Araştırma Makalesi
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Lise Öğrencilerinde Ödül Bağımlılığı ve Ceza Hassasiyetinin Sosyal ve Duygusal Öğrenme Becerileri ile İlişkisi / The Relationship of Reward Addiction and Punishment Sensitivity with Social and Emotional Learning Skills in High School Students

Yıl 2023, Cilt: 14 Sayı: 6, 54 - 71, 29.12.2023

Cihan Kılıç Özgül Mutluer

https://doi.org/10.19160/e-ijer.1309400

Öz

Araştırmanın amacı, öğrencilerin sosyal ve duygusal sorunları üzerinde okulun etkisini ön plana çıkaran Sosyal Duygusal Öğrenme becerileri ile eğitim süreçlerinde ödül-ceza kullanımının öğrenciler üzerinde yarattığı hassasiyet arasındaki ilişkinin incelenmesidir. Mevcut araştırma, nicel araştırma desenlerinden ilişkisel tarama modeline uygun olarak tasarlanmıştır. Araştırmanın örneklemini Marmara Bölgesi’nde yer alan bir ilde, örgün eğitime devam etmekte olan 818 lise öğrencileri oluşturmaktadır. Verilerin toplanmasında, kişisel bilgi formu, ceza hassasiyeti ölçeği, ödül bağımlılığı ölçeği, sosyal duygusal öğrenme ölçeği kullanılmıştır. Verilerin analizinde, pearson korelasyon katsayıları belirlenmiş ve gizil değişkenler ile yapısal eşitlik modellemesi kurularak test edilmiştir. İkinci olarak öğrencilerin akademik bağlamda ödül bağımlılığı ve ceza hassasiyet düzeylerinin sosyal ve duygusal öğrenmelerine etkisi araştırılırken çoklu regresyon analizi yapılmıştır. Araştırmanın sonuçlarına göre; akademik bağlamda ödül bağlılığı ile akademik bağlamda ceza hassasiyeti arasındaki ilişkiler incelendiğinde, her iki değişkenin de alt boyutları arasında düşük ve orta düzeyde pozitif yönlü ilişkiler bulunmuştur. Yapısal eşitlik modeline göre ödül bağımlılığı ceza hassasiyetini %60 oranında etkilemektedir. Akademik bağlamda ödül bağımlılığı ve ceza hassasiyeti ile sosyal ve duygusal öğrenme arasındaki ilişkiler incelendiğinde; ödül bağımlılığı alt boyutları ile sosyal ve duygusal öğrenme alt boyutları arasında hem anlamlı hem de anlamlı olmayan ilişkiler bulunmuştur. Ödül beklentisine karşı şartlı performans ile sosyal ve duygusal öğrenmenin alt boyutları arasında düşük düzeyde anlamlı ilişkiler mevcuttur. Ödülün okulda pekiştirme etkisi ile ödülün evde pekiştirme etkileri alt boyutlarının ile sosyal ve duygusal öğrenme alt boyutlarının birçoğu arasında anlamlı ilişkiler bulunmamaktadır. Ceza hassasiyeti alt boyutları ile sosyal ve duygusal öğrenme alt boyutları arasındaki ilişkilerde; anlamlı düşük düzeyde ve anlamlı olmayan ilişkiler bulunmuştur. Ödül bağımlılığı ve ceza hassasiyetinin boyutlarının birçoğunda ilişki durumlarının 0’a yakın olması ödül bağımlılığı ve ceza hassasiyetinin sosyal ve duygusal öğrenmeyi etkilemediği anlamı da taşımaktadır. Araştırmanın temel önerileri arasında; bireylerde SDÖ becerilerini geliştirmek için ödül bağımlılığı ve ceza hassasiyeti durumlarının tercih edilmediği aile ve eğitim ortamlarının yapılandırılması gerektiği bulunmaktadır.

Anahtar Kelimeler

Sosyal ve duygusal öğrenme Ödül bağımlılığı Ceza hassasiyeti Ortaöğretim.

