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A Study on the Relationship Between Emotional Intelligence and School Refusal Among Primary School Students

Year 2022, Volume: 51 Issue: 234, 967 - 986, 09.05.2022
https://doi.org/10.37669/milliegitim.842917

Abstract

The aim of this study is to reveal the relationship between primary school students' emotional intelligence and school refusal scores, and to examine the predictive role of emotional intelligence on school refusal. In the study, survey research design and correlational research design were used together. Survey research design was used to determine whether the emotional intelligence and school refusal scores of primary school students differ according to the gender variable, and the correlational research design was used to determine the relationship between school refusal and emotional intelligence in primary school children. In the study which was conducted with 266 primary school sophomores selected by cluster sampling, sampling proportional to size, and appropriate sampling method, "Sullivan Emotional Intelligence Scale for Children" and "School Refusal Assessment Scale" were used as data collection tools. Independent Samples t test, Mann Whitney U Test, Pearson Product-Moment Correlation Coefficient and Linear Regression Analysis were registered in accordance with the sub-problems examined during the research process. Negative significant relationships were found between primary school students' emotional intelligence score levels and school refusal scores. However, it was observed that the change in the emotional intelligence sub-dimension scores of primary school students had an inversely proportional effect on their school refusal scores. As a result of the research, it was determined that the emotional intelligence levels of primary school students significantly predicted school refusal. Based on this finding, it was concluded that increasing the emotional intelligence levels of children would decrease the risk of school refusal.

