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Predictive Role of Self-Perception on Social-Emotional Competence in Pre-Service Preschool Teacher

Yıl 2025, Cilt: 21 Sayı: 1, 51 - 64, 01.06.2025

Nihal Özer , Hanife Esen Aygün

https://doi.org/10.17244/eku.1651790

Öz

Social-emotional learning is a lifelong process in which individuals develop their social-emotional skills and abilities. It encompasses various characteristics such as being aware of and managing emotions, setting and achieving goals, respecting different perspectives, establishing and maintaining positive relationships with the environment, making decisions, and being constructive in relationships. The social-emotional competencies of teachers significantly influence children's social-emotional skills. To teach and develop children's social-emotional skills, it is crucial for the teacher—the one who teaches—to possess a certain level of social-emotional competence. The preschool teacher, who introduces children to the concept of school for the first time, plays a critical role in preparing children for school and ensuring their adaptation. Their positive self-perception and social-emotional competence are vital in this regard. However, it is expected that teachers will acquire these skills during pre-service training. Considering this information, this study examines the relationship between the social-emotional competencies and self-perception of pre-service preschool teachers. Accordingly, it investigates whether there is a significant relationship between pre-service preschool teachers' social-emotional competencies and self-perception and to what extent social-emotional competence predicts self-perception. The data for the study were collected using the Social-Emotional Competence Questionnaire and the Self-Theory Scale. The research findings indicate that pre-service teachers' self-perception significantly predicts their social-emotional competence.

Anahtar Kelimeler

Social-emotional competence self perception pre-service teacher

Etik Beyan

Bu çalışmanın bir bölümü 16. Ulusal Okul Öncesi Öğretmenliği Öğrenci Kongresi'nde sözlü bildiri olarak sunulmuştur.

Destekleyen Kurum

TÜBİTAK

Teşekkür

Bu araştırma TÜBİTAK 2209 öğrenci projeleri kapsamında desteklenmiştir. Desteği için TÜBİTAK'a teşekkür ederiz.