Kaynakça

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  • Aypay, A, (2015b). Ödül bir ceza mı? Ödül bağımlılığından ceza hassasiyetine. 2. Uluslararası Avrasya Eğitim Araştırmaları Kongresi’nde sunulan bildiri, Hacettepe Üniversitesi, Beytepe Yerleşkesi, Ankara.
  • Aypay, A. (2016). Akademik bağlamda ödül bağımlılığının ebeveynlik tarzı ve cinsiyet ile ilişkileri. VIII. Uluslararası Eğitim Araştırmaları Kongresi’nde sunulmuş bildiri, Çanakkale Onsekiz Mart Üniversitesi, Çanakkale, Türkiye.
  • Aypay, A. (2018). Ortaokulda ödül bağımlılığı-ceza hassasiyeti ve ödül bağımlılığı-okul tükenmişliği arasındaki yordayıcı ilişkiler. Eğitim ve Bilim, 43(194). http://dx.doi.org/10.15390/EB.2018.6909
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The Relationship of Reward Addiction and Punishment Sensitivity with Social and Emotional Learning Skills in High School Students / Lise Öğrencilerinde Ödül Bağımlılığı ve Ceza Hassasiyetinin Sosyal ve Duygusal Öğrenme Becerileri ile İlişkisi

Yıl 2023, Cilt: 14 Sayı: 6, 54 - 71, 29.12.2023

Cihan Kılıç Özgül Mutluer

https://doi.org/10.19160/e-ijer.1309400

Öz

The purpose of the study was to analyze the relationship between Social Emotional Learning skills, which helps develop basic skills for life efficiency of students, and the sensitivity created using reward-punishment in educational processes on students. The present research was designed in accordance with the relational survey model. The sample of the research consists of 818 high school students who continue formal education in a province located in the Marmara Region, Türkiye. According to the results of the research; When the relationships between reward addiction in the academic context and sensitivity to punishment in the academic context were examined, low and moderate positive correlations were found between the sub-dimensions of both variables. According to the structural equation modeling., reward dependence affects punishment sensitivity by 60%. When the relationships between reward addiction and sensitivity to punishment and social and emotional learning in the academic context are examined; Both significant and non-significant relationships were found between reward addiction sub-dimensions and social and emotional learning sub-dimensions. There are low-level significant relationships between conditional performance versus reward expectation and the sub-dimensions of social and emotional learning. There is no significant relationship between the reinforcement effect of the award at school and the reinforcement effects of the award at home and most of the social and emotional learning sub-dimensions. In the relationships between punishment sensitivity sub-dimensions and social and emotional learning sub-dimensions; significant low-level and non-significant relationships were found. The fact that relationship status has a positive value close to 0 on most dimensions of punishment sensitivity also means that punishment sensitivity is little related to social and emotional learning. Among the main suggestions of the research; there is a need to structure family and educational environments where reward dependence and sensitivity to punishment are not preferred in order to develop SEL skills in individuals.

Anahtar Kelimeler

Social and emotional learning Reward addiction Punishment sensitivity High school.