References

  • Bahalı, M. K. (2008). Okul reddi olan çocuk ve ergenlerin ailesel özellikleri (Tez No. 224997) [Tıpta uzmanlık tezi, Çukurova Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Bahalı, K., & Yolga-Tahiroğlu, A. (2010). Okul reddi: Klinik özellikler, tanı ve tedavi. Psikiyatride Güncel Yaklaşımlar, 2(3), 362-383. http://dergipark.ulakbim.gov.tr/ pskguncel/article/view/5000076395/5000070452
  • Brody, L. R., & Hall, J. A. (2008). Gender and emotion in context. In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (3rd ed., pp. 395-408). The Guilford Press.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi Yayınları.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri (15. baskı). Pegem Akademi Yayınları.
  • Cabello, R., Sorrel, M. A., Fernández-Pinto, I., Extremera, N., & Fernández-Berrocal, P. (2016). Age and gender differences in ability emotional intelligence in adults: A cross-sectional study. Developmental Psychology, 52(9), 1486-1492. https://doi.org/10.1037/dev0000191
  • Cejudo, J., Rodrigo-Ruiz, D., López-Delgado, M., & Losada, L. (2018). Emotional intelligence and its relationship with levels of social anxiety and stress in adolescents. International Journal of Environmental Research and Public Health, 15(6), 1-11. https://doi.org/10.3390/ijerph15061073
  • Coşkun, K. (2015). İlkokullarda duygusal okuryazarlık eğitiminin öğrencilerin duygusal zekâ performansına etkisi (Tez No. 396899) [Doktora tezi, Ondokuz Mayıs Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Creswell, J. W. (2017). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları (3. baskı). (S. B. Demir, çev.ed.). Eğiten Kitap.
  • Downey, L. A., Johnston, P. J., Hansen, K., Schembri, R., Stough, C., Tuckwell, V., & Schweitzer, I. (2008). The relationship between emotional intelligence and depression in a clinical sample. The European Journal of Psychiatry, 22(2), 93-98. https://doi.org/10.4321/S0213-61632008000200005
  • Egger, H. L., Costello, E. J., & Angold, A. (2003). School refusal and psychiatric disorders: A community study. Journal of The American Academy of Child & Adolescent Psychiatry, 42(7), 797-807. https://doi.org/10.1097/01.CHI.0000046865.56865. 79
  • Enns, A., Eldridge, G. D., Montgomery, C., & Gonzalez, V. M. (2018). Perceived stress, coping strategies, and emotional intelligence: A cross-sectional study of university students in helping disciplines. Nurse Education Today, 68, 226-231. https://doi.org/10.1016/j.nedt.2018.06.012
  • Erden, S., Şirin-Ayva, A. B., & Tekin, I. (2015). Okul reddinde bilişsel davranışçı terapinin kullanımı: İlkokul ve ortaokul olgu sunumu. The Journal of Academic Social Science Studies, 41, 119-129. https://doi.org/10.9761/JASSS3009
  • Filippello, P., Sorrenti, L., Buzzai, C., & Costa, S. (2018). Predicting risk of school refusal: Examining the incremental role of trait EI beyond personality and emotion regulation. Psihologija, 51(1), 1-16. https://doi.org/10.2298/PSI170526013F
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. The McGraw-Hill Companies.
  • Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and applications (10th ed.). Pearson Education.
  • Goleman, D. (2016). Duygusal zekâ neden IQ'dan daha önemlidir? (41. baskı). (B. Seçkin Yüksel, çev.) Varlık Yayınları. (Çalışmanın orijinali 1995'te yayımlanmıştır.)
  • Gonzálvez, C., Kearney, C. A., Jiménez-Ayala, C. E., Sanmartín, R., Vicent, M., Inglés, C. J., & García-Fernández, J. M. (2018). Functional profiles of school refusal behavior and their relationship with depression, anxiety, and stress. Psychiatry Research, 269, 140-144. https://doi.org/10.1016/j.psychres.2018.08.069
  • Gordon, D. A., & Young, R. D. (1976). School phobia: A discussion of aetiology, treatment and evaluation. Psychological Reports, 39(3), 783–804. https://doi.org/10.2466/pr0.1976.39.3.783
  • Gümüştaş, F., Yulaf, Y., & Gökçe, S. (2014). Çocuk ve ergenlerde okul reddi davranışının nedenlerinin incelenmesi. Marmara Medical Journal (27), 27-31. https://doi.org/10.5472/MMJ.2013.03119
  • Hersov, L. A. (1972). School Refusal. British Medical Journal (3), 102-104. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1785574/
  • Heyne, D., King, N. J., Tonge, B. J., & Cooper, H. (2001). School refusal: Epidemiology and management. Paediatric Drugs, 3(10), 719-732. https://link.springer.com/article/10.2165/00128072-200103100-00002
  • Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Chapman and Hall/CRC.
  • Hughes, E. K., Gullone, E., Dudley, A., & Tonge, B. (2010). A case-control study of emotion regulation and school refusal in children and adolescents. Journal of Early Adolescence, 30(5), 691-706. https://doi.org/10.1177/0272431609341049
  • Karahan, T. F., Yalcin, B. M., Erbas, M. M., & Ergun, S. (2019). The relationship between the dominant humor style, emotional intelligence, and problem-solving skills in trainee teachers in Turkey. Humor, 32(1), 73-95. https://doi.org/10.1515/humor-2017-0083
  • Kardaş, Ö., Kardaş, B., & Bildik, T. (2018). Gençlerde okul reddi davranışı: Buzdağının görünen ucu. T. Bildik (Ed.), Ergenlik dönemi ve ruhsal bozukluklar içinde (ss. 159-167). Türkiye Klinikleri. https://www.turkiyeklinikleri.com/article/tr-genclerde-okul-reddi-davranisi-buzdaginin-gorunen-ucu-82631.html
  • Kearney, C. A. (2005). Social anxiety and social phobia in youth: Characteristics, assessment, and psychological treatment. Springer Science + Business Media.
  • Kearney, C. A. (2007). Forms and functions of school refusal behavior in youth: An empirical analysis of absenteeism severity. Journal of Child Psychology and Psychiatry, 48(1), 53-61. https://doi.org/10.1111/j.1469-7610.2006.01634.x
  • Kearney, C. A., & Albano, A. M. (2007). When children refuse school; a cognitive behavioral therapy approach; Therapist guide (2nd ed.). Oxford University Press.
  • Kearney, C. A., & Silverman, W. K. (1996). The evolution and reconciliation of taxonomic strategies for school refusal behavior. Clinical Psychology Science and Practice, 3(4), 339-354. https://doi.org/10.1111/j.1468-2850.1996.tb00087.x
  • King, N. J., & Bernstein, G. A. (2001). School refusal in children and adolescents: a review of the past 10 years. Journal of the American Academy of Child & Adolescent Psychiatry, 40(2), 197-205. https://doi.org/10.1097/00004583-200102000-00014
  • Martin, C., Cabrol, S., Bouvard, M. P., Lepine, J. P., & Mouren-Simeoni, M. C. (1999). Anxiety and depressive disorders in fathers and mothers of anxious school refusing children. Journal of the American Academy of Child & Adolescent Psychiatry, 38(7), 916-922. https://doi.org/10.1097/00004583-199907000-00023
  • 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. https://doi.org/10.1348/026151006X118577
  • McMillan, J., & Schumacher , S. (2014). Research in education: Evidence-based inquiry (7th ed.). Pearson Education.
  • McShane, G., Walter, G., & Rey, J. M. (2001). Characteristics of adolescents with school refusal. Australian and New Zealand Journal of Psychiatry, 35(6), 822-826. https://doi.org/10.1046/j.1440-1614.2001.00955.x
  • Ollendick, T. H., & Mayer, J. A. (1984). School Phobia. In S. M. Turner (Ed.), Behavioral theories and treatment of anxiety (pp. 367-411). Plenum Press.
  • Özcan, Ö. (2004). Okul reddi yakınması olan çocuklar ve anne babalarında ruhsal bozukluklar. [Yayımlanmamış tıpta uzmanlık tezi]. Ankara Üniversitesi, Tıp Fakültesi, Ankara.
  • Özyürek, A. (2017). Okul öncesi çocukların duyguları tanıma ile duyguları yönetme ve arkadaşlık becerileri arasındaki ilişki. Akademik Bakış Uluslararası Hakemli Sosyal Bilimler Dergisi (59), 128-140. http://dergipark.gov.tr/download/article-file/383889
  • Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
  • Sanmartín, R., Inglés, C. J., Gonzálvez, C., Vicent, M., Ruiz-Esteban, C., & García-Fernández, J. M. (2018). Impact of affective profiles on school refusal in a Spanish sample of primary education. Journal of Child and Family Studies, 27(4), 1349-1357. https://doi.org/10.1007/s10826-017-0962-7
  • Samancı, O. (2016). Okul ve hayat başarısında ailenin rolü. Nitel Yayınları.
  • Seçer, İ. (2014). The adaptation of School Refusal Assessment Scale into Turkish: Reliability validity studies. Pakistan Journal of Statistics, 30(6), 1197-1202.
  • Schafer, R. M. (2011). The relationship between the functions of school refusal behavior and family environment (Publication No. 1401) [Master’s thesis, University of Nevada]. UNLV Theses, Dissertations, Professional Papers, and Capstones.
  • Ulutaş, İ. (2005). Anasınıfına devam eden altı yaş çocuklarının duygusal zekâlarına duygusal zekâ eğitiminin etkisinin incelenmesi (Tez No. 159115) [Doktora tezi, Gazi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi

İLKOKUL ÖĞRENCİLERİNDE DUYGUSAL ZEKÂ İLE OKUL REDDİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Year 2022, Volume: 51 Issue: 234, 967 - 986, 09.05.2022
https://doi.org/10.37669/milliegitim.842917

Abstract

Bu çalışmanın amacı; ilkokul öğrencilerinin duygusal zekâ ve okul reddi puanları arasındaki ilişkiyi ortaya koymak ve okul reddi üzerinde duygusal zekânın yordayıcı rolünü incelemektir. Araştırmada betimsel tarama ve ilişkisel tarama modelleri birlikte kullanılmıştır. İlkokul öğrencilerinin duygusal zekâ ve okul reddi puanlarının, cinsiyet değişkenine göre farklılaşıp farklılaşmadığını belirlemek amacıyla betimsel tarama modeli, ilkokul çocuklarında okul reddi ile duygusal zekâ arasındaki ilişkileri belirlemek amacıyla ilişkisel tarama modeli kullanılmıştır. Küme örnekleme, büyüklüğe orantılı örnekleme ve uygun örnekleme yöntemi ile seçilen 266 ilkokul ikinci sınıf öğrencisi ile yürütülen araştırmada veri toplama aracı olarak “Sullivan Çocuklar İçin Duygusal Zekâ Ölçeği” ve “Okul Ret Ölçeği” kullanılmıştır. Araştırma sürecinde incelenen alt problemler doğrultusunda Bağımsız Örneklemler için t testi, Mann Whitney U Testi, Pearson Momentler Çarpım Korelasyonu ve Doğrusal Regresyon Analizi yapılmıştır. İlkokul öğrencilerinin duygusal zekâ puan düzeyleri ile okul reddi puan düzeyleri arasında negatif yönlü anlamlı ilişkiler olduğu saptanmıştır. Bununla birlikte ilkokul öğrencilerinin duygusal zekâ alt boyutları puanlarındaki değişimin okul reddi puanlarına ters orantılı olacak şekilde etki ettiği görülmüştür. Araştırma sonucunda ilkokul öğrencilerinin duygusal zekâ düzeylerinin okul reddini anlamlı olarak yordadığı tespit edilmiştir. Bu bulgudan yola çıkarak çocukların duygusal zekâ düzeylerinin artırılmasının okul reddi riskini azaltacağı sonucuna ulaşılmıştır.