Kaynakça

  • Aslan, D., & Köksal Akyol, A. (2006). Examining preschool teacher pre-service attitudes towards the teaching profession and their professional self-esteem. Çukurova University Social Sciences Institute Journal, 15(2), 51-60.
  • Avşar, Z., & Kuter, F. Ö. (2007). Determining the social skill levels of physical education and sports department students (Uludağ University example). Theory and Practice in Education, 3(2), 197-206.
  • Esen Aygün, H., & Alemdar, M. (2022). Examination of the social-emotional skills of pre-service teachers in the context of emotional literacy skills and social-emotional competency. International Innovative Education Researcher (IEdRes), 2(2), 206-240.
  • Esen Aygün, H., & Taşkın, Ç. S. (2022). The effect of social-emotional learning program on social-emotional skills, academic achievement, and classroom climate. Psycho-Educational Research Reviews, 11(1), 59-76.
  • Esen-Aygün, H., & Taşkın, Ç. S. (2016). The importance of social-emotional learning from the perspective of teacher pre-service. Mersin University Faculty of Education Journal, 12(1).
  • Berg, C. J., & Snyder, C. R. (2010). Assessing self-perceptions of college students across life domains: Development and validation of the self-theory scale. College Students Journal, 44, 952-969.
  • Buchanan, R., Gueldner, B. A., Tran, O. K., & Merrell, K. W. (2009). Social-emotional learning in classrooms: A survey of teachers' knowledge, perceptions, and practices. Journal of Applied School Psychology, 25(2), 187-203.
  • Büyüköztürk, Ş., Çakmak-Kılıç, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Scientific research methods (13th ed.). Pegem.
  • Ore, F. N., & Buluş, M. (2006). Academic self-esteem in 5-6 year old children attending preschool educational institutions. Dokuz Eylül University Buca Faculty of Education Journal, 20, 28-39.
  • Christiansen, S. L., & Palkovitz, R. (1998). Exploring Erikson's psychosocial theory of development: Generativity and its relationship to paternal identity, intimacy, and involvement in childcare. The Journal of Men's Studies, 7(1), 133-156.
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2013). 2013 CASEL guide: Effective social and emotional programs, Preschool and Primary School Edition. Retrieved from http://static.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/526a220de4b00a92c90436ba/1382687245993/2013-casel-guide.pdf
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2014). Social and emotional learning core competencies. Retrieved from http://www.casel.org/social-and-emotional-learning/core-competencies/
  • Cüceloğlu, D. (1998). Again, human to human. Remzi Bookstore.
  • Cüceloğlu, D. (2016). The child within us (50th ed.). Remzi Kitapevi.
  • Demir, V., Gürsoy, F., & Ada, Ş. (2011). Examining the professional self-esteem of preschool teacher pre-service. Gaziantep University Journal of Social Sciences, 10(1), 597-614. Demoulin, D. F. (2000). "I like me": Enhancing self-concept in kindergarten-age children through active school/business partnerships. NAPS Communique, 27(8), 20-35.
  • Deniz, M. E., & Erözkan, A. (2017). Psychological advice and guidance. Pegem.
  • Derici Reply, S. (2017). Examining the relationship between classroom teachers' self-esteem and communication skills in terms of various variables (Eskil example) (Master's thesis, Necmettin Erbakan University Institute of Educational Sciences).
  • Dinç, B. (2002). Teacher opinions on the effects of preschool education on the social development of 4-5 year old children (Unpublished master's thesis). Anadolu University, Institute of Educational Sciences, Department of Primary Education, Eskişehir.
  • Ekşi, H., Tuncer, E., & Avcu, A. (2019). Adaptation of the Social Emotional Competence Questionnaire (SDQ) into Turkish: Validity and reliability study. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 50, 109-124.
  • Elias, M. J., et al. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development.
  • Er, A. C. (2017). Examining professional self-esteem, emotional intelligence, and life satisfaction in counselors in terms of various variables (Doctoral dissertation, Necmettin Erbakan University, Turkey).
  • Ersoy, E., & Köşger, F. (2016). Empathy: Definition and importance. Osmangazi Medical Journal, 38(2), 9-17.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. McGraw-Hill. Garmezy, N. (1991). Resilience and vulnerability to adverse developmental outcomes associated with poverty. American Behavioral Scientist, 34, 416-430.
  • Girgin, G. (2009). Examination of emotional intelligence in teacher pre-service in terms of some variables. Manas University Journal of Social Sciences, 11(22), 131-140.
  • Girgin, G., Çetingöz, D., & Ekinci Vural, D. (2011). Examining the social skill levels of teacher pre-service. Theoretical Education, 4(1), 38-49.