Kaynakça

  • Ağırkan M., & Ergene T. (2022). What does the social and emotional learning interventions (SEL) tell us? A meta-analysis. Revista de Psicodidáctica, 27, 97–108.
  • Anderson, J. C. ve Gerbing, D. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173. doi:10.1007/BF02294170
  • Aypay, A, (2015a). Sensitivity to punishment in the academic context: It’s relationship with locus of control, gender and grade level. Eğitimde Kuram ve Uygulama-Journal of Theory and Practice in Education 11(4), 1475-1495.
  • Aypay, A, (2015b). Ödül bir ceza mı? Ödül bağımlılığından ceza hassasiyetine. 2. Uluslararası Avrasya Eğitim Araştırmaları Kongresi’nde sunulan bildiri, Hacettepe Üniversitesi, Beytepe Yerleşkesi, Ankara.
  • Aypay, A. (2016). Akademik bağlamda ödül bağımlılığının ebeveynlik tarzı ve cinsiyet ile ilişkileri. VIII. Uluslararası Eğitim Araştırmaları Kongresi’nde sunulmuş bildiri, Çanakkale Onsekiz Mart Üniversitesi, Çanakkale, Türkiye.
  • Aypay, A. (2018). Ortaokulda ödül bağımlılığı-ceza hassasiyeti ve ödül bağımlılığı-okul tükenmişliği arasındaki yordayıcı ilişkiler. Eğitim ve Bilim, 43(194). http://dx.doi.org/10.15390/EB.2018.6909
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Baydan, Y. (2010). Sosyal-Duygusal Beceri Algısı Ölçeği’nin Geliştirilmesi Ve Sosyal-Duygusal Beceri Programının Etkililiği. (Yayımlanmamış doktora tezi). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara, Türkiye.
  • Beceren, B. Ö. (2012). Güçlü Başlangıç Sosyal Duygusal Öğrenme Programı’nın 5 Yaş Çocuklarının Sosyal ve Duygusal Gelişimleri Üzerine Etkisi. (Yayınlanmamış doktora tezi). Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul, Türkiye.
  • Beceren-Özdemir, B. Ö. & Zembat, R. (2016). The effect of strong start social emotional learning program on social and emotional development of five-year-old children. Journal of Human Sciences, 13 (1), 1003-1016.
  • Bilir-Seyhan, S., Ocak-Karabay, S., Arda-Tunçdemir, T.B., Greenberg M.T., & Domitrovich C. (2019). The effects of promoting alternative thinking strategies elementary school program on teacher–children relationships and children's social competence in Türkiye. International Journal of Psychology, 54 (1), 61-69.
  • Büyüköztürk, Ş., Çakmak-Kılıç, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Castillo-Gualda, R., García, V., Pena, M., Galán, A., & Brackett, M. A. (2017). Preliminary findings from RULER approach in Spanish teachers’ emotional intelligence and work engagement.
  • Catalano, R.F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J. D. (2002). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Prevention & Treatment, 5 (1), 15a.
  • Carvalho, J. S., Pinto, A. M., & Marôco, J. (2017). Results of a mindfulness-based social-emotional learning program on Portuguese elementary students and teachers: A quasi-experimental study. Mindfulness, 8, 337-350.Carver, C. S. (2004). Negative affects deriving from the behavioral approach system. Emotion, 41, (3), 22.
  • Ceylan, R., & Yiğitalp, N. (2018). Effect of social skills training with and without family involvement on children's social skills. Journal of Social Sciences of Mus Alparslan University, 6 (6), 1119-1127.
  • Cherniss, C., Extein, M., Goleman, D. ve Weissberg, R. P. (2006). Emotional intelligence: what does he research really indicate? Educational Psychologist, 41(4), 239-245.
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  • Corcoran, R. P., Cheung, A. C., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56-72.
  • Corr, P. J. (2002). J.A. Gray’s reinforcement sensitivity theory and frustrative nonreward: A theoretical note on expectancies in reactions to rewarding stimuli. Personality and Individual Differences, 32, 1247-1253.
  • Corr, P. J. (2008). Reinforcement Sensitivity Theory (RST): Introduction. In P. J. Corr (Ed.), The Reinforcement Sensitivity Theory of Personality (pp. 1−43). Cambridge: Cambridge University Press.
  • Creswell, J. W. (2017). Araştırma deseni: Nicel, nitel ve karma yöntem yaklaşımları (Çev. Ed. S. B. Demir). Ankara: Eğiten Kitap.
  • Domitrovich, C. E., Bradshaw, C. P., Berg, J. K., Pas, E. T., Becker, K. D., Musci, R., ... & Ialongo, N. (2016). How do school-based prevention programs impact teachers? Findings from a randomized trial of an integrated classroom management and social-emotional program. Prevention science, 17, 325-337.
  • Durlak, J. A., & Weissberg, R. P. (2005) A major meta-analysis of positive youth development programs. Invited presentation at the Annual Meeting of the American Psychological Association. Washington, DC.
