Araştırma Makalesi
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Is Fine-Art Activities Effective in Fostering Social-Emotional Skills On Primary School Children

Yıl 2019, Cilt: 9 Sayı: 52, 241 - 259, 01.03.2019

Öz

Bu çalışmanın amacı sanat temelli sınıf içi etkinliklerinin ilkokul öğrencilerinin sosyal-duygusal becerileri üzerindeki etkisini incelemektir. Çalışma grubu 35 ilkokul dördüncü sınıf öğrenim görmekte olan öğrencilerden oluşturulmuştur. 18 ilkokul öğrencisi deney grubuna atanırken, 17 ilkokul öğrencisi kontrol grubuna alınmıştır. Sanat temelli sınıf içi etkinlikler , 10 öğretim aktivitesinden oluşmakta ve 15 ders saati sürmektedir. Kontrol grubu sınıf müfredatta yer alan öğretim etkinliklerini öğrenirken, deney grubu ise sanat temelli sınıf içi öğretim etkinlikleri eğitimini almıştır. Veriler, Yüz Tanıma ve Empati Testi,  On Yaş Duygusal Zeka Ölçeği ile elde edilmiştir. Veriler tekrarlı ANOVA ile analiz edilmiştir. Araştırma sonuçları, sanat temelli sınıf içi öğretim etkinlikleri, deney grubu ilkokul çocuklarının duygu tanıma, empati ve duygusal zeka becerilerini anlamlı olarak arttırdığını ortaya koymuştur.. Araştırmada ulaşılan sonuçlar, ilgili literatür ve Kolb’un Yaşantısal Öğrenme Teorisi doğrultusunda tartışılmıştır. 