  • Güleç, H., & Özbek Ayaz, C. (2017). Examining the self-esteem and professional self-esteem of teacher pre-service in terms of various variables. Bartın University Faculty of Education Journal.
  • Güler, A. (2006). Examining the relationship between emotional intelligence levels and problem-solving skills of teachers working in primary schools (Master's thesis, Yeditepe University, Istanbul).
  • Güngörmüş, O. (1997). Father-child relationship. Istanbul Bookstore.
  • Güngörmüş, O. (1995). Parent school. Remzi Bookstore.
  • Holt, R. R. (1989). Freud reappraised: A fresh look at psychoanalysis theory. Guilford Press.
  • Hurlock, E. (1978). Personality development. McGraw-Hill. Jones, S. M., & Doolittle, E. J. (2017). Social and emotional learning: Introducing the issue. The Future of Children, 27(1), 3-11.
  • Kabakçı, Ö. F., & Totan, T. (2012). The effect of social and emotional learning skills on multidimensional life satisfaction and hope. Kuramsal Eğitimbilim Dergisi- Journal of Theoretical Educational Science, 6(1), 40-61.
  • Kağıtçıbaşı, Ç. (2010). Self, family, and human development. Koç University. Korkut-Owen, F. (2010). Social-emotional learning skills scale development study. Education and Science, 35(157).
  • Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610.
  • Lopes, P. N., Salovey, P., & Straus, R. (2003). Emotional intelligence, personality, and the perceived quality of social relationships. Personality and Individual Differences, 35(3), 641–658. https://doi.org/10.1016/S0191-8869(02)00242-8
  • Maslow, A. H. (1969). The further reaches of human nature. The Journal of Transpersonal Psychology, 1(1), 1-9.
  • Onur, B. (1993). Child and adolescent development. İmge Kitapevi.
  • Öner, A. (1985). Translational equivalence and reliability of the Turkish version of the Piers-Harris Children's Self-Concept Scale (Master's thesis, Boğaziçi University, Istanbul).
  • Özmen, E. (2006). Self-knowledge guide. System Publishing.
  • Parlakian, R. (2003). Before the ABCs: Promoting school readiness in infants and toddlers. Zero to Three.
  • Fingersız, İ., & Avşaroğlu, S. (2012). Examining teacher pre-service optimism and stress coping styles according to their self-esteem levels. Elementary Education Online, 11(2), 543-555.
  • Pınarcık, Ö., Salı, G., & Altındiş, M. N. (2016). Study of the relationship between emotional intelligence and communication skills of preschool teacher pre-service. Asian Teaching Magazine, 4(1), 34-44.
  • Pişkin, M. (2003). Self-esteem development training. Y. Kuzgun (Ed.), Guidance in Primary Education (pp. 95-123).
  • Selahattin, A., Temel, V., & Nas, K. (2012). An exploration of candidate teachers' social skills levels: Age, gender, and other differences. Ovid University Annals, 12, 210-215.
  • Şahin, G. (2009). Examining the relationship between attachment styles and identity status of adolescents living in orphanages and with their families (Master's thesis, Selçuk University, Konya).
  • Şenal, G. (2019). Preschool teachers' self-efficacy beliefs.
  • Tepeli, K., & Arı, R. (2011). Comparative examination of the communication and social skills of preschool education teachers and teacher pre-service. Journal of Selçuk University Social Sciences Institute, 26, 385-394. Temel, V., & Birol, Ş. Ş. (2015). Examination of social skill levels of students studying at the school of physical education and sports in terms of some variables. KMU Journal of Social and Economic Research, 17(28), 80-84.
  • Tesser, A. (2002). Constructing a niche for the self: A bio-social, PDP approach to understanding lives. Self and Identity, 1, 185-190.
  • Tok, E., Atan, A., & Buluş, M. (2020). Metacognitive awareness in preschool teacher pre-service: The role of self-esteem and general self-efficacy. Inonu University Journal of the Faculty of Education, 21(2), 475-486.
  • Türkan, E., Aydoğan, Y., & Sezer, T. (2016). Examination of social skills of preschool teacher pre-service. Kastamonu Education Journal, 24(5), 2409-2424.
  • Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3-19). Guilford Press.
  • Yavuzer, Y., Karataş, Z., & Demir, B. P. (2017). Self-theory validity and reliability study of the Turkish version of the scale. Anatolian Journal of Psychiatry, 18(2), 161-168.
  • Yigit, R. (2013). Examining the relationship between teacher pre-service subjective well-being and social problem-solving skills. Elementary Education Online, 12(2), 1-11.
  • Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17(2-3), 190-210. https://doi.org/10.1080/10474412.2006.9681897
  • Zhou, M., & Ee, J. (2012). Development of the social emotional competence questionnaire (SECQ). The International Journal of Emotional Education, 4, 27-42.
  • MEB Preschool Education Program (2013). Preschool Teaching Undergraduate Program https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pdf