References

  • Bahalı, M. K. (2008). Okul reddi olan çocuk ve ergenlerin ailesel özellikleri (Tez No. 224997) [Tıpta uzmanlık tezi, Çukurova Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Bahalı, K., & Yolga-Tahiroğlu, A. (2010). Okul reddi: Klinik özellikler, tanı ve tedavi. Psikiyatride Güncel Yaklaşımlar, 2(3), 362-383. http://dergipark.ulakbim.gov.tr/ pskguncel/article/view/5000076395/5000070452
  • Brody, L. R., & Hall, J. A. (2008). Gender and emotion in context. In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (3rd ed., pp. 395-408). The Guilford Press.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi Yayınları.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri (15. baskı). Pegem Akademi Yayınları.
  • Cabello, R., Sorrel, M. A., Fernández-Pinto, I., Extremera, N., & Fernández-Berrocal, P. (2016). Age and gender differences in ability emotional intelligence in adults: A cross-sectional study. Developmental Psychology, 52(9), 1486-1492. https://doi.org/10.1037/dev0000191
  • Cejudo, J., Rodrigo-Ruiz, D., López-Delgado, M., & Losada, L. (2018). Emotional intelligence and its relationship with levels of social anxiety and stress in adolescents. International Journal of Environmental Research and Public Health, 15(6), 1-11. https://doi.org/10.3390/ijerph15061073
  • Coşkun, K. (2015). İlkokullarda duygusal okuryazarlık eğitiminin öğrencilerin duygusal zekâ performansına etkisi (Tez No. 396899) [Doktora tezi, Ondokuz Mayıs Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Creswell, J. W. (2017). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları (3. baskı). (S. B. Demir, çev.ed.). Eğiten Kitap.
  • Downey, L. A., Johnston, P. J., Hansen, K., Schembri, R., Stough, C., Tuckwell, V., & Schweitzer, I. (2008). The relationship between emotional intelligence and depression in a clinical sample. The European Journal of Psychiatry, 22(2), 93-98. https://doi.org/10.4321/S0213-61632008000200005
  • Egger, H. L., Costello, E. J., & Angold, A. (2003). School refusal and psychiatric disorders: A community study. Journal of The American Academy of Child & Adolescent Psychiatry, 42(7), 797-807. https://doi.org/10.1097/01.CHI.0000046865.56865. 79
  • Enns, A., Eldridge, G. D., Montgomery, C., & Gonzalez, V. M. (2018). Perceived stress, coping strategies, and emotional intelligence: A cross-sectional study of university students in helping disciplines. Nurse Education Today, 68, 226-231. https://doi.org/10.1016/j.nedt.2018.06.012
  • Erden, S., Şirin-Ayva, A. B., & Tekin, I. (2015). Okul reddinde bilişsel davranışçı terapinin kullanımı: İlkokul ve ortaokul olgu sunumu. The Journal of Academic Social Science Studies, 41, 119-129. https://doi.org/10.9761/JASSS3009
  • Filippello, P., Sorrenti, L., Buzzai, C., & Costa, S. (2018). Predicting risk of school refusal: Examining the incremental role of trait EI beyond personality and emotion regulation. Psihologija, 51(1), 1-16. https://doi.org/10.2298/PSI170526013F
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. The McGraw-Hill Companies.
  • Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and applications (10th ed.). Pearson Education.
  • Goleman, D. (2016). Duygusal zekâ neden IQ'dan daha önemlidir? (41. baskı). (B. Seçkin Yüksel, çev.) Varlık Yayınları. (Çalışmanın orijinali 1995'te yayımlanmıştır.)
  • Gonzálvez, C., Kearney, C. A., Jiménez-Ayala, C. E., Sanmartín, R., Vicent, M., Inglés, C. J., & García-Fernández, J. M. (2018). Functional profiles of school refusal behavior and their relationship with depression, anxiety, and stress. Psychiatry Research, 269, 140-144. https://doi.org/10.1016/j.psychres.2018.08.069
  • Gordon, D. A., & Young, R. D. (1976). School phobia: A discussion of aetiology, treatment and evaluation. Psychological Reports, 39(3), 783–804. https://doi.org/10.2466/pr0.1976.39.3.783
  • Gümüştaş, F., Yulaf, Y., & Gökçe, S. (2014). Çocuk ve ergenlerde okul reddi davranışının nedenlerinin incelenmesi. Marmara Medical Journal (27), 27-31. https://doi.org/10.5472/MMJ.2013.03119
  • Hersov, L. A. (1972). School Refusal. British Medical Journal (3), 102-104. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1785574/
  • Heyne, D., King, N. J., Tonge, B. J., & Cooper, H. (2001). School refusal: Epidemiology and management. Paediatric Drugs, 3(10), 719-732. https://link.springer.com/article/10.2165/00128072-200103100-00002
  • Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Chapman and Hall/CRC.
  • Hughes, E. K., Gullone, E., Dudley, A., & Tonge, B. (2010). A case-control study of emotion regulation and school refusal in children and adolescents. Journal of Early Adolescence, 30(5), 691-706. https://doi.org/10.1177/0272431609341049