Kaynakça

  • Banerjee, R., Weare, K., & Farr, W. (2014). Working with ‘Social and Emotional Aspects of Learning’(SEAL): Associations with school ethos, pupil social experiences, attendance, and attainment. British Educational Research Journal, 40(4), 718-742.
  • Bar-On, R. (2006). The Bar-On model of emotional-social intelligence.Psicothema, 18, 13-25.
  • Boyatzis, R. E.,Goleman, D., &Rhee, K. (2000). Clustering competence in emotionalintelligence: InsightsfromtheEmotionalCompetence Inventory (ECI). In R. Bar-on, J.D.A. Parker (Eds.), Handbook of emotionalintelligence(pp: 343-362). San Francisco: Jossey-Bass.
  • Burman, E. (2009). Beyond emotional literacy in feminist and educational research.British Educational Research Journal, 35 (1), 137-155.
  • Coskun, K., Öksüz, Y., & Yılmaz, H. B. (2017). Ten years emotional intelligence scale (TYEIS): Its development, validity and reliability. International Journal of Assessment Tools in Education, 4(2), 122-133.
  • Coskun, K. (2019). Facial Emotion Recognition Test (FERET): Its reliability and validity. Children Australia.Doi.org/10.1017/cha.2018.51
  • Flynn, S.J. (2010). A comparative and exploratory study of the nfer-nelson emotional literacy scale in an Irish context (Unpublished Doctoral Dissertation).The University of Exeter, Exeter.
  • Gillum, J. (2010). Using emotional literacy to facilitate organizational change in a primary school: A case study (Unpublished Doctoral Dissertation).The University of Birmingham, Birmingham.
  • Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.
  • Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007).The role of emotion regulation in children's early academic success. Journal of School Psychology, 45(1), 3-19.
  • Hallam, S. (2009). An Evaluation of the social and emotional aspects of learning (SEAL) program: Promoting positive behavior, effective learning and well-being in primary school children. Oxford Review of Education, 35 (3), 313-330.
  • Hogan, M. J., Parker, J. D., Wiener, J., Watters, C., Wood, L. M., &Oke, A. (2010). Academic success in adolescence: Relationships among verbal IQ, social support and emotional intelligence. Australian Journal of Psychology, 62(1), 30-41.
  • Humphrey, N.,Kalambouka, A., Bolton, J., Lendrum, A., Wigelsworth, M., Lennie, C., &Farrell, P. (2008). Primarysocialandemotionalaspects of learning: evaluation of smallgroupwork. Research ReportRR064. Nottingham, UK: DCSF Publications.
  • Humphrey, N.,Kalambouka, A., Wigelsworth, M., &Lendrum, A. (2010a). GoingforGoals: Evaluation of a shortsocial-emotionalinterventionforprimary-agedchildren. School Psychology International, 31, 250–270.
  • Ivcevic, Z., & Brackett, M. (2014).Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52, 29-36.
  • Liddle, I., & Macmillan, S. (2010). Evaluating the FRIENDS programme in a Scottish setting. Educational Psychology in Practice, 26(1), 53-67.
  • 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., Salovey, P., & Caruso, D.R. (2004). Target articles: Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15 (3), 197-215.
  • Mayers, A. (2013). Introduction to statistics and SPSS in psychology. London: Pearson.
  • Ohl, M., Mitchell, K., Cassidy, T., & Fox, P. (2008). The Pyramid Club Primary School‐Based Intervention: Evaluating the Impact on Children's Social‐Emotional Health. Child and Adolescent Mental Health, 13(3), 115-121.
  • Park, J. (1999). Emotional literacy: Education for meaning.International Journal of Children’s Spirituality, 4 (1), 19-28.
  • Parker, J. D., Summerfeldt, L. J., Hogan, M. J., &Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and individual differences, 36(1), 163-172.
  • Petrides, K.V. (2001). A psychometric investigation into the construct of emotional intelligence (Unpublished Doctoral Dissertation). University College London, London.
  • Petrides, K. V., Frederickson, N., &Furnham, A. (2004).The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36(2), 277-293.
  • Pratt, L. (2009). Supporting pupils at risk of exclusion: an evaluation of an intensive, out of school, emotional literacy program for key stage 3 pupils (Unpublished Doctoral Thesis).Institute of Education, University of London, London.
  • Salovey P, Mayer J.D.(1990). Emotional intelligence.Imagination, Cognition, and Personality, 9, 185- 211.
  • Shapiro, S. S., & Wilk, M. B. (1965).An analysis of variance test for normality (complete samples). Biometrika, 52(3/4), 591-611.
  • Song, L. J., Huang, G. H., Peng, K. Z., Law, K. S., Wong, C. S., & Chen, Z. (2010). The differential effects of general mental ability and emotional intelligence on academic performance and social interactions. Intelligence, 38(1), 137-143.
  • Tew, M. (2010). Emotional connections: an exploration of the relational dynamics between staff and students in schools. Educational and Child Psychology, 27 (1), 133-146.
  • Watson, D., &Tellegen, A. (1985).Toward a consensual structure of mood.Psychological Bulletin, 98(2), 219-235.
  • Weare, K. (2015). What works in promoting social and emotional well-being and responding to mental health problems in schools. London: National Children’s Bureau.
  • Zeidner, M., Roberts, R. D., & Matthews, G. (2002). Can emotional intelligence be schooled? A critical review. Educational Psychologist, 37(4), 215-231.
  • Zeidner, M., Mathhews, G., & Roberts R.D. (2009).What we know about emotional intelligence: how it affects learning, work, relationships, and our mental health, Cambridge: MIT Press.
Yıl 2019, Cilt: 9 Sayı: 52, 241 - 259, 01.03.2019