Okul Öncesi Öğretmen Adaylarında Benlik Algısının Sosyal-Duygusal Yeterliği Yordayıcı Rolü

Yıl 2025, Cilt: 21 Sayı: 1, 51 - 64, 01.06.2025

Nihal Özer , Hanife Esen Aygün

https://doi.org/10.17244/eku.1651790

Öz

Sosyal-duygusal öğrenme; bireylerin yaşamları boyunca kendi sosyal-duygusal beceri ve yeteneklerini geliştiren bir süreçtir. Bireylerin duygularının farkında olma ve yönetme, hedef belirleme ve hedefe ulaşma, farklı bakış açılarına saygı duyma, çevreyle olumlu ilişki kurma ve sürdürme, karar alma, ilişkilerde yapıcı olma gibi birtakım özellikleri içinde barındırmaktadır. Çocukların sosyal-duygusal becerilerini, öğretmenlerin sosyal-duygusal yeterlilikleri önemli derecede etkilemektedir. Çocuklara sosyal-duygusal becerileri öğretmek ve bu becerilerini geliştirmek için öğreten kişinin yani öğretmenin birtakım sosyal-duygusal yeterliliğe sahip olması çok önemlidir. Çocukları okul kavramı ile ilk kez tanıştıracak olan okul öncesi öğretmeninin olumlu benlik algısı ve sosyal-duygusal yetkinliği; çocukları okula hazırlama ve okula uyumlarının sağlanmasında oldukça önemlidir. Ancak, öğretmenin bu becerileri hizmet öncesi eğitim sırasında edinmiş olması beklenmektedir. Bu bilgiler ışığında bu araştırmada, okul öncesi öğretmen adaylarının sosyal-duygusal yeterlilikleri ve benlik algısı arasındaki ilişki incelenmiştir. Böylece, okul öncesi öğretmen adaylarının sosyal-duygusal yeterlilikleri ve benlik algısı arasında anlamlı bir ilişki olup olmadığı incelenmiş ve sosyal-duygusal yeterliğin benlik algısını ne ölçüde yordadağı araştırılmıştır. Araştırma verilerinin toplanmasında Sosyal-Duygusal Yeterlilik Anketi ve Benlik Kuramı Ölçeği kullanılmıştır. Araştırma bulguları öğretmen adaylarının benlik algısının sosyal-duygusal yeterliği anlamlı düzeyde yordadığına işaret etmektedir.