  • Durlak, J. A., & Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25, 115–152.
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students‟ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Ġnterventions. Child Development, 82, 405-432.
  • Elliot, S. N. (1997). The responsive classroom approach: Its effectiveness and acceptability in promoting social and academic competence. Year one a three study. University of Wiscinson-Madison.
  • Esen-Aygün, H. (2017). Sosyal-duygusal öğrenme programlarının sosyal duygusal öğrenme becerilerinin gelişimine, akademik başarı ve sınıf iklimi algısına etkisi (Yayınlanmamış doktora tezi), Çanakkale Onsekiz Mart Üniversitesi, Çanakkale, Türkiye.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (7th Ed.). New York: McGraw-Hill.
  • Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. NYC: Basic Books Garner, PW, Bender, SL, Fedor, M. (2018) Mindfulness-based SEL programming to increase preservice teachers’ mindfulness and emotional competence. Psychol Schs. 55, 377– 390.
  • Göl-Güven, M. (2017). The effectiveness of the Lions Quest Program: Skills for growing on school climate, students’ behaviors, perceptions of school, and conflict resolution skills. European Early Childhood Education Research Journal, 25 (4), 575-594.
  • Gray, J. A. (1970). The psychophysiological basis of ıntroversion–extraversion. Behavior Research and Therapy, 8(3), 249–266.
  • Gray, J. A. (1991). Neural Systems of motivation, emotion and affect. In J. Madden (Ed.), Neurobiologyof Learning, Emotion And Affect (pp.273–306). New York: Raven Press.
  • Gray, J. A., & McNaughton, N. (2000). The neuropsychology of anxiety: An inquiry into the functions of the septo-hippocampal system. Oxford: Oxford University Press.
  • Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social and emotional learning. American Psychologist, 58, 466–474.
  • Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in schoolaged children: Current state of the field. Prevention & Treatment, 4, 1–62.
  • Greenberg, M. T., & Abenavoli, R. (2017). Universal interventions: Fully exploring their impacts and potential to produce population-level impacts. Journal of Research on Educational Effectiveness, 10(1), 40-67.
  • Gregory, A., & Fergus, E. (2017). Social and emotional learning and equity in school discipline. The future of children, 117-136.
  • Harmon-Jones, E. (2003). Anger and the behavioral approach system. Personality and Individual Differences, 35, 995-1005.
  • Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2009). On Improving School Climate: Reducing Reliance on Rewards and Punishment. International Journal of Whole Schooling, 5(1), 13-24.
  • Horowitz, J. L., & Garber, J. (2007). The prevention of depressive symptoms in children and adolescents: A meta-analytic review. Journal of Consulting and Clinical Psychology, 74, 401–415.
  • Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., & Greenberg, M. T. (2017). Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010.
  • Jöreskog, K. G. ve Sörbom, D. (1993). LISREL 8: Structural equation modeling with SIMPLIS command language. Chicago: Scientific Software International, Inc.
  • Karaoğlu, M. (2011). The effects of the first step to success early intervention program on 5-6 years old children's problem behaviors, social skills, and academic engagement time (Yayınlanmamış Doktora Tezi), Marmara Üniversitesi, İstanbul, Türkiye.
  • Kılıç, C. & Alcı, B. (2022). Sosyal Duygusal Öğrenme Ölçme Aracının Türkçe ’ye Uyarlanması: Geçerlilik ve Güvenilirlik Çalışması / Validity and Reliability Study of Turkish Form of Social Emotional Learning Questionnaire. e-Uluslararası Eğitim Araştırmaları Dergisi, 13 (1) , 38-50 . DOI: 10.19160/e-ijer.975137.
  • Kılıçoğlu-Akbulut, N. (2016). Examination of the effectiveness of the expressive based group working to develop social-emotional learning skills of adolescents in single-parent families (Yayınlanmamış Doktora Tezi), Marmara Üniversitesi, İstanbul, Türkiye.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling: Methodology in the social sciences (2. bs.). New York, NY: Guilford Press.
  • Koyuncu, B. (2022). Nörobilim temelinde sosyal ve duygusal gelişim. Ankara: Pegem Akademi.
  • Lawlor, M. S. (2016). Mindfulness and social emotional learning: A conceptual framework. K.A. Schonert Reichl, R.W. Roeser (Eds.), Handbook of mindfulness in education, Guilford, New York.
  • Loxton, N. J., & Dawe, S. (2006). Reward and punishment sensitivity in dysfunctional eating and hazardous drinking women: Associations with family risk. Appetite, 47, 361−371.