  • Karahan, T. F., Yalcin, B. M., Erbas, M. M., & Ergun, S. (2019). The relationship between the dominant humor style, emotional intelligence, and problem-solving skills in trainee teachers in Turkey. Humor, 32(1), 73-95. https://doi.org/10.1515/humor-2017-0083
  • Kardaş, Ö., Kardaş, B., & Bildik, T. (2018). Gençlerde okul reddi davranışı: Buzdağının görünen ucu. T. Bildik (Ed.), Ergenlik dönemi ve ruhsal bozukluklar içinde (ss. 159-167). Türkiye Klinikleri. https://www.turkiyeklinikleri.com/article/tr-genclerde-okul-reddi-davranisi-buzdaginin-gorunen-ucu-82631.html
  • Kearney, C. A. (2005). Social anxiety and social phobia in youth: Characteristics, assessment, and psychological treatment. Springer Science + Business Media.
  • Kearney, C. A. (2007). Forms and functions of school refusal behavior in youth: An empirical analysis of absenteeism severity. Journal of Child Psychology and Psychiatry, 48(1), 53-61. https://doi.org/10.1111/j.1469-7610.2006.01634.x
  • Kearney, C. A., & Albano, A. M. (2007). When children refuse school; a cognitive behavioral therapy approach; Therapist guide (2nd ed.). Oxford University Press.
  • Kearney, C. A., & Silverman, W. K. (1996). The evolution and reconciliation of taxonomic strategies for school refusal behavior. Clinical Psychology Science and Practice, 3(4), 339-354. https://doi.org/10.1111/j.1468-2850.1996.tb00087.x
  • King, N. J., & Bernstein, G. A. (2001). School refusal in children and adolescents: a review of the past 10 years. Journal of the American Academy of Child & Adolescent Psychiatry, 40(2), 197-205. https://doi.org/10.1097/00004583-200102000-00014
  • Martin, C., Cabrol, S., Bouvard, M. P., Lepine, J. P., & Mouren-Simeoni, M. C. (1999). Anxiety and depressive disorders in fathers and mothers of anxious school refusing children. Journal of the American Academy of Child & Adolescent Psychiatry, 38(7), 916-922. https://doi.org/10.1097/00004583-199907000-00023
  • 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. https://doi.org/10.1348/026151006X118577
  • McMillan, J., & Schumacher , S. (2014). Research in education: Evidence-based inquiry (7th ed.). Pearson Education.
  • McShane, G., Walter, G., & Rey, J. M. (2001). Characteristics of adolescents with school refusal. Australian and New Zealand Journal of Psychiatry, 35(6), 822-826. https://doi.org/10.1046/j.1440-1614.2001.00955.x
  • Ollendick, T. H., & Mayer, J. A. (1984). School Phobia. In S. M. Turner (Ed.), Behavioral theories and treatment of anxiety (pp. 367-411). Plenum Press.
  • Özcan, Ö. (2004). Okul reddi yakınması olan çocuklar ve anne babalarında ruhsal bozukluklar. [Yayımlanmamış tıpta uzmanlık tezi]. Ankara Üniversitesi, Tıp Fakültesi, Ankara.
  • Özyürek, A. (2017). Okul öncesi çocukların duyguları tanıma ile duyguları yönetme ve arkadaşlık becerileri arasındaki ilişki. Akademik Bakış Uluslararası Hakemli Sosyal Bilimler Dergisi (59), 128-140. http://dergipark.gov.tr/download/article-file/383889
  • Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
  • Sanmartín, R., Inglés, C. J., Gonzálvez, C., Vicent, M., Ruiz-Esteban, C., & García-Fernández, J. M. (2018). Impact of affective profiles on school refusal in a Spanish sample of primary education. Journal of Child and Family Studies, 27(4), 1349-1357. https://doi.org/10.1007/s10826-017-0962-7
  • Samancı, O. (2016). Okul ve hayat başarısında ailenin rolü. Nitel Yayınları.
  • Seçer, İ. (2014). The adaptation of School Refusal Assessment Scale into Turkish: Reliability validity studies. Pakistan Journal of Statistics, 30(6), 1197-1202.
  • Schafer, R. M. (2011). The relationship between the functions of school refusal behavior and family environment (Publication No. 1401) [Master’s thesis, University of Nevada]. UNLV Theses, Dissertations, Professional Papers, and Capstones.
  • Ulutaş, İ. (2005). Anasınıfına devam eden altı yaş çocuklarının duygusal zekâlarına duygusal zekâ eğitiminin etkisinin incelenmesi (Tez No. 159115) [Doktora tezi, Gazi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi
There are 44 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Mehmet Selim Çullu 0000-0001-5860-2408

Osman Samancı 0000-0003-3620-7604

Publication Date May 9, 2022
Published in Issue Year 2022 Volume: 51 Issue: 234

Cite

APA Çullu, M. S., & Samancı, O. (2022). İLKOKUL ÖĞRENCİLERİNDE DUYGUSAL ZEKÂ İLE OKUL REDDİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ. Milli Eğitim Dergisi, 51(234), 967-986. https://doi.org/10.37669/milliegitim.842917