Anahtar Kelimeler

sosyal-duygusal yeterlik benlik algısı öğretmen adayı

Kaynakça

  • Aslan, D., & Köksal Akyol, A. (2006). Examining preschool teacher pre-service attitudes towards the teaching profession and their professional self-esteem. Çukurova University Social Sciences Institute Journal, 15(2), 51-60.
  • Avşar, Z., & Kuter, F. Ö. (2007). Determining the social skill levels of physical education and sports department students (Uludağ University example). Theory and Practice in Education, 3(2), 197-206.
  • Esen Aygün, H., & Alemdar, M. (2022). Examination of the social-emotional skills of pre-service teachers in the context of emotional literacy skills and social-emotional competency. International Innovative Education Researcher (IEdRes), 2(2), 206-240.
  • Esen Aygün, H., & Taşkın, Ç. S. (2022). The effect of social-emotional learning program on social-emotional skills, academic achievement, and classroom climate. Psycho-Educational Research Reviews, 11(1), 59-76.
  • Esen-Aygün, H., & Taşkın, Ç. S. (2016). The importance of social-emotional learning from the perspective of teacher pre-service. Mersin University Faculty of Education Journal, 12(1).
  • Berg, C. J., & Snyder, C. R. (2010). Assessing self-perceptions of college students across life domains: Development and validation of the self-theory scale. College Students Journal, 44, 952-969.
  • Buchanan, R., Gueldner, B. A., Tran, O. K., & Merrell, K. W. (2009). Social-emotional learning in classrooms: A survey of teachers' knowledge, perceptions, and practices. Journal of Applied School Psychology, 25(2), 187-203.
  • Büyüköztürk, Ş., Çakmak-Kılıç, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Scientific research methods (13th ed.). Pegem.
  • Ore, F. N., & Buluş, M. (2006). Academic self-esteem in 5-6 year old children attending preschool educational institutions. Dokuz Eylül University Buca Faculty of Education Journal, 20, 28-39.
  • Christiansen, S. L., & Palkovitz, R. (1998). Exploring Erikson's psychosocial theory of development: Generativity and its relationship to paternal identity, intimacy, and involvement in childcare. The Journal of Men's Studies, 7(1), 133-156.
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2013). 2013 CASEL guide: Effective social and emotional programs, Preschool and Primary School Edition. Retrieved from http://static.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/526a220de4b00a92c90436ba/1382687245993/2013-casel-guide.pdf
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2014). Social and emotional learning core competencies. Retrieved from http://www.casel.org/social-and-emotional-learning/core-competencies/
  • Cüceloğlu, D. (1998). Again, human to human. Remzi Bookstore.
  • Cüceloğlu, D. (2016). The child within us (50th ed.). Remzi Kitapevi.
  • Demir, V., Gürsoy, F., & Ada, Ş. (2011). Examining the professional self-esteem of preschool teacher pre-service. Gaziantep University Journal of Social Sciences, 10(1), 597-614. Demoulin, D. F. (2000). "I like me": Enhancing self-concept in kindergarten-age children through active school/business partnerships. NAPS Communique, 27(8), 20-35.
  • Deniz, M. E., & Erözkan, A. (2017). Psychological advice and guidance. Pegem.
  • Derici Reply, S. (2017). Examining the relationship between classroom teachers' self-esteem and communication skills in terms of various variables (Eskil example) (Master's thesis, Necmettin Erbakan University Institute of Educational Sciences).
  • Dinç, B. (2002). Teacher opinions on the effects of preschool education on the social development of 4-5 year old children (Unpublished master's thesis). Anadolu University, Institute of Educational Sciences, Department of Primary Education, Eskişehir.
  • Ekşi, H., Tuncer, E., & Avcu, A. (2019). Adaptation of the Social Emotional Competence Questionnaire (SDQ) into Turkish: Validity and reliability study. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 50, 109-124.
  • Elias, M. J., et al. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development.
  • Er, A. C. (2017). Examining professional self-esteem, emotional intelligence, and life satisfaction in counselors in terms of various variables (Doctoral dissertation, Necmettin Erbakan University, Turkey).
  • Ersoy, E., & Köşger, F. (2016). Empathy: Definition and importance. Osmangazi Medical Journal, 38(2), 9-17.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. McGraw-Hill. Garmezy, N. (1991). Resilience and vulnerability to adverse developmental outcomes associated with poverty. American Behavioral Scientist, 34, 416-430.
  • Girgin, G. (2009). Examination of emotional intelligence in teacher pre-service in terms of some variables. Manas University Journal of Social Sciences, 11(22), 131-140.
  • Girgin, G., Çetingöz, D., & Ekinci Vural, D. (2011). Examining the social skill levels of teacher pre-service. Theoretical Education, 4(1), 38-49.
  • Güleç, H., & Özbek Ayaz, C. (2017). Examining the self-esteem and professional self-esteem of teacher pre-service in terms of various variables. Bartın University Faculty of Education Journal.