Öz

Kaynakça

  • Banerjee, R., Weare, K., & Farr, W. (2014). Working with ‘Social and Emotional Aspects of Learning’(SEAL): Associations with school ethos, pupil social experiences, attendance, and attainment. British Educational Research Journal, 40(4), 718-742.
  • Bar-On, R. (2006). The Bar-On model of emotional-social intelligence.Psicothema, 18, 13-25.
  • Boyatzis, R. E.,Goleman, D., &Rhee, K. (2000). Clustering competence in emotionalintelligence: InsightsfromtheEmotionalCompetence Inventory (ECI). In R. Bar-on, J.D.A. Parker (Eds.), Handbook of emotionalintelligence(pp: 343-362). San Francisco: Jossey-Bass.
  • Burman, E. (2009). Beyond emotional literacy in feminist and educational research.British Educational Research Journal, 35 (1), 137-155.
  • Coskun, K., Öksüz, Y., & Yılmaz, H. B. (2017). Ten years emotional intelligence scale (TYEIS): Its development, validity and reliability. International Journal of Assessment Tools in Education, 4(2), 122-133.
  • Coskun, K. (2019). Facial Emotion Recognition Test (FERET): Its reliability and validity. Children Australia.Doi.org/10.1017/cha.2018.51
  • Flynn, S.J. (2010). A comparative and exploratory study of the nfer-nelson emotional literacy scale in an Irish context (Unpublished Doctoral Dissertation).The University of Exeter, Exeter.
  • Gillum, J. (2010). Using emotional literacy to facilitate organizational change in a primary school: A case study (Unpublished Doctoral Dissertation).The University of Birmingham, Birmingham.
  • Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.
  • Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007).The role of emotion regulation in children's early academic success. Journal of School Psychology, 45(1), 3-19.
  • Hallam, S. (2009). An Evaluation of the social and emotional aspects of learning (SEAL) program: Promoting positive behavior, effective learning and well-being in primary school children. Oxford Review of Education, 35 (3), 313-330.
  • Hogan, M. J., Parker, J. D., Wiener, J., Watters, C., Wood, L. M., &Oke, A. (2010). Academic success in adolescence: Relationships among verbal IQ, social support and emotional intelligence. Australian Journal of Psychology, 62(1), 30-41.
  • Humphrey, N.,Kalambouka, A., Bolton, J., Lendrum, A., Wigelsworth, M., Lennie, C., &Farrell, P. (2008). Primarysocialandemotionalaspects of learning: evaluation of smallgroupwork. Research ReportRR064. Nottingham, UK: DCSF Publications.
  • Humphrey, N.,Kalambouka, A., Wigelsworth, M., &Lendrum, A. (2010a). GoingforGoals: Evaluation of a shortsocial-emotionalinterventionforprimary-agedchildren. School Psychology International, 31, 250–270.
  • Ivcevic, Z., & Brackett, M. (2014).Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52, 29-36.
  • Liddle, I., & Macmillan, S. (2010). Evaluating the FRIENDS programme in a Scottish setting. Educational Psychology in Practice, 26(1), 53-67.
  • 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., Salovey, P., & Caruso, D.R. (2004). Target articles: Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15 (3), 197-215.
  • Mayers, A. (2013). Introduction to statistics and SPSS in psychology. London: Pearson.
  • Ohl, M., Mitchell, K., Cassidy, T., & Fox, P. (2008). The Pyramid Club Primary School‐Based Intervention: Evaluating the Impact on Children's Social‐Emotional Health. Child and Adolescent Mental Health, 13(3), 115-121.
  • Park, J. (1999). Emotional literacy: Education for meaning.International Journal of Children’s Spirituality, 4 (1), 19-28.
  • Parker, J. D., Summerfeldt, L. J., Hogan, M. J., &Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and individual differences, 36(1), 163-172.
  • Petrides, K.V. (2001). A psychometric investigation into the construct of emotional intelligence (Unpublished Doctoral Dissertation). University College London, London.
  • Petrides, K. V., Frederickson, N., &Furnham, A. (2004).The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36(2), 277-293.
  • Pratt, L. (2009). Supporting pupils at risk of exclusion: an evaluation of an intensive, out of school, emotional literacy program for key stage 3 pupils (Unpublished Doctoral Thesis).Institute of Education, University of London, London.
  • Salovey P, Mayer J.D.(1990). Emotional intelligence.Imagination, Cognition, and Personality, 9, 185- 211.
  • Shapiro, S. S., & Wilk, M. B. (1965).An analysis of variance test for normality (complete samples). Biometrika, 52(3/4), 591-611.
  • Song, L. J., Huang, G. H., Peng, K. Z., Law, K. S., Wong, C. S., & Chen, Z. (2010). The differential effects of general mental ability and emotional intelligence on academic performance and social interactions. Intelligence, 38(1), 137-143.
  • Tew, M. (2010). Emotional connections: an exploration of the relational dynamics between staff and students in schools. Educational and Child Psychology, 27 (1), 133-146.
  • Watson, D., &Tellegen, A. (1985).Toward a consensual structure of mood.Psychological Bulletin, 98(2), 219-235.
  • Weare, K. (2015). What works in promoting social and emotional well-being and responding to mental health problems in schools. London: National Children’s Bureau.
  • Zeidner, M., Roberts, R. D., & Matthews, G. (2002). Can emotional intelligence be schooled? A critical review. Educational Psychologist, 37(4), 215-231.
  • Zeidner, M., Mathhews, G., & Roberts R.D. (2009).What we know about emotional intelligence: how it affects learning, work, relationships, and our mental health, Cambridge: MIT Press.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Kerem Coşkun

Meral Coşkun

Ali Kolomuç Bu kişi benim

Yayımlanma Tarihi 1 Mart 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 9 Sayı: 52

Kaynak Göster

APA Coşkun, K., Coşkun, M., & Kolomuç, A. (2019). Is Fine-Art Activities Effective in Fostering Social-Emotional Skills On Primary School Children. Turkish Psychological Counseling and Guidance Journal, 9(52), 241-259.

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