Adolescent well being: Relative contributions of social emotional learning and microsystem supports

KAŞIKCI F., Öğülmüş S.

SOCIAL PSYCHOLOGY OF EDUCATION, cilt.27, sa.3, ss.1097-1114, 2024 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 27 Sayı: 3
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1007/s11218-023-09852-5
  • Dergi Adı: SOCIAL PSYCHOLOGY OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo, Social services abstracts, Sociological abstracts
  • Sayfa Sayıları: ss.1097-1114
  • Anahtar Kelimeler: Adolescent, Mediation, Parent engagement, Peer relationships, Self-regulation, Social emotional learning, Well-being
  • Ankara Üniversitesi Adresli: Evet

Özet

In this study, the role of social emotional learning and microsystem supports on the well-being of adolescents studying at the high school level was examined. It has been assumed that microsystem supports and social emotional learning created within the framework of the ecological approach have an important variance in explaining well-being in adolescents. A total of 1110 high school students, 560 male (50.5%) and 550 female (49.5%) participated in the study (Ageort = 15.52, sd = 0.85). A predictive relationship was found between peer relationships, parent engagement, self-regulation, social emotional learning and well-being. In addition to all these results, all these factors significantly explained the variance of well-being. Another important result is that SEL mediates between well being and ecological factors. This is proof that primarily supports social emotional learning is shaped by ecological factors. These findings are discussed in terms of the advantages of social emotional learning and microsystem support in order to increase the well-being of adolescents.