  • Güler, A. (2006). Examining the relationship between emotional intelligence levels and problem-solving skills of teachers working in primary schools (Master's thesis, Yeditepe University, Istanbul).
  • Güngörmüş, O. (1997). Father-child relationship. Istanbul Bookstore.
  • Güngörmüş, O. (1995). Parent school. Remzi Bookstore.
  • Holt, R. R. (1989). Freud reappraised: A fresh look at psychoanalysis theory. Guilford Press.
  • Hurlock, E. (1978). Personality development. McGraw-Hill. Jones, S. M., & Doolittle, E. J. (2017). Social and emotional learning: Introducing the issue. The Future of Children, 27(1), 3-11.
  • Kabakçı, Ö. F., & Totan, T. (2012). The effect of social and emotional learning skills on multidimensional life satisfaction and hope. Kuramsal Eğitimbilim Dergisi- Journal of Theoretical Educational Science, 6(1), 40-61.
  • Kağıtçıbaşı, Ç. (2010). Self, family, and human development. Koç University. Korkut-Owen, F. (2010). Social-emotional learning skills scale development study. Education and Science, 35(157).
  • Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610.
  • Lopes, P. N., Salovey, P., & Straus, R. (2003). Emotional intelligence, personality, and the perceived quality of social relationships. Personality and Individual Differences, 35(3), 641–658. https://doi.org/10.1016/S0191-8869(02)00242-8
  • Maslow, A. H. (1969). The further reaches of human nature. The Journal of Transpersonal Psychology, 1(1), 1-9.
  • Onur, B. (1993). Child and adolescent development. İmge Kitapevi.
  • Öner, A. (1985). Translational equivalence and reliability of the Turkish version of the Piers-Harris Children's Self-Concept Scale (Master's thesis, Boğaziçi University, Istanbul).
  • Özmen, E. (2006). Self-knowledge guide. System Publishing.
  • Parlakian, R. (2003). Before the ABCs: Promoting school readiness in infants and toddlers. Zero to Three.
  • Fingersız, İ., & Avşaroğlu, S. (2012). Examining teacher pre-service optimism and stress coping styles according to their self-esteem levels. Elementary Education Online, 11(2), 543-555.
  • Pınarcık, Ö., Salı, G., & Altındiş, M. N. (2016). Study of the relationship between emotional intelligence and communication skills of preschool teacher pre-service. Asian Teaching Magazine, 4(1), 34-44.
  • Pişkin, M. (2003). Self-esteem development training. Y. Kuzgun (Ed.), Guidance in Primary Education (pp. 95-123).
  • Selahattin, A., Temel, V., & Nas, K. (2012). An exploration of candidate teachers' social skills levels: Age, gender, and other differences. Ovid University Annals, 12, 210-215.
  • Şahin, G. (2009). Examining the relationship between attachment styles and identity status of adolescents living in orphanages and with their families (Master's thesis, Selçuk University, Konya).
  • Şenal, G. (2019). Preschool teachers' self-efficacy beliefs.
  • Tepeli, K., & Arı, R. (2011). Comparative examination of the communication and social skills of preschool education teachers and teacher pre-service. Journal of Selçuk University Social Sciences Institute, 26, 385-394. Temel, V., & Birol, Ş. Ş. (2015). Examination of social skill levels of students studying at the school of physical education and sports in terms of some variables. KMU Journal of Social and Economic Research, 17(28), 80-84.
  • Tesser, A. (2002). Constructing a niche for the self: A bio-social, PDP approach to understanding lives. Self and Identity, 1, 185-190.
  • Tok, E., Atan, A., & Buluş, M. (2020). Metacognitive awareness in preschool teacher pre-service: The role of self-esteem and general self-efficacy. Inonu University Journal of the Faculty of Education, 21(2), 475-486.
  • Türkan, E., Aydoğan, Y., & Sezer, T. (2016). Examination of social skills of preschool teacher pre-service. Kastamonu Education Journal, 24(5), 2409-2424.
  • Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3-19). Guilford Press.
  • Yavuzer, Y., Karataş, Z., & Demir, B. P. (2017). Self-theory validity and reliability study of the Turkish version of the scale. Anatolian Journal of Psychiatry, 18(2), 161-168.
  • Yigit, R. (2013). Examining the relationship between teacher pre-service subjective well-being and social problem-solving skills. Elementary Education Online, 12(2), 1-11.
  • Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17(2-3), 190-210. https://doi.org/10.1080/10474412.2006.9681897
  • Zhou, M., & Ee, J. (2012). Development of the social emotional competence questionnaire (SECQ). The International Journal of Emotional Education, 4, 27-42.
  • MEB Preschool Education Program (2013). Preschool Teaching Undergraduate Program https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pdf
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Okul Öncesi Eğitim
Bölüm Makaleler
Yazarlar

Nihal Özer 0000-0003-4121-6070

Hanife Esen Aygün 0000-0001-9363-7083

Yayımlanma Tarihi 1 Haziran 2025
Gönderilme Tarihi 5 Mart 2025
Kabul Tarihi 8 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 21 Sayı: 1

Kaynak Göster

APA Özer, N., & Esen Aygün, H. (2025). Predictive Role of Self-Perception on Social-Emotional Competence in Pre-Service Preschool Teacher. Eğitimde Kuram Ve Uygulama, 21(1), 51-64. https://doi.org/10.17244/eku.1651790
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