<p>Children who have outstanding social and emotional abilities develop more positive relations with their peers and adults; they maintain more positive emotional harmony and mental health; as a consequence, they put in better performance at school. Development of these skills takes place in the early stages of childhood, and continues throughout childhood and adolescence being affected by relations and social environment. Survey research has been adopted as quantitative research methods. The population of the questionnaire consists of 4th graders students who receive education in districts of Bursa and Uşak. Research samples have been attained by making use of criterion sampling which is one of the purposeful sampling methods. Questionnaire has been responded to by some 258 pupils in Bursa and some 200 in Uşak. The objective of this research is to discover if the socio-emotional learning abilities of these 4th graders show any differences in some variables such as gender, socio-economic level and residence in a greate or a little town. In the research, social-emotional learning scale, which was developed by Coryn, Spybrook, Evergreen and Blinkiewicz (2009) and adapted by Akın, Arslan and Demir (2012), and personal information questionnaire have been utilized as a means of data collection.</p><p> </p><p><strong>Özet</strong></p><p>Güçlü sosyal ve duygusal becerilere sahip çocuklar; akranlarıyla ve yetişkinlerle daha olumlu ilişkilere ve daha olumlu duygusal uyum ve ruh sağlığına sahip olmakta, okullarda daha iyi performans göstermektedirler. Bu becerilerin gelişimi çocukluğun ilk yıllarında başlar, çocukluk ve ergenlik boyunca, ilişkiler ve sosyal çevre tarafından etkilenerek devam eder. Okullarda, sosyal ve duygusal gelişim ile akademik gelişim birbirine bağlı olarak sağlanabilir. Araştırma nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmanın evrenini Bursa ve Uşak illerindeki 4. sınıfa devam eden öğrenciler oluşturmaktadır. Araştırmanın örneklemi ise amaçlı örneklem yöntemlerinden ölçüt örneklem yönteminden yararlanılarak elde edilmiştir. Araştırmaya Bursa’dan 258, Uşak’tan 200 öğrenci katılmıştır. Bu çalışmada 4. sınıf öğrencilerinin sosyal duygusal öğrenme becerilerinin cinsiyete, sosyo-ekonomik düzeye ve büyük şehirde ya da küçük şehirde yaşama durumlarına göre farklılık gösterip göstermediği araştırılmıştır. Araştırmada 4.sınıftaki öğrencilerin Sosyal‐Duygusal Öğrenme becerilerini belirlemek üzere Coryn, Spybrook, Evergreen ve Blinkiewicz (2009) tarafından geliştirilen ve Akın, Arslan ve Demir (2012) tarafından uyarlanan Sosyal Duygusal Öğrenme Ölçeği (SDÖÖ) kullanılmıştır.</p>
Memory plays a profound role in explaining language development, academic learning, and learning disabilities. Even though there is a large body of research on language development, literacy skills, other academic skills, and intellectual characteristics of children with hearing loss, there is no holistic study on their memory processes. Accordingly, the aim of this study is to examine memory-related research on children with hearing loss (CHL). In order to distill methodological and topical trends of those studies so as to unfold relevant research needs. In this research, content analysis method was used to analyze 25 quantitative-empirical studies on memory of children below 18 years. Majority of the research studies grouped normal-hearing children as the norm group. Participants with hearing loss were quite heterogeneous in nature. Causal-comparative and correlational designs were jointly used most frequently as the research model, and assessment was based on multi-measure paradigms. Noteworthy popular topical trends include memory of children using verbal language and cochlear implants; the relation of memory to language development and literacy skills, temporary memory processes, and memory of children attending inclusive classes. A significant conclusion of the current study is that topical trends filtered from the international literature indicate the research need of our country. Furthermore, results of the analysis revealed that taking memory processes into account, especially during the assessment of hard-of-hearing children may contribute drastically to the holistic nature of assessment.
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