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ERIC Number: EJ1164850
Record Type: Journal
Publication Date: 2018-Jan
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0261-4294
The Relationship between Social-Emotional Learning Ability and Perceived Social Support in Gifted Students
Ogurlu, Üzeyir; Sevgi-Yalin, Hatun; Yavuz-Birben, Fazilet
Gifted Education International, v34 n1 p76-95 Jan 2018
This study aimed to examine the relationship between social-emotional learning skills and perceived social support of gifted students. Based on this relationship, the authors also examined to what extent social and emotional learning skills were predictive of social support. In addition, gender variables were compared in social and emotional learning skills and social support as well. By convenient sampling, the study was carried out as a correlational research design and involved 117 gifted middle school students who attended an enriched after school program. For the collection of data, Social Emotional Learning Skills Scale (SELSS) and Child-Adolescent Social Support Scale (CASS) were used. Results showed that there was a significant correlation between SELSS and CASS. Regression analysis indicated that social and emotional learning skills explained 29% of social support importance section and 43% of frequency section. Another important finding was that gifted students saw close friends as the primary source of social support and their teachers as the important social support source. In addition, the most significant difference between female and male students was also found on most subscales of two scales in favour of females. Discussion and suggestions were provided based on the findings.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Istanbul)
Grant or Contract Numbers: N/A