3), 537-547.
  • Pratt, L. (2009). Supporting Pupils at Risk of Exclusion: An Evaluation of An Intensive, Out of School, Emotional Literacy Programme for Key Stage 3 Pupils. Yayınlanmamış Doktora Tezi. London: Institute of Education, University of London.
  • Qualter, P., Whiteley, H. E., Hutchinson, J. M., & Pope, D. J. (2007). Supporting the development of emotional intelligence competencies to ease the transition from primary to high school. Educational Psychology in Practice, 23(1), 79-95.
  • Roffey, S. (2008). Emotional literacy and the ecology of school wellbeing. Educational and Child Psychology, 25(2), 29-39.
  • Salguero, J. M., Extremera, N., & Fernández-Berrocal, P. (2012). Emotional intelligence and depression: The moderator role of gender. Personality and Individual Differences, 53(1), 29-32.
  • Sharp, P. (2000). Promoting emotional literacy: emotional literacy improves and increases your life chances. Pastoral Care in Education, 18(3), 8-10.
  • Spendlove, D. (2009). Putting assessment for learning into practice. New York: Continuum International Publishing.
  • Steiner, C. (1979). Emotional literacy: Intelligence with a heart. California: Personhood Press.
  • Steiner, C., Perry, P. (1997). Achieving emotional literacy. London: Bloomsbury.
  • Tew, M. (2007). School effectiveness: supporting success through emotional literacy. London: Sage Publications.
  • Tew, M. (2010). Emotional connections: An exploration of the relational dynamics between staff and students in schools. Educational and Child Psychology, 27(1), 129-142.
  • Topping, K. (2000). Tutoring. Genf: International Academy of Education.
  • Ulutaş, İ. (2005). Anasınıfına devam eden altı yaş çocuklarının duygusal zekalarına duygusal zeka eğitiminin etkisinin incelenmesi. Yayınlanmamış Doktora Tezi. Ankara: Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Weare, K. (2004). Developing emotionally literate schools. London: Sage Publications.
  • Williams, C., Daley, D., Burnside, E., & Hammond-Rowley, S. (2009). Measuring emotional intelligence in preadolescence. Personality and Individual Differences, 47(4), 316-320.
  • Zautra, E. K., Zautra, A. J., Gallardo, C. E., & Velasco, L. (2015). Can we learn to treat one another better? A test of a social intelligence curriculum. PloS one, 10(6), 1-17.
  • Zeidner, M., Matthews, G., & Roberts, R. D. (2012). What we know about emotional intelligence: How it affects learning, work, relationships, and our mental health. MA: MIT Press.
  • Zeidner, M., Roberts, R. D., & Matthews, G. (2002). Can emotional intelligence be schooled? A critical review. Educational Psychologist, 37(4), 215-231.
  • Zeidner, M., Shani-Zinovich, I., Matthews, G., & Roberts, R. D. (2005). Assessing emotional intelligence in gifted and non-gifted high school students: Outcomes depend on the measure. Intelligence, 33(4), 369-391.
  • Zembylas, M. (2004). Young children's emotional practices while engaged in long‐term science investigation. Journal of Research in Science Teaching, 41(7), 693-719.
  • Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17(2-3), 191-210.
There are 59 citations in total.

Details

Journal Section Makaleler
Authors

Kerem Coşkun

Yücel Öksüz

Publication Date October 22, 2018
Published in Issue Year 2018 Volume: 22 Issue: Özel Sayı 2

Cite

APA Coşkun, K., & Öksüz, Y. (2018). Duygusal Okuryazarlık Eğitiminin İlkokul Öğrencilerinin Duygusal Zeka Performansı Üzerindeki Etkisinin Cinsiyete Göre İncelenmesi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(Özel Sayı 2), 1861-1874.

Creative Commons Lisansı
ATASOBEDAtatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Creative Commons Atıf-GayriTicari-AynıLisanslaPaylaş 4.0 Uluslararası Lisansı ile lisanslanmıştır.