  • Lösel, F., & Beelman, A. (2003). Effects of child skills training in preventing antisocial behavior: A systematic review of randomized evaluations. Annals of the American Academy of Political and Social Science, 587, 84–109.
  • Martin, R. A. (2012). Social and emotional learning research: Intervention studies for supporting adolescents in Türkiye. Procedia-Social and Behavioral Sciences, 69, 1469–1476.
  • McRae, K., Gross, J. J., Weber, J., Robertson, E. R., Sokol-Hessner, P., Ray, R. D., ... & Ochsner, K. N. (2012). The development of emotion regulation: an fMRI study of cognitive reappraisal in children, adolescents and young adults. Social cognitive and affective neuroscience, 7(1), 11-22.
  • Merter, K. (2013). Ortaokul öğrencilerinin sosyal duygusal öğrenme becerileri ve benlik saygısı arasındaki ilişkinin incelenmesi: Maltepe ilçesi örneği. (Yayımlanmamış yüksek lisans tezi). Yeditepe Üniversitesi Sosyal Bilimler Bilimleri Enstitüsü.
  • Mertler, C. A. ve Reinhart, R. V. (2016). Advanced and multivariate statistical methods: Practical application and interpretation. New York: Routledge.
  • OECD (2018). Social and emotional skills for student success and well-being: Conceptual Framework for OECD studies on social and emotional skills. OECD Publishing: Paris. Reached from https://www.oecdilibrary.org/education/social-and-emotional-skills-for-student-successand-wellbeing_ db1d8e59-en.
  • Romasz, T. E., Kantor, J. H. ve Elias, M. J. (2004). Implementation and Evaluation of Urban School-Wide Social– Emotional Learning Programs. Evaluation and Program Planning, 27(1), 89-103.
  • Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The future of children, 137-155.
  • Slovák, P. & Fitzpatrick, G. (2015). Teaching and developing social and emotional skill with technology. ACM Transactions on Computer-Human Interaction (TOCHI), 22(4), 19.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
  • Toprakçı, E. (2017). Sınıf yönetimi (3. Baskı) Ankara: PegemA Yayıncılık.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997). Learning influences. In H. J. Walberg & G. D. Haertel (Eds.), Psychology and educational practice (pp. 199–211). Berkeley, CA: McCatchan.
  • Weissberg, R.P. & Cascarino, J. (2013). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 95 (2), 8-13.
  • Weissberg, R. P., Resnik, H., Payton, J. & O’Brien, M. U. (2003). Evaluating social and emotional learning programs. Educational Leadership, 60 (6).
  • West, M. R., Buckley, K., Krachman, S. B., & Bookman, N. (2018). Development and implementation of student social-emotional surveys in the CORE districts. Journal of Applied Developmental Psychology, 55, 119- 129.
  • Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., Ten Bokkel, I., Tate, K., & Emery, C. (2020). The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: A meta-analysis. Social and Emotional Learning, 73-102.
  • Wilson, D. B., Gottfredson, D. C., & Najaka, S. S. (2001). School-based prevention of problem behaviors: A meta-analysis. Journal of Quantitative Criminology, 17, 247–272.
  • Wilson, S. J., Lipsey, M. W., & Derzon, J. H. (2003). The effects of school-based intervention programs on aggressive behavior: A meta-analysis. Journal of Consulting and Clinical Psychology, 71, 136–149.
  • Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American journal of preventive medicine, 33(2), S130-S143.
  • Yazıcıoğlu, Y., & Erdoğan, S. (2004). Spss Uygulamalı Bilimsel Araştırma Yöntemleri. Ankara: Detay Yayıncılık.
  • Yıldırım, A., & Simsek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri (11 baskı). Ankara: Seçkin Yayıncılık.
  • Zins J. E. & Elias M. J. (2008). Social and emotional learning: promoting the development of all students. Journal of Educational and Psychological Consultation, 17 (2-3), 233-255.
  • Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Ed.). (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.
Toplam 79 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Okul Psikolojik Danışmanlığı
Bölüm Sayı Makaleleri
Yazarlar

Cihan Kılıç 0000-0003-4618-8857

Özgül Mutluer 0000-0002-1990-7900

Yayımlanma Tarihi 29 Aralık 2023
Yayımlandığı Sayı Yıl 2023Cilt: 14 Sayı: 6

Kaynak Göster

APA Kılıç, C., & Mutluer, Ö. (2023). The Relationship of Reward Addiction and Punishment Sensitivity with Social and Emotional Learning Skills in High School Students / Lise Öğrencilerinde Ödül Bağımlılığı ve Ceza Hassasiyetinin Sosyal ve Duygusal Öğrenme Becerileri ile İlişkisi. E-Uluslararası Eğitim Araştırmaları Dergisi, 14(6), 54-71. https://doi.org/10.19160/e-ijer.1309